VIEWED FROM ADOLESCENCE PSYCHOLOGY THEORY
A THESIS
Submitted to Letters and Humanities Faculty
In Partial Fulfillment of the Requirements for
The Degree of Strata 1 (S1)
DWI ARIEYANTINI
NIM. 105026000932
ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010
ABSTRACT
Dwi Arieyantini, Juno’s Character in “JUNO” Movie Viewed from Adolescence Psychology Theory, Thesis: English Letters Department, Letters and Humanities Faculty, Syarif Hidatullah State Islamic University, Jakarta 2009.
This research contains analysis of Juno’s Character as an adolescent. The writer studied the movie as a unit analysis and use psychology theory as the theoretical framework of the research.
The objective of this research is to know the psychological aspect in Juno’s character to solve the problems. The collected data are descriptive-qualitative method applied by using adolescence psychology. The research uses her to get the data on psychological aspect that appears in the movie.
The research is performed in several phases, such as deciding the unit analysis, collecting the data from many sources such as book, internet and others, that related to the research, presenting the data description, analyzing the problem and then making the conclusion.
The research describes about Juno’s appearance as a teenager, how she faces her problems, and how she reacts her surroundings such as her relation with her family, and peers while she is having the pregnancy. By referring to discussion, the writer uses adolescence psychology theory; those factors are cognitive development, emotion development, and social world including her relation with family and her peers and how those factors affect her in making the decisions regarding her pregnancy.
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APPROVEMENT
JUNO’S CHARACTER IN “JUNO” MOVIE
VIEWED FROM ADOLESCENCE PSYCHOLOGY THEORY
A Thesis
Submitted to Letters and Humanities Faculty
In Partial Fulfillment of the Requirements for
Strata 1 Degree
Dwi Arieyantini
NIM. 105026000932
Approved by:
Elve Oktafiyani, M. Hum
NIP. 19781003 200112 2 002
ENGLISH LETTERS DEPARTMENT
LETTERS AND HUMANITIES FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
LEGALIZATION
The thesis entitled “Juno’s Character in “JUNO” Movie Viewed from Adolescence Psychology Theory” has been defended before the Letters and Humanities Faculty’s Examination Committee on February, 09th 2010. The thesis has already been accepted as partial fulfillment of requirement for the degree of Strata One in English Letters.
Jakarta, February 09th 2010
Examination Committee
Signature Date 1. Dr. Muhammad Farkhan, M. Pd (Chair Person)
19650919 200003 1 002
2. Drs. Asep Saefuddin, M. Pd (Secretary) 19640710 199303 1 006
3. Elve Oktafiyani, M. Hum (Advisor) 19781003 200112 2 002
4. Drs. Asep Saefuddin, M. Pd (Examiner I) 19640710 199303 1 006
5
DECLARATION
I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgement has been made in the text.
Jakarta, January 9th 2010
ACKNOWLEDGEMENT
In the Name of Allah, The Most Gracious, The Most Merciful
All praises be to Allah SWT. The real writer’s guide, who amazingly and mysteriously guides and helps her in the process of making this thesis. Peace and salutation be upon the greatest prophet Muhammad SAW, his family, companions and adherents.
On this occasion, the writer wants to say many thanks to her beloved parents Suparmi and Djuri Marsono, her sister, and brother for their pray and love for the writer. And the writer wants to say many thanks to her TEDAS Indonesia family who always pray and support her in making this thesis, May Allah SWT always rewards your kindness. The writer also wants to give her gratitude to Ms. Elve Oktafiyani, M. Hum and Ms. Inayatul Chusna, M. Hum for their time, guidance, patient, kindness, and contribution in supervising, correcting and helping her finishing this thesis.
The writer also would like to express her trustworthy gratitude to the following noble persons:
1. Prof. Dr. Komarudin Hidayat, MA, the rector of Syarif Hidayatullah State Islamic University of Jakarta.
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3. Dr. Muhammad Farkhan, M.Pd, the head of English Letters and Humanities, Letters and Humanities Faculty, Syarif Hidayatullah State Islamic University of Jakarta.
4. Drs. Asep Saefuddin, M.Pd, the secretary of English Letters and Humanities, Letters and Humanities Faculty, Syarif Hidayatullah State Islamic University of Jakarta.
5. All of the lectures in English Letter Department who have taught and educated the writer during study at Syarif Hidatullah State Islamic University. 6. All staff of the library of Letters and Humanities Faculty, the library of main
library of UIN Jakarta, the library of University of Indonesia.
7. The writer’s family in TEDAS Indonesia Organization who has been supporting, praying and fighting for doing the best things together: Great Teacher Imam Maliki, his lovely wife, Erna, Chusnul, Linda, Titin, Nita, Mrs. Kemas, Mr. Yanto, Mr. and Mrs. Munayu, Aisyah, Hendry, Yusuf, Eko, Dede, Mario, Daru, Bowo, Dimas, and lots of best friend that the writer can not write it down one by one.
9. The writer’s friends who pray and supports the writer: Maria, Febry, Robiatun, Tami, Ika, Citra, E.L.Fs friends, friends from FB, and the last but not least to my Sungmin Oppa.
May Allah, the all-Hearer and all-Knower, blesses them all and gives them more than what they have given to the writer. Hopefully, this thesis gives benefit for all people who read it.
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TABLE OF CONTENTS
ABSTRACT ... i
APPROVEMENT ... ii
LEGALIZATION ... iii
DECLARATION ... iv
ACKNOWLEDGMENT ... v
TABLE OF CONTENTS ... viii
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Scope of Problem ... 5
C. Research Question ... 5
D. Significance of the Research ... 5
E. Methodology of research ... 5
CHAPTER II. THEORETICAL FRAMEWORK ... 7
A. Adolescence Psychology Theory ... 8
a. Cognitive Development ... 10
b. Emotional Development ... 11
1. Love, Affection and Joy ... 11
2. Anger and Fear ... 14
3. Anxiety ... 14
c. Social World ... 15
1. Family ... 15
CHAPTER III. RESEARCH FINDINGS AND ANALYSIS ... 19
A. Analysis of The Main Character ... 19
B. Analysis of the Factors that Influence the Main Character in Making Decisions Regarding her Pregnancy. ... 23
1. Cognitive ... 28
2. Emotional Stage ………. ... 30
3. Social World ……… 33
CHAPTER IV. CONCLUSIONS AND SUGGESTIONS……… ... 37
A. Conclusions ... 37
B. Suggestions ... 38
BIBILIOGRAPHY ... 39
WEBSITES ... 40
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CHAPTER I
INTRODUCTION
A. Background of the Study
Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.1
Psychology is the scientific study of behavior and the mind. This definition contains three elements. The first is that psychology is a scientific enterprise that obtains knowledge through systematic and objective methods of observation and experimentation. Second is that psychologists study behavior, which refers to any action or reaction that can be measured or observed—such as the blink of an eye, an increase in heart rate, or the unruly violence that often erupts in a mob. Third is that psychologists study the mind, which refers to both conscious and unconscious mental states. These states cannot actually be seen, only inferred from observable behavior.2
The behavior of human relates to psychological aspects. Specifically, the reality of psychology can be seen from any psychological phenomena which are
1
http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm accessed on February 11th, 2010. p. 1.
2
suffered by human being when they respond or make a reaction toward themselves and surrounding. The writer can also identify mental state of them through behavior. Human behaviors itself are various. If the writer examine deeply, the writer can classify it as any phenomena and can be classified into certain category. The category represents any psychological signs such as phobia, anxiety, frustration, depression.
Film, as a form of an art represents events and behaviors that are done by human being. Films are cultural artifacts created by specific cultures, which reflect those cultures, and, in turn, affect them. It is a source of popular entertainment and a powerful method for educating — or indoctrinating — citizens.3 It does not only become something that entertains but also can inspire the viewer if it showed attractively. Many aspects of life become story theme in movie, for example psychology. Film as medium to describe psychological topics is including development over the life cycle (particularly childhood and adolescence), family dynamics, and mental illness. It is usually revealed through the characters’ behavior or acts.
The director describes the character in several ways. She/he can describe the character physical appearance, through dialogue, thought, actions or description of character’s behavior and the explanation given. It means that the director can develop the story and give a message to the viewer by focusing on behavior of the character itself, interaction among the other characters or the intrinsic elements of movie such as plot, setting, and character.
13
One of the best American movies in 2007 which is written by Huggo is ‘JUNO’. The film won the Academy Award for Best Original Screenplay and earned three other Oscar nominations, including Best Picture and Best Actress for Page. The film's soundtrack was the first number one soundtrack since Dreamgirls and 20th Century Fox's first number one soundtrack since Titanic. Juno earned back its initial budget of $6.5 million in twenty days; during the first nineteen of which the film was in limited release. And Juno received numerous positive reviews from critics, many of whom placed the film on their top ten lists for the year. The film has also received both criticism and praise from members of both the pro-life and pro-choice communities regarding its confrontation of abortion.4
Juno is the teenage movie which is full of teenager’s problems. It tells us the story when a teenage girl faced an unexpected pregnancy; she enlisted the aid of her best friend in finding the unborn child. Juno might seem wise beyond her years, but after sleeping with classmate Bleeker, the pregnant teen quickly realized how little she really knew about life.5 This movie has dynamic characters and the main character has lots of changes through her thought from the people and kinds of important events around her.
This story took place in Minnesota and the main character was still 16th year old high school girl when she had her unexpected pregnancy, named Juno. The anxious Juno called her best friend and they decided to abort the unborn baby. But,
4
http://en.wikipedia.org/wiki/Juno_(film) on accessed March 20th, 2009. p. 1.
5
because of her friend’s words and the situation she faced in the women’s choice clinic, Juno changed her plan. She wanted to keep her unborn baby. In order that she had to tell her parents about her pregnancy and told about what she had been thinking with her best friend to give her baby to the mature and established couple who wanted baby in their family. They were quite wise facing the fact and agree even though they surprise hearing the news.
Juno and her parents agree to give the baby right away after Juno having birth to Loring couple. Nevertheless, the events that occurred before she has a birth knocked her thought and made Juno changed her decisions.
The writer is interested in analyzing Juno character of JUNO based on adolescence psychology theory because in the writer’s opinion, Juno, as a main character in this movie is faced by the situation that makes her changes in making decision to not aborting and giving the baby to the Lorings which are taken from her environment. As a regular teenager, Juno also has her own thought in facing her problems and sees the events through her society around. Juno’s emotional, conflict and her consciousness about what has happened have a strong relation to her decisions. A teenager who has her/his big problems and faces it alone without any people who makes her/him realizes or conscious about what she/he had done and bring her/him to a better way can be worse psychologically.
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result will be reported in a “skripsi” which has title “Juno’s Character in “JUNO” movie viewed from Adolescence Psychology Theory”.
B. Scope of Problem
According to the background of the study above and to limit the research, the writer focuses the problem on the main character in this movie, Juno, who faces her pregnancy in her young age and getting her decisions through the certain events which are seen through the psychology of adolescence theory and the characterization of Juno as the central character.
C. Research Question
Based on the background of study and scope of problem, the writer tries to identify the problem by the following questions:
1. How is Juno described as an adolescent in the JUNO movie?
2. Which factors influence her in making decisions regarding her pregnancy?
D. Significance of the Research
Generally, the writer hopes the result of the research has benefit for the readers who are interested in literature and know further how does the main character’s reacts through the situation around her that reflect in this movie.
E. Methodology of Research
1. The Objective of Research
- Describe Juno as a main character and her characterization as a main character in the JUNO movie.
- Reveal the Juno’s steps in getting her decisions that implied in movie. 2. Research Method
The method of research that is used is descriptive-qualitative by the use of contain analysis that the writer will try to analyze how are the process of making decisions reflected in JUNO movie.
3. Data Analysis
The data will be analyzed with qualitative data analysis. 4. Research Instrument
Instrument that is used in this research is the writer herself by watching, understanding, identifying, and analyzing the related data.
5. Unit Analysis
Unit analysis of this research is movie JUNO which is published by Fox Searchlight Pictures in 2007.
6. Time and Place
This research will be process at the academic year of 2009-2010 in English Department UIN and all related references and places.
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CHAPTER II
THEORETICAL FRAMEWORK
Psychological study of literature, exploring its structure, function, and psychological value.6 Literature and Psychology is one of the literature’s extrinsic approaches out of the other two, which are: Literature and Biography, and Literature and Society. Psychology of literature means the psychological study of the writer, as type and as individual, or the study of the creative process, or study of the psychological types and laws presents within works of literature, or, finally, the effects of literature upon its readers (audience psychology).
Psychological literature, according to Rene Wellek and Austin Warren has four definitions. The first is psychological study of the author as the type or private. The second is as the creative process. The third is a study of type and psychological laws which is used in the literature masterpiece. And the fourth is study of literature effect to the reader.
The first and the second of its psychology literature are sub-visions of the psychology of art. The third belongs, in the strictest sense, to the literature study. The fourth shall be considered under ‘Literature and Society.’7
6
http://fac.hsu.edu/langlet/syllabi/2007/Psy_Lit_syllabus.htm accessed on February 17th, 2010. p. 1.
7
Rene Wellek and Austin Warren, Teori kesusastraan. Penerjemah, Budianta (Jakarta:
Gramedia, 1993), p. 90.
From those definitions, the third definition is suitable for the research that uses theory of psychology to analyze character in literature. “Psychology is the study about human’s behavior in their connection with the environment.”8 By using psychological theory, the writer can analyze deeply about the behavior of character.
A. Adolescence Psychology Theory
The word “adolescence” comes from the Latin verb adolescere which means “to grow” or “to grow maturity.” Adolescence is a period of transition when the individual changes physically and physiologically from a child to an adult.9 This transition involves biological, social, and psychological changes, though the biological or physiological ones are the easiest to measure objectively.10 As Sorenson (167) has characterized: Adolescence is much more than one rung up the ladder from childhood. It is a built-in, necessary transition period for ego development it is leave-taking of the dependencies of childhood and precious reach for adulthood.
Adolescence begins when the individual attains sexual maturity and ends when independence from adult authority is legally assured. Adolescence has further been described as: a period during which maturity is attained: a period of transition between childhood and adulthood: a period during which an emotionally immature
8
Ibid. p. 90.
9
Elizabeth B. Hurlock, ADOLESCENT DEVELOPMENT (Tokyo: McGraw-Hill
Kongakusha, Ltd., 1973), p. 2.
10
19
individual approaches the culmination of his physical and mental growth: a time of “rebirth.”11
Generally adolescence period is separated in 3 periods, there are: 1) Early period of Adolescence (12-15 years old)
In this period an individual starts leaving his childhood and tries to develop himself as a unique and independence person. This period is focused on accepting the changes of the body and there is also a strong conformity with his friends.
2) Middle period of Adolescence (15-18 years old)
This period is marked with the development of cognitive. Peers are still having a strong part, but an individual has already able to direct himself. In this period adolescent staring to develop his deportment, learning how to control impulsivity, and making early decisions for the things he wanted to achieve. In addition the acceptance of the opposite sex is important for adolescent.
3) Last period of Adolescence (19-22 years old)
This period is marked with the final preparation for entering the adulthood life. Among this period adolescent tries to solidify vocational aim and develop sense of personal identity. A strong pretension to be a mature
11
Marvin Powell and Frerichs Allen H, reading in adolescents psychology (Minnesota:
person and accepted in the same age community and in the older community.12
Adolescence has been considered from a variety of viewpoints. In the main, it has been approached from a consideration of physiological and hormonal development, social influences, interpersonal relationships, or emotional development.
The following explanation about the adolescent’s viewpoints:
a. Cognitive Development
As young persons approach and enter the adolescent years they become increasingly able to generalize and conceptualize moral rules and principles. With the ability to understand general moral concepts, the adolescent is able to move beyond.
Cognition involves how he perceives, reorganizes, and judges the objects of which he is seen. Generally the sturdy of cognitive development is concerned with concept formation, problem-solving, and thought processes. However, the structure and functioning of these three processes is heavily dependent on how the individual perceives himself and his environment; thus self and cognition are closely interrelated concepts.
The individual’s cognitive structures are built on the framework of his awareness and understanding of his environment. The significant changes in cognitive achievement occur between the ages of twelve and fifteen. The adolescent
12
Hendrianti Agustiani, PSIKOLOGI PERKEMBANGAN (Bandung: PT Refika Aditama,
21
is now able to derive conclusions from pure hypotheses without having to rely on actual concrete observations and can think in terms of theoretical constructs. Thus, adolescent’s structure thought and form conceptual schema in a manner that enables them to transcend the concrete world of their immediate environment. Cognitive development, like most other aspects of human development, progresses along a continuum, from structural simplicity to complexity.13
b. Emotional Development
In adolescence, there are marked changes in the stimuli that give rise to emotions, just as there are changes in the form of emotional response. During adolescence it is not uncommon to experience peaks and valleys of optimism and pessimism, pride and shame, love and hate. An adolescent is made increasingly aware of his separateness by the power of emotional reactions that are not shared by parents, siblings or friends. These are some kinds of adolescent’s emotions which are affecting the adolescent’s emotional development:
1. Love, Affection and Joy
Love is an emotion interwoven with a web of confounding components that is very difficult to unravel. Infatuation is shallow love that is based on appearance, sexual arousal, or selfish desire. True love is based on commitment, empathy, and compassion - components that give rise to physical arousal rather than following it.
13
Adolescent love is the beginning of real hopes of marriage, sex, and commitment. Theorist Robert Sternberg proposes that healthy adult relationships have three components: commitment, intimacy, and passion. Adolescents are capable of commitment, which is the drive to stay together, but their commitment is limited. Few high school romances lead to marriage. Adolescents are capable of intimacy as well.
Intimacy is the ability to share one's emotions, thoughts, and dreams. Teens can form powerful bonds with friends in whom they confide their secrets, hopes, fears, and dreams. Likewise, teens are capable of passion, which is the erotic or sexual component of a relationship. They experience erotic arousal even if they do not act upon it.14
Adolescents who are able to love possess a priceless gift. When they are loved in return they taste one of life’s greatest joys. Love for adolescents and be loved is supremely important in their lives. The most dramatic instances of adolescent love occur when adolescents fall in love with a person of opposite sex and are convinced their love is “true.” Adolescent also at times swept with other loving sentiments-for their parents, their home, the family pet.15
Affection is a pleasant emotional state of relatively mild intensity; it is a tender attachment for person, an animal, or an object. Affection may be directed
14
http://www.thecitizen.com/archive/main/archive-030129/healthwise/hw-01.html accessed on April 25th, 2009. p. 1.
15
Arthur T. Jersild, The Psychology of Adolescence (New York: The Mcmillan Company,
23
toward members of the opposite sex, but it does not have elements of sexual desire nor does not have he intensity in love.16 Affections are built up through pleasant associations; they are not innate. People tend to like those who like them and are friendly toward them.
Typically, the adolescent shows his affection by wanting to be with the person he is fond of by doing little favors in hope of making him happy, and by watching and listening by rapt attention to everything he does or says.
Happiness is a state of well-being, of pleasurable satisfaction-the opposite of anger, fear, jealousy, or envy, all of which lead to dissatisfaction. In its milder form, happiness results in a state of “euphoria,” a sense of well-being or of buoyancy; in its stronger form, it is known as “joy,” a state in which the individual is “walking on clouds.”
Joy is influenced to a large extent by the general psychical condition of the individual, though good health alone is not enough to make the adolescent happy nor does it play as important a role in his joy as it does in the child’s.17
Each advance in a person’s growth adds to possibilities of life and opens the way for new or richer satisfactions. When things go well we can assume that the adolescent often experiences joy, as when he is warmly accepted as a companion,
16
Elizabeth B. Hurlock (1973), op.cit. p. 57.
17
when he is respected for his maturity and appreciated, when he makes a discovery of talents and abilities and qualities, etc.18
2. Anger and Fear
Adolescents, like younger and older persons, are often angry and often afraid. Fear and anger are both aroused by conditions that threaten or seem to threaten the adolescent’s well-being – his physical safety, comfort and welfare, plans and desires, prides, or anything that he values and wishes to protect.
During adolescence anger is most often provoked by persons rather than things. There are unavoidable frictions in the give and take of everyday life. There also are thwarting and restraints imbedded in the culture. These are transmitted by individuals, frequently by parents.19
By the time the child reaches adolescence, he has learned that many of the things he used to fear are neither dangerous nor harmful. The adolescent is far more likely to be afraid of social situations than animals. The more important a thing is to a person, the more likely he is to be afraid if he feels that he is going to lose it or be unable to attain it.20
3. Anxiety
Anxiety, like worry, is a form of fear. It is, as Jersild has said,
…persisting distressful psychological state arising from an inner conflict. The stress may be experienced as a feeling of vague uneasiness of foreboding, a feeling of being on edge, or as any of variety of other feelings, such as fear,
18
Arthur T. Jersild (1965), op.cit. p. 186.
19
Ibid. p. 190.
20
25
anger, restlessness, irritability, depression, or another diffuse and nameless feelings.
Anxiety differs from worry and fear in one major aspect: it is a generalized emotional state rather than a specific one. Anxiety often develops from repeated and varies worries. The more often the adolescent worries and the more different worries he has, the more likely it is that his worries will develop into a generalized state of anxiety.21
Anxiety prevails when a person is at odds with himself. It can be defined in very general term as a persisting, distressful psychological state arising from an inner conflict. The distress may be experienced as a feeling of vague uneasiness or foreboding, a feeling of being on the edge, or as any of a variety of other feelings, such as fear, anger, restlessness, irritability, depression, or other diffuse and nameless feelings.22
c. Social World
During early adolescence young people experience the tension of defining areas o autonomy and at the same time remaining tied to powerful reference groups, especially family and peers.
1. Family
The adolescent’s relationships with his parents may be viewed as three act drama. In the first act the young adolescent continues, as in earlier childhood, to need
21
Ibid. pp. 51-52.
22
his parents; he is dependent on them; he is profoundly influence by them. He begins to become more keenly aware than he was before of his parents as persons. Increasingly he is absorbed in the larger world outside the home.
The second act of the drama might be called “The Struggle for Emancipation.” To achieve stature as an adult the adolescent must outgrow his childhood dependency on his parents. Although the struggle for emancipation sometimes is a relatively quiet campaign in which the adolescent steadily assumes more and more responsibility for himself, often the campaign is turbulent, full of conflict and laden with anxiety both for the adolescent and for his parents.
In the third act, if all has gone well, the struggle, as the young person takes his place among adult peers. But, his parents influence extends into adult life. Many person who, in their teens, rebelled against their parents’ ideas and attitudes adopt these same ideas and attitudes as their own when they enter their twenties.23
And when the home climate is characterized by affection, respect, cooperation, and tolerance, the adolescent will develop a whole self-concept; his will be reflected in good adjustments to life. When the home climate is marked by friction stemming from conflict and destructive competition, it will militate against the development of a wholesome self-concept, especially if the adolescent is directly involved in the conflict.24
23
Ibid. pp. 229-230.
24
27
2. Peers
A young person’s relations with his own age group become increasingly important as he advances from infancy toward the adolescent years. During adolescence a person’s dealings with his peers become even more significant. Prior to the adolescent period it is important to have friends, but it is not so important to be a member of a definable group.25
In adolescence, there is a gradual shift toward a preference for friends of the opposite sex. The shift begins around the middle of the high school period – at about 15 or 16 years of age for girls and a year later for boys. At all ages, however, the adolescent wants friend of both sexes.26
Adolescence is not only a time of intense sociability but, for many, a time of loneliness. Adolescents live in solitary isolation when they cannot share their concerns with others and when the only close companions they can find are those who dwell within in their own imagination.
When an adolescent finds a “real” friend he possesses something very precious. He is not only tasting the joys of companionship but he is also discovering himself. To the extent that he is able, he brings out, for open display, doubts, resentments, and concern of many kinds.27
25
Barbara M. Newman and Philip R. Newman, Development Through Life A Psychosocial
Approach, (Chicago: THE DORSEY PRESS, 1984), p. 285.
26
Elizabeth B. Hurlock (1973), op.cit. p. 78.
27
From the explanation above, the writer makes conclusion that adolescent’s psychology in making decision is affected from 2 main factors; from the inside factors such as cognitive development, and emotional development of a adolescence’s and from the outside factors are adolescence’s family and peers.
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CHAPTER III
RESEARCH FINDINGS AND ANALYSIS
A. Analysis of The Main Character
Juno is the teenage movie which is full of teenager’s problems. It tells us the story when a teenage girl faced an unexpected pregnancy; she enlists the aid of her best friend in finding the unborn child. Juno may seem wise beyond her years, but after sleeping with classmate Bleeker, the pregnant teen quickly realizes how little she really knows about life.
In this chapter, the writer discusses Juno as a main character in Juno film. As a main character, Juno is described as a teenager in a middle period of adolescence which in her middle period of adolescence Juno starts to develop his deportment, learning how to control impulsivity, and making early decisions for the things she wanted to achieve.
Firstly we can see that Juno is not a popular girl in her school, we can see her through appearance on the way she brushes her hair. She does not arrange her hair well; she just cuts her hair from the centre and binds her hair back (picture 1 and 2). She also does not care about what she is wearing and dress up just as she wants; she wears shirt under her cardigan and also wears sweater upon her cardigan (Picture 3).
She is also described as a boyish teenager. Even though she has a slim figure that can wear any kind of cloths, but she used to dress like a boy. She used to wear
big sweater when the other girls use the fit one, wearing a big man’s shirt under the sweater, and she wears short skirt upon her jeans instead using it upon a stocking.
Juno is different from other teenage girls. She has her own type. From the way she dress (see pictures 2 and 3), and the way she decorated her room (see picture 4);
From the description and the pictures about her room on appendix, we can know that she loves punk things, she has her band’s photo in her room, she decorates her room wall with punk band posters and other unordinary posters and things such a hamburger-shaped phone that regular teenage girls rarely put those things on as we can compare it with Leah’s room (see picture 6).
Juno has a cool way of speaking, we can know from the way she explains the adrenal’s effect that she used to drink to Su Chin below:
JUNO : Wise move. I know this girl who had a huge crazy freak out because she took too many behavioral meds a tonce. She took off her clothes and jumped into the fountain at Ridgedale Mall and she was like, "Blaaaaah! I'm a kraken from the sea!"
SU-CHIN: I heard that was you.
00:17:05
And based on her family, she is a broken home teenager who lives with her father and when she was 6 years old her father got married with Brenda.
JUNO : He and my mom got divorced when I was five. She lives on a Havasu Reservation Arizona with her new husband and three replacement kids. Oh, and she inexplicably mails me a cactus every Valentine’s Day. And I’m like, “Thanks a cheap, Coyote Ugly. This cactus-gram stings even worse than your abandonment.”
31
In the way she explains her mother attitudes to her, we can see her disappointment on her brief explanation that she is being abandoned by her mother by does not visit Juno since her mother has a new family with her three children and she just telling her existence by delivering cactus every Valentine’s Day, and she is mad of that.
Juno lives with her dad, stepmom and her stepsister. They live in peace, even though Juno does not really close with her stepmom. Here we can see how much her stepmom cares about Juno by telling her not to go to the Lorings, but Juno seems feel burden with her stepmom’s words:
BREN : You don’t understand. Mark is a married man. There are boundaries. JUNO : Oh come on…Listen, Bren-duhhh, now you're acting like you're the one who has to go through this and get huge and push a baby out of your vag for someone else. Besides, who cares if he's married? I can have friends who are married.
BREN : It doesn't work that way, kiddo. You don't know squat about the dynamics of marriage.
JUNO : You don't know anything about me! BREN : I know enough.
00:49:56
And when she has to take care of her step daughter from dog’s saliva_ the pet she wanted to have very much. As her stepmom, Brenda acts just like her real mother who takes care of her stepdaughter by not having a dog, the pet she loves, in their home because of Juno’s allergic.
BREN : Yeah, because you're allergic to their saliva. I've made a lot of sacrifices for you, Juno. And in a couple years you're going to move out -- and I'm getting Weimaraners.
JUNO : Wow, dream big!
00:51:13
And she is described as a stubborn girl. Even if she is being told by her stepmom how to behave with Mac that has already married, she is still continuing their relationship.
BREN : That was a mistake, Juno. Mark is a married stranger. You overstepped a boundary.
JUNO : Listen, Bren-duhhh, I think you're the one overstepping boundaries. You're acting like you're the one who has to go through this and get huge and push a baby out of your vag for someone else. Besides, who cares if he's married? I can have friends who are married.
00:50:20
Seeing from dialog above, Bren warns Juno to make a space between her and Mark so there will not be special feeling rose between them. Juno who is never having a thought to have a special relationship besides being a friend with Mark keeps on her thought that everything is and will be in the line.
When she is faced by her own worry for aborting the baby, she chooses to give it to the aspirant parents. From the dialog below we can know that she is described as an ignorant teenage girl.
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likes that kind of thing. You know, like a woman with a bum ovary or something. Or some nice lesbos.
LEAH : But then you'll get huge. Your chest is going to milktate. And you have to tell everyone you're pregnant.
JUNO : I know. Maybe they'll canonize me for being so selfless.
LEAH : Maybe they'll totally shit and be super mad at you and not let you graduate or go to Cabo San Lucas for spring break.
JUNO : Bleeker and I were going to go to Gettysburg for spring break. 00:20:04
She is still keeping the pregnancy even though she had been told by Leah that her body will exploded and she has to tell everybody she is pregnant and the possibility that she will be treated badly by people around. But Juno just answers and says calmly that maybe people just will canonize her for being so selfless and when it born already they just can pretend that it never happened.
B. Analysis of the Factors that Influence the Main Character in Making
Decisions Regarding her Pregnancy.
In the adolescence time there are things that influence their psychological changes from a child to an adult. A period during which an emotionally immature individual approaches the culmination of his physical and mental growth. The main character in this movie is a 16 years old teenager, named Juno. She is in middle period of adolescence (15-18 years old) that is marked with the development of cognitive.
stepsister, but she is living her life well. Until she did her first sex with her friend one night, it had been changed her whole life. Afraid about killing the baby, Juno with her best friend choose to give her unborn baby to an adoption parents. Through the time before she is having a birth, she is faced by the confusing condition of her life. It starts with her uncommon relationship with Mark, which make her relationship with her stepmother, and Bleeker become closer and make her realize about what should she do and what she should not do in her life.
Adolescence has been considered from a variety of viewpoints. It has been approached from a consideration of physiological and hormonal development, social influences, interpersonal relationships, or emotional development. The evidences will be discussed below.
No Corpus Time Remark
JUNO : Just do not divorce your wife! Will you please, just do me a solid and stay with Vanessa? MARK: You're so young.
JUNO : Oh, I’m not that young. Ok, I'm sixteen. All right, I'm old enough to know when here? I‘m supposed to come get you at four.
JUNO : Couldn’t do it, Leah! It smelled like a dentist’s office in there. And there were these horrible magazines, with water stains. And then the
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friggin’ receptionist is trying to get me to take these condoms that look like grape suckers, and just bubbling away about her friggin’ boyfriend’s pie balls. Oh, and Su-Chin Kuah was there, yeah, and she was like “Oh, hi. Babies have fingernails.” Fingernails!
VANESSA: Is something wrong with the baby?
JUNO : the baby’s great. It’s the right size and everything. I even saw its phalanges today! here...it’s the baby.
VANESSA: Oh..
JUNO : it’s your baby.
JUNO : kind of looks like it's waving? You know, like it's saying "Hi, Vanessa. Will you be my mom?"
VANESSA: Oh, it kind of does. MARK: This song is older than I am,
if you can believe that. I danced to this at my senior prom.
JUNO : Who’d you dance with? MARK: Cynthia Vogel, great dance
partner. She let me put my hands all over her butt.
JUNO : Hot! MARK: Super hot!
JUNO : I can just totally picture you dancing like a total dork. (Juno puts her hands on Mark’ waist)
'88.
JUNO : Oh, okay. Like this. (Picture 11)
JUNO : What does that even mean? Anyway, I got to thinking on the way over. I was thinking maybe I could give the baby to somebody who actually likes that kind of thing. You know, like a woman with a bum ovary or something. Or some nice lesbos.
LEAH : But then you’ll get huge. Your chest is going to milktate. And you have to tell everyone you’re pregnant. JUNO : I know. Maybe they’ll
canonize me for being so selfless.
LEAH : Maybe they’ll totally shit and be super mad at you and not let you graduate or go to Cabo San Lucas for spring break.
JUNO : Bleeker and I were going to go to Gettysburg for spring break.
LEAH : Well, maybe you could look at one of those adoption ads. I see them all the time in the Penny Saver.
JUNO : I'm pregnant. BREN : Oh, God...
JUNO : Yeah I'm going to give it up for adoption. And I already found the perfect people.
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happened.
MAC : You're pregnant?
JUNO : I'm sorry, you guys. And if it's any consolation, I have heartburn that's radiating my kneecaps and I haven't taken a dump since… Wednesday. know much about it. Other than…I mean, it has fingernails, allegedly.
BREN : Nails? Really?
MAC : No, I don’t, I mean who's the father, Juno?
JUNO : Um... It's…it's Paulie Bleeker.
BREN : You don’t understand. Mark is a married man. There are boundaries.
JUNO : Oh come on…Listen, Bren-duhhh, now you're acting like you're the one who has to go through this and get huge and push a baby out of your vag for someone else. Besides, who cares if he's married? I can have friends who are married.
BREN : It doesn't work that way,
kiddo. You don't know squat about the dynamics of marriage.
JUNO : You don't know anything about me!
BREN : I know enough.
The following explanation about the adolescent’s viewpoints:
1. Cognitive
As young persons approach and enter the adolescent years, adolescent become increasingly able to generalize and conceptualize moral rules and principles. The individual’s cognitive structures are built on the framework of her awareness and understanding of her environment. Here is the moment while Juno as the 16 years old girl having her cognitive from the event when Mark tells her that he is going to get divorce with his wife.
JUNO : Just do not divorce your wife! Will you please, just do me a solid and stay with Vanessa?
MARK: You're so young.
JUNO : Oh, I’m not that young. Ok, I'm sixteen. All right, I'm old enough to know when someone’s acting like total a-hole!
01:10:08
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baby, Juno who starts to have the awareness and starts to understand of the situation, controverts that she is mature enough to tell something or someone is wrong or right.
In this point she starts really thinking about the baby’s future. And reflected from her background as a broken home child that she could not have a complete love from her biological parents makes her begging to Mark not to get divorce and keep together as a complete family.
Feels disappointed with Mark’s decision, Juno leaves the Lorings’ house crying. Juno rides away and thinking what she should do (see pictures 6 and 7). As we can see from the pictures Juno runs from the Lorings’ house and buckles over the steering wheel, crying, unwinding for the first time since she became pregnant. After a beat, she begins to gather herself. After few times when she is able to cure her emotion, and understands about what have happened she gathers herself to make a decision about what should she does to face that hard situation. After she contemplates about her future, then she writes note in a piece of Lube receipt which she finds it on the road. Then Juno puts that note in front of Lorings’ door. And on that day Juno realizes her relationship with Mark is another big mistake.
After getting her cognitive awareness about the situation, on that note Juno writes,
"Vanessa -- If you're still in, I'm still in. Juno."
Juno who thought that the Lorings is the perfect parents for her baby never imagined that the father in the adoption plan is going to drop off from the plan and divorces with his wife. She run away after she heard about Mark’s plan and after she cried and thought what should she do in the situation she had faced, Juno decides to give the baby to Vanessa if she still wants to continue her willing then Juno will continue her plan to give the baby. Juno believes in Vanessa that she can take care the baby even though Mark, her husband, chooses to divorce from Vanessa.
2. Emotional Stage
By the time the child reaches adolescence, she has learned that many of the things she used to fear are neither dangerous nor harmful. The more important a thing is to a person, the more likely she is to be afraid if she feels that she is going to lose it or be unable to attain it.28
LEAH : Dude, what are you doing here? I‘m supposed to come get you at four.
JUNO : Couldn’t do it, Leah! It smelled like a dentist’s office in there. And there were these horrible magazines, with water stains. And then the friggin’ receptionist is trying to get me to take these condoms that look like grape suckers, and just bubbling away about her friggin’ boyfriend’s pie balls. Oh, and Su-Chin Kuah was there, yeah, and she was like “Oh, hi. Babies have fingernails.” Fingernails!
00:19:25 After heard about Su-Chin’s explanation about the fingernails, Juno imagines how it would be if there were fingernails and she started feeling disturbed with all the
28
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stuffs in the clinic’s waiting room. Afraid of her own imagination about baby’s fingernails, she cancels it right away and goes out.
As we can see from the dialog that the fingernails word from her friend Su-Chin makes her afraid to face the possibly of the pain she could have if the unborn baby does have the fingernails. So, because of her own fear Juno decides to stay pregnant and in the end she tries to find the adoptive parents for her unborn baby for her shake and the baby’s.
When things go well we can assume that the adolescent often experiences joy, as when she is warmly accepted as a companion, when she is respected for her maturity and appreciated, when she makes a discovery of talents and abilities and qualities, etc.29
VANESSA: Is something wrong with the baby?
JUNO : the baby’s great. It’s the right size and everything. I even saw its phalanges today! here...it’s the baby.
VANESSA: Oh..
JUNO : it’s your baby.
JUNO : kind of looks like it's waving? You know, like it's saying "Hi, Vanessa. Will you be my mom?"
VANESSA: Oh, it kind of does. (See picture 9)
00:47:35 As the dialog above written Juno feels the joy when she is sure about what she sees and feels that Vanessa is really care and love the baby even though she is not the biological mother. Juno is in the joy stage when everything is going well with the baby and also with the adoptive parents’ love and care for the baby.
29
The adolescent shows his affection by wanting to be with the person she is fond of by doing little favors in hope of making her happy, and by watching and listening by rapt attention to everything she does or says. In this dialog Juno fells that affection toward Mark who is the aspirant father for her baby.
MARK: This song is older than I am, if you can believe that. I danced to this at my senior prom.
JUNO : Who’d you dance with?
MARK: Cynthia Vogel, great dance partner. She let me put my hands all over her butt.
JUNO : Hot! MARK: Super hot!
JUNO : I can just totally picture you dancing like a total dork. (Juno puts her hands on Mark’ waist)
MARK: Actually, her hands were there. I put my hands down here. This is how we did it in '88.
JUNO : Oh, okay. Like this. (Picture 11)
01:07:35
Juno feels comfortable with Mark, because she can feel the comfort atmosphere with him. And in these scenes we are shown their intimacy. They both enjoy the dance and chat freely. Without hesitate Juno always drives to the Lorings’ house not just to show the ultrasound pictures but she also wants to have a chat and enjoy the music together with Mark. Juno really having fun interacts with Mark, she can drive to Lorings’ house and sharing their favorite music just to escape from her anger to Bleeker.
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Juno happily keeps the baby for them and for the shake of the baby itself. It seems everything is going to be perfect for the baby for having a cool aspirant father and a lovable aspirant mother.
3. Social World
Adolescence is not only a time of intense sociability but, for many, a time of loneliness. Adolescents live in solitary isolation when they cannot share their concerns with others and when the only close companions they can find are those who dwell within in their own imagination.
During adolescence a person’s dealing with her peers become even more significant. Prior to the adolescent period it is important to have friends. She does not only taste the joys of companionship but she is also discovering herself. To the extent that she is able, she brings out, for open display, doubts, resentments, and concern of many kinds.
JUNO : What does that even mean? Anyway, I got to thinking on the way over. I was thinking maybe I could give the baby to somebody who actually likes that kind of thing. You know, like a woman with a bum ovary or something. Or some nice lesbos.
LEAH : But then you’ll get huge. Your chest is going to milktate. And you have to tell everyone you’re pregnant.
JUNO : I know. Maybe they’ll canonize me for being so selfless.
LEAH : Maybe they’ll totally shit and be super mad at you and not let you graduate or go to Cabo San Lucas for spring break.
JUNO : Bleeker and I were going to go to Gettysburg for spring break. LEAH : Well, maybe you could look at one of those adoption ads. I see them all the time in the Penny Saver.
We can see how Juno shares her thoughts with Leah for giving her baby to the aspirant parents. They are sharing their thoughts, arguing and giving suggestions. But, here even though Leah gives the explanation how it could be so risky to her for keeping her pregnancy, but in the end she follows her own idea to stay with the pregnancy and looking for the aspirant parents. She has best friend besides her and she is always being supported by Leah whatever things that Juno chooses, even though Juno is described as an ignorant teenage but Leah’s support and present make Juno can keep her sanity and bravely face her classmates’ down look to her.
In this evidence also Juno as in a middle period of adolescence that is still needs friend to sharing thoughts start to develop her cognitive to decide which is suitable for her to do for her life and for the unborn baby by herself.
In this story, Juno is in the second stage in connection with her family. The second act might be called “The Struggle for Emancipation.” To achieve stature as an adult the adolescent must outgrow her childhood dependency on her parents. Although the struggle for emancipation sometimes is a relatively quiet campaign in which the adolescent steadily assumes more and more responsibility for herself, often the campaign is turbulent, full of conflict and laden with anxiety both for the adolescent and for her parents.
MAC : You're pregnant?
JUNO : I'm sorry, you guys. And if it's any consolation, I have heartburn that's radiating my kneecaps and I haven't taken a dump since… Wednesday. Morning!
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JUNO : The baby? I don't really know much about it. Other than…I mean, it has fingernails, allegedly.
BREN : Nails? Really?
MAC : No, I don’t, I mean who's the father, Juno? JUNO : Um... It's…it's Paulie Bleeker.
MAC : Paulie Bleeker? I didn't know he had it in him! BREN : He just doesn't look, well, virile.
LEAH : I know, right?
MAC : Okay, this is no laughing matter. (picture 12)
00:23:45
On the first evidence, when Juno tells her parents about her pregnancy, her parents do not react an anger reaction, they even making fun of it. We can see here that her family is calm and an open family; they do not release their anger when they hear bad news, but they search for the best way to solve it. It gives Juno strength to still keep the unborn baby and to survive in her pregnancy days.
But here we also see Juno’s conflict with Bren, who is her step mother, about what she should not do to the Lorings. Even though Bren forbids and advises her not to send the Ultrasound result, but Juno insists that what she did was right. This is the stage when an adolescent starts to stand by her thought about what she can do and what can not she do and starts to avoid from what her parents tells.
BREN : You don’t understand. Mark is a married man. There are boundaries. JUNO : Oh come on…Listen, Bren-duhhh, now you're acting like you're the one who has to go through this and get huge and push a baby out of your vag for someone else. Besides, who cares if he's married? I can have friends who are married.
BREN : It doesn't work that way, kiddo. You don't know squat about the dynamics of marriage.
00:49:56
From the dialog above, we can see Juno’s argumentation with her stepmom about the consequence to give the ultrasound result right away to Lorings’ house without using post. Bren says that she is overstepped a boundary and she could mess the family harmonization of Lorings’ marriage by playing around with Mark. Juno can not take what she is hearing about Bren’s explanation and she argues that this is not Bren’s problem but it is all about hers, the one who will taking a birth and she wants to make a friend with everybody she wants.
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CHAPTER IV
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing JUNO movie, the writer concludes as follows:
Juno movie is about a teenage girl’s life in facing her unexpected pregnancy. In this script we can see Juno is being described as a teenager, how she faces her problems, and how she reacts her surroundings such as her relation with her family and peers while she is having the pregnancy. By referring to discussion, the writer uses adolescence psychology theory; those factors are cognitive development, emotion development, social world including her relation with family and her peers and how those factors affect her in making the decisions regarding her pregnancy.
To know the detail, the writer has analyzed Juno by applying adolescence psychology theory. This theory tells how Juno as a middle period of adolescence develops her cognitive, she becomes increasingly able to generalize and conceptualize moral rules and principles so finally she can gets her awareness and understanding of her friends, parents and from the situation she faces. In the end of all of her thought is that she realizes all of her mistakes and making better decisions to solve everything.
B. Suggestions
In this research, the writer discusses psychological approach, specifically the adolescence psychology theory based on the main character, Juno, in JUNO movie. If the reader interest to analyze a movie by using psychology approach especially the adolescence psychology theory, the writer suggests for those who are interested in the study of literature especially on JUNO Movie, to use the other theory such as feminism, or use structuralism to analyze intrinsic in this movie, etc. The writer suggests to looking for many sources as the books, and Internet. The books that related with psychology can be found in every library, like State Islamic University Syarif Hidayatullah Jakarta, and Indonesia University.
Finally the writer hopes that this research can help the reader to have better understanding about the adolescence psychology theory. The writer also hopes this analysis will enrich reader knowledge and useful as reference.
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BIBILIOGRAPHY
Rene Wellek and Austin Warren, Teori kesusastraan. Penerjemah, Budianta. Jakarta: Gramedia, 1993.
Hurlock, Elizabeth B, ADOLESCENT DEVELOPMENT, Tokyo: McGraw-Hill Kongakusha, Ltd., 1973.
Jersild, Arthur T, The Psychology of Adolescence, New York: The Mcmillan Company, 1965.
Marvin Powell and Allen H. Frerichs, reading in adolescents psychology, Minnesota: Burgess Publising Company, 1971.
Adams, James Federick, Current Developments in Adolescent Psychology, Boston: Allan and Bacon, Inc., 1976.
Lloyd J. Hubenka and Reloy Garcia, The Design of Drama: An Introduction, New York: DAVID McKAY COMPANY, INC., 1973.
Agustiani, Hendrianti, PSIKOLOGI PERKEMBANGAN, Bandung: PT Refika Aditama, 2006.
Wirawan Sarwono, Sarlito, PSIKOLOGI REMAJA, Jakarta: CV. Rajawali, 1991.
Barbara M. Newman and Philip R. Newman, Development Through Life A Psychosocial Approach, Chicago: THE DORSEY PRESS, 1984.
Farkhan, Muhammad, PENULISAN Karya Ilmiah, Jakarta: Cella Jakarta, 2006.
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APPENDICES
(Picture 1) (Picture 2) (Picture 3)
(Picture 4) (Picture 5) (Picture 6)
(Picture 7) (Picture 8) (Picture 9)
(Picture 10) (Picture 11) (Picture 12)
