C
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I
A
M
E
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I
C
N
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U
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F
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N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e ri u q e R e h t f o t n e m li fl u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
a rt u P a n a d i W s ir A l e ir b a G s e n a h o Y
6 9 0 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
C
N
I
A
M
E
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A
P
D
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P
I
R
T
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N A K I D I D N E P A N A J R A S
A THESIS
s t n e m e ri u q e R e h t f o t n e m li fl u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
a rt u P a n a d i W s ir A l e ir b a G s e n a h o Y
6 9 0 4 1 2 1 9 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
’ K R O W F O T N E M E T A T
S SORIGINALITY
r o k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p
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S I M E D A K A N A G N I T N E P E K K U T N U H A I M L I A Y R A K I S A K I L B U P
: a m r a h D a t a n a S s a ti s r e v i n U a w s i s a h a m a y a s ,i n i h a w a b i d n a g n a t a d n a tr e b g n a Y
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n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s n a u h a t e g n e p u m lI n a g n a b m e g n e p i m e D
: l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U
C n i a M e h t g n i c n e u lf n I s r o t c a
F haracter’ sPersonaltiyDevelopmen t in TheBoyi nt heStripedPajamas
a t a n a S s a ti s r e v i n U n a a k a t s u p r e P a d a p e k n a k ir e b m e m a y a s n a i k i m e d n a g n e D
, n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m , n a p m i y n e m k u t n u k a h a m r a h D
, s a t a b r e t a r a c e s a y n n a k i s u b ir t s i d n e m , a t a d n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m
n a k i s a k il b u p m e
m nya d iinterne tatau media lain untuk kepen itngan akademi s a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k n ij i a t n i m e m u lr e p a p n a t
.s il u n e p i a g a b e s
. a y n r a n e b e s n a g n e d t a u b a y a s i n i n a a t a y n r e p t a r u s n a i k i m e D
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T C A R T S B A
. ) 3 1 0 2 ( . a n a d i W s i r A l e i r b a G s e n a h o Y , a r t u
P Factor sIn lfuencing the Main
’ r e t c a r a h
c s Personaltiy Developmen t in The Boy in the Striped Pajamas . ,
m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E : a tr a k a y g o
Y Depatrment o f
, n o it a c u d E d n a g n i n i a r T s r e h c a e T f o y tl u c a F , n o it a c u d E s tr A d n a e g a u g n a L
. y ti s r e v i n U a m r a h D a t a n a S
s r o t c a f e h t s e s y l a n a y d u t s s i h
T in lfuencing Bruno’ s personaltiy e
lt it n e l e v o n e h t n i t n e m p o l e v e
d d TheBoyi nt heStripedPajamasbyJohnBoyne . m
o h w o n u r B d e m a n y o b a f o e fi l e h t t u o b a s ll e t l e v o n s i h
T oved i n t hemlitiary
p m a
c and forge aforbidden firendship wtih a Jewish boy named Shmuel .In hi s s ' o n u r B f o s s e c o r p g n it s e r e t n i n a s i e r e h t , p i h s d n e ir f d n a t n e m n o ri v n e w e n
il a n o s r e
p t y development . Thi s study iden itife s the factor s that in lfuenc a r
e t c a r a h
c ’ spersonaltiydevelopmentnamedBruno. : y d u t s s i h t n i s n o it s e u q o w t e r a e r e h
T (1 )How i sBruno porrtayed i n t he d
n a ? l e v o
n (2 )Wha taret hef actorsi n lfuencingBruno’ spersonaltiydevelopment? e
h
T reweret wos ource stha twereusedi nt hiss tudytoanswe rbothquesitons .The y
r a m ir
p source was the nove lThe Boy in the S rtiped Pajama s tisefl ,whlie the d
n o c e
s ary source were the relevan t book s on the theo ire s o f psychologica l t
t u o b a s e ir o e h t , e r u t a r e ti l n i s e h c a o r p p
a he characte rand characteirzaiton ,and s
e ir o e h
t aboutt hei n lfuenceo fpersonaltiydevelopmen.t o t n i d e d i v i d e r a s i s e h t s i h t f o s g n i d n if e h
T two majo rpatrs ;they are
o n u r
B ’ s personaltiy a t the beginning and a t the end o f the story by using Murphy’ stheory o fcharacte rand characteirzaiton .Then ,Bruno’ spersonaltiy developmen ti sanalyzed by using Hu lrock’ stheory. The fris t ifnding meniton s
o n u r
B ’ spersonaltiy att hebeginningoft hestorya sapoltie ,honest ,obedien tand tr
e v o rt x
e ybo .Then ,Bruno’ spersonaltiy a tthe end o fthe story change sinto a ,
t n e i d e b o s i
d secreitve ,and ilar ybo .The second ifnding state sthe determinant s .
t n e m p o l e v e d y ti l a n o s r e p s ’ o n u r B g n i c n e u lf n
i Based on Hu lrock’ stheory ,the
r e h c r a e s e
r ifnd sout t hat t he change sare i n lfuenced by t hree determinants .They e
r
a the famliy ,socia land intellectual .The researcher conclude stha tBruno’ s l a u t c e ll e t n i s i h f o t n e m p o l e v e d e h t y b d e c n e u lf n i s i t n e m p o l e v e d y ti l a n o s r e p
a t e s d n i
m ndhisi nteracitonwtihhisf amliyands ocialenvrionmen.t :
s d r o w y e
ii i v K A R T S B A . ) 3 1 0 2 ( . a n a d i W s i r A l e i r b a G s e n a h o Y , a r t u
P Factor sIn lfuencing the Main
l a n o s r e P s ’ r e t c a r a h
c tiy Developmen tin The Boy in the Striped Pajamas . : a tr a k a y g o
Y Program Stud i Pendidikan Bahasa Ingg irs , Jurusan Pendidikan a t a n a S s a ti s r e v i n U , n a k i d i d n e p u m lI n a d n a u r u g e K s a tl u k a F , i n e S n a d a s a h a B . a m r a h D
Peneilitan in i menganailsi s faktor-fakto r yang mempengaruh i a l a d o n u r B n a i d a b i r p e k n a g n a b m e k r e
p m nove lberjudu lThe Boy i n t he Striped k a n a g n a r o e s n a p u d i h e k g n a t n e t a ti r e c r e b i n i l e v o N . e n y o B n h o J h e l o s a m a j a P n a t a b a h a s r e p n il a j n e m n a d r e ti li m p m a k i d h a d n i p g n a y o n u r B a m a n r e b n a r o e s n a g n e d g n a r a l r e
t g anakYahud ibernama Shmuel .D i ilngkungan barunya n a g n a b m e k r e p a n a m i a g a b , k i r a n e m g n a y s e s o r p a d a , i n i a y n n a t a b a h a s r e p n a d r o t k a f i s a k if it n e d i g n e m n a k a i n i n a it il e n e P . o n u r B n a i d a b ir p e
k -fakto r yang
e k s u k o f r e b n a g n e d n a i d a b i r p e k n a g n a b m e k r e p i h u r a g n e p m e
m pada karakte r
. o n u r B a m a n r e b n a k r a b m a g i d o n u r B a n a m i a g a B : i n i n a it il e n e p m a l a d n a a y n a t r e p a u d a d A n a i d a b i r p e k n a g n a b m e k r e p i h u r a g n e p m e m g n a y r o t k a f a p A n a d ? l e v o n m a l a d b a w a j n e m k u t n u i n i n a it il e n e p m a l a d n a k a n u g i d g n a y r e b m u s a u d a d A ? o n u r B a y n a t r e p a u d e
k an .Sumbe rutama adalah nove lTheBoy i n t he Srtiped Pajama s u k u b h a l a d a a u d e k r e b m u s n a k g n a d e s , i r i d n e
s -buku yang relevan pada teor i
, k it s i r e t k a r a k n a d r e t k a r a k g n a t n e t i r o e t , r u t a r e ti l m a l a d s i g o l o k i s p n a t a k e d n e p k n a g n a b m e g n e p h u r a g n e p g n a t n e t i r o e t n a
d epribadian.
u ti a y , r a s e b n a i g a b a u d i d a j n e m i g a b i d i n i n a it il e n e p i r a d l i s a H i r o e t n a k a n u g g n e m n a g n e d a ti r e c r i h k a i d n a d l a w a i d o n u r B n a i d a b ir p e k o n u r B n a i d a b i r p e k n a g n a b m e k r e p , n a i d u m e K . i s a s i r e t k a r a k n a d r e t k a r a k y h p r u M e t n a k a n u g g n e m n a g n e d s i s il a n a i
d or iHurlock .Temuan pertama menyebutkan r u j u j , n a p o s i a g a b e s a ti r e c l a w a i d o n u r B n a i d a b ir p e
k ,patuh dan eksrtove tr .
, t a a t i d a j n e m h a b u r e b a ti r e c r i h k a i d o n u r B n a i d a b i r p e k , n a i d u m e
K perahasia ,
m g n a y u t n e n e p r o t k a f n a k a t a y n e m a u d e k n a u m e T . g n o h o b m e p n a
d empengaruh i
i ti l e n e p , i n i k c o l r u H i r o e t n a k r a s a d r e B . o n u r B n a i d a b i r p e k n a g n a b m e k r e p e p i d t u b e s r e t n a h a b u r e p a w h a b n a k u m e n e
m ngaruh ioleh itga faktor .Mereka h
a l a d
a determinan keluarga , determinan sosia l dan determinan intelektual . e
n e
P lti imenyimpulkan bahwa perkembangan kepribadian Bruno dipengaruh i n a d a g r a u l e k n a g n e d i s k a r e t n i n a d l a u t k e l e t n i r i k i p a l o p n a g n a b m e k r e p h e l o .l a i s o s n a g n u k g n il a t a
x i
T N E M E G D E L W O N K C
A S
. s i s e h t s i h t h s i n if n a c I , n i a p d n a s e l g g u rt s l l a r e tf a t a h t g n i z a m a s i t I
e v e t a h t n r a e l n a c I s i s e h t s i h t h g u o r h
T rything need sa process .Du irng the s
s e c o r
p , Ineed to give my bes teffo tr sto make thi sthesi sbecome the best . c
o t e k il d l u o w I , e r o f e r e h
T onvey my greates tgrattiude to Jesu sChris tand y
r a M r e h t o
M fo rtheri blessing and guidance so tha t Icould accompilsh thi s .s
i s e h t
y e v n o c o t e k il o s l a d l u o w
I mydeepes tgrattiudet omysupervisor,Henny .
m u H . M , . d P . S , it a w a r e
H ,fort he itmet ha thasbeengivent omei nguidingme t
a p r e h h ti
w ience ,giving me suggesitons ,and supporitng me in ifnishing thi s .
s i s e h
t Ialso would ilke t o thank Angga Benedikto and Adest iKomalasari , ,.
A . M , . d P .
S fort hei rwliilngnesst obemyproofr eaders .It hankt hemverymuch n
o it s e g g u s e m g n i v i g d n a e g a u g n a l d n a r a m m a r g y m g n i k c e h c r o
f s .My grattiude
l l a o t s e o g o s l
a lecturer so fEngilsh EducaitonStudy Programespeciallyt o Carla ,.
d P . S , i r a d n a b a r P h i
S M.Hum. fo rbeing myacademicadvisor .Then , Iwould s
k n a h t y a s o t e k
il also to Mba ’Dhanniek and Mba ’Tari fort hei rhelp du irng .
y d u t s y m
, s t n e r a p d e v o l e b y m o t d e s s e r p x e o s l a e r a e d u ti t a r g d n a e v o l e r e c n i s y M
i n n a v o i
G Geriwiwin and Yuilu sAri sTriwidono . Ithank fo rthei rprayers , ,t
r o p p u
s love ,and paitence . Ialso thank my beloved siste rMargareta Maria a
t s i r A i p p e
x o
h g n a K n e j T , i a c u k g n o
B and Bong Mu iFa fo rthe suppo tr ,affeciton ,and f
n i h g u o t e b d l u o c I t a h t o s s r e y a r
p acingmyhard itme .s
, s d n e ir f t s e b y m o t s k n a h t g i b e v i g o s l a
I Yosafat ,Antoniu sWisnuYoga , s
u n a h p e t
S Dio ,Eilsabeth ,Agus itna Hana ,Sinta ,Ambar ,Siska Gailh and n
a a h a i S r e h t s
E fort hesuppo tr ,affeciton ,and prayer ssot hatI could betough i n .s
e m it d r a h y m g n i c a
f Isincerelyt hankallt hepeoplewhom Icanno tmenitonone e
n o y
b fo rhelpingands upporitngmein ifnishingmyt hesi .s
i x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T .......... i S
E G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv
R E P N A A T A Y N R E
P SETUJUANPUBLIKAS I... v E
G A P N O I T A C I D E
D ... v i T
C A R T S B
A ... .... v ii K
A R T S B
A ... v iii S
T N E M E G D E L W O N K C
A ... i x S
T N E T N O C F O E L B A
T ... .. x i F
O T S I
L APPENDICES... ... x iv
N O I T C U D O R T N I 1 R E T P A H C
.. .. .. .. .. .. .. .. y d u t S e h t f o d n u o r g k c a B 1 .
1 ... 1 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a l u m r o F m e l b o r P 2 .
1 ... 3
e h t f o e v it c e j b O 3 .
1 Study... 3 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o s ti f e n e B 4 .
1 .. ... 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s m r e T f o n o it i n if e D 5 .
ii x
E R U T A R E T I L D E T A L E R F O W E I V E R 2 R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s e ir o e h T d e t a l e R f o w e i v e R 1 .
2 ... 7
1 . 1 .
2 TheCiritca lApproachest owardst heLtieraryStudy.. 7 d
n a r e t c a r a h C 2 . 1 .
2 Characteirzaiton... 7 3
. 1 .
2 Ther elaitonoft heTheoryo fPsychologyandLtierature. 31 1
. 3 . 1 .
2 Theo ire so fPersonaltiyDevelopment... .. 1 4 1
. 1 . 3 . 1 .
2 Vairablesi nPersonaltiy... 1 5 r
F l a c it e r o e h T 2 .
2 amework. ... 81
Y G O L O D O H T E M 3 R E T P A H C
e h t f o t c e j b O 1 .
3 Study... 02 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o h c a o r p p A 2 .
3 ... 12 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . y d u t S e h t f o d o h t e M 3 .
3 ... 2 . 2
S I S Y L A N A 4 R E T P A H C
1 .
4 TheDescirpitono fBruno’ sPersonaltiyDevelopment. ... ... 42 1
. 1 .
4 Bruno’ sPersonaltiybeforet heDevelopmen.t... 72 1
. 1 . 1 .
4 Poltie... 72 2
. 1 . 1 .
4 Honest... 92 4
. 1 . 1 .
4 Exrtove tr... ... 0.. 3 2
. 1 .
4 Bruno’ sPersonaltiyDevelopment. ... .. . 13 1
. 2 . 1 .
4 Disobedien tboy... 13 2
. 2 . 1 .
ii i x 3
. 2 . 1 .
4 Secreitve... 63 2
.
4 Factor saffecitngBruno’ sPersonaltiyDevelopment... ... 38 .. 1
. 2 .
4 FactorsI n lfuencingBruno’ sPersonaltiyf rom o
t t n e i d e b
O beDisobedient... . 9..3 2
. 2 .
4 FactorsI n lfuencingBruno’ sPersonaltiyf rom
Honest ot eb Liar... 44 3
. 2 .
4 FactorsI n lfuencingBruno’ sPersonaltiyf rom t
r e v o rt x
E ot beSecreitve.... ... ... 54
S N O I S U L C N O C 5 R E T P A H
C ANDSUGGESTIONS
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s n o i s u l c n o C 1 .
5 . 49 ..
2 .
5 Suggesitons ... . 25
S E C N E R E F E
R ...5 4 S
E C I D N E P P
v i x
S E C I D N E P P A F O T S I L
e g a P 1
x i d n e p p
A :TheSummaryo fTheBoyi nt heStripedPajamas... 5 6 2
x i d n e p p
A :TheBiographyo fJohnBoyne…... . 75 3
x i d n e p p
A :Lessonplan………... 5 9 4
x i d n e p p
1 CHAPTER1
N O I T C U D O R T N I
t n e s e r p r e t p a h c s i h
T s ifve pa trs ,namely the background o fthe study ,the
b
o jec to fthe study ,the problem formulaiton ,the bene if to fthe study and the
s n o s a e r e m o s s n i a t n o c y d u t s e h t f o d n u o r g k c a b e h T . s m r e t n o it i n if e
d whichserve a s
p m i e h t d n a s i s e h t s i h t g n it ir w f o s i s a b e h
t o tranceo fdiscussingt het opicoft hes tudy .
T he objecitve o fthe study par texplain sabou tthe wrtier’ saim sin conducitng thi s
. y d u t
s T he problem formulaiton par texplain sabou tthe problem swhich wli lbe
d e z y l a n
a in t hi sstudy. T he bene if tof t he studypar tstates abou tthe pa trywho may
T . y d u t s e h t m o r f s ti f e n e b e h t t e
g henex tpa tri st heterms de ifniitonoft hestudy; st hi
s e v i g t r a
p some explanaiton sabou tseveral t ermst ha tare r elated t ot he study . tI i st o
g n i d n a t s r e d n u s i m d i o v
a o fsomet erm .s
1 .
1 TheBackgroundoft heStudy
o s a e r e h t t u o b a s n i a l p x e t r a p s i h
T nwhyt het opicandt henove larechosenf o r
s i s e h t s i h
t .The explanaiton i s related t o the correlaiton among the novel t o l fie and
.l e v o n e h t n i r e t c a r a h c n i a m e h t , o n u r B f o e fi l y li a d e h t o s l
a Ltierature ha ssrtong
. e fi l n a m u h h ti w n o it c e n n o c
n a m u h a f o n o it c e lf e r f o d n i k s i e r u t a r e ti
L ’s l fie .I tcan be in a form o f
. e s l e g n i h t y n a r o s e c n e ir e p x e l a n o s r e
p I ti s also suppo tred by Abram s (1981 )
.) 6 3 . p ( ” e fi
l Moreover ,people also have va irou soppo truniites t o l earn about mora l
. s e u l a
v Byl earning mora lvalues t hrough l tierature,i tcan help the readers to grow ,
. y ll a u t c e ll e t n i d n a y ll a n o s r e p h t o
b Indrieclty, the readers will l earnsomethingwhich
o t d e t a l e r s
i themeaningofl fie .Someoft hemora lvalue sareformulatedint hef orm
e g a u g n a l n e tt ir w a f
o ilkeint henove.l
s a h e r u t a r e ti
L many kind so fform ,such a snovel ,drama ,novel ,poerty and
c t
e .In thi sstudy ,the wrtie ris very interested in novel sbecause the way how the
s r e t c a r a h c e m o s o t n i e fi l n a m u h e h t s e b ir c s e d r e ti r
w and play the emoiton so fthe
s r e d a e
r ea rr ve y unique and interes itng. Someitmes through novels ,the wrtie rcan
e h t g n ir
b readeri ntot hei maginarywo lrdandgivet her eadert hemessage sofl fie .
s a m a j a P d e p i r t S e h T n i y o B e h
T i soneoft henovel swhichr e lfectst hehuman
a e r y B . o n u r B , e fi l ’ r e t c a r a h c n i a m e h t h g u o r h t e fi
l dingt hi snovel ,ther eader scans ee
. s d n e ir f f o g n i n a e m e h t t e g o t e l g g u rt s s i h d n a s m a e r d , s n o i s s a p , g n il e e f s ’ o n u r B t a h w
d e p i r t S e h T n i y o B e h
T Pajamas si jus ta simplestory abou tlfie o fBruno ,a
e n i
n - year soldboywhosef atheri sahighr ankingmlitiaryof ifcer .Att ha titmet here
. i z a n o s l a d n a s w e J e h t n e e w t e b t c il f n o c l a i c a r s
i Brunoactuallyi sachlidishboy .He
d y r e v s
i fi ifcu tl t o ge tsociailze wtih othe rpeople i n hi senvrionment .Fu trhermore,
s ’ o n u r B n e h
w fathe risi nchargetomoveinaplaceBrunocall sout- hw ti (Auschwtiz ,
n o it a n i m r e t x e n
a camp which i slocated i n Poland) to fo llow hi sfather ,Bruno feel s
w e n s i h f o e d u ti l o s e h t n i d e p p a
rt house .Thehostliemlitiaryenvrionmen tmake shim
e m o h t a d e lt t e s n
u . Drawn byt he feeilng o flonely and cu iros tiy ,Bruno explore shi s
a n i s e v ir r a d n a t n e m n o ri v n e w e
o n u r
B meet swtih Shmuel .Shmue li sJewish who i simp irsoned there along wtih
s w e J e h t d r a w o t s n o it a s u c c a d n a n o it a n i m ir c s i d e h t ll a e ti p s e D . s w e J y n a
m and also
B m o r f s n o it i b i h o r p e r e v e s e h
t runo’sf amliy t oge tsociailzewtihJews ,Brunomake s
e fi l s i h r o f n o i s i c e d g i b
a to be firend wtih Shmuel tla hough in the proces so f
g n i n i a t n i a
m hi sf irendship ,Bruno hu tr sShmuel’ s feeilng .From t hi sprocess ,Bruno
r u o i v a h e b n i e g n a h c g i b a s e k a
m da cn b o ee m mature enough untli he died wtih
.r e h t e g o t l e u m h S
t n i t s o m e h
T eresitngpar toft hi snoveli sonhowBruno ,whoi sknownamong
y o b t n e i d e b o n a s a y li m a f s i
h , change into disobedien tin orde rto maintain hi s
y o b s w e J s i h h ti w p i h s d n e ir
f in af rame o fconfilc tbetweenRussian andJew .sFrom
the proces s o f ifnding and keeping the meaning o f f irendship , personaltiy
t n e m p o l e v e
d canbes eeninBruno.I tmake sthewrtie rinterestedi nw iritngar esearch
g n it c e f f a ’ s r o t c a f e h t g n i d n if n
i the personal tiy developmen to ef t h main character ,
. o n u r B
2 .
1 Problemf ormula iton
t , e v o b a d e t a t s d n u o r g k c a b e h t n o d e s a
B here are two formulated problem s
d e t a t
s int hes tudy.
.
1 Howi sBrunoporrtayedi nt henovel?
.
y d u t s f o s e v it c e j b O 3 . 1
n i d e t a l u m r o f e r a t a h t s n o it s e u q e h t r e w s n a o t e r a y d u t s s i h t f o s e v it c e j b o e h T
. e v o b a n o it a l u m r o f m e l b o r p e h
t There are two objecitve sin thi sstudy .The fris ti s
g n i b ir c s e
d Bruno’ s personaltiy developmen t in the story . By desc irbing the
l e v e d y ti l a n o s r e
p opmen to fBruno ,t heanswe rtothe second f ormulatedproblemwli l
d e n i a t b o e
b . tI i sabou t ifnding the factor swhich are affecitng the personaltiy
.t n e m p o l e v e d
y d u t s e h t f o s ti f e n e B 4 . 1
t o t n o it u b ir t n o c e v i g o t d e t c e p x e s i y d u t s s i h
T her eaders .Bydoingt hi sstudy ,
r e d a e r e h t t a h t s t c e p x e r e ti r w e h
t can ge ta deepe runderstanding abou tpersonaltiy
s t c e p x e o s l a r e ti r w e h T . t n e m p o l e v e
d that t hi sstudy can en irch students ’knowledge
v o n e h t t u o b a g n i d n a t s r e d n u r e tt e b a t e g o t y ti li b a d n
a el .Meanwhlie ,in learning
e s u y a m r e h c a e t , y ti v it c a h s il g n
E The Boy in The Striped Pajamas nove la sthei r
e h t h ti w g n i n r e c n o c m o o r s s a l c n i d e s s u c s i d c i p o t e h t h c ir n e y a m t I .l a ir e t a m g n i h c a e t
d n a p i h s d n e ir f , e fi l f o e u l a
v loyatly .Fu trhermore,t hewrtie rhopesthatt hi sstudycan
g n ir
b ther eaderst ot hedeepe runderstandingi nr eadingt hi snove.l
D 5 .
1 e ifni itono fterm s
n i a l p x e e b o t d e d e e n e r a t a h t s i s e h t e h t m o r f s m r e t e m o s e r a e r e h t tr a p s i h t n I
1. In lfuence
g n i d r o c c
A to the Hornby ( .p611), an in lfuence i skind o fpowe rto affec t
, w o ll o f o t e l p m a x e n a m e h t g n i d i v o r p y b f e il e b r o , r e t c a r a h c , s n o it c a s ’ e n o e m o s
, n o it a ri m d a r i e h t g n i n n i
w o rmakingsomeoneafraidt odisagree.Int hi sstudy,f actor s
. p o l e v e d y ti l a n o s r e p s ’ o n u r B s e k a m h c i h w n o s a e r e h t r o e s u a c e h t s n a e m g n i c n e u lf n i
2. Character
, l a r e n e g n
I acharacte rcan bedesc irbeda sa personwhoha sar olei n astory .
s m r e T y r a r e ti L y r a s o l G n
I ,Abram sde ifnedcharacte ra s“thepersonsr epresentedi na
n r o c it a m a r
d arraitve work ,who arei nterpretedbyt her eade ra sbeingendowedwtih
r a l u c it r a
p mora,li ntellectual ,and emoitona lquailitest ha tare expressedi n whatt hey
. e u g o l a i d e h t n i o d y e h t d n a y a s
li h w n a e
M e according to Stanton (1965) ,the term characte rmay refe rtwo
.s g n i n a e
m I tmaydesignate everyindividualwho appearsi na storyand mayr efert o
h c a e p u e k a m t a h t l a p i c n ir p l a r o m d n a s n o it o m e , d e ri s e d , t s e r e t n i f o e r u t x i m e h t
l a u d i v i d n
i (1965 :17)
w t e s o h t n o d e s a
B oexplanaitons aboutt hecharacte ,ri nt hi sstudycharacteri s
.l e v o n s i h t n i g n i k n i h t d n a , g n il e e f ,r u o i v a h e b s ’ o n u r B s a d e n if e d
3 .Personaltiy
o t g n i d r o c c
A Allpor t(1967), personaltiy i sthe dynamic organisaiton wtihin
o h c y s p e s o h t f o l a u d i v i d n i e h
t physical system s tha t determine hi s unique
. t n e m n o ri v n e s i h o t s t n e m t s u j d
,r u o i v a h e b e l o r , s e v it o m , s d e e n s a h c u s n o it c a e h t d n i h e b m s i n a g r
o value and
.s e it il i b a
p , ) 0 0 0 2 ( r e i e h c S d n a r e v r a C o t g n i d r o c c
A ersonaltiy i s a dynamic
s ’ n o s r e p a e t a e r c t a h t s m e t s y s l a c i s y h p o h c y s p f o , n o s r e p e h t e d i s n i , n o it a s i n a g r o
.s g n il e e f d n a , s t h g u o h t ,r u o i v a h e b f o s n r e tt a p c it s ir e t c a r a h c
y ti l a n o s r e p t u o b a s n o it a n a l p x e e s o h t n o d e s a
B ,i tcan be concluded tha t
a s i y ti l a n o s r e
p bou tmoitve ,behaviour ,need ,orr olebehaviou rwhich i n lfuencet hei r
. c it s ir e t c a r a h c
4. Developmen t
Accordingt oCamb irdgeDicitonary(1977), developmenti sde ifneda s“when
” d e c n a v d a e r o m s e m o c e b d n a s e g n a h c r o s w o r g g n i h t e m o s r o e n o e m o
s .In othe r
y r o e h t s ’ e m m e L e h t o t g n i d r o c c a n o it i n if e
d , the term developmen ti s“systemaitc
n o it c a r e t n i m o r f d e tl u s e r e m it r e v o r u o i v a h e b n i s e g n a h
c between t he individua land
y d u t s s i h t n I . ” t n e m n o ri v n e l a n r e t x e e h
t , the developmen to fBruno’ spersonaltiy
s n a e
m thesystemaitc changes i n Bruno’ sbehaviou ras t he resul tofi nteraciton from
. m i h d n u o r r u s t n e m n o ri v n e e h t
s e ir o e h t e s o h t n o d e s a
B above abou tthein lfuence ,character ,personaltiyand
r e ti r w e h t , t n e m p o l e v e
d de ifne s the factor s in lfuencing the main character’ s
a t n e m p o l e v e d y ti l a n o s r e
p s the causes which in lfuence the main character’ s
r u o i v a h e
7 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s tr a p r o j a m o w t e r a e r e h t ,r e t p a h c s i h t n
I ..i e review o frelated ltierature
T . k r o w e m a r f l a c it e r o e h t d n
a her eviewofr elated l tieraturepar tconsist stheory o f
, e r u t a r e ti
l theory o fpsychology, and the ciritca l approach .In the theory o f
a d e s u e r a t a h t s e ir o e h t e h t t u o b a s n o it a n a l p x e e r a e r e h t , e r u t a r e ti
l sthe basic
e k a m o t n o it a d n u o
f adeepanalysi sandanswert heproblems formulaiton .Nexti n
n a l p x e f e ir b a s i e r e h t , k r o w e m a r f l a c it e r o e h t e h
t aiton o fwhy and how those
.s n o it s e u q n o it a l u m r o f m e l b o r p e h t r e w s n a o t r e d r o n i d e il p p a e r a s e ir o e h t
1 .
2 ReviewRelatedLtierature
li w t a h t y d u t s e h t o t d e t a l e r s e ir o e h t s t n e s e r p t r a p s i h
T lbeused t o revea l
e z y l a n a d n
a the novel t o answe rthef ormulated problems. Thi ssubtopicconsist s
c e h t f
o iritca lapproach toward sthe ltierary works ,theo ires o fcharacte rand
r o e h t d n a , n o it a z ir e t c a r a h
c ie so fpersonaltiydevelopmen.t
1 .
2 1. Psychologica lApproach
g n i d r o c c
A to the Rohbrege rand Wood s(1971) there are ifve kind sof
y d u t s y r a r e ti l e h t n i d e s u y ll a u s u e r a h c i h w s e h c a o r p p a l a c it ir
c , namely the
, t s il a m r o
f biographical ,sociocu tlura lhisto ircal ,mythopoeic ,and psychologica l
approach.
g e t n i l a t o t e h t n o s e t a rt n e c n o c h c a o r p p A t s il a m r o F e h
T rtiy of t hel tierary
8 l a c ir o t s i H l a r u tl u c o i c o S e h t ,t x e N . r o h t u a e h t f o y h p a r g o i b e h t h g u o r h t tr a f o k r o w
i h w d n u o r g k c a b l a r u tl u c o i c o s e h t n o d e s a b k r o w y r a r e ti l a s e e s h c a o r p p
A ch
f o k r o w e h t d n o y e b h t y m s e s u h c a o r p p A c i e o p o h t y M e h T . e m it t a h t t a s n e p p a h
e h t e li h w n a e M . e c n e r e f e r e h t s a t r
a thepsychologica lApproach explore sawork
. g n i z y l a n a r o f y r o e h t c i s a b e h t s a s e ir o e h t y g o l o h c y s p g n i s u t r a f o
h t f o e lt it e h t o t g n ir r e f e
R i sstudy which i srelated to the personaltiy
c n i a m e h t f o t n e m p o l e v e
d haracter ,t shi studyuse st phe sychologica lapproach as
h c a o r p p a e t a ir p o r p p a t s o m e h
t in orde rto interpre tand analyze the conten tand
s r o t c a f e h t o s l
a relatedwtiht hepersonaltiyoft hemaincharacteri nt henovel . tIi s
o t g n i d r o c c a e s u a c e
b Rohberge randWoods( 1971) ,t phe sychologica lapproachi s
l e v o n e h t n i r e t c a r a h c n i a m e h t f o t n e m p o l e v e d y ti l a n o s r e p e h t s s u c s i d o t d e s u
h t d n a n o it c a r i e h t h g u o r h
t ought .The proponen to fthi sapproach explain stha t
y B . g n i e b n a m u h f o y g o l o h c y s p e h t o t d e r r e f e r e b d l u o c r o i v a h e b s ’ r e t c a r a h c h c a e
g n i s
u the psychology approach ,the character’ sthough tand behavio rcan be
e p e e d d e z y l a n
a r .( )p 5 .
2 . 1 .
2 CharacterandCharacteriza iton
y l s u o i v e r
P , we haveknown t hat t hisstudy i srelated to thecharacters .In
tr a p s i h
t , there are theo ires, which are used to help the wrtie r descirbe the
e h t n i s r e t c a r a h c e h t f o n o it a z ir e t c a r a h
c TheBoyi nt heStripedPajamas.
o t g n i d r o c c
A Forsteri n (1974),t herearet wo kind so fcharacters . tIi s lfa t
9 a .Fla tcharacter
li a t e d g n i z il a u d i v i d n i h c u m t u o h ti w d e t n e s e r p s i r e t c a r a h c t a l
F s ,therefore
t
i can beadequatelydescirbed i n singula rphraseo rsentence .I talso remainst he
. y r o t s e h t g n o l a e m a
s According to Froster (1974), lfa t character s can be
a r a h c d a b r o d o o g e r a y e h t r e h t e h w e c n e t n e s e n o n i d e s s e r p x
e cter .Forste rcallsi t
s
a a lfa tcharacte rbecause we only see one side o fhim. In othe rwords ,the
a r a h
c cte ro f lfa tcharacte rwli lneve rchangeands tayconstant ( .p )4 . 5
r e t s r o F o t g n i d r o c c
A (1974),t herearet woadvantage so fa lfa tcharacteri n
r e v e n e h w d e z i n g o c e r y li s a e e r a s r e t c a r a h c e h t t a h t s i e g a t n a v d a t s ri f e h T . y r o t s a
e r t o n e r a y e h T . n i e m o c y e h
t cognized by visua leye swhich merely note the
s n o it a n a l p x e e s o h T . e y e l a n o it o m e s ’ r e d a e r e h t t u b e m a n r e p o r p f o e c n e r r u c e r
e l o h w e h t t e g n a c r e d a e r e h t ,r e t c a r a h c s ’ n o s r e p a f o t r a p a g n i e e s y b t a h t n a e m
i e g a t n a v d a d n o c e s e h T . r e t c a r a h c e h t f o n o it p ir c s e
d st hatt her eader sareeasliyto
e h t li t n u y r o t s e h t f o g n i n n i g e b e h t m o r f e s u a c e b s i tI . r e t c a r a h c t a lf a r e b m e m e r
r e t c a r a h c e h t ,t i f o d n
e sstaythesame .Thecharactersr emain i n t her eader’ smind
e l b a r e tl a n u s
a characte rfort her easont heyareno tchangedbyt hecricumstance .s
b .Roundcharacter
s r e t c a r a h c d n u o
R are ltilte bi tcomplex role in thei remoiton and also
n o it a v it o
m becauseo fthedevelopmen toft hecharacter .Forste r(1974 )sayst ha t
r e d a e r e h
t canr emembert hem wtih t heconnecitono fgrea tscenes .Theyarevery
o t tl u c if fi
0 1 g
n i s ir p r u s f o e l b a p a c s i ti r e h t e h w y b d e t s e t e b n a c r e t c a r a h c d n u o r e h
T ther eade r
a w g n i c n i v n o c n
i y.
e li h
W , Henkle(1981)statest ha tacharactercan becatego irzedi ntomajo r
.r e t c a r a h c y r a d n o c e s d n a
a .Majorcharacter
t s o m e h t s a h o h w r e t c a r a h c l a rt n e c a s a n w o n k o s l a e r a s r e t c a r a h c r o j a M
l e v o n a n i e l o r x e l p m o c d n a t n a tr o p m
i . tIi ssuppo tred bystatementf rom Henkle
1 8 9 1
( )tha tthe majo rcharacter sdeserve the readers ’fulles tatteniton and fi t he
s r e d a e r e h t , m e h t d n a t s r e d n u s r e d a e
r arepresumablyt hef oca lexpeirence soft he
r o j a m e h T . l e v o
n character salso pefrormkey structuralf uncitons :upont hemthe
s r e d a e
r bulid expectaiton sand desries ,which in modiifcaiton, hs fi to restabilsh
A . s e u l a v r u
o ccordingt oHenkle( 1981) ,majo rcharacter sarecreatedbecauset hey
n i c n i v n o c t n e s e r p o t n o it n e tt a d n a e d u ti l p m a e h t n e v i g e r
a g dramaitzaiton soft he
k o o b e h t , e l o r s i h t n i l i a f y e h t f i , s d r o w r e h t o n I . l e v o n e h t f o s e u s s i n a m u h
s i h t h g u o r h t d e t h g il h g i h s i y r o t s e h t f o e r o c e h t t a h t s n a e m t I . s li a f y ll a it n e s s e
.s e c n e ir e p x e r e t c a r a h c
b .Secondarycharacter
o t g n i d r o c c A . s r e t c a r a h c r o n i m e h t s a n w o n k o s l a e r a s r e t c a r a h c y r a d n o c e S
e l k n e
H (1981), secondary character shave a ilmtied funciton in way stha tthe
t o n e r a s r e t c a r a h c r o j a
1 1 s
s e l s i e c n e ir e p x e o
t complex ,drawni ns hallowerr eilef ,presen twhati so tfenonly
. e c n e ir e p x e e h t f o e d i s e n o
e r o m r e h tr u
F ,Murphy (1972 )propose snine way sin which an autho r
e h t r o f e v il a e r o m d n a e l b a d n a t s r e d n u e b n a c s r e t c a r a h c s i h e b ir c s e d o t s t p m e tt a
: y l e m a n , r e d a e r
n o it p i r c s e d l a n o s r e P . a
l a n o s r e p r i e h t m o r f l e v o n e h t n i s r e t c a r a h c e h t s e b ir c s e d r o h t u a e h T
d n a r i a h , n i k s , y d o b , s e y e r i e h t e k il e c n a r a e p p
a etcetera.
r e h t o n a y b s a n e e s s a r e t c a r a h C . b
w e i v s ’ r e t c a r a h c r e h t o n a s e s u r o h t u a e h
T in t hestory t o give descirpiton
t a h t r e t c a r a h c e h t d r a w o
t theautho rwants t o expose .In t hi scase ,a character in
ll e t l e v o n e h
t s the reader sabout wha tthey see and encounte rfrom each othe r
s r e t c a r a h
c .
h c e e p S . c
h c e e p
S can be one o fimpo tran tway sto descirbe the characters .The
r e t c a r a h c e h t o t n i t h g i s n i n a s u s e v i g r o h t u
a sone person in the ltierary works
h g u o r h
t wha tthe person says .Wheneve ra person speaks ,wheneve rhe i sin
p e h r e v e n e h w , r e h t o n a h ti w n o it a s r e v n o
c ut sforward an opinion ,hei sgiving u s
r e t c a r a h c e h t o t e u l c e m o
s s.
e fi l t s a P . d
Thecharacters’ pastl fiecangiveacluet ot her eaderst hei mpo tran tclueto
s e m it e m o s r o h t u a e h t e s u a c e b s i tI . r e t c a r a h c e h t t u o b a w o n
2 1 e
u l
c to an even t tha tha shelped t o shape a person’s character .This can also be
e n o
d byd riec tacommentthrought heperson’ though t orthei rconversaiton
s r e h t o f o n o it a s r e v n o C . e
r e d a e r e h t e v i g o s l a n a c r o h t u a e h
T s cluest o aperson’ scharactert hrough
e l p o e p r e h t o f o s n o it a s r e v n o c e h
t .In othe rwords ,peopletalkabou tothe rpeople
n o s r e p e h t f o r e t c a r a h c e h t o t e u l c a s a e v i g n e tf o y a s y e h t t a h t s g n i h t e h t d n a
.t u o b a n e k o p s
s n o it c a e R . f
The autho rcan give u sa clue o fa person’ scharacte rby letitng the
r e t c a r a h c e h t w o h w o n k s r e d a e
r reactst o vairou sstiuaiton sand events .In othe r
fi d t c a e r ll i w s r e t c a r a h c t n e r e f fi d , s d r o
w ferenltyt oward sacetrain stiuaiton .From
n o it c a e r t a h
t , t i cans howacluet owardst hecharacte roft heperson.
t n e m m o c t c e r i D .
g
Driec tcommen ti sdfiferen twtih persona ldescirpiton .I ti sbecause in
n o s t n e m m o c r o s e b ir c s e d r o h t u a e h t , t n e m m o c t c e ri
d a person’ spersonaltiy
. y lt c e ri d
t h g u o h T . h
s e v i g r o h t u a e h
T the reader sdriec tknowledge o f wha t a person i s
s i h t n I .t u o b a g n i k n i h
t respect, theautho ri sablet odowhatt her eaderscanno tdo
c r o h t u a e h T . e fi l l a e r e h t n
i an tel lthe reader swha tdfiferen tcharacters are
l e v o n e h t n I . g n i k n i h
3 1
t s o m n i e h t o t n i d e g g u l p e c i v e d g n i n e t s il t e r c e s a , e r e w t i s a , s a h e h ; n o it i s o p
s r e t c a r a h c a f o s t h g u o h
t innove.l
m s i r e n n a M . i
h c i h w s e i s a r c n y s o i d i r o s ti b a h , m s ir e n n a m s ’ n o s r e p a s e b ir c s e d r o h t u a e h T
a r a h c s i h t u o b a g n i h t e m o s s u l l e t o s l a y a
m cter .Here, the autho rwli lrevea lthe
e v it i s o p r e t c a r a h c e h t f o t i b a
h lyandnegaitvely .
3 . 1 .
2 Therela itonoft heTheoryo fPsychologyandLtierature
e h t f o e n
O psychology ifeld sconcern st hehuman characteirsitcs, through
y d u t s e h
t o fmind and how i tworks .I tcan be related to t he ltierature t ha talso
a e
d l s wtih the analysi s o f the characters ’ characteirsitc s and how they are
d e z ir e t c a r a h
c in the novel .I ti salso suppo tred by the statemen tfrom Stanton
) 5 6 9 1
( ,heimpilest hatl tieraturei sauniquei mtiaiton o flfie .Theseirou sautho r
e k a
t slfie a shi smodel .Instead o fwiritng a “typica lstory” o ra “typica lwa r
e h , ” y r o t
s wrtie so fparitculari ndividua linparitculars tiuaiton .( 9 .) p.
o t g n i d o c c
A Stanton (1965) ,psychology i sa body o fknowledge which
s e i d u t
s abou t human psyche and the mos t related elemen t o f ltierature to
o l o h c y s
p g y o f ti shuman ilke the characters .Referirng to Abram’ sexplanaiton
r e t c a r a h c t u o b
a (1999) , a characte ri sa person represented in a dramaitc o r
narraitvework ,whoi sinterpretedbyt her eaders a sbeingendowedwtihparitcula r
e ll e t n i ,l a r o
4 1 .
e u g o l a i d e h t n i o d y e h
t I ti sobviou stha tcharacter sare observable through
y e h t t a h t s m r e t n i , y g o l o h c y s
p consis to funiquementa lqualtiies( p.3 .) 2
1 . 3 . 1 .
2 Theorie so fPersonaltiyDevelopment
, g n ir e d i s n o
C the itlte and the approache so fthi sstudy concern abou t
e h t o t d e t a l e r s e ir o e h t e m o s s t n e s e r p r e ti r w e h T . t n e m p o l e v e d y g o l o h c y s p
s ti d n a y ti l a n o s r e p s ’ o n u r B e z y l a n a o t t n e m p o l e v e d y ti l a n o s r e
p factor saffecitngi n
y ti l a n o s r e
p development .According to Branca(1964), genera lpsychology i st he
t d n a e c a l p g n it r a t
s he core study o fhuman behavior .Based on hi sstatement ,
m u h e h t o t d e t a l e r y d u t s e h t s i y g o l o h c y s p t a h t s e n if e d a c n a r
B an’ sbehavior .The
y b y ti l a n o s r e p f o n o it i n if e
d Allpor t(1972) i(n Penganta rUmumPsikologi)i st he v
i d n i e h t n i h ti w n o it a z i n a g r o c i m a n y
d idua lwhich consist so fsystem so fpsycho
-tI . l a c i s y h
p determines howt heuniqueadjustmen toft hei ndividua'l stowardst he
t n e m n o ri v n e r a l u c it r a
p .
t r e d r o n
I o ilnk Allpor’t stheory wtih the relaitonship between Bruno’ s
, t n e m p o l e v e d y ti l a n o s r e p g n it c e f f a s r o t c a f e h t d n a t n e m p o l e v e d y ti l a n o s r e p
y e w e
D & Humbe r(1951) state tha tpersonaltiy i sthe produc to finteraciton fl
e s , t p e c n o c c i m a n y d a s i d n a s s e c o r
p -contained ,one which i sbeing a par to f
a n a h t r e h t a r t c a l a i c o
s par to fani ndividual(p.236) . tI sstudycanno tbeseparated
from social i nteraciton . tI i s meaningful t o study personaltiy i n asocia lcontext ,
e m n o ri v n e l a c i h p a r g o e g d n a l a r u tl u c e h t , m s i n a g r o e v it c a e h t s e d u l c n i h c i h
5 1 n
e h T . s e it il a n o s r e p r e h t o d n
a ,in othe rword stha tpersonaltiy canno tdevelop
e s u a c e b y ll a u d i v i d n
i i tneedsi nteracitonwtiht heenvrionmen taround.
2 . 3 . 1 .
2 Variablesi nPersonaltiy
r e d r o n
I to i dentfiyt hepersonaltiyfactors, t hewrtie rusest het heoryf rom
’ k c o lr u
H (1974) abou t personaltiy determinant . There are eigh t determinant s
t e d n a c h c i h
w ermine one’ s personaltiy development . They are physical ,
d n a , l a n o it a c u d e , x e s , t n e m e v e i h c a d n a s n o it a ri p s a , l a i c o s , l a n o it o m e , l a u t c e ll e t n i
. y li m a
f Accordingt oHu lrock ( 1974) ,Al loft hosedeterminant swli lgivead riec t
s t n a n i m r e t e d e s o h t f o l l a t s o m l a e s u a c e b s i tI . y ti l a n o s r e p e n o e m o s o t e c n e u lf n i
. m e h t h ti w t c a r e t n i e w d n a e fi l y li a d e h t o t d e s o l c e r a
) 4 7 9 1 ( k c o lr u H o t g n i d r o c c
A , physicaldeterminan tshow sbody size and
s i g n i n o it c n u
f obviously in lfuenced towards personaltiy development etihe r
g r e n e , s e it i v it c a n o y d o b e h t f o t c e f f e s a h c u s y lt c e ri
d yl eve,l r eacitonst o others .
Indrieclty , tii ssuch sourceo fsaitsfaciton j(udgmen tbyother sandacceptanceo f
i d d n a ) f e il e b l a n o it i d a
rt ssaitsfaciton (deviaiton from age-mate sand from body
)l a e d
i . The physica l concep t in lfuence s the sefl-concep t when the person
n i a tr e c a n i p u o r g l a i c o s e h t n i d r a d n a t s e h t h ti w e u q i s y h p s i h s e r a p m o c
. t n e m n o ri v n
e Fo rexample, physica l defec t affects the personaltiy o f human
t n e m p o l e v e d y ti l a n o s r e
p bothdriecltyandi ndrieclty .
l a u t c e ll e t n
I determinan t show s tha t intellectua l capaciite s on person
, e l p o e p , t n e m n o ri v n e e h t r o f t n e m t s u j d a r i e h t e c n e u lf n
i and himsel falso. The
l a u t c e ll e t n i f o e c n e u lf n
6 1 e
m o
s one’ sintellectua ldevelops ,the person wli lbe aware o fthe wo lrd and hi s
e h T . fl e s m i h f o d n a , n o it a u ti s f o , e l p o e p f o s n o it p e c r e
p person’si ntellectua lcan
w o r
g because o fsome condiitons such a sthe educaiton and emoitona lstates ,
a v it o m , n o it o m
e itonandetc.(p .173)
l a n o it o m e e h t n
I determinan,t t hei ntenstiyandt heduraitono fanemoiton
. y ti l a n o s r e p t c e f f a l li
w Driec teffectf romemoitoni sthei ndividua’l sphysica land
c n a m r o f r e p l a t n e
m e ,atttiudes ,interest ,and values .The indriec teffect so fthe
e k a m s r e h t o s t n e m g d u j e h t m o r f y lt r a p e m o c y ti l a n o s r e p n o s n o it o m
e t o the
. m i h t a e rt y e h t y a w e h t d n a l a u d i v i d n i e h t f o r o i v a h e b l a n o it o m
e Wtiht hegrowing
ll e w l a c i s y h p n o s n o it o m e f o s t c e f f e e h t , e g a f
o - nbei g i ncreased ,fo rexample i t
e c n a r e l o t l a n o it o m e e h t m r o f o t p l e h n a
c .( .p 22 ) 1
l a i c o
S determinan tshowst ha ta person can l earn i n accordancewtih hi s
o r g l a i c o s e h t e s u a c e b l e v e l l a t n e m p o l e v e
d upset sdevelopmentalt ask sorl earning
i a tr e c t a m e h t r e t s a m o t n o s r e p e h t t c e p x e h c i h w , s e c n e ir e p x
e n age .Socia lrates
fl e s e m o c e
b -expectaiton sa swel la ssocia lexpectaitons .I tmean stha twhen a
n o s r e
p entert oacetrains ocietyandplungei nto tisi nternailzaiton ,tha tpersonh s a
y t e i c o s t a h t e v a e l r o e k a t r e h t e h w g n i d i c e d n i s p e t s r u o e n i m r e t e d o t y d a e r e b o t
. m s il a e d i d n a , s m r o n , s n o it a t c e p x
e T hat i swhy socia lhave big in lfuence in
. e fi l y li a d o t d e s o l c s i ti e s u a c e b t n e m p o l e v e d y ti l a n o s r e
p Thei nteracitonwtiht he
. n o it o m e r i e h t d n a e d u ti tt a r i e h t e p a h s l li w m e h t t a e rt y t e i c o s e h t w o h d n a y t e i c o s
7 1
e c n e u lf n i n a c t n a n i m r e t e d l a i c o s s i h t n i d e d u l c n i e r a t a h w f o s n o it a ir a V
l a i c o s , s e c n e ir e p x e l a i c o s y lr a e s a h c u s , y ti l a n o s r e p s ’ e n
o dep irvaiton ,socia l
. y ti li b o m l a i c o s d n a , s u t a t s p u o r g , n o it a n i m ir c s i d d n a e c i d u j e r p , e c n a t p e c c a
f o l e v e l h g i h g n i v a
H statu sin socia lexpeirences drieclty can be in lfuence to
n o it c a f s it a
s andl earningtobes ociailzedi nt hedfiferen tcutlure.( p. 62 5 )
t n e m e v e i h c a d n a s n o it a ri p s
A determinan tarerelated t o t he ego i nvolved
r o s s e c c u s e h t o s l a d n a n o s r e p a f o s l a o
g faliure of a person wtih hi s rtaining ,
d n a g n i k a t k s ir , e c n e d n e p e d n i , y ti li b i x e lf , t n e m e v e i h c a t s a p , e c n e ir e p x e
n o it a ri p s a e h T . n o it a v it o
m da n achievemen tcetrainlycanhavegoodo rbadeffect s
. y ti l a n o s r e p s ’ e n o n e v e r o t p e c n o c f l e s s ’ e n o n
i Theeffect so fachievemen tcome
e t a u l a v e s r e h t o w o h d n a f l e s m i h s e t a u l a v e n o s r e p e h t w o h m o r
f them .Both o f
e s u a c e b y ti l a n o s r e p n o t c a p m i r e t a e r g e v a h m e h
t normally the person expect s
e r o
m o fthemselvesthanother sexpec tof mthe .( p.2 ) 65
d n a , s e c n e r e f fi d x e s d r a w o t t n e m n o ri v n e y t e i c o s e h t f o e d u ti tt a e h T
s f o s s e n e r a w
a exdfiference sactuallyshowstha tsex determinan tcan determinea
a c a r e h w o h s o t n o s r e
p demic abiilites ,interest ,and atttiudes .The effect so fthe
. t c e ri d n i d n a t c e ri d e b n a c t n e m n o ri v n e y t e i c o s e h t f o e d u ti tt
a The driec t
s ’ n o s r e p a f o s t c e f f e e h t m o r f e m o c y ti l a n o s r e p n o y ti l a u x e s f o s e c n e u lf n i
h t m o r f e r a s e c n e u lf n i t c e ri d n I e h T . r o i v a h e
b eeffec to fcutlural i n lfuence on t he
n o s r e p e h t d r a w o t t n e m t a e rt r i e h t d n a , e l p o e p t n a c if i n g i s f o s e d u ti tt a e h t , e v ir d x e s
e s u a c e
8 1
n i t n a n i m r e t e d t n a tr o p m i e h t s a d e r e d i s n o c e b n a c t n a n i m r e t e d l a n o it a c u d E
l a n o s r e p s ’ e n o g n it c e f f
a tiy ,because parents ,schools ,and colleges ,and teacher s
e v a
h grea troles in shaping one’ sea lry personaltiy .Theemoitona lcilmate o fan
o f o n o it a u l a v e e h t d n a n o it a u l a v e f l e s s ’ e n o s t c e f f a n o it u ti t s n
i ther smadeonhim
. p ( 323 .)
f s i t n a n i m r e t e d t s a l e h
T amliydeterminant ,i tshowst hatr elaitonship so fa
y ti l a n o s r e p s i h n i r o t c a f t n a tr o p m i t s o m e h t s i y li m a f s i h h ti w s a h n o s r e p
e h T . t n e m p o l e v e
d chlid raising/growing method and the communicaiton o f
s ’ n o s r e p a , s r e b m e m y li m a f n e e w t e b s e u l a v , s e d u ti tt a , s t s e r e t n
i idenitifcaitonwtih
r e b m e m y li m a f
a they admrie ,respect ,and love can highly in lfuence one’ s
. t n e m p o l e v e d y ti l a n o s r e
p Famliy determinan thave concern abou thow famliy
. s r e b m e m y li m a f r e h t o n a h
