JOSEPHINE ALIBRANDI S MATURITY
AS THE RESULT OF CONFLICTS
IN MELINA MARCHETTA S
LOOKING FOR ALIBRANDI
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of The Requirements for the Degree ofSarjana Sastra
in English Letters
MARCELLA DWINDA DANTI HUTAMI Student Number : 084214074
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
YOGYAKARTA 2013
i
JOSEPHINE ALIBRANDI S MATURITY
AS THE RESULT OF CONFLICTS
IN MELINA MARCHETTA S
LOOKING FOR ALIBRANDI
AN UNDERGRADUATE THESIS resen
ted
as artial ulfillment of The equirements fo
r the egree of Sarjana Sastra in lishetters
By
MARCELLA DWINDA DANTI HUTAMI
Student Number : 084214074
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
YOGYAKARTA 2013
vi
Live, travel, adventure, bless, and don't be sorry.
Jack Kerouac
To Father and Mother
for giving me the opportunity of an education
and infinite support throughout my life.
vii
ACKNOWLEDGEMENTS
I am indebted to many different people for making the time working on this thesis a meaningful experience. I would like to express my deep appreciation and gratitude to the following people for encouraging me complete this thesis because it would not have been possible without their supports and contributions in their different ways.
I wish to express my deepest gratitude to my advisor, Ni Luh Putu Rosiandani, S.S., M.Hum., who abundantly offers assistance, valuable support and guidance especially in reading the drafts. I also thank my co-advisor, Dewi Widyastuti, S.Pd., M.Hum., for reading my undergraduate thesis and giving me suggestions in order to make it better. Immense gratitude is also due to all the lecturers of English Letters Faculty for enriching my knowledge during the years of my study.
Furthermore, it is a privilege to meet and work with many great people who become friends over the last several years. All of you have been invaluable encouragement during all these years. Infinite gratitude goes to my family for the perpetual supports, endless encouragement, and enduring love throughout everything. Last but not the least, the omnipresent Creator, the omniscient Guardian and the Fallen Light, to whom I owe my very existence, strength and exquisite vision.
Marcella Dwinda Danti Hutami
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
5. The Relation of Literature and Psychology ... 20
C. Theoretical Framework ... 21
A. The Description of Josephine Alibrandi ... 27
B. The Conflicts Leading Josephine Alibrandi to Maturity ... 41
C. The Result of Conflicts toward Josephine s Maturity ... 47
CHAPTER V: CONCLUSION... 61
i
x
ABSTRACT
MARCELLA DWINDA. Josephine Alibrandi s Maturity as the Result of Conflicts in Melina Marchetta s Looking for Alibrandi. Yogyakarta: Department of Letters, Faculty of English Letters, Sanata Dharma University, 2013.
Looking for Alibrandi is the debut novel of Melina Marchetta and one of her best selling novels. This study is concerned about the maturity reached by Josephine Alibrandi, a seventeen-year-old girl of Italian descent but lives and grows up in Australia. The novel tells about the life of Josephine that is full of conflicts. Josephine changes because of the conflicts and finally develops different attitude of seeing things in her life. It shows that she is able to reach maturity.
There are three problems presented in this thesis. The first is to explain the description of Josephine. The second is to explain the conflicts experienced by Josephine that lead her to maturity. The third is to explain that Josephine s maturity results from the conflicts. In order to complete the study, the thesis writer conducts library research. Since the study focuses on maturity gained by Josephine as the result of conflicts, psychological approach is applied in the analysis.
From the analysis, the thesis writer finds that Josephine tries to connect with reality, truth and people. Born illegitimately, born in the middle of two different societies, Josephine s belief that she feels inferior at school and Josephine s revelation about her grandmother s past affair are some problems that Josephine has. Besides, being a troublemaker leads Josephine to have conflict with her school teacher, Sister Louise. The finding about her grandmother s past affair also leads her to have conflicts. John Barton from a wealthy and well-known family, whom Josephine attracts to in the beginning of the story, represents all things that Josephine wants in her life. Josephine experiences conflict when John commits suicide. The conflicts experienced by Josephine opens her mind and changes the way she views wealth and social status. After encounters conflict with Sister Louise and evaluates herself, Josephine sees actually she is not inferior at school. The conflict Josephine has with her grandmother s past affair leads her to have different view toward her grandmother. The conflict that Josephine experiences because of John s suicide makes Josephine realizes that wealth and social status do not make someone happy. Her ability to learn from the conflicts helps her to reach maturity. Josephine s application of knowledge and experience, dealing constructively with frustration, differential responsiveness, and emotional self-efficacy give an affirmation that Josephine has reached maturity.
x
ABSTRAK
MARCELLA DWINDA. Josephine Alibrandi s Maturity as the Result of Conflicts in Melina Marchetta s Looking for Alibrandi.Yogyakarta : Fakultas Sastra, Jurusan Sastra Inggris, Universitas Sanata Dharma, 2013.
Looking for Alibrandi adalah debut novel dari Melina Marchetta dan salah satu dari novel-novel terlarisnya. Studi ini fokus pada kedewasaan yang diraih Josephine Alibrandi, seorang gadis berumur tujuh belas tahun yang berasal dari keturunan Italia tetapi tingal dan besar di Australia. Novel ini menceritakan kehidupan Josephine yang sarat akan konflik. Josephine berubah dikarenakan konflik -konflik tersebut dan akhirnya mempunyai sikap yang berbeda dalam memandang hal -hal yang terjadi di dalam hidupnya. Ini menunjukkan bahwa Josephine telah mampu untuk mencapai kedewasaan.
Terdapat tiga masalah yang dikemukakan dalam studi ini. Yang pertama adalah untuk menjelaskan deskripsi tentang Josephine. Yang kedua untuk menjelaskan tentang konflik-konflik yang dialami Josephine dan yang mengarahkannya untuk mencapai kedewasaan. Yang ketiga adalah untuk menjelaskan bahwa kedewasaan Josephine adalah hasil dari konflik-konflik yang dialaminya. Dalam rangka melengkapi studi ini, penulis menggunakan studi pustaka. Karena studi ini berfokus pada kedewasaan yang dicapai Josephine sebagai hasil dari konflik-konflik, pendekatan psikologi diapplikasikan dalam studi ini.
Dari analisa tersebut, penulis menemukan bahwa Josephine berusaha untuk menghubungkan dirinya dengan kenyataan, kebenaran, dan orang-orang. Terlahir sebagai anak diluar nikah, terlahir di tengah-tengah dua masyarakat yang berbeda, kepercayaan Josephine yang melihat dirinya berada pada level social yang rendah di sekolah, dan penemuan Josephine akan hubungan gelap neneknya di masa lalu merupakan sederet masalah- masalah yang sering dikeluhkan oleh Josephine. Di samping itu, menjadi seorang pembuat masalah mengarahkan dirinya mempunyai konflik dengan guru di sekolahnya, Suster Louise. Penemuan Josephine akan hubungan gelap neneknya di masa lalu juga mengarahkannya pada konflik. John Barton yang berasal dari keluarga kaya dan terkenal, yang disukai Josephine di awal cerita, mewakili semua hal yang diinginkan Josephine di dalam hidupnya. Josephine mengalami konflik ketika John memutuskan untuk bunuh diri. Konflik-konflik yang dialami Josephine membuka pikirannya dan mengubah cara pandangnya. Setelah ia menghadapi konflik dengan Suster Louise dan mengevaluasi diri sendiri, Josephine melihat bahwa sebenarnya dirinya bukan orang luar di sekolah. Konflik yang dimiliki Josephine dengan hubungan gelap neneknya di masa lalu mengarahkannya pada cara pandang yang berbeda terhadap neneknya. Konflik yang Josephine alami karena John bunuh diri membuat Josephine sadar bahwa kekayaan dan status social lantas tidak membuat seseorang bahagia. Aplikasi Josephine terhadap pengalaman, kemampuan untuk menghadapi frustrasi, perbedaan respon dan daya kontrol emosi diri membuktikan bahwa Josephine telah mencapai kedewasaan.
1
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As we know, changes are common thing that happen in human beings. They undergo changes that are imposed upon them or that developed during their upbringings and experiences in life. Furthermore, there are two different types of changes in human being according to Danuta Bukatko in Child and Adolescent Development: A Chronological Approach, which are physical and psychological changes in a lifetime (2008: 3). In the journey, people go through a series of developmental stages that are essential to all aspects of their personhood including physical and psychological changes. Therefore, it is important that every individual must pass through several stages on their life to become adults.
The changes in human beings happen in various stages of growth where they learn certain things. The stages are infancy, early childhood, middle childhood, late childhood, and adolescence stage. The latter is the right stage next to the adult stage, which means it is the last step before being an adult. Thus, it makes adolescence stage becomes a significant period of an individual s life. Bukatko also states the significance of adolescence stage, which is according to many popular accounts, adolescence is a unique phase in emotional development (2008: 531).
Rita Atkinson, Richard Atkinson and Ernest Hilgard describe the definition of adolescence in Introduction to Psychology as a period of transition which is from
2
childhood to adulthood (1981: 92). The age limits of adolescence stage is not clearly stated but commonly it extends from age 12 to the late teens. One of the important tasks for adolescent is to reach maturity as it is stated by Justin Pikunas Human Development, An Emergent Science.
Adolescent maturation is a highly personal task, and the adolescent must deal with himself or herself to find a place in peer and and later adult society and to achieve a self-gratifying identity (1976: 189).
The ability and the motivation to respond in mature ways under varying circumstances is an important adult developmental task. A mature response implies the overcoming of puerile and pubescent tendencies (1976: 296). According to R. Guys Lefrancois in Psychological and Human Learning
reaching maturity is related to development which includes growth and learning as a relatively permanent change in the behavior of individual resulting from experiences (1982: 107). Experiences that occur in adolescence stage can be in the form of conflict since adolescence stage tends to produce a period of conflicts (Atkinson and Hilgard, 1981: 93). Stephen Worchel adds one of the important characteristics of a mature person in Psychology: Principles and Applications which is a mature person will not avoid problems or conflicts, he or she will accept it to develop his or herself (1985: 109). It means that sometimes people need to encounter conflict that later lead them to reach maturity. Due to above reasons, the adolescence stage tends to be very fascinating to be discussed since it is called to be one of the important stages in an individual s life. Furthermore, maturity is one of the important issues in adolescence stage since it is the main task that needs to be reached in adolescence stage.
3
Thus, it can be argued that studying the topic of this study, which is a development of a character, is important because the inner thoughts and inner feelings of the character that later change and finally lead to a better way can be seen clearly. M.H Abrams in A Glossary of Literary Terms states that the characters are the persons presented in a dramatic or narrative work who have moral, dispositional, and emotional qualities, which are expressed in the dialogue and the action (1981: 23). It means that a character is a reflection of human act in the real life that shows his or her knowledge, moral, opinion and others. Meanwhile, in real life, they are hard to be seen or perhaps they are only can be guessed through behaviors. Therefore, the readers are able to observe and analyze human nature with all its complexities through literary works. Laurence Perrine also states in Literature, Structure, Sound and Sensethat literature enables us to know people, to understand them, and to learn compassion from them (1983: 66). It can be said that the readers are also able to know and understand human being in real life better and learn from it. Justin Pikunas adds his idea about the importance of literature in capturing all of the exciting events in life that psychology barely touches on.
Of course, the student here may miss certain notches in the life of any person, as when the toddler learns how to open the door, when the child learns how to speak and be understood, when he finds a friend to confide in, when the teenager begins to wonder what it feels like to engage in a sexual act with someone of the opposite sex, or when the idea of living together for life with a loved person is contemplated. There are many exciting events in life that psychology barely touches on. Novels and biographies usually emphasize this kind of moving experience (1976: 400).
4
Various literary works have developed various issues in adolescent s maturity and novel is one of them. Novel is one of the forms of prose fiction, which is interesting to be discussed because it has much pleasure to be relished. It is stated in Mark Van Doren and Arno Jewett in Insights into Literature that for among those pages, as among the pages of other great novels, readers have discovered an enjoyment different from that which any other literary form can yield (1965: 588).
One of the novelists who interests the thesis writer to explore the work about adolescent s life is Melina Marchetta, who is one of Australia's most celebrated authors of young adult fiction (www.puffin.com.au). The Young Adult Service Division of the American Library Association defines the age range of an adolescent or young adult as ages 10-19 whereas the definition of young adult literature is literature written for and marketed to young adults (www.public.iastate.edu). For instance, her first young adult novel Looking for Alibrandiwhich was first published in 1992 swept many literary awards for young adult fiction in 1993 including the winner of the CBC Book of the Year. Looking for Alibrandi, the much-loved Australian classic, is her first acclaimed novel that affirms her name as one of the best young adult authors (www.puffin.com.au).
The thesis writer considers Looking for Alibrandi as worth studying due to some reasons besides the achieved awards. The first reason is some researchers also state the significance of Looking for Alibrandi in literature. Heather Voskuyl in her doctoral thesis, Plainsong or Polyphony: Australian Award-Winning Novels of the 1990s for Adolescent Readers,states that since Looking for Alibrandi was judged as
5
one of the best Australian novels written in the 1990s, therefore it can be argued that
Looking for Alibrandi reflects a culturally sanctioned ideology of Australian adolescent (http://epress.lib.uts.edu.au). It means that Melina Marchetta s Looking for Alibrandi successfully reflects the life of Australian adolescent that is full of important issues in adolescent s life such as maturity, identity, family and society. Besides Heather Voskuyl, Lesley Speed also states the significance of Melina Marchetta sLooking for Alibrandiin revealing Italia-Australian female identity in her article "No matter how far you run": Looking for Alibrandi and coming of age in Italo-Australian cinema and girlhood.
The film and novel ofLooking for Alibrandi mark a public coming-of-age for Italo-Australian female identity. Marchetta's novel is part of the literary tradition of the coming-of-age story, which typically centers on a young person whose acquisition of experience entails a loss that facilitates her acquisition of a new maturity Josie's narration in the novel and film ofLooking for Alibrandiserves to assert her identity on multiple levels. It makes public the thoughts and emotions of Josie Alibrandi as a woman, as an Italo-Australian and as an Australian born to an unwed mother: identities that in earlier decades were likely to be kept private (http://www.latrobe.edu.au).
The second reason why the thesis writer chooses Looking for Alibrandi is because the novel brought up various important experiences that commonly occur in adolescent s life and one of them is maturity which is the main attention of this study.
Looking for Alibrandiconcerns about adolescent experiences in the final year of high school. It is the story of the main character s maturity process throughout a span of journey in school life, family life, and friendship.
6
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There are three problems presented in this thesis. The problems are stated below:
1. How is Josephine described in the novel?
2. What are the conflicts experienced by Josephine?
3. How does Josephine s maturity result from the conflicts?
4& 5*6,7128 ,9) :1 ; ,<1 /= >
In this study, the main character s maturity as the result of conflicts is analyzed. The first purpose of this study is to find out the context and the characteristics of the main character throughout the novel in order to get better understanding of the character. The second is the writer wants to find out what conflicts leading her to maturity. The last aim is to find out how Josephine s maturity results from the conflicts.
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In order to achieve better understanding of the study, the writer needs to provide the definition of particular terms in this study. In this study, the term maturity refers to the psychological term. Justin Pikunas inHuman Development, An Emergent Science states that a mature person is one who has acquired a personal identity and has made progress in integrating his or her total personality into a smoothly functioning system (1976: 295). It means that maturity is the ability to respond in
7
mature ways under various circumstances and finally accept wholeheartedly his or her own life as it is. A person can achieve maturity through the adolescent experiences that make them learns from the experiences.
The term conflict in this study also refers to the psychological term. Dean G. Pruitt and Jeffrey Z. Rubin in Social Conflict: Escalation, Stalemate and Settlement
define conflict as a sharp disagreement or opposition, as of interests, ideas and includes the perceived divergence of interest, or a belief that the parties current aspirations cannot be achieved simultaneously (1986: 4).
BC DEFG HII
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DN HOPQ Ow RSHOT UVOWXVY W QOZ
L[[\] ^_ ` [abc] d ae ^f] written by Melina Marchetta has become a great novel
to be read and an interesting literary work to be analyzedghue to the reasonithere are
some studies that had been conducted before by other researchersg To find out
whether this thesis is original or notiit is important to map out the studies on Melina
MarchettajsL[[\]^_` [ab c] d ae ^f]that had been previously doneg
The first thesis on Melina Marchettajs L[[\]^_ ` [a bc ]d ae ^f] is k lm nmc` Between Two Worlds: Cultural Authenticity in Melina Marchetta s Looking for
Alibrandi and Saving Francesca conducted by oasiliki Tassiopoulosg pis thesis
examines cultural authenticity because it has close relationship with the lives of the teen protagonists who become the main characters in the two young adult novels that both novels were written by Melina Marchetta qhttpsrsscirclegtuvgvas wgThe writer uses
theories in cultural studies to analyze the cultural authenticitygpe also uses a xreeky zanadian point of view in examining the novels and then connected it to the lives of
the characters since the writer also has grown up living between two cultures with an integrated understanding and appreciation of both xreek and zanadian cultures as
well as in the lives of the charactersg
This thesis is different from Tassiopoulosjs thesis since this thesis examines
the main characterjs process toward maturity in Melina Marchettajs Looking for
{
|}~ ~ ue to the reasonpsychological point of view is used for examining the
topic This thesis focuses on the development of the main character examined from
psychological approach meanwhile Tassiopouloss thesis focuses on the readers
response based on the characters experiences Tassiopouloss thesis is listed here
because Tassiopoulos used a novel that also becomes the object of the study of this thesis which is Melinna Marchettas L~ |}~ ~ n other words this
thesis tends to discover a new topic on Melina MarchettasL~ |}~~
The next paper comes from a journal article conducted by Rita ilson who is
an ssociate Professor of Languages ultures and Linguistics in Monash University.
Her journal article, titled ~ ~ ~ ~
~ ~ xperiences across the generation, examines the writers of Italian descent
who made the narration of diasporic experiences. Furthermore, Wilson analyzes the
ways in which relationships between home and destination cultures are negotiated
across the generations (http://ehlt.flinders.edu.au).
Wilson uses the narrations of three women writers, Rosa Cappiello, Anna
Maria Dell oso and Melina Marchetta, and then analyzed them to show how
negotiating the tensions between nostalgia for the past and the needs of the present
transforms and translates notions of home for writers who are living in between
cultures. Wilson chose the texts that revealed distinctive strategy of representation in
which spatiality functions as a symbolic conduit between the plotting of identity
The other paper is written by Lana Zannettino entitled From Looking for Alibrandi To Does My Head Look Big In This? The Role of Australian Teenage
Novels In Reconceptualising Racialised gendered Identities. This paper undertakes a comparative analysis of three ustralian teenage novels Melina Marchetta s Looking for Alibrandi (1992), Randa Abdel-Fattah s Does my Head Look Big in
This? (2005), and Morris Gleitzman s Girl Underground (2004). Drawing from
feminist post-structural and postcolonial theories, the paper examines how each
author has constructed the racialised-gendered identities of their female protagonists,
including the ways in which they struggle to develop an identity in-between minority
and dominant cultures. Zannettino also considers how each author inter-weaves race,
gender and class to produce subjects that are positioned differently across minority
and dominant cultures (http://epress.lib.uts.edu.au).
This thesis is different from Wilson s and Zannettino s paper since this thesis
examines the life of the main character in Melina Marchetta sLooking for Alibrandi.
Meanwhile, the other two papers focus on the Melina Marchetta s life.
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It is necessary to include all related theories which are very useful to be used
for answering the problems formulated. Because the topic examined in this thesis
focuses on the main character, therefore theories on character, characterization and
conflict are very useful to be included in order to get better understanding of the
character. Those theories enable the thesis writer to analyze the changing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
±±
characteristics of ²osephine ³librandi into becomes a mature person who is
influenced by conflict´ µurthermore¶ theories on maturity are needed to analyze the
main character·s decisions and actions of facing and solving the conflicts that lead her
to become a mature person´
¸¹ º» ¼½¾¿¼ À½ Á»þ ÃÄż¾
ÆÇÈard Morganµorster inÉÊ ËÌÍÎ ÊÏÐÎ ÑÌÒÏÓÌÔproposes two famous types of
characters that are commonly presented in literary works which are round character and flat character Õ±Ö×ØÙ ±ÚÛÜ´Round character is usually the major character in the
work and this character undergoes some changes in his or her actions¶thoughts and
feelings because of his or her experiences´ On the other hands¶ flat character often
becomes the minor character¶although not all minor characters are flat´³ccording to ÆÇÝar Þ ´ Roberts and ßenry Æ´ ²acobs in Fiction: An Introduction to Reading and Writing¶ àround characters can be considered dynamic since they undergo changes
and flat characters can be considered static since they do not change or grow (1987: 145). Hugh Holman and William Harmon in A Handbook to Literaturealso add brief
descriptions about static and dynamic character. Static character is a character who
does not undergo any kind of changes, in his or her appearance, attitudes, behaviors,
disposition, or the way he or she thinks from the beginning of the story until the end.
Different from the static character, a dynamic character is a character who can
undergo changes in appearance, attitudes, behaviors, disposition, or the way he or she
thinks from the beginning of the story until the end (1986: 83).
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ãä åæ çèéê çëèìí æî éî ïðçéê ñ î ðêèò
óccording to ôolman and ôarmonõcharacterization isöthe creation of images
of imaginary persons so that they exist for the readers as lifelike (1986: 81). In other words, characterization is the creation of imaginative character in the fiction. The
thesis writer believes that it is important to know about the methods in doing
characterization in order to enhance the understanding of character. InUnderstanding
Unseen: An Introduction to English Poetry and the English Novel for Overseas
Students, M.J Murphy states that characterization is how an author conveys to the
reader what sort of people they are, how an author makes the reader get to know and
understand them. According to Murphy, there are nine methods in doing
characterization which are personal description, character as seen by another, speech,
past life, conversation by another characters, reactions, direct comment, thought, and
mannerisms (1972: 162-173). The writer will use some of those methods to observe
the characteristic of the main character which are the personal description, character
seen by another, speech, conversation of other characters, reactions toward various
events or situations, and thoughts.
a. Personal description
The author describes a person by giving details of appearance. The author can
tell the readers the details of the color of the skin and of the hair, the shape, or the
clothes used, which may keep the readers to visualize the person and to know
characters as well.
÷ø
bù úharacter as seen by another
Using this way means that the author may describe a person by using another
person s eyes and opinion. What people in the story think about certain character can
be significant to the reader s understanding from which the readers can set a reflected
image on the character.
c. Speech
The author can give the readers an insight into a person s character through
what the person says. Whenever a person speaks in a conversation, or it gives an
opinion, he gives a clue that the reader may know how his character is.
d. Past life
It suggests that the author may picture a person s past life permitting the
readers to obtain a clue to events that have helped to shape his character. This can be
done by direct comment by the author, through the person s thought, through his or
her conversation or through the medium of another person.
e. Conversation of other characters
The author uses this way to give a description of a person through the
conversation of other people and things they say about him. People do talk about
other people and the things they say often served as a clue to the character of the
person that is spoken about.
f. Reaction
To describe a person, the author can show how the person reacts to various
ûü
gý þirect comment
ÿt means that the author can explicitly give direct description or comment on a
person s characterý
hý Thoughts
The author can describe a person s character by giving the readers knowledge of what the person is thinkingý
iý Mannerism
ÿt suggests that the author can convey something about a person by describing
his mannerismbits or idiosyncrasiesý
þean ýPruitt and effrey ZýRubin in ! " #$# %# #$ #define conflict &as a sharp disagreement or oppositionas of interests
ideas and includes the perceived divergence of interest or a belief that the parties
current aspirations cannot be achieved simultaneously (1986: 4). According to Roy J. Lewicki, Bruce Barry and David M. Saunders in !! # ! ' #( , there
are several different types of conflict, including interpersonal and intrapersonal
conflicts (2006: 17).
a. Interpersonal conflict
Wayne Weiten, Dana Dunn and Elizabeth Hammer describe the important
points of interpersonal conflict in ) !y*(+,- - #% Modern Life : Adjustment in
./
012 21
st
Century3 4nterpersonal conflict exists when people have different views5
goals56nd perspectives3
People do not have to be enemies to be in conflict and being in conflict does not make people enemies34nterpersonal conflicts exist whenever two or more
people disagree3 4nterpersonal conflict is present anytime people have
disparate views5opposing perspectives5incompatible goals and a desire to try
to address and resolve their differences789..:8;8<3
They also state the possibility to get valuable results through interpersonal conflict34t
means that when someone accepts the conflict and manages the conflict with openly and constructively5the conflict may bring some positive outcomes and one of them is
lead to new perception and understanding3
=hen dealt with openly and constructively5 interpersonal conflict may lead to
a variety of valuable outcomes such as may bring problems out into the open where they can be solved5 put an end to chronic sources of discontent in
relationship and lead to new insights through the airing 7 89..:8; ><3
b3 4ntrapersonal conflict
=eiten5 ?unn and @ammer state that it Aoccurs when two or more
incompatible motivations or behavioral impulses compete for expression . This conflict can develop out of someone s thoughts, ideas, emotions, values and
predispositions (2011: 76).
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Justin Pikunas in Human Development, An Emergent Science states that a
mature person is one who has acquired a personal identity and has made progress in
integrating his or her total personality into a smoothly functioning system (1976:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
QR
STUVW Xt means that maturity is the ability to respond in mature ways under various
circumstances and finally accept wholeheartedly his or her own life as it isWY person
can achieve maturity through the adolescent experiences that make them learns from the experiencesW Zurthermore[ Pikunas indicates the idea of maturity in the stage
adolescentW
Ydolescent is a time for further inquiry[ and questions such as \]ho am X^
What do I want to be? and What is the real purpose of my life? frequently emerge in the mind of the person moving toward adult maturity. Adolescent maturation is a highly personal task, and the adolescent must deal with himself or herself to find a place in peer and and later adult society and to achieve a self-gratifying identity (1976 : 189).
From the above quotation it can be seen that the most important task for adolescence
is to reach maturity. According to R. Guys Lefrancois in _` abcde dfg bhe h ij Hkl hi
Lmhnig if, reaching maturity is related to development which includes growth and
learning as a relatively permanent change in the behavior of individual resulting from
experiences (1982: 107). Experiences that occur in adolescence stage can be in the
form of conflict since adolescence stage tends to produce a period of conflicts
(Atkinson and Hilgard, 1981: 93). Sometimes they need to encounter conflict which
later lead them to reach maturity as it is stated by William A. Donohue in Managing
Interpersonal Conflict that for most people, conflicts pose very grave threats and
few of us want conflict or view it as an opportunity for growth (1992: 19). Pikunas
also adds that the adolescent task of forming his identity within the family
framework, yet separate from it, implies disagreements and conflicts (1976: 288). It
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
op
means that conflicts usually occur in adolescence stage and they may give contribution for adolescent to help reach maturityq
There are several criteria of maturity which are described by Pikunasq They
are differential responsivenessrinterdependencerparticipative activityrin the term of
application of knowledge and experiencer communication of experiencer sensitivity
to the needs of othersrability of dealing constructively with frustrationrwillingness to
assume adult responsibilities and perceive a moral charactersot puvwxxywx z{q
aq|ifferential Responsiveness
Pikunas states that intellectual development andr in particularr various
avenues of learning enable the child and the adolescent to expand and improve his or her understanding of the many realities of lifer their dimensionsr and their
relationshipsq Moreoverr accumulation of a variety of experience and knowledge
represents a capital gain for feelings of adequacy and selfyrelianceq Maturity of
response in various situations depends on previous experience and the range of one}s
information pertaining to each situationq
bq~nterdependence
Pikunas states that in approaching maturityr the adolescent must break away
from dependence on the peer group in particular and peer culture in general in
order to integrate himself into adult society and culture as a self-reliant individual. It
means that in this case, the main point is not becoming a fully independent individual
but more on self-realization of becoming self-reliant individual.
carticipative ctivity
ccording to Pikunas a mature adult is able to act on his or her initiative set
goals and involve the whole person in activitiesSelfknowledge active engagement
of abilities and experimentation with ones potential can help the person to mold
himself or herself to an appropriate model
dpplication of Knowledge and Experience
Application of knowledge and experience are done through constant
self-examination and self-evaluate which are necessary to improve discrimination in terms
of what is worth knowing and how to apply knowledge. Mature person treats his or
her previous experiences and knowledge as sources of learning therefore he or she
will use his or her self-examination and self-evaluate to gain his or her appropriate
decision in life.
e. Communication of Experience
Pikunas describes that the ability to relate experiences satisfactorily,
especially significant experiences can enhance personal adequacy and adjustment. It
means that mature person is able to communicate his or her experiences and needs
with others.
f. Sensitivity to the Needs of Others
According to Pikunas, a mature person attains a level of control that permits
constant service to the needs of others.
gealing onstructively with rustration
One of the major signs of maturity is the increasing ability to delay the gratification of psychological needs and to control or tolerate considerable amounts of disappointment deprivation anxiety and frustration in general s the adolescent
becomes better able to cope with and solve his or her conflicts he or she advances
toward the attainment of maturity rom his or her past frustration a mature person
should be able to examine and draw positive lessons for future activities e or she
learns ways to express his or her drives and emotions without hurting others or himself
n dealing constructively with frustration or other emotional experiences ukatko in ¡ ¢ ££¡ adds that a mature
person is a person who has developed emotional self¤efficacy
or many children the various facets of emotional development culminate in
a more mature state of emotional self¤efficacythe ability to accept and feel in
control of one¥s emotion ¦ell¤adjusted individuals are able to handle
challenging emotional encounters with an appropriate emotional tone They
accept their emotional experiencesboth good and badand feel they are able
to manage them §¨otional challenges are met with a sense of wanting to
move forward in a positive way ©ª««¬®¯ ª°
t means a mature person knows how to act properly in certain circumstances by
successfully managing the good and bad emotional experiences so that he or she can be a better persone or she is also able to perform more proper emotional tone
h¦illingness to ssume dult Responsibilities
The author points out that a young adult needs to develop his or her abilities and readiness to assume personal responsibilities pertaining to his or her statusduties
±²
and obligations³ ´requently willingness to assume responsibilities involves sacrifice
and courage on the part of the young person³ µe or she must learn to overcome fear
of failure¶ disregard moods and feelings of disgust or apathy¶ and ignore cutting
comments from his or her peers when his or her responsibilities must be solved in a rational manner³
i³·erceive moral character
The author states that when a number of ethical and moral principles are assimilated and start acting as effective behavior organizers¶ people begin to show
character¶which is one of the ultimate indicators of advanced maturation and of adult
personality³The morally mature person guides himself in terms of assimilated moral
standards and goals³ ´or instance¶a mature person uses self¸control by replacing an
unacceptable thought or desire with a more acceptable one³
¹º »¼ ½¾ ½¿ ÀÁ ÃÄÃÅÆÂÁ½ÇÀÁÈǽÀÄ ÉÊË Ìͼ ÿÃÎ Ì
Ïn a journal Ð Ñw LÒ Ó ÑÔ ÕÔÖ HÒ × ÓØÔÖÙ Marie¸Louise von ´ranz states about the
relation between psychology and literature in her article ÚÛÕÜyÓÒ ÝÕÜ Þ × Ö ÝßØÜØàÖ ÕÛá LÒÓÑÔÕÔ Ö âÔ Ò ÓÒ ÝÒ×ã³ She states that äit is inevitable that psychology should deal with
literature¶ since both spring from the same wombå the human psyche
(http://www.jstor.org). From Franz s statement, it can be said that analyzing literature
can be done through psychological theory, since literature and psychology come from
the same source, which is human psyche. In addition, Guerin in Ú HÕÛáæØØç Øè
âÔ Ò ÓÒ ÝÕÜÚééÔ ØÕÝß Ñ×Ó Ø LÒ Ó ÑÔ ÕÓêÔ Ñalso states three different stages in literary work in
ëì
applying psychological theory which are the authorí the characters and the readers îëï ììðëëñò
óô õö ÷øù÷úûüýþÿùým÷wøù
The aim of this part is to answer the problems which are presented in the problem formulationò The writer applies some theories and approach in this studyò
Theories on character and characterization are used in the analysis of this study to explain how the character is developed throughout the storyò Theories on character
and characterization are applied in the analysis of this study in helping the thesis writer attains better understanding of osephine librandi s characteristicsò Theories
on conflict is applied in this study to understand more about the conflicts experienced by osephineòTheories on maturity are applied in this study for revealing osephine s
changing characteristics and indicate them as being matureò
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ï ðí üðï þ
ó÷ñ ñ÷ ñî ï íòý øí óú í ï í ðûòí ÷ñ í õ øòöõ ñ Barton? School captain of
St.Anthony s. Son of a Member of Parliament. Greatest debater who ever lived. Good-looking. Popular (2006: 49).
At the beginning, it is apparent that Josephine is attracted to John Barton but
then Josephine meets Jacob Coote. As Jacob Coote comes into Josephine s life,
Josephine s feeling towards John alters. When Josephine and Jacob first meet, she
does not like him but then they start to like each other. Jacob Coote is a school
captain of Cook High, a public school in the city area. Jacob is a boy with a working
class background that is much the same with Josephine s background. Jacob also
states it to Josephine and it can be seen from the following quotation.
We re the same, you know. You re middle class and I m middle class, except you re a middle class snob who goes to an upper-class school (2006: 74).
30
Different from Jacob, Josephine attends St. Martha s, a wealthy catholic
school in Sydney's eastern suburbs. Her academic scholarship ensures her place at the
school as she is not as well off as the wealthy Anglo-Saxon students who dominantly
attend the school. She dislikes her condition of being stuck at a school dominated by
rich people whom most of them are Anglo-Saxon Australians and it can be seen
through her own thought.
So not being able to go out a lot is one of my many problems. My biggest, though, is being stuck at a school dominated by rich people. Rich parents, rich grandparents. Mostly Anglo-Saxon Australians, who I can t see having a problem in the world (2006: 7).
Anglo-Saxons Australian is a term that refers to the majority of Australians who are
of from English, Welsh or Irish descent, meanwhile Josephine is of Italian descent
therefore she does not belong to the Anglo-Saxons Australians. Josephine believes
that she is stuck at school because the dominant students who attend the school are
nothing in common with her. Josephine is of Italian descent whereas they are of
Anglo-Saxons Australians. Josephine comes from middle class family whereas they
are upper class family. Josephine s belief that people who have wealth and social
status will never have a problem in their life also can be seen from the above
quotation of Josephine s thought.
Josephine also believes that they think they re superior to us (2006: 218).
According to Josephine, those Anglo-Saxons Australians feel superior to her and to
her friends since Josephine and her friends do not come from the Anglo-Saxons
Australians. It makes Josephine feels inferior at school where she can not be fully
31
accepted because of her social background. She also adds the things that make
someone accepted at her school are wealth and social status instead of brain. It
implies that how smart you are does not really matter, but it is your family s assets
instead. It can be seen from the following quotation of Josephine s thought.
We grew up in the midst of the snobs of St.Martha s and discovered that somehow brains didn t count that much. Money, prestige, and what your father did for living counted. If your hair wasn t a bob or if your mother didn t drive a Volvo, you were a nobody (2006: 24).
Josephine Alibrandi lives with her mother, Christina Alibrandi. Her mother
disgraced the family by getting pregnant to the boy next door, Michael Andretti, out
of wedlock. Christina and Michael are also not married since then. Josephine knows
little about the identity of her father because Michael had left Christina even before
she gave birth to their daughter, Josephine. Her mother also very rarely talks about
Michael in front of Josephine.
We do know that he s alive and is a barrister in Adelaide, but that s about it (2006: 9).
My mother had told me about him once and once only. I d never heard his name mentioned since. Just your father or he (2006: 18).
Josephine dislikes the way people talk about her status as an illegitimate child
(since she was born out of wedlock and her parents are not married since then).
Josephine is tired of facing the way Italian mothers react to her mother who has a
child out of the wedlock and stills unmarried and it can be seen from her thought.
The reaction of the Italian mothers to my mother being unmarried drove me
crazy at times She slept with the boy next door when they were sixteen
(2006: 9).
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We were both huddled behind the laundry door when my grandmother s cousin and her daughter walked into the room. They spat out my mother s name in disgust repeatedly and all I remember hearing was They don t even know who he is in Italian, over and over again (2006: 41).
Besides, the students at Josephine s school also mention the status of Josephine as
illegitimate child.
I used to hear my illegitimacy mentioned during the first years at St. Martha, but nobody has spoken about it for ages (2006: 9).
Even though the girls at St.Martha don t mention it, I bet you they re talking about me behind my back. I can feel it in my bones. It makes me feel I will never be part of their society (2006: 9).
From the above quotation, it can be seen that she feels annoyed by the Italians and the
other students at her school who keep talking about her status. Furthermore, it leads
her to a conclusion that she will never be accepted in the society. Josephine s attitude
toward her status as illegitimate child also can be seen through her reaction toward
Carly, one of her classmates, who implicitly insults Josephine as illegitimate child.
From the following quotation, it can be seen that Josephine is angry toward Carly s
implicit insult about her illegitimacy.
And you re more than a wog, if you know what I mean, Carly said.
I had a very strong feeling that she meant my illegitimacy. God knows what possessed me, but having that science book in my hand propelled me to immediate action. So I hit her with it (2006: 99).
But how could I tell these people that I d hit someone in the nose because she d called me a wog and made a slur about my illegitimacy? (2006: 100).
Besides living with her mother, Josephine also has a grandmother, Katia
Alibrandi. At the beginning of the year, Josephine does not have a good relationship
with her grandmother because they have some disparate views. Josephine hates the
33
way Katia badly treats Christina since Christina disgraced the family by falling
pregnant out of wedlock. Christina had been out casted from the family and
Christina s father, Francesco Alibrandi, who is said to be a dangerous man due to his
temper, kicked Christina out of the house because of her pregnancy. It can be seen
from Josephine s description.
My mother had been estranged from her family for years after my birth. It was only after my grandfather died that we were welcomed back into the fold (2006: 41).
Josephine hates Katia because Katia has appeared to reject Christina for having
Josephine illegitimately. Moreover, Katia just keeps bringing Christina s mistake of
having a baby out of the wedlock and she seems not wanting to accept the truth. This
is the reason why Josephine dislikes her grandmother so much.
Illegitimacy isn t a big deal anymore. But it was back then and I remember the lies my grandmother would tell me. That I did have a father who had died. My mother would never lied to me that way. Maybe that s why I dislike about Nonna. That she couldn t accept things the way they were (2006: 42).
Josephine believes that it becomes the reason why Katia might hate Josephine and
Christina and it can be seen from Josephine s thought.
Sometimes I feel sorry for her. I think that my birth must have cut her like a knife and I feel as if she s never forgiven Mama (2006: 42).
I hated her because she never had anything nice to say about Mama. I hated her because she she d never let my mother forget the past. I hated her because she tried to act like my mother (2006: 47).
Katia also blames Christina for Josephine s bad attitude that shows no respect toward
Katia. It can be seen from the conversation between Josephine and Katia on the
following quotation.
34
No manners, Jozzie, I heard her say. That is Christina s fault because if she was a good mother, you would be a good daughter and respect me. But there is no respect left wit the youth of today.
It s not the youth of today, Nonna, I said angrily. It s you and people like you. Always worrying about what other people think. Always talking about other people. Well, we get spoken about as well, Nonna (2006 : 44).
From the conversation and through Josephine s speech, it can be seen that Josephine
sees Katia as someone who always worries about other people s opinion. This
condition bothers Josephine so much because it makes Katia do not able to accept
Christina and Josephine as they are.
Then as the year goes on, Josephine learns of Katia's secret. She finds out that
her mother's biological father is not Francesco Alibrandi, Katia s husband. In fact, it
is Marcus Sandford, an Australian man that Katia was friend with during her early
arrival in Australia. After Josephine reveals her family secret, she shows uncertainty
and frustration in not being Italian and not being Australian. On page 252, Josephine
expresses her desire to be either one or the other nationality. She admits, "Now all I
want to be is an insignificant Italian in a normal Italian family.
Josephine Alibrandi is also described as a person who is still confused about
her identity. It can be seen through Murphy s characterization method which is
character as seen by another. From the speech of Jacob Coote, Josephine s boyfriend,
it can be seen that Josephine is still confused over her identity .
You re just so confused about who you are that you feel that everyone is labeling you (2006: 300).
From the above quotation, it can be seen that Jacob considers Josephine as a person
who is still confused over her own identity. According to Jacob, Josephine gets
