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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
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b .
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. y ti s r e v i n U
g n i n a e m e h t s e s s u c s i d y d u t s s i h
T o frebelilousact sconducted by Bruno , e
t c a r a h c e h
t rof John Boyne’s The Boy i n t he Striped Pajamas .The nove ltell s f
o a r e e h t n i o n u r B d e m a n y o b a f o y e n r u o j e fi l e h t t u o b
a Holocaust .Hi s
n
u inten itonall y meeitng wtih hi snew firend ,Shmuel ,b irng shim t o expeirencea r
o f e b s e n i g a m i r e v e n e h e r u t n e v d a w e
n e .
h
T erearet woquesiton stobef ormulatedi nt hi sstudy :(1 )Howi sBruno’s r
e t c a r a h
c descirbed in the novel? (2 )Wha ti sthe meaning o frebelilous act s s
’ e n y o B n h o J n i o n u r B y b d e t c u d n o
c The Boy in the St irped Pajamas? The
t e r a y d u t s s i h t f o s e v it c e j b
o o identfiy the characteirsitc o fBruno a sthe main e
h t d n if o t d n a y r o t s e h t f o r e t c a r a h
c meaning o frebelilous act sconducted by r
e t c a r a h c e h t f o e n o s a o n u r
B s ni JohnBoyne’sTheBoyi nt heSt irpedPajamas. e h t s i a t a d y r a m ir p e h T . y d u t s y r a r b il f o d o h t e m e h t s y o l p m e y d u t s s i h T l e v o
n TheBoyi nt heStripedPajamaswirttenbyJohnBoyne .Thesecondarydata y r a r b il e h t m o r f d e il p p a s e ir o e h t e h t o t d e t a l e r s e c n e r e f e r e r u t a r e ti l e ri t n e e h t e r a
o c n I .t e n r e t n i d n
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o it a z ir e t c a r a h c f o y r o e h t e h t d n a r e t c a r a h
c a ure sed t o answer t hefris tproblem d
n
a thet heoryo fmoitvaitoni susedt oanswert hes econdproblem .Theanalysisi s o
r e t c a r a h c n i a m e h t t u o b
a fthe story ,named Bruno .He i scharacteirzed a s ,
d e s ir p r u s y li s a e , t n e i d e b o , s u o ir u
c playful ,adventurous ,and naïve .The main e
h t d n if o t s i y d u t s s i h t f o n o i s s u c s i
d meaning o frebelilous act sconducted by o
n u r
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n o it s e g g u s s e d i v o r p y d u t s s i h t , y ll a n i
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i TheBoyi n t heStriped Pajamas .Therefore , r
e h c r a e s e r e r u t u f e h
t s may focu so n the setitng ,the Holocaust rtagedy in the g
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p the histo irca lbackground a sthe object to .
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: s d r o w y e
ii i v
K A R T S B A
2 1 0 2 ( . a ti n a u Y n a i D , i n i a r g g n
A .) The Meaning o fRebelilous Act sConducted f
o r e t c a r a h C e h T : o n u r B y
b John Boyne’ sThe Boy in the Striped Pajamas. m
a r g o r P : a t r a k a y g o
Y Stud iPendidikan Bahasa Inggris ,Universtia sSanata .
a m r a h D
i r a d i tr a n a k i s u k s i d n e m i n i i d u t
S itndakan berontak yang diperilhatkan e
n y o B n h o J l e v o n i r a d h o k o t , o n u r
B The Boyi n t heStriped Pajama .s Novel i n i g
n a r o e s p u d i h n a n a l a jr e p g n a t n e t n a k a ti r e c n e
m anak l aki-lak ibernamaBruno d i
n a i a t a b m e p a e r
a Holocaust . Petremuannya secara itdak sengaja dengan seorang h a u b e s i m a l a g n e m k u t n u a y n a w a b m e m h a l e t l e u m h S a m a n r e b u r a b n a m e t
. a y n m u l e b e s n a k g n a y a b a i h a n r e p m u l e b g n a y n a g n a l a u t e p
k u t n u n a a y n a tr e p a u d a d
A dirumuskan :( 1) Bagaimana karakte rBruno )
2 ( ? l e v o n m a l a d i d n a k r a b m a g i
d Apaa tr idar isikap berontakyangdiperilhatkan o
n u r
B id nove lJohn Boyne, The Boy in the Striped Pajamas? Tujuan dar i u
r B i r a d k it s ir e t k a r a k i s a k if it n e d i g n e m k u t n u h a l a d a i n i n a s il u n e
p no sebaga i
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t ontak yang
u t a s h a l a s i a g a b e s o n u r B n a k t a h il r e p i
d tokoh dar inove lJohn Boyne TheBoy i n a
m a j a P d e p i r t S e h
t .s
l e v o n h a l a d a a m a t u a t a D . a k a t s u p i d u t s e d o t e m n a k a n u g g n e m i n i i d u t S
e h
T Boyi nt heStripedPajama .sDatakeduaadalahseluruhr eferens ikesusasrtaan i
r o e t n a g n e d n a g n u b u h r e b g n a
y sebaga iapilkasi dar iperpustakaan dan internet . n a d r e t k a r a k i r o e t : n a k a n u g i d g n a y i r o e t a p a r e b e b a d a , i n i i d u t s n a k u k a l e m m a l a D
s a s ir e t k a r a k i r o e
t i digunakan untuk menjawab petranyaan petrama dan teor i a
s il a n A . a u d e k n a a y n a tr e p b a w a j n e m k u t n u n a k a n u g i d i s a v it o
m peneilitan iin
ir i c i d a I . o n u r B u ti a y , a ti r e c i r a d a m a t u r e t k a r a k h a l a d
a - irci kan sebaga ianakyang
a k u s , t u j e k r e t h a d u m , t u r u n e p , u h a t n i g n
i bermain ,sukaberpetualang ,dan polos . a
m a t u i s u k s i
D peneilitan in iadalah untuk menemukan atr isikap berontak yang .
o n u r B h e l o n a k u k a li d
, a y n ri h k a a d a
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e v o n a s il a n a g n e m k u t n u k ir a tr e t g n a y i ti l e n e
p JohnBoyneTheBoyi n t heStriped
s a m a j a
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g n a k a l e
b yatiu rtaged i Holocaust d i pe irode Perang Dunia I I dengan i
a g a b e s h a r a j e s g n a k a l e b r a t a l n a k a n u g g n e
m obyekpeneilitan.
:i c n u K a t a
x i
S T N E M E G D E L W O N K C A
o t e d u ti t a r g d n a e s i a r p y m s s e r p x e o t e k il d l u o w I l l a f o t s ri
F Allah SWT ,
d o G y l n o y
m fo rtheblessingi nmyl fie.
o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w
I D .r Antonius
,. A . M , o t n a y ij u r e
H a s my majo r sponsor , fo r hi s guidance and ciritca l s
i h t r o f s a e d i e h t g n i p o l e v e d n i s n o it s e g g u
s thesis .He paitenlty guided me in
p e t s y r e v
e o fmy consutlaiton .I t hank him fo rhi ssuppor tso Icould ifnish my .s
i s e h
t
e h t o k n a h t o s l a
I r swho wereespeciallyhelpfuli ncludingthel ecturer so f y
ti s r e v i n U a m r a h D a t a n a
S , t hesecreta ira tstaff ,especially mbak Dhaniek and i
r a T k a b
m , t he ilbrarystaff ,andal lworkersi nt hi sUniverstiy f ort hei rguidance e
c i v r e s t s e b d n
a s du irngmys tudyt eher . i d e d d n a n o it a i c e r p p a y
M caiton go only to my beloved parent ,s Ir . o
t n a y r a
D andMardiana. t I hankthemf o ral lt ri he loves ,suppo trs ,andpaitence r
o
f waiitng me passed thi sstudy .They always pray the bes tf or me to be a g
n i e b n a m u h l u f s s e c c u
s . yM lovely sisters and brother ,D ian Norma Meilnda , Dian Rfiq iArfiansyah ,and Dian Riza Maretna who alway sm da e me smlie
I n e h
w a m frusrtated in doing t hi sstudy . Iwould ilketo t hank my sweet ,Heru o
k i m t a j u
S ,fo rsuppo tring ,advising ,and l oving me .It hank to my bes tfirends : n
a t n
I ,Shodiq ,Deny ,Imel ,Jojo ,Del ifn ,Yaya ,Dan,i Rindang ,Kia ,Pandu , n
e l o
M ,Dion ,Ayuni ,Oilve, Tyas ,Fani and some o fmy firend sthat have no t n
e e
x l
l a o t s k n a h t t a e r
g mycolleagues ,especiallyt oa llPBI’05 students . Ithank them y
m g n i e b r o
f lovelyf irends inthesesevenyears. Therearehugememo irest ha twe e
v a
h expeirenced . I twli lbet he unforgettablet hing fo rmy l fie. dG o bles sthem .l
l
a A n. me
i x
T N E T N O C F O E L B A
T S
Page E
L T I
T PAGE... i .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E G A P L A V O R P P
A ii
E G A P N O I T A C I D E
D i v
N A U J U T E S R E P N A A T A Y N R E
P PUBLIKASI................................................ vi .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. T C A R T S B
A v ii
K A R T S B
A ... v ii i .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E M E G D E L W O N K C
A xi
N E T N O C F O E L B A
T TS... x i F
O T S I
L APPENDICES... x vi
N O I T C U D O R T N I .I 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 .
A ... 1 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . y d u t s e h t f o s e v it c e j b O .
B 3
m e l b o r P .
C Formulaiton... 3 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o s ti f e n e B .
D 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s m r e T f o n o it i n if e D .
E ... 4 .
1 Rebelilou .s... 4 .
2 Act .s..…... 5 .
3 Conducted... 5
.
4 Boy... 5 e
h T .
ii x t
u O .
6 -Wtih... 6 e
h T .
7 Fury... 6 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 . I I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s e i d u t S d e t a l e R f o w e i v e R .
A 7
d e t a l e R f o w e i v e R .
B Theo ires... 8 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a z ir e t c a r a h C d n a r e t c a r a h C f o y r o e h T .
1 8
e h T .
2 oryo fMo itvaiton... 11 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . h c a o r p p A l a c it ir C .
3 13
m a r F l a c it ir o e h T .
C ework... 1 5 l
e v o N e h t f o t x e t n o C .
D ... 15 e
h t f o g n it t e S .
1 Novel... 16 r
e ti r W e h t f o g n it t e S .
2 ……… 16
Y G O L O D O H T E M . I I I R E T P A H C
.
A Objectt heStudy... 17 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o h c a o r p p A .
B 21
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . y d u t S e h t f o d o h t e M .
C ... 22 S
I S Y L A N A . V I R E T P A H C
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s r e t c a r a h C n i a M e h t f o n o it p ir c s e D e h T .
A 23
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. l e v o N e h t n i d e t c i p e D s a o n u r
B .. 24 ..
o ir u C .
a u .s... 24 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .t n e i d e b O .
b 25
.
ii i x
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. l u f y a l P .
d 28
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s u o r u t n e v d A .
e 03
e v ï a N .
f ... 13 f
o g n i n a e M e h T .
B Rebelilou sAct sConducted by Bruno in John s
’ e n y o
B TheBoyi nt heStripedPajamas... 32 .
1 LtieralMeaning... 33 .
2 T rueMeaning... .. 3 7 N
O I S U L C N O C . V R E T P A H C
.
A Conclusion... 41 o
n u r B .
1 ’ sCharacter .s... 41 e
h T .
2 Meaning o fRebelilou sAct sConducted by Bruno in John s
’ e n y o
B TheBoyi nt heStripedPajamas... 42 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it s e g g u S .
B 43
r o f n o it s e g g u S .
1 FutureResearcher .s... 43 s
’ e n y o B n h o J g n i s u h c a e T o t r e h c a e T e h t r o f n o it s e g g u S .
2 T he
Boyi nt heStripedPajamas... 44 l
e v o N e h t f o n o it a t n e m e l p m I e h T .
C TheBoyi nt heStripedPajamas
byJ ohnBoynei nBasicReadingII... 44 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
R ... 4 5
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 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 E L
Page
y r a m m u S : 1 x i d n e p p
A TheBoyi nt heSt irpedPajamas... 84 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. e n y o B n h o J f o y h p a r g o i B : 2 x i d n e p p
A 05
: 3 x i d n e p p
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1
1 R E T P A H C
N O I T C U D O R T N I
e h t s i t s ri f e h T . y d u t s e h t f o s n o i s i v i d b u s e v if o t n i d e d i v i d s i r e t p a h c s i h T
e h t y h w n o s a e r e h t o t s u c o f d l u o w t I . y d u t s e h t f o d n u o r g k c a
b wrtier si exctied t o
e h t s s u c s i d d l u o w t a h t y d u t s e h t f o s e v it c e j b o e h t s i d n o c e s e h T . l e v o n e h t e z y l a n a
m e l b o r p e h t s i d ri h t e h T . y d u t s e h t f o e s o p r u
p formulaitont ha twouldprovidetwo
s n o it s e u
q to beformulated .Thef ou trhi st hebeneftisoft hestudy .Thel astist he
n if e
d iitono fthet erms.
.
A Backgroundo fThe Study
n a m u
H sare socia lcreatures .They ilve among the othe rpeople around .
g n i k a m f o s n o it i u t n i e h t e v a h y e h
T relaiton among others .They canno tleave
d e ll a c g n i h t e m o
s the interaciton among other .s I ti sa natura lnecesstiy o fa
. n a m u h
s i tI . d n a t s r e d n u o t l a it n e s s e g n i h t e m o s s i n a m u h a f o y ti s s e c e n l a r u t a n e h T
, g n i h t l a r u t a n
a referirng to t hefactt hat t henecesstiy o fahuman i s t o bulid t he
t d li u b n a c e l p o e P . e l p o e p r e h t o e h t g n o m a n o it c a r e t n
i her elaitonamongother sby
s i ti , t s ri F . e s u y ll a r e n e g e l p o e p h c i h w n i s y a w o w t e r a e r e h T . s y a w e m o s g n i s u
, c il b u p n I . d o G s i h d r a w o t n a m u h a f o n o it a l e r e h
t people called i tthe veritca l
. p i h s n o it a l e
r The medium i sby praying .Wh lie the second ,i ti sthe ho irzonta l
. p i h s n o it a l e
r I ti sthe relaiton o fa human toward the othe rhumans . I tcould
n e p p a
n e e w t e
b chlidren and thei rparents ,the relaitonship between chlidren and theri
d n e ir
f s ,o revent her elaitonshipbetween acouplei ndaitng .
Therearet wo genera lstatementsin pub ilc . tIi sbettert o avoid looki tnga
e t n o c e h
t n tonly by ti scove rand wtihou tusing ti scove rsomething i snaked .I t
s e v i
g a meaning tha ta cover si only worki gn sa t he device to wrap something
s e s s a o t r e d r o n i d e s u s i tI . s t n e m e l e e h t f o e n o s i e c n a m r o fr e p e h T . e d i s t u o m o r f
l a s r e v i n u s i tI . y ti l a n o s r e p s ’ e n o e m o
s becausetheperformancei st hef ristt hingt o
.s tr a p r e h t o e r o f e b e c a f
e h t , y d u t s s i h t g n i o d n
I w irte rchoose sa nove len itlted The Boy in the s
a m a j a P d e p i r t
S by John Boyne(2006) . tIi sa ifciton storyabou tachlidand hi s d
n e ir
f in anuncommonlyplayground called p irson .Thi sstudy wa sw irttenbased
t a h t y r o t s n o it c if a n
o i sadaptedf roma rtuestoryi n t hepe irodo fWo lrdWa r II ,
f o g n it t e s e h
t Holocau tspeirod .Thi sstorydesc irbest wocharacters ,namedBruno h
S d n
a muel .They are from two conrtary backgrounds o ffamiiles .Bruno i sa
n a m r e
G and Shmueli saJew. Att ha tpeirod o f itme, t hoset wocommuniites are
n a m r e G . r a w f o e l d d i m e h t n
i y ist hesupeiro rundert heauthortiyo fAdol fHilter ,
r e t a
l hei smenitoneda st eh Furyin t henovel ,wherea stheJewi sonlyagroup o f p
l l a m s a n i s i t I . d n a l o P n i y a t s o h w y ti n u m m o
c ercentage compared wtih
y n a m r e
G .Thedutyo fGermani st odemoilshalltheelemen to fJewish,i ncluding
f o s r e b m e m y n
a Jew’ sfamiiles.
l e u m h S d n a o n u r
B aret oldt hatt heybef irend sincet hemovingo fBruno’ s
d e ll a c e c a l p a o t y li m a
f O -utWtih (Auschwtiz). I t i s a place where the d
e t a c o l s i y ti r o h t u a r e h t a f s i h r e d n u p m a C n o it a rt n e c n o
3
t s e r e t n i e m a s e h t e v a h y e h T . l e u m h S d e m a n y o
b s .They fee lcomfo treach othe r
r a li m i s r i e h t e s u a c e
b character so fthenineyear sold boy .Thenaïveyoung boy s
o w t e s o h t h g u o r h t y r o t s e h t n i d e t n e s e r p e r e r
a character .s Bruno i sa son oft he
t n a d n a m m o
C in a Concenrtaiton Camp where Shmue lha sbecome one o fthe
s m it c i
v inside . They show a good relaiton o f friendship atlhough two
y r o t c i d a rt n o
c background spresen ta saconfilc ttos eparatet hem .
s i n o i s s u c s i d e h t , e r o f e r e h
T deali ng wtih the meaning o frebelilous act s
o n u r B y b d e t c u d n o
c a sthe characte rin John Boyne’ sThe Boy in the Striped s
a m a j a
P .Thu ,s i nordert odea lwtih t hediscussion, i tcanno tbeavoided t hatt he r
e ti r
w hast ofrisltyanalyze et h characte ro fBruno ,a sanineyear do yl bo ,andh is
e t a ir p o r p p a n
i placeo fplayground tt sha i a p irson .
s s u c s i d o t g n it s e r e t n i s i l e v o n s i h
T beacu sei tdeal swtihcharacte irsitc so f
e h T . n e r d li h
c wrtierisi nterestedto discuss mthe throught heanalysist owardst he
f o g n i n a e
m rebelilousact sconducted by Bruno i n John Boyne’ sThe Boy i n t he s
a m a j a P d e p i r t
S .I ti srepresentedbyBrunoast henineyea roldboy.
.
B Objec itve so fTheStudy
e h t d n if o t s i y d u t s e h t f o l a o g e h
T meaning o frebelilou sact sconducted
e n y o B n h o J n i o n u r B y
b TheBoyi nt heStripedPajamas.
.
C Problem Formula iton
e h
T rearet woquesitonst obef ormulatedi nt hiss tudy :
.
.
2 Whati st hemeaning o frebelilousact sconducted byBruno i n John Boyne’s
i r t S e h t n i y o B e h
T pedPajamas?
.
D Benefti sofTheStudy
s tr a p e m o s r o f n o it a m r o f n i s ti f e n e b e m o s e v i g d l u o c y ll u f e p o h y d u t s e h T
, t s ri F . s r e n r a e l e h t f
o ti i sfo rthe wrtie rtha texpects thi sstudy could fuflli lthe
f o t n e m e v o r p m i e r o m s e v i g o s l a t i , s e d i s e B . y d u t s l a n if e h t f o t n e m e ri u q e r
n a t s r e d n u s ’ y g o l o h c y s
p dingabou tch lidrenandt hei rcharacteirsitcs .Thes econdi s
r e d a e r e h t r o
f .The wrtie rexpects thi sstudy could share informaiton abou tthe
d n a r e t c a r a h
c characteirzaiton o fa ifguretha tsomeitmesist her epresentaitono fa
. e fi l l a e r n i n a m u
h Moreove,r ti i sespecially for t he parent sand t he t eachers i n
n a s ’ n e r d li h c r i e h t g n it a c u d
e ds tudents .Thet hridi sf ort henextr esearcher soft hi s
e h t o t d e t a l e r s i h c i h w , l a ir e t a m r i e h t h c ir n e o t m e h t p l e h d l u o c y ll u f e p o h t I . y d u t s
. y d u t s s i h t f o t c e j b u s
.
E D ife ni itono fTerms
s i h t g n i o d n
I study ,there are some new term stha tare menitoned in the
s n o it a n a l p x e e m o s e r a e r e h t , g n i d n a t s r e d n u s i m e m o s d i o v a o t , r e v e w o H . l e v o n
w o ll o f s a h c u
s s:
.
1 Rebelilou s
o t g n i d r o c c
A Oxford Advanced Learner’ sDicitonary, rebelilou si sthe r
u o i v a h e b f o s d r a d n a t s l a m r o n t p e c c a r o s e l u r y e b o o t g n il li w n
u . Thi sstudy wli l
n i n o it c a s ’ o n u r B s s u c s i
5
. 2 A s ct
o t g n i d r o c c
A Oxford Advanced Learner’ sDicitonary, ac ti s a paritcula r .s
e o d y d o b e m o s t a h t g n i h
t Thi sstudyanalyze sa chlid’ scharacter srepresent sby
a f o n o s a s i o n u r B . s ’ o n u r
B Naz iCommandant.
.
3 Conducte d
o t g n i d r o c c
A Oxford Advanced Learner’ s Dicitonary , conduc t i s to .
y ti v it c a r a l u c it r a p a o d r o / d n a e z i n a g r
o Thi sstudy wli lfocu son Bruno a sthe
o h w r e t c a r a h c n i a
m doest her ebelilou sac.t
. 4 B oy
o t g n i d r o c c
A Oxford Advanced Learner’ sDicitonary, boy i sa malech lid l e v o n e h t n o d e s a b , e li h W . y o b g n u o y /l l a m s / e lt ti l a : n o s r e p e l a m g n u o y a r
o The
s a m a j a P d e p i r t S e h t n i y o
B by John Boyne ,boy mean sa nine yea rold ch lid t
n e s e r p e r t a h t e l a m s i h c i h
w s bythemaincharacteroft henovel ,named Bruno o r
.l e u m h S
.
5 TheStripedPajamas
o t g n i d r o c c
A Oxford Advanced Learner’ s Dicitonary, the stirped i s s
a m a j a p e li h w , s e p ir t s f o n r e tt a p h ti w d e k r a
m i sal oosej acke tand rtousers/pant s
h t o b f o m il s u M y b n r o w , t s i a w e h t d n u o r a d e it s t n a p / s r e s u o rt e s o o l r o d e b n i n r o w
l e v o n e h t n o d e s a B . s e ir t n u o c n a i s A e m o s n i s e x e
s The Boy in the Striped s
a m a j a
P by John Boyne ,the stirped pajama smean sa pai ro fclothes worn by
n i p m a C n o it a rt n e c n o C e h t e d i s n i e l p o e
p O -ut Wtih( Auschwtiz) sa t heunfiorms fo .s
.
6 O -ut Wtih
t u
O -Wtih si at ermr efers to Auschwtiz . tIi salocated in Poland ,abou t37 n
a m r e G n i s a w t I . w o k a r K f o t s e w s e li
m -occupied Poland from 1939-1945.
. n w o t e h t r o f e m a n n a m r e G e h t s i z ti w h c s u A
(h ttp://wik.ianswer .scom/Q/Where_is_Auschwtiz,r et irevedon15J anuary2011).
, l e v o n e h t n o d e s a b e li h
W O -ut W (tih Auschwtiz)mean sBruno’ spercepiton e
l p o e p f o p u o r g a e r e h w m r a f a f
o worn the stirped pajama sinside .However ,
s i t i y ll a u t c
a t he name o fa Concenrtaiton Camp where Bruno’ sfathe ri sthe
.t n a d n a m m o
C
.
7 TheFury
e h
T Fury i s a term refer sto t eh Führer .I ti sa itlte dedicated to Adol f r
e lt i
H atfert hedeatho fGermanPresiden tPau lvonHindenburg .
(http://www.history.com/this- yd - na i -history/hilter-becomes-fuhrer , retireved on 15
) 2 1 0 2 y a
M .
n i d e t a c i d n i s a e li h
W thenove,l t heFurymean sBruno’ sfather’s l eade r s
a h t a h
t promoted himt o beanew Commandanti naConcenrtaiton Campthati s
n i d e t a c o
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
f e h t n o s u c o f s i r e t p a h c s i h
T oundaiton o fthe selected topic tha ti sthe
r u t a r e ti
l esource related t o t he study .I ti sdivided i nto t hree subdivision sof t he
d n a s e ir o e h t d e t a l e r f o w e i v e r e h t ,s e i d u t s d e t a l e r f o w e i v e r e h t e r a h c i h w , y d u t s
. k r o w e m a r f l a c it e r o e h t
.
A Reviewof RelatedStudies
d e lt it n e y d u t s e h t f o e c n e r e f e r r e h t o e h t s n i a l p x e t r a p s i h
T Telilng
n o it u ti t s n
I a lCruetlyt oCh lidrent hroughLtierature :aStudyonJohnBoyne’ sThe s
a m a j a P d e p i rt S e h t n i y o
B byGideonWidyatmoko,t heEngilshLette rstuden to f .
y d u t s s i h t h ti w d e r a p m o c , y ti s r e v i n U a m r a h D a t a n a S
n i n a f o s i s y l a n a e h t t u o b a s n i a t n o c y d u t s e v o b a t a h
T sttiuitona lcruetly
e m a s e h t , y d u t s e h t f o t c e j b o e m a s e h t m o r f d e t n i o p p a s a w t a h t n e r d li h c s d r a w o t
d e lt it n e l e v o
n TheBoyi nt heStripedPajamasbyJ ohnBoyne .
s u o i v e r p e h t f o l a o g e h t h ti w t n e r e f fi d s i y d u t s s i h t f o l a o g e h t ,r e v e w o H
c e h t s i t a h t e v o b
a ruetly toward schlidren .Thi sstudy conduct sto the goa lo f
h ti w s y o b d l o s r a e y e n i n o w t n e e w t e b s r e t c a r a h c s ’ n e r d li h c f o s i s y l a n a e h t g n it t e g
.
B Reviewof Related Theories .
1 Theoryo fCharacterandCharacteriza iton k
o o b e h t o t g n i d r o c c
A Reading and Wriitng abou t Ltierature by d
n a r e g r e b r h o
R Woods( 1971 ,)t hemeaningo fcharacteri sapersonwhoi nvolve s
c il f n o c f o d n i k e m o s , ) g n it t e s ( e c a l p d n a e m it r a l u c it r a p a n i t u o g n it c
a tin a
( s t n e v e f o n r e tt a
p p .20) . tIi sdescirbed i nto t wo catego irzed, t he lfa tand r ound .
e n o e r a s r e t c a r a h c t a l
F -sided ,whereasr oundcharacter saremany-sided.
k o o b s i h n i , r e t s r e F , y a w r e h t o e h t n
I Arguing through ltierature :A d
n a y g o l o h t n A c it a m e h
T Guide(1947 )noted t hatt het wo t ype so fcharacter sare , s ti a rt o w t r o e n o y b d e n if e d t a h t r e l p m i s e b o t d n e t s r e t c a r a h c t a l F . d n u o r d n a t a lf
r e h t o e m o s r o , r e d n e g , c i n h t e n a y d o b m e r o , y l d e t a e p e r g n i h t e m a s e h t y a s
d s r e t c a r a h c d e d n u o r s a e r e h w , e p y t o e r e t
s e ifned a smorecomplex, t end t o havea
h c a e h ti w t c il f n o c n i n e v e s p a h r e p , s n o it c a r o , s g n il e e f , s t h g u o h t f o e g n a r r e ll u f
( g n i h t e m o s n r a e l r o , e g n a h c , w o r g t h g i m d n a , r e h t
o p .8 1 .)
t u o b a y d u t s a s i e r e h t , k r o w r e h t o e h t n
I TheCharacte randPersonailite s of t he Peoplei n a Novel by M .J .Murphy t hati sproduced i nto a book enitlted
l e v o N h s il g n E e h t d n a y r t e o P h s il g n E o t n o it c u d o r t n I n a : s n e e s n U g n i d n a t s r e d n U
s t n e d u t S s a e s r e v O r o
f (1972) .Thi sstudyconcenrtatesf o rstudyingt hecharacter s s
e it il a n o s r e p d n
a oft hepeoplean autho rwrtie sabout .Therearenineway show
9
.
a Persona ldesc irp iton
r o h t u a e h T . s e h t o l c d n a e c n a r a e p p a s ’ n o s r e p e h t s n i a l p x e t r a p s i h T
c a r a h c e h t s e b ir c s e
d tert hrought het elilngo fdetalis uchast hef ace,s kin ,eye sand
. n o it p ir c s e d e h t e t a r u c c a d n a g n il l e t r o h t u a e h t w o h e e s n a c r e d a e r e h T . g n i h t o l c
.
b Characte rass eenbyanother
d n a s e y e e h t h g u o r h t r e t c a r a h c d e p a h s a f o n o i s s e r p m i e h t s e n if e d s i h T
r o h t u a e h t m o r f n o it p ir c s e d y lt c e ri d e h t f o d a e t s n i ,r e t c a r a h c r e h t o n a f o s n o i n i p o
s d r o w f o e c i o h c s ’ r e t c a r a h c e h t h g u o r h t r e d a e r e h t y e v n o c y a m r o h t u a e h T .f l e s ti
.s e s a r h p d n a
.
c Speech
e h t m o r f r e t c a r a h c a f o n o it p ir c s e d e h t m r o f n i o t s y a w e m o s e r a e r e h T
story .Ther eade rcan seei mmediately t hroughsomecluegiving by t heauthori n
n i s i e h r e v e n e h w , s k a e p s r e t c a r a h c e h t r e v e n e h w s a h c u s , n o it i d n o c y n a
r o h t u a e h t , e r e H . n o i n i p o n a d r a w r o f s t u 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
i s n i n a r e d a e r e h t s e v i
g ghtt owardst hecharactert hrought ha thehass aid.
.
d Pastl fie
e h t g n i d n if r e d a e r e h t y e v n o c o t s e s u r o h t u a e h t e r e h w y a w e h t o t s r e f e r tI
o t e u l c a d n if d l u o w r e d a e r e h t ,s i h t g n i o d y B . e fi l t s a p s i h y b r e t c a r a h c s ’ n o s r e p
e h t a h t r o h t u a e h t y b g n i v i g t n e v
e lped t o shapeaperson’ scharacter .Thi scan be
s i h h g u o r h t ,s t h g u o h t s ’ n o s r e p e h t h g u o r h t ,r o h t u a e h t y b t n e m m o c t c e ri d y b e n o d
.
e Conversaitono fothers
o s r e p a t u o b a r e d a e r e h t y e v n o c o t y a w r e h t o e h
T n’ scharacteri st hrough
s e m it e m o s t I . m i h t u o b a y a s y e h t s g n i h t e h t d n a e l p o e p r e h t o f o n o it a s r e v n o c e h t
.t u o b a n e k o p s n o s r e p e h t f o r e t c a r a h c e h t s d r a w o t e u l c a r e d a e r e h t s e v i g
.f Reaciton
r e p a o t e u l c a r e d a e r e h t s e v i g r o h t u a e h t w o h y a w e h t s n i a l p x e t
I son’ s
s n o it a u ti s s u o ir a v o t s t c a e r n o s r e p t a h t w o h s w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c
e h t t a h w e b ir c s e d o t r e d a e r e h t y e v n o c y a m m i h f o n o it c a e r e h T . s t n e v e d n a
. s i r e t c a r a h c s ’ n o s r e p
.
g Driec tcomment
d t c u d o r p s i h t n e s e r p r o h t u a e h t y a w e h t o t s r e f e r t
I rieclty through
d n a f l e s ti g n i d a e r y b , e r e H . r e t c a r a h c s ’ n o s r e p a f o t n e m m o c r o n o it p ir c s e d
.r e t c a r a h c e h t d n a t s r e d n u y a m r e d a e r e h t , e u l c t i c il p m i y n a t u o h ti w
.
h Thoughts
s u l l e t d n a w o n k o t e l b a s i r o h t u a e h t t a h t g n i d n a t s r e d n u e h t o t s r e f e r t I
e r e f fi d t a h
w n tpeople in the nove lare thinking about .The reade rthen i sin a
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 d e g e li v ir p
. l e v o n a n i n o s r e p a f o s t h g u o h t t s o m n i
.i Manneirsms
a n i n o s r e p f o r o i v a h e b e h t s r e v il e d r e t c a r a h c s i h
T story .The autho r
s u l l e t o s l a y a m 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 , s m s ir e n n a m s ’ n o s r e p a s e b ir c s e d
1 1
h t a h t e l p o e p e h t f o s r e t c a r a h c d n a s e it il a n o s r e p e h t f o e r a w a r e d a e r s i h s e k a
m e
( s k o o b s i h n i t u o b a s e ti r
w p .1 -61 173 .)
n
I Reading and Wriitng Abou tLtierature by Rohrberge r and Woods s e t a e r c r o h t u a n a h c i h w y b s s e c o r p a o t s r e f e r n o it a z ir e t c a r a h c t a h t s e il p m i ,) 1 7 9 1 (
h c a e r i e h t n o d e s a b s r e t c a r a h c r e h t o m o r f m i h h s i u g n it s i d o t r e d r o n i r e t c a r a h c a
( s e t u b ir tt a l a c i s y h p d n a s e it il a n o s r e
p p .20) .There are two p irncipa lway san
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a n characteirze .Frist ,by using driec ttha tmean sto descirbe physica l
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I Theorie sand Personaltiy ,Feis tand Feis tstates t ha t (
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u t a r e p m e t y d o b f o e c n a n e t n i a m , n e g y x o , r e t a w , d o o
f re ,and so on . tIi s t hemos t
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ri F . s t c e p s e r t n a tr o p m i o w t t s a e l t a n i s d e e n r e h t o m o r f r e f fi d s d e e
n s,tt heyaret he
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y e h t , s d e e n l a c i g o l o h c y s p r i e h t d e if s it a s y ll a it r a p e v a h e l p o e p n e h W
, y ti li b a t s , y ti r u c e s l a c i s y h p s e d u l c n i t I . s d e e n y t e f a s y b d e t a v it o m e m o c e b
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d e e n l a c i g o l o i s y h
p si nt hatt heycanno tbeovelrys aitated.
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y e h t , s d e e n y t e f a s d n a l a c i g o l o i s y h p r i e h t y f s it a s y ll a it r a p e l p o e p r e tf A
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y b t n a e m s i t a h w e s o o h c o t e m it e h t s i tI .s e m o c t u o e v i s r e v a r o t n a s a e l p n u e v a h
. n o i s r e v a d n a e ri s e d
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r u t a r e ti
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y d u t s a f o n o it a l u m r o f m e l b o r p a e z y l a n a o t s e h c a o r p p a e h
t (pp .6- )1 . 5
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t I texamine sthe ltierary piece
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o t r o e c e i
p ti splace in the developmen to fthe genre o rin ltierary history ,and
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e h t h c i h w n i h c a o r p p a n a s i s i h T . h c a o r p p a l a c i h p a r g o i b e h t s i d n o c e s e h T
a e h t f o y ti l a n o s r e p d n a a e d i e h t t u o b a g n i n r a e l e h t s a h c u s , s e s u r e d a e
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T -histo irca lapproach .Thi si san approach tha t
n o it a z il i v i c e h t o t e c n e r e f e r n i s i k r o w l a e r e h t e t a c o l o t y a w y l n o e h t t a h t s e t a t s s ti s a s n o it c a d n a s e d u ti tt a e h t s i e r e h n o it a z il i v i c f o g n i n a e m e h T . ti d e c u d o r p t a h t .r e tt a m t c e j b u s t a h t h c a o r p p a n a s i s i h T . h c a o r p p a c i e o p o h t y m e h t s i h tr u o f e h
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h c i h w n i t h g u o h t n a m u h f o s n r e tt a p t n e r r u c e r y ll a s r e v i n u n i a tr e c a f o g n ir e v o c s i d . tr a f o s k r o w t n a c if i n g i s f o n o i s s e r p x e e h t d n if d l u o c s e v e il e b r e d a e r e h t g n o m a h c a o r p p a t s a l e h t s i s i h T . h c a o r p p a l a c i g o l o h c y s p e h t s i h tf if e h T c e r p r u o f e s o h
t eding ones . tIi nvolvest heeffo trt o l ocateanddemonsrtatece train
. s n r e tt a p t n e r r u c e
r Therei sase to fsymbol swhich arecommon t oal lmenwhich
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e h t s i t a h t s i s y l a n a e h t t c u d n o c o t l a p i c n ir p c i s a b e h t s a h c a o r p p a e n o e s u n a m u h f o a e r a e h t h c i h w n i h c a o r p p a e h t s a s e n if e d s i h T . h c a o r p p a l a c i g o l o h c y s p g n ir p s ll e w e h t s a w t a h t a e r a s i h t s a w t i t a h t n o i s u l c n o c e h t o t m i h d e l d n i
m fo
s i h f o y ti x e l p m o c e h t d n a n o it a e r c r o f y ti c a p a c s i h , n o it a n i g a m i h c ir s ’ n a m d n u o f d n i m e h t f o n o i g e r s i h t f o t n e t n o c e h t t a h t d n a , r o i v a h e b d n a t h g u o h t s i h c a o r p p a s i h t , y ll a r e n e G . s n o it c a d n a s t h g u o h t ,s d r o w c il o b m y s n i n o i s s e r p x e e h t e z i m i n i m o t d e s
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C Theoriitcal Framework
e r e h T . y d u t s e h t h g u o r h t s e ir o e h t f o n o it u b ir t n o c e h t n i a l p x e l li w t r a p s i h T
s i tI . e s u o t e s o o h c s a h y d u t s s i h t f o r e h c r a e s e r e h t t a h t y r o e h t e n o n a h t e r o m s i
d e d i v i
d into fou r catego ire s o f theo ires , which are the Theory o f C iritca l
e h t d n a , n o it a z ir e t c a r a h C f o y r o e h T e h t , r e t c a r a h C f o y r o e h T e h t , h c a o r p p A
. n o it a v it o M f o y r o e h T
l a c it ir C f o y r o e h T e h t e s u o t s e s o o h c r e h c r a e s e r e h t , y d u t s s i h t g n i o d n I
if e h t s a h c a o r p p
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. t u o b a y d u t s e h t f o s i s y l a n a e h t e z i m i n i m d n a e p o c s
e h t g n i b ir c s e d n i r e h c r a e s e r e h t y b d e s u s i r e t c a r a h C f o y r o e h T e h T
t s r e d n u d n a g n i w o n k t u o h ti W . l e v o n e h t n i s t c a o h w n o s r e p e h t f o g n i n a e
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e h t d n a t s r e d n u o t tl u c if fi d e r o m d l u o w r e d a e r e h t ,s r e t c a r a h c f o c it s ir e t c a r a h c e h t
g n ir e d i s n o c , l e v o n e h t n i s t n e s e r p e r t a h t r e t c a r a h c e h t f o g n i n a e m n o it a z ir e t c a r a h c
. c it s ir e t c a r a h c n e r d li h c e h t s i t c e j b o e h t t a h t y d u t s s i h t f o m i a e h t o t
o e h T e h
T ryo fmoitvaitoni st hel astt heoryt ha twli lbeconductt ot hi s
o w t e s o h t f o n o i s s i m e h t t a h t r e t p a h c e h t f o e n o m o r f t n e v e e h t o t d r a g e r y d u t s
s d r a w o t r e h t o h c a e f o n o i s s i m e h t r e d n u s i p i h s n o it a l e r e h t s e s o p m o c n i s r e t c a r a h c
. m e h t
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D Contex to fTheNovel
d e lt it n e l e v o n e h t o t d e t a l e r c i p o t e h t f o s i s y l a n a r e h tr u f e h t g n i y d u t s n I
s a m a j a P d e p ir t S e h t n i y o B e h
T by John Boyne ,the wrtier tire sto gain more
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1 Setitngoft heNovel
t I . s 5 4 9 1 n i , y n a m r e G , z ti w h c s u A n i e c a l p s e k a t l e v o n e h t f o y r o t s e h T
m a C n o it a rt n e c n o C e h T f o n o it a c o l e h t s a
w p o fJew sp irsoners .TheGermanya t
h t r e d n u r o ir e p u s e h t s a w t I . I I r a W d lr o W f o e l d d i m e h t n i s a w e m it t a h
t e
t s a r e lt i H f l o d A f o y ti r o h t u
a he Führer .The Jew swere the mos tobject sto be .
ll a d e h s il o m e
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n o it a rt n e c n o
C amp where there i sno neighborhood around . tI i ssmalle r e
h t n a h
t o ldhousei nBeriln . tI consists fo three lfoors .Thiss tiuaitonmake s l
e e f o n u r
B unhappy to move .He i s very disappointed because he canno t d
n
if anything to explore .Moreover ,he doe sno thave any firend to play .
t s o m s e t a h e h t a h t r e t s i s s i h t p e c x e , h ti w
s w e n s i h e d i s t u o e r o l p x e o t s e ir t o n u r B , y a d e n
O mal lhouse .He
t c e p x e t o n s e o
d to ifnd somethingi nteresitng t here .Howeve ,rhecould ifnd t
s e r o f
a int hebackyardo fhi snewhouse .Hei shappy .Het hink stha t ifnally d
n if d l u o c e
h something morei nteresitng t here .He explores the forest .He l
it n u e n o l a e r e h t s n u r d n a s k l a
w he faces et h tal land wide fences ful lo f s
r e d r o b t I . d n u o r a y ti c ir t c e l
e some hut sinside . Thi si sthe end o fhi s n
i g n ir o l p x
1 2
l o P a s i l e u m h
S ish .He bef irend s wtih Bruno since thei r fris t n
i g n it e e
m fron to fthebordered f ence .Theyt hink t hatt hey havet hesame y
e h T . s c it s ir e t c a r a h
c fee l comf o tr each other . Everyday become s theri y
e h T . ti a w o t e m it y l e v o
l stli lfunwtiht hei rplaying ,atlhough t hewideand s
e t a r a p e s e c n e f ll a
t mthe ineachs ide.
One day ,a bad news comes fo rBruno .Hi sfathe rtold h im tha t ri
e h
t famliy has to leaveO -ut W (tih Auschwtiz) and go back toBeriln .They e
v a
h to movet o thei rold housebecause o fsomereasons .Bruno fellssad . s
i h s k n i h t e
H firendship wtih Shmue.l Thi s i s a bad new s fo r thei r ,
y ll a n i F . p i h s d n e ir
f hes ays goodbyet oShmuelwtihou tmakinghimf ells ad. p
l e h o t s t n a w e
H Shmueli nlooking f o rhisf ather .Shmue’lsf athe rdoe snot t
s i x
e fo rsomer ecen tdays .Besides ,thi soppo truntiy would eb thef ris t itme ir
e t n e o n u r B
