ABSTRACT
Septiantari, C. S. (2015). The Major Character’s Intrapersonal and Interpersonal Conflict Experiences in Dealing with Culture Shock in Lee’s China Boy. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Lee’s China Boy tells about Kai Ting, a seven-year-old boy who is plunged into two different cultures. He is an American-born boy who is originally a Chinese. Being plunged into two different cultures, he experiences difficulty in adjusting his way of life. The difficulty Kai experiences portrays a culture shock phenomenon.
Based on the culture shock phenomenon, the objectives of this study are to find the major character’s characteristics and intrapersonal and interpersonal conflicts. From those two objectives, the researcher formulated two research questions. Those are (1) how are the major character’s characteristics described through the way he responds to the culture shock experiences? and (2)how does the major character experience intrapersonal and interpersonal conflicts in dealing with his culture shock experiences?
To answer the formulated research questions, the researcher studied a novel entitled China Boy as the main source of this study and some related books to help analyze the novel as the secondary sources. The method used in this study was library research, which followed three main procedures including reading the novel, underlying the important information, and relating the theories in the analysis. Besides, the researcher used psychology and sociocultural approaches in this study.
The first finding shows that Kai possesses seven characteristics. Five characteristics possessed before learning in Y.M.C.A are untalented, obedient, antisocial, inferior and weepy and coward. Besides, two characteristics possessed after learning in Y.M.C.A are adaptable and forgiving. The second findings present the intrapersonal and interpersonal conflicts. The intrapersonal conflicts include whether to stay in Panhandle and to believe in social beliefs, and confusion over his identity. On the other hand, the intrapersonal conflicts occur because of his stepmother, and Big Willie and the Bashers in relation to language, the way of life, and Western manner adjustment. Finally, the researcher gave implication and suggestion based on the findings of this study.
ABSTRAK
Septiantari, C. S. (2015). The Major Character’s Intrapersonal and
Interpersonal Conflict Experiences in Dealing with Culture Shock in Lee’s China Boy. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
China Boy karangan Guss Lee menceritakan tentang Kai Ting, seorang anak lali-laki berumur 7 tahun yang dihadapkan pada dua kebudayaan yang berbeda. Dia adalah seorang anak keturunan Cina yang lahir di Amerika. Dihadapakan pada dua kebudayaan yang berbeda, Kai mengalami kesulitan beradaptasi dengan gaya hidupnya. Kesulitan yang Kai hadapi mengambarkan tentang gegar budaya.
Berdasarkan kejadian gegar budaya, tujuan dari skripsi ini adalah untuk menemukan karakteristik pada tokoh utama dan konflik degan diri sendiri dan konflik dengan orang lain. Dari kedua tujuan tersebut, penulis merumuskan dua masalah. Keduanya adalah (1) bagaimana karakteristik dari tokoh utama digambarkan melalui cara dia merespon gegar budaya? (2) bagaimana tokoh utama mengalami konflik dengan diri sendiri dan orang lain di dalam mengatasi gegar budaya?
Untuk menjawab kedua masalah diatas, penulis menggunakan novel berjudul China Boy sebagai sumber utama dari skripsi ini dan beberapa buku terkait sebagai sumber kedua untuk membantu analisis. Metode yang digunakan adalah studi pustaka yang mengikuti tiga prosedur utama meliputi membaca novel, menggaris bawahi informasi yang penting, dan menghubungkan teori-teori dalam analisis. Penulis menggunakan pendekatan psikologi dan sosial budaya.
Penemuan yang pertama menunjukan bahwa Kai mempunyai tujuh karakteristik. Lima Karakteristik yang dimiliki sebelum belajar di Y.M.C.A adalah tidak ahli, patuh, antisosial, minder dan cengeng dan pengecut. Dua karakteristik yang dimiliki setelah belajar di Y.M.C.A adalah mudah adapatasi dan pemaaf. Penemuan yang kedua menunjukan konflik dengan diri sendiri dan orang lain. Konflik dengan diri sendiri meliputi apakah harus meninggalkan atau tinggal di
Panhandle, percaya atau tidak percaya pada kepercayaan di Panhandle, dan kebingungan identitas. Sebaliknya, konflik dengan orang lain muncul dari ibu tirinya, Big Willie dan the Basher yang berhubungan dengan penyesuaian bahasa, gaya hidup, dan penyesuaian tatacara. Pada akhirnya penulis memberikan implikasi dan masukan berdasarkan penemuan-penemuan studi ini.
THE MAJOR CHARACTER’S INTRAPERS
ONAL AND
INTERPERSONAL CONFLICT EXPERIENCES IN DEALING
WITH CULTURE SHOCK IN LEE’S
CHINA BOY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Cl. Sinta Septiantari Student Number: 111214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
THE MAJOR CHARACTER’S
INTRAPERSONAL AND
INTERPERSONAL CONFLICT EXPERIENCES IN DEALING
WITH CULTURE SHOCK IN LEE’S
CHINA BOY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
By
Cl. Sinta Septiantari Student Number: 111214052
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
I dedicate this thesis to:
My Mom My Father My Family
Humble yourselves, therefore, under God’s
mighty hand, that he may lift you up in due
time.
Cast all your anxiety on him because
he cares for you.
v
STATEMENTS OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and references, as a scientific paper should.
Yogyakarta, October 13, 2015 The writer
vi
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Cl. Sinta Septiantari
Nomor Mahasiswa : 111214052
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE MAJOR CHARACTER’S INTRAPERSONAL AND
INTERPERSONAL CONFLICT EXPERIENCES IN DEALING
WITH CULTURE SHOCK IN LEE’S
CHINA BOY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalty kepada saya selama mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenar-benarnya.
Dibuat di Yogyakarta
Pada tanggal: 13 Oktober 2015
Yang menyatakan
vii ABSTRACT
Septiantari, C. S. (2015). The Major Character’s Intrapersonal and Interpersonal Conflict Experiences in Dealing with Culture Shock in Lee’s China Boy. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Lee’s China Boy tells about Kai Ting, a seven-year-old boy who is plunged into two different cultures. He is an American-born boy who is originally a Chinese. Being plunged into two different cultures, he experiences difficulty in adjusting his way of life. The difficulty Kai experiences portrays a culture shock phenomenon.
Based on the culture shock phenomenon, the objectives of this study are to find the major character’s characteristics and intrapersonal and interpersonal conflicts. From those two objectives, the researcher formulated two research questions. Those are (1) how are the major character’s characteristics described through the way he responds to the culture shock experiences? and (2)how does the major character experience intrapersonal and interpersonal conflicts in dealing with his culture shock experiences?
To answer the formulated research questions, the researcher studied a novel entitled China Boy as the main source of this study and some related books to help analyze the novel as the secondary sources. The method used in this study was library research, which followed three main procedures including reading the novel, underlying the important information, and relating the theories in the analysis. Besides, the researcher used psychology and sociocultural approaches in this study.
The first finding shows that Kai possesses seven characteristics. Five characteristics possessed before learning in Y.M.C.A are untalented, obedient, antisocial, inferior and weepy and coward. Besides, two characteristics possessed after learning in Y.M.C.A are adaptable and forgiving. The second findings present the intrapersonal and interpersonal conflicts. The intrapersonal conflicts include whether to stay in Panhandle and to believe in social beliefs, and confusion over his identity. On the other hand, the intrapersonal conflicts occur because of his stepmother, and Big Willie and the Bashers in relation to language, the way of life, and Western manner adjustment. Finally, the researcher gave implication and suggestion based on the findings of this study.
viii ABSTRAK
Septiantari, C. S. (2015). The Major Character’s Intrapersonal and
Interpersonal Conflict Experiences in Dealing with Culture Shock in Lee’s China Boy. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
China Boy karangan Guss Lee menceritakan tentang Kai Ting, seorang anak lali-laki berumur 7 tahun yang dihadapkan pada dua kebudayaan yang berbeda. Dia adalah seorang anak keturunan Cina yang lahir di Amerika. Dihadapakan pada dua kebudayaan yang berbeda, Kai mengalami kesulitan beradaptasi dengan gaya hidupnya. Kesulitan yang Kai hadapi mengambarkan tentang gegar budaya.
Berdasarkan kejadian gegar budaya, tujuan dari skripsi ini adalah untuk menemukan karakteristik pada tokoh utama dan konflik degan diri sendiri dan konflik dengan orang lain. Dari kedua tujuan tersebut, penulis merumuskan dua masalah. Keduanya adalah (1) bagaimana karakteristik dari tokoh utama digambarkan melalui cara dia merespon gegar budaya? (2) bagaimana tokoh utama mengalami konflik dengan diri sendiri dan orang lain di dalam mengatasi gegar budaya?
Untuk menjawab kedua masalah diatas, penulis menggunakan novel berjudul China Boy sebagai sumber utama dari skripsi ini dan beberapa buku terkait sebagai sumber kedua untuk membantu analisis. Metode yang digunakan adalah studi pustaka yang mengikuti tiga prosedur utama meliputi membaca novel, menggaris bawahi informasi yang penting, dan menghubungkan teori-teori dalam analisis. Penulis menggunakan pendekatan psikologi dan sosial budaya.
Penemuan yang pertama menunjukan bahwa Kai mempunyai tujuh karakteristik. Lima Karakteristik yang dimiliki sebelum belajar di Y.M.C.A adalah tidak ahli, patuh, antisosial, minder dan cengeng dan pengecut. Dua karakteristik yang dimiliki setelah belajar di Y.M.C.A adalah mudah adapatasi dan pemaaf. Penemuan yang kedua menunjukan konflik dengan diri sendiri dan orang lain. Konflik dengan diri sendiri meliputi apakah harus meninggalkan atau tinggal di
Panhandle, percaya atau tidak percaya pada kepercayaan di Panhandle, dan kebingungan identitas. Sebaliknya, konflik dengan orang lain muncul dari ibu tirinya, Big Willie dan the Basher yang berhubungan dengan penyesuaian bahasa, gaya hidup, dan penyesuaian tatacara. Pada akhirnya penulis memberikan implikasi dan masukan berdasarkan penemuan-penemuan studi ini.
ix
ACKNOWLEDGMENTS
I thank Jesus Christ for giving me love and blessing so that I can finish this thesis in order to graduate from Sanata Dharma University. I realize that it is realized because of the helps of other people. Firstly, I give special gratitude to my thesis advisor, FX. Ouda Teda Ena, S. Pd., M. Pd., Ed.D., for spending his extra time checking my thesis and giving comments and suggestions on it. Without him, this thesis would have not been successfully done.
Secondly, I dedicate this thesis to my family, especially my parents, T. Sukarno and F. Sri .R. for providing all my needs during the time I study in PBI. Thank you for the daily prayers that can strengthen me while I am finishing this thesis. I thank my brothers Mas Donny and Mas Pieter, and my sisters Mbak Emmy and Mbak Denny for the joy, affection, motivation, and caring that you give to support my study. I truly understand that the support from all of them make me achieve this state. I thank Mbak Cindy for encouraging me while I was busy with this thesis so that I did not get stressful. I want to share my joyfulness was to my grandmother, Pairo. In her sickness, she always asks some questions related to my graduation, which encouraged me to finish this thesis quickly. I thank Grandma for mentioning my name in each of your prayers even hard to say.
Thirdly, I give special appreciation to my boyfriend, Bonaventura Estu for loyally giving me his leisure time to support me in the process of finishing this thesis. I thank him for his meaningful advice, love, patience, and kindness. I thank him for his everyday grumbling when I felt upset to write this thesis and when I did not dare to take the thesis defense. Because of the grumbling, I dare myself to take it. I also thank Bapak FL. Sumidi and family for the prayer and the motivation. It really works.
x
advice. I thank them for the wonderful togetherness that we usually spent together during the study in PBI. I thank my close friends Dini, Silva, and Karin for the great support and the help. I thank all of PBI students, especially PBI class A that I cannot mention one by one.
xi
CHAPTER II. REVIEW OF RELATED LITERATURE ... 9
A. Review of Related Theory ... 9
1. Theory of Character and Characterization ... 9
2. Critical Approach... 14
A.The Description of Kai Ting’s Characteristics as a Response to Culture Shock Experiences ... 28
1. Kai Ting’s Characteristics Possessed before Learning in Y.M.C.A ... 29
a. Untalented ... 29
xii
c. Antisocial ... 30
d. Inferior ... 31
e. Weepy and Coward ... 32
2. Kai Ting’s Characteristics Possessed after Learning in Y.M.C.A ... 33
a. Adaptable ... 33
b. Forgiving ... 34
B. Kai Ting’s Intrapersonal and Interpersonal Conflicts in Dealing with Culture Shock ... 35
1) Staying or Leaving Panhandle ... 42
2) Believing or Disbelieving in Social Beliefs ... 44
3) Confusion on His Identity ... 46
b. The Intrapersonal Conflicts ... 47
1) Language Adjustment Process ... 47
2) Way of Life Adjustment Process ... 49
3) Western Manner Adjustment Process ... 54
CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 55 A. Conclusions ... 54
B. Implications ... 58
C. Suggestions ... 59
xiii
LIST OF APPENDICES
APPENDICES ... 63
Appendix A: Summary of the Novel ... 64
Appendix B: Biography of the Writer ... 66
Appendix C: Lesson Plan ... 68
1 CHAPTER I INTRODUCTION
This chapter consists of five sections, namely the background of the study, the problem formulation, the objectives of the study, the benefits of the study, and the definition of terms. The background of the study is meant to give a short description about the study. The problem formulation consists of the research problems of this study. The research objectives are also explained to give insight about what the main objectives of the study. In the fourth section, the researcher also explains the benefits of the study. In the last section, the definition of terms is also explained to avoid ambiguous meaning.
A. Background of the Study
People will be isolated when they stay in an unfamiliar place and meet other people who come from a different geographical area. This situation will enable people who live in a certain place to meet other people who possess different attitudes. These people will respond differently when being taken in a strange and unfamiliar place. Obreg (1990) calls such condition as culture shock (as cited in Lonner and Malpass, 1994). People will experience culture shock when they move to a new environment. Culture shock will happen when people who have already set their own cultural identity stay in a new environment and they have to adjust to the new existing culture. Mostly, this is experienced by individuals in a foreign country. For some people who do not belong to the same beliefs, norms, values, and behavior, they are likely to face and experience culture shock. As a result they will be in condition of awkwardness, confusion, and anxiety.
Gouran, Wiethof and Doelger (1994) state that culture shock is a failure in adjusting oneself to different culture or the disability to successfully perform basic social task in different setting. Nevertheless, a person who is able to adjust to the new environment will go through some processes to react to culture shock conflicts. According to Alder and Peter (1975), the process of culture shock has been specified into five stages and these are honeymoon, disintegration, reintegration, autonomy, and reciprocal interdependence (as cited in Pedersen, 1995, p. 3).
protagonist in Lee's novel. He is not only young, but also physically small and ignorant of the American culture.
Kai Ting is a seven-year-old boy. He is originally a Chinese since his parents are Chinese heritage. However, his family moving to America during the cataclysmic war causes him to be born in California. Despite his living in America, his mother treats and educates him about the Chinese beliefs, values, and language, which makes him ignorant of the American culture. When Kai’s mother passed away, his father marries to a woman named Edna Madalyn McGurk. She often forces Kai to be an American and to forget his past experience. However, his past identity makes him find difficulties to deal with a new environment where he lives now, Panhandle. This condition makes him experience culture shock when he is treated to be an American boy by the society. According to Pedersen (1979), experiencing new culture is a sudden and sometimes unpleasant feeling causing a person to reevaluate both the new host and their own home culture.
has to be a good fighter and has proficiency in English to be accepted as an American boy. Thus, all of things that happen to Kai make him face intrapersonal and interpersonal conflicts. The intrapersonal conflict appears when he has to deal with himself to adjust to the new culture and the interpersonal conflict appears when he is expected by his stepmother and the society to be an American boy. Discussing the intrapersonal and interpersonal conflicts is interesting because it presents the difficulties to be a stranger in a foreign country.
Based on the issues the researcher found in the novel, the purposes of this study are to describe Kai Ting’s characteristics as a response to a culture shock phenomenon and culture shock conflicts. The relation between Kai’s characteristics
B. Problem Formulation
Based on the background of the study, the researcher formulates two research questions below to specify the aims of this study.
1. How are the major character’s characteristics described through the way he responds to the culture shock experiences?
2. How does the major character experience intrapersonal and interpersonal conflicts in dealing with his culture shock experiences?
C. Objectives of the Study
In relation to the two formulated research questions, the researcher focuses on the major character’s characteristics in responding to culture shock experiences. By finding out the responses that can be perceived from thoughts, utterances, and actions, the researcher can identify the major character’s characteristics when dealing with culture shock experiences. Moreover, the second focus is to discover the intrapersonal and interpersonal conflicts faced by the major character in dealing with culture shock experiences.
D. Benefits of the Study
development of English Education. Learning a language means learning a culture. Thus, this novel is a good source to learn about the culture as well as the language. In addition to learning the language, the researcher believes that it can be used to design reading materials for students regarding the culture shock experiences. Therefore, it can be a good material to teach students about Cross Cultural Understanding. The third benefit is directed to future researchers who will conduct the same study. This study can give some inputs or ideas when conducting their study in terms of characterization and culture shock.
E. Definition of Terms
In this section, the research gives some definitions of frequently-occurring terms in this study. This section aims to provide clear definitions of some terms in order to avoid misunderstanding and ambiguity. Therefore, there are some definitions that are described, which include character, major character, conflicts, and culture shock.
1. Character
2. Major Character
Major characters are important in the story as the center of the story (DiYanni, 2001). Thus, the major character will be the focus of the story because it dominates the story. According to Perrin (1998), there are two types of major characters, namely protagonist and antagonist (as cited in DiYanni, 2001). Henkle (1977) states major character is the figure of the novel that has the significant of the experience of the book. A major character has an important role in conveying the theme of the story by focusing on the major character’s experiences.
3. Intrapersonal and Interpersonal Conflict
According to Insenhart and Spangle (2000), conflict is an exposed struggle
between at least two independent parties that perceive incompatible goals and
inadequate resources and intrusion from another party in obtaining their goals.
Beside, Hocker and Wilmot (1985) state conflict is a felt struggle between two or
more interdependent individuals over perceived incompatible differences in beliefs,
values, and goals, or over differences in desires for esteem, control, and
connectedness (as cited in Borisoff, Victor, & David, 1989, p. 2). According to
Ghaffar and Khan (2012), there are four types of conflict, two of them are intrapersonal and interpersonal. Intrapersonal conflict arises because of multifarious reason within the individual while interpersonal conflict occurs between two individuals (p. 333).
4. Culture Shock
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two sections, namely the review of related theories and the theoretical framework. The review of related theories discusses the theory of character and characterization, the critical approach, the theory of psychology, and the theory of culture. The last section, which is the theoretical framework, explains why the theories described in the previous section are applied in this study.
A. Review of Related Theories
This section reviews four categories. Those categories are the theories on the character and characterization, the critical approach, the theory of psychology, and the theory of culture.
1. Theory of Character and Characterization
This category reviews three parts. The theories to review are related to character and characterization. Those three parts include a) the theory of character, b) the theory of characterization, and c) the method of characterization.
a. Theory of Character
that includes the idea of the moral condition of the human personality, the presence of moral virtue, and simpler concept of human presentation as the creatures in art (p. 81).
There are some types of characters. Froster (2002) divides characters into two types, namely a flat character and a round character (pp. 46-54). The flat character is the one who does not change. This type of a character is easily recognized and remembered because he/she acts the same through the whole story. A flat character enables readers to see one side of the character. Conversely, a round character is the one who makes readers surprised because of his/her actions. A round character is very complex as he/she often undergoes significant changes. Therefore, readers are able to see all sides of the character.
b. Theory of Characterization
The process of connecting information with a figure in a text is to provide a character in a fictional world with a certain property, or properties, concerning body, mind, behavior, or relation to the (social) environment (Eder, Jannidis, & Schneider, 2010, p. 32). Such a way of understanding a character through derived
information in a story is named as characterization.
action which can hint in at invisible states and properties. Indirect characterization includes all manner of activities, from habitual movement to a description of actions a character performs in his/her working life. Therefore readers need to observe the characteristics of a character from words, opinions, and actions in the novel until finally they can guess.
c. Method of Characterization
To describe a main character, the researcher uses the theory of characterization by Murphy and Card. According to Murphy (1972), there are nine ways of characterization (pp. 161-173). The first method proposed by Murphy (1972) is through personal description. He says that author describes a person’s characteristics through his/her appearance and clothes. Characteristics can be seen by looking at the wearing. The second method proposed by Murphy (1972) is through character as seen by another. A character is not only described through appearance and clothes but it is also described by other characters’ point of views toward him/her. Other characters will state their judgments about others. Therefore, it will be easy to understand someone’s characterization by considering other characters’ point of views. The third method proposed by Murphy (1972) is through speeches. The speeches can indicate a deeper understanding about the character when the character produces utterances to propose an idea. When the character utters an idea, what kind of person he/she is can easily be seen. Readers can know directly whether the character gives good or bad utterences.
background. Telling about past life can be done in several ways through conversation, direct comment, and thought. One’s characteristics can be seen from the past life through experiences. The fifth method proposed by Murphy (1972) is through conversation of others. A character’ characteristics can also be seen from the conversation that happens among other characters. The way of the other characters talk about the intended character can describe his/her characteristics. The sixth method proposed by Murphy (1972) is through reaction. The characteristics can be seen from the way the character shows his/her reaction in various situations and events. The characteristics can be seen when the character reacts something. Through the reaction, readers can infer the character’s characteristics. The seventh method proposed by Murphy (1972) is through direct comment. The author can describe or give comments on a character’s characteristics through narration, especially in third-person narrator.
The eighth method proposed by Murphy (1972) is through his/her own thought. An author gives direct information about a character’s thought or even tells about what other characters think about a certain character. An author acts as he/she knows everything that is on a character’s mind. The last method proposed by Murphy (1972) is through mannerism. The characteristics of a character can be analyzed through a person’s mannerism and habit that tell about his/her characteristics. Most of characteristics are seen easily through the manners.
real life, motive cannot be understood fully. In fiction, however, an author can help readers understand a character’s motive with the clarity or even certainty. The second way proposed by Card (1988) is through a character’s past life. Knowing the character’s past revises readers understanding of who he/she is today. According to Card (1988), people are what they have done and what has been done to them. In creating a fiction character, telling about past can help readers understand the intended character at the time of the story. The third way proposed by Card (1988) is through a character’s reputation. Whether the reputation of the character is deserved or not, part of a character’s identity is what others say about her/him. When other characters gives personal judgment to a certain character, readers can use it to see his/her characteristics. Therefore, readers can conclude the characteristics from what others say.
story possibilities. A change in pattern shows the important changes of a character’s life.
The seventh way proposed by Card (1988) is through a character’ talents and abilities. A part of who you are is what you do. Readers will perk up, if a character turns out to be unusually good at something. Someone’s talents and abilities show his characteristics including the weakness or the strength on something. The eighth way is through a character’s taste and preferences. A fictional character has preferences to make readers understand the character better. The last way proposed by Card (1988) is through a character’s body. It is a certainty important part of a character. Physical condition can force a character’s life; minority the physical problems can have powerful effect of how a person feels about the character and the others treat her/him.
2. Critical Approach
author. Psychological approach deals with identifying any aspect of psychology underlying a certain element of literary work.
3. Theory of Psychology
In the theory of psychology, the researcher includes the theory of conflict. This theory includes the conflict and the conflict resolution. The first part, which is the conflict, discusses the definition and types of conflict. Meanwhile, the second part, which is the conflict resolution, discusses the intrapersonal and the interpersonal conflict resolutions.
a. Conflict
According to Kasschau (2003), psychology is a scientific study of behavior and mental process (p. 9). When applied to humans, psychology covers everything that people think, feel, and do. Since the unconscious motivation and conflicts are responsible for human behavior, therefore, conflict can be considered as a psychological aspect of human being (Kasschau, 2003, p. 9). According to Insenhart and Spangle (2000), conflict is as an exposed struggle between at least
two independent parties that perceive incompatible goals and inadequate resources
and intrusion from another party in obtaining their goals. Conflict appears when
there is a struggle between two independent parties because they cannot fulfill two
or more mutual actions altogether. It happens whenever incompatible activities
(as cited in Borisoff, Victor, & David, 1989, p. 2). The incompatible goals happen when the desires between two interdependent parties are different.
According to Gaffar and Khan (2012), there are five major types of conflicts including intrapersonal, interpersonal, intragroup, intergroup, and organizational levels (p. 333). From the five types of conflict, brief detailed information about the intrapersonal and interpersonal conflicts is discussed further. According to Gaffar and Khan (2012), intrapersonal conflict arises because of multifarious reasons within an individual (p. 333). This conflict that happens within an individual indicates the presence of different ideas, opposing feelings, and activities. It causes stress, anxiety, uncertainty, hesitation, and depression. In contrast, interpersonal conflict represents conflicts between two individuals. In other words, this conflict occurs between two independent parties. Interpersonal conflict always presents in groups because individuals differ in terms of values, beliefs, attitudes, and behavior. For instance, the interpersonal conflict appears because of disagreement to achieve their own goals.
b. Conflict Resolution
approach involves the other sides starting a conflict with little or no effort to communicate with the other sides. It often involves violence, illegal acts, or both. Independent action is almost and always a bad idea. The third conflict resolution proposed by McCollum (2009) is negotiation. Negotiation consists of different sides talking one-on-one to try to work out resolution.
The fourth conflict resolution proposed by McCollum (2009) is mediation. This strategy is similar to negotiation. The difference is that an outside party as a mediator takes part. The mediator makes no decisions, but helps smooth the communication between the sides of conflict. The fifth conflict resolution proposed by McCollum (2009) is arbitration. Arbitration involves an outside party taking part discussions. An arbitrator makes judgment about how the conflict should be resolved. The last conflict resolution proposed by McCollum (2009) is litigation. Litigation is the use of legal system to settle a dispute.
confronts two unattractive alternatives. Therefore, the most possible way to solve it is to either leave the conflict or choose one better alternative over the other.
The third type of conflict proposed by Kasschau (2003) is an approach- avoidance type. An individual who wants to do something but has fears or doubts or is repulsed by it at the same time is experiencing an approach-avoidance conflict. The resolution of this conflict is often very difficult and depends generally on the person’s finding added reason to choose one alternative over the other. The fourth type of conflict proposed by Kasschau (2003) is a double approach-avoidance conflict. An individual must choose between two goals or more alternatives, each of which has attractive and unattractive aspects. In other words, this type concerns with choosing one goal and as a consequence in giving up the other goals.
4. Theory of Culture
This category consists of four parts. Those parts are 1) the culture, 2) the Chinese and American culture, 3) the culture shock, and 4) the stages of culture shock.
a. Culture
The definition of culture varies. Geertz (1973) interprets culture as a historically transmitted pattern of meaning embodied in symbol, a system of inherited conceptions expressed in a symbolic form by means which men communicate, perpetuate, and develop their knowledge and their attitudes toward life. In the different definition, culture is a group-related, learned perceptions (including verbal and nonverbal codes), attitudes, values, belief and disbelief systems, plus accepted and expected codes behavior taught by the groups with which we identify (Heine, 2008).
b. Chinese and American Culture
Xiao (2001) the primary purpose of the emphasis is not to pursue personal happiness and success but rather to contribute to the glory of the family and the well-being of the society. Beside, according to Xiao (2001), while American is centered on the value of Judeo-Christians roots, Chinese culture is built upon a value system crystallized in Confucianism (p. 111). Chinese do the ancestors’ worship to maintain the family line. Chinese seem to have traditional point of views than American do. According to Xiao (2001) in China, people believe in karma about one’s behaviors always owned in later life and afterlife (Xiao, 2001, p. 138) According to Xiao (2001), in an American society, females are taught to be more submissive, passive, obedient, and nurturing than males (p. 12). On the other hand, according to Xiao (2001) in regard to socialization values, researchers seem to agree that, traditionally, Chinese patriarchy shapes the structure of authority and control of property in the Chinese family. It can be concluded that in this system, women's situations are most pitiable than men. On the other words, men occupy a higher class position than women do in China. According to Smith (1994), the boys in China are considered as crucial and important because they will continue the family line and maintain the ancestral sacrifice (p. 248). Therefore, it makes boys more crucial than girls and have better position in China.
(1994), American culture is often considered an individualism-oriented culture, in contrast with Chinese culture, which emphasizes collectivism. In collective cultures, individuals are willing to subordinate their personal goals to the goals of various in-groups, such as the family, the tribe, or the work group. By contrast, in individualistic cultures, it is considered to be acceptable for individuals to place personal goals ahead of the group's goals.
c. Culture Shock
Language plays an important role in the process of acculturation because it is used in daily interaction. While someone learns about language, the person has to present their success in daily tasks. The process of acculturation cannot leap from the name of strategies. Positive or negative attitudes towards one’s host culture or heritage culture yield four different strategies (Heine, 2008, p. 521). He distinguishes the acculturation into four types: 1) integration strategy, the strategy that involves attempts to fit in and fully participate in the host culture while at the same time striving to maintain the traditions of one’s heritage culture, 2) marginalization, the strategy that involves little or no effort to participate in the host culture or to maintain the heritage culture, 3) assimilation strategy, the strategy that involves an attempt to fit in and fully participate while making little or no effort to maintain one’s heritage cultures, 4) separation, the strategy that involves effort to maintain the tradition of the heritage culture while making little or no effort to participate in the host culture.
d. Stages of Culture Shock
The third stage proposed by Alder and Peter (1975) is reintegration. It is an increased ability to function in the new culture. The emotions associated with this stage are typically anger and represent toward the new culture as having caused difficulties and being less adequate than the old familiar ways. The fourth stage proposed by Alder and Peter (1975) is the continuing of reintegration. It increases ability to see the bad or good elements in both old and new culture. The last is reciprocal interdependent. It happens when the person has ideally achieved biculturalism, has become fluent in both old and new culture.
B.Theoretical Framework
In the previous section, the researcher includes four categories of related theories to help analyze the novel and answer the research problems of this study. Those categories include the theory of character and characterization, the critical approach, the theory of psychology, and the theory of culture. The theory of character and characterization includes the theory of character and characterization and as well as the method of characterization. The critical approach includes some approaches that are used to underlay this study. The theory of psychology includes the theory of conflict. In the last category, the theory of culture is stated. Hence, in this theoretical framework, the researcher explains the contribution of those four categories of theoretical scope to this study.
Murphy are personal description, speech, past life, conversation of others, reaction, direct comment, thought, and mannerism. The other methods of characterization come from Card include motive, the past, reputation, stereotype, network, habits and patterns, talents and abilities, tastes and preferences, and body. The researcher includes the methods because those are appropriate to analyze the major character’ characteristics as seen and described in the novel. Those kinds of methods can be used to indicate the responses from the main character in dealing with culture shock experiences. It can show how Kai Ting’s characteristics are seen and described in the novel.
25 CHAPTER III METHODOLOGY
This chapter consists of three sections, namely the object of the study, the approach of the study, and the method of the study. The object of the study tells about the information of the novel. The approach of the study tells about the approaches used to analyze the novel. The method of the study provides the procedures taken in this study.
A. Object of the Study
B. Approach of the Study
The researcher used the psychological and the socio-cultural approach in this study. These two approaches are taken from the critical approach proposed by Rohrberger and Wood (1971). This critical approach is divided into five, namely formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach, and psychology approach. In China Boy, there are conflicts that occur because of different values and the way of life between two cultures. Since conflict can be considered as a psychological aspect of human being, the researcher used the psychological approach. Moreover, the researcher also used the socio culture approach because this study examined how China and America are different in terms of cultural entity. Besides, since the focus of this study is on a culture shock phenomenon, the sociocultural-historical approach is the appropriate approach.
C. Method of the Study
Since the object of this study is a novel entitled China Boy, the method of this study was library research. According to George (2008), library research is an integral part of inquiry in any field, allowing researchers to determine what related work has already been done and how experts have assessed it (p. 21). It allows the researcher to identify and locate sources that provide factual information or expert opinions.
study. The first procedure was reading the novel. The researcher read the novel several times to understand the whole story. Besides, the reading focused on the main character’s responses to cultures shock experiences and conflict experiences when he deals with culture shock. Those two focuses were important to be observed in order to answer the two research problems of this study. During the reading, the researcher also underlined and noted down some related information to help answer the research problems.
28 CHAPTER IV
ANALYSIS
This chapter aims to answer the two the research questions of this study. It consists of two sections. The first section discusses the description of Kai Ting’s
characteristics as a response to culture shock experiences. Besides, the second section discusses about Kai Ting’s intrapersonal and interpersonal conflicts in dealing with culture shock experiences.
A. The Description of Kai Ting’s Characteristics as a Response to Culture Shock Experiences
Murphy (1972) and Card (1988) are needed in analyzing and finding Kai’s characteristics. The characteristics will be revealed through his reaction, speech, mannerism, thought, body and talent and habit as seen in the novel. According to Eder, Jannidis, and Schneider (2010), indirect characterization ascribes traits directly in words and it reports an action which can hint in at invisible states and properties (p. 32). Thus, the description of Kai’s characteristics using indirect characterization are as follows.
1. Kai Ting’s Characteristics Possessed before Learning in Y.M.C.A
Before learning in Y.M.C.A, Kai Ting possesses some characteristics. The characteristics becomes the possible causes of his culture shock experiences. Thus, the description of Kai Ting characteristics before learning in Y.M.C.A are described as follows.
a. Untalented
Most kids in Panhandle play ball and fight. Kids who can play a ball but are chicken fighters do not belong to the block. Kai cannot play ball and fight.
I was ignorant of the culture, clumsy in the language, and blessed with body that made Tinker Bell ruthless. I was guileless and awkward in sports (p. 4).
be concluded that he is a type of children who do not want to take a risk in trying things, which makes him untalented.
b. Obedient
Kai is an obedient child. It can be seen from his reaction when his mother asks him not to gather with the society. Based on Webster’s Encyclopedic Unabridged Dictionary, obedient is defined as “obeying or willing to obey; complying with or submissive to authority”. His mother does not give him permission to go outside and fight, but wants him to become a musician. Most of American children play outside and fight. In China, there is a belief that children who fight hurt their karmas. “Bad river spirits there; I can feel them, in command of the street and all those children that fight out there hurt their karmas.” (p. 31).
When his mother said “There are fine musicians in America, you are to be one of
them.” he smiled back to his mother (p. 32). He is also good in prediction. Kai thinks that his mother’s face tells that if he goes outside, he will lose the music and become a ruffian and the sun will bake his skin and make him the same as the urchins on the street. He obeys what his mother’s prohibition by smiling back at her and does not say anything to disobey his mother.
c. Antisocial
Kai becomes an antisocial child. Kai’s mother keeps him indoor until the age of seven. As a result, he knows nothing about other children in his age. All he knows is everything about what are believed in China. As a result, he becomes more antisocial.
Mother walked me to school on the first day of my first grade, my heart slugging with pounding anxiety. I wanted to go out, but I had been held out of kindergarten. I did not want to go to school. That lasted of hours. I wanted to see other children, not be with them (p. 36).
The quotation above shows that Kai wants to see his friends than play with them in the school. He does not want to be with his friends like he used to be kept indoor. He also does not have any interest in other kids in his childhood. A condition in which Kai is not accustomed to socializing makes him an antisocial child. It is shown from his manner in term of the rejection in socializing with other kids in Panhandle. Therefore, his being antisocial is inferred from his mannerism as what mentioned in Murphy (1972) that a character’s characteristic can be seen through the mannerism.
d. Inferior
Based on Webster’s Encyclopedic Unabridged Dictionary, inferior is defined as “less important, valuable, or worthy”. Based on his thought, Kai is portrayed as an inferior child. He has different conditions from other kids in America, especially Panhandle. Therefore his conditions make him experience troubles when he struggles with his new American life.
The quotation above shows that his physical appearance and interests are different from most Panhandle kids. Kai has different conditions compared to others. It makes him feel inferior and helpless. The status of being different itself is the cause of all troubles that he experiences in dealing with his new life in Panhandle. e. Weepy and Coward
Based on Webster’s Encyclopedic Unabridged Dictionary, weepy is defined as “tending to weep; tearful; lachrymose”. Kai is described as a weepy child. This characteristic is derived from his reaction when he gets bullied. For several times, he cries because of being bullied by his friends. Instead of hitting back his friends who hit him, he tends to cry. He has been hit by two people when going to school. The first blow lands on his heart and the second has absently glanced off his arm.
I yelled as something incredibly hurtful hit my chest and I went backward on the step, hitting the back of my head. Shocked and feeling pain, I began to cry (p. 63).
Kai does not have bravery to protect himself from the beating. Even when trying to communicate with other kids in the school, he is hit by his friends again. This uncontrollable actions or utterances bellow happen when Kai experiences fear condition.
Something else hit me and now, convinced that death was calling. I wailed with all my might. I was calling to Janie, Megan, and Jennifer. I was so panicked that I forgot that none of them was home (p. 63).
he has hit Kai once. On another day Kai meets Toussaint, he tries to explain Yuing Chi,the responsibility of future to him. Even if Toussaint becomes his friend, Kai does not have any bravery to stand against the kids who are considered as fighters. Therefore, it can be said that he is coward. Based on Webster’s Encyclopedic Unabridged Dictionary, coward is defined as “lacking courage;
very fearful or timid”.
I was so anxious to explain that fighting was wrong, would cause later pin, but winning this inarticulate debate was as difficult as prevailing in its subject matter (p.107).
2. Kai Ting’s Characteristics Possessed after learning In Y.M.C.A
After learning in Y.M.C.A, he possesses some characteristics. His characteristics can help him survive to the new culture. The characteristics are described as follows.
a. Adaptable
that it is the correct decision has to be chosen in order to fix his identity in the place he lives.
Fighting was a metaphor. My struggle on the street was really an effort to fix identity, to survive as a member of a group and even succeed as a human being (p. 3).
This successful adaptation that Kai presents can lead him to the correct decision in term of surviving in the new culture. In other words, his being adaptable is seen from Kai’s thought about fighting. As proposed by Murphy (1972), a characteristic can be seen from the author’s thought.
b. Forgiving
Based on Webster’s Encyclopedic Unabridged Dictionary, forgiving is defined as “disposed to forgive; indicating forgiveness”. He is a forgiving child. According to Murphy (1972), one method of characterization is seen from the author’s speech. Therefore, from Kai’s speech when he learns the theory of boxing in the Y.M.C.A, it can be inferred that he is a forgiving child. He is taught from the very basic of boxing theory. When his instructor in the Y.M.C.A describes boxing faculty and his lesson by wild pantomime, he asks him to practice the expression of an anger face. He has to imagine the kids that often hit him in the block. However, he still cannot hate the kids on the block even they often hit him. This quotation bellow shows that Kai is a forgiving child.
“I tried, but I really didn’t hate the kids on my block” (p.181).
B. Kai Ting’s Intrapersonal and Interpersonal Conflict in Dealing with
Culture Shock
Based on the novel, it is described that Kai Ting finds difficulties to adjust to the host culture. Kai still holds the Chinese culture although he is already in Panhandle that carries different values and way of life. The feeling of being anxious, helpless, irritable, and in general, homesick that one experiences on moving to a new culture as proposed by Church (1982) shows a sign of culture shock (as cited in Heine, 2008, p. 514). This novel tells how Kai feels rejected by the culture, which makes him feel anxious, helpless, and irritable. In other words, these feelings show that he experiences culture shock.
I was special. I was trying to become an accepted black male youth in the 1950s- A competitive, dangerous, harshly won objective. This was more difficult because I was Chinese. I was ignorant of the culture, clumsy in the language, and blessed with a body that make Tinker Bell look ruthless. I was guileless and awkward in sports. I faced an uphill challenge with downhill set of assets (p. 4).
Alder and Peter (1975) mention there are five stages of culture shock, which include honeymoon stage, disintegration stage, reintegration stage, the continuing of reintegration, and reciprocal stage (as cited in Pedersen, 1995, p. 3). Based on Kai’s experiences in dealing with culture shock, he has reached the continuing of reintegration stage by the end of the story. It happens when the person increases the ability to function in the new culture by considering both the good elements of Chinese culture and American culture. He realizes that fighting is necessary for him to fix his identity in the place he lives. Even though he loses his own language, he succeeds to survive from the fear of being an ignorant child in Panhandle. In addition, there are several causes that make him experience culture shock. It is important to discuss the causes of culture shock in order to give insight why the conflicts occur. Those causes are the different social values, beliefs, ways of life, languages, and interests, and the lack of socialization.
1. Different Social Values
concept of interaction. Anyone can relate to other people, but traditional Chinese honors the dead. Chinese believes in Ching Ming, which means “shiny bright”,
the ritual of paying homage ancestors (p. 39). As what Kai used to do, every week he follows his mother to go to shrine to have an ancestor’s ritual. According to Smith (1994), the boys in China are considered as crucial and important because they will continue the family line and maintain the ancestral sacrifice (p. 248).
In contrast, Kai’s stepmother, Edna, is an eclectic adventurer in religion. Her present passion is Christian Science. When Kai lives with her as a stepchild, he is sent to a Holy Christian Church of Almighty God. As the characteristic of western people, they will go to church as regularly as going to movie once a week. Kai’s family as being a part of Chinese culture is also confused to mean the value of religion.
Now Jane Ming li had assumed that the role of conscience in our mother’s absence, and tried to find for Edna in every book in the Bible. We both were fascinated with Exodus. Megan Wai-la, abandoned by our mother and seemingly by the gods, was understandably drawn to agnosticism. Jenifer Sung- ah, like our mother, adored Mozart. Father was a Confucian, which nonsecular ethical faith and involves ancestor rituals inappropriate for dinner table (p. 80).
The quotation above shows that Kai and his family mean the religion differently. None of them carries Christian beliefs. Kai is a Confucian like his father used to. “And of course, I am Confucian; I respect my father.” (p. 27). As a result, Kai is
confused when he is in the congregation because he never goes to church before. An anxiety pressed on me as everyone under the roof sang their hearts out in mind-sweeping melodic majesty. When I first heard the rich, emotive singing. I did not realize that the people in the congregation were
2. Different Beliefs
In Panhandle, boys do not beg, but fight. Mainly, most boys fight in the street. Street fighting was like menstruation for men, merely thinking about it did not make it happen; the imagined result were frightening; and rationale for wanting to do it was less than clear (p. 3). Thus, most Panhandle boys are fighting there. Differently, in China, people believe in karma about one’s behaviors always owned in later life and afterlife (Xiao, 2001, p. 138). China has a unique way to respect karma. Kai’s mother teaches him that fight can hurt karma, which makes Kai hardly accustomed to the way of the Panhandle kids’ life.
The jam was that I felt that hurting people damaged my yuing chi, my balanced karma. Panhandle kids described karma as, what go around, come around (pp. 3-4).
It shows that the meaning of karma in Panhandle and China is different. Kai carries the Chinese belief about fighting and karma. He does not like fighting as what he utters to his friend, Toussaint.
“I do not like fight. Don’t think Mother wants me to fight. She says bad for
karma. What you think?” I asked. (p. 95)
3. Different Ways of Life
Blacks, for more hundred years, had been fighting and bleeding under their nation’s flag, hoping for a share of the fruits of victory. They had all the optimism of Dickens’s Mr. Micawber, with none of his chances (p.14).
The reason why the kids in Panhandle fight is that it is how kids become a man later on. Kai has Toussaint as his guidance to American boyhood. Toussaint tells Kai about the reason of fighting.
“Now, ain’t no mo’ dat,” he said, smiling. “We kin fights, like men.” He was speaking very seriously. Fighting was a measure of citizenship. Of civilization. I didn’t think so (p. 98).
Due to Kai’s origin as a Chinese, accepting fighting as a part of culture is still difficult. It is proved from the debate that occurs between Kai and Toussaint. Kai does not think that fight is used to measure the citizenship.
4. Different Languages
The geographical distance between Shanghai and Philadelphia describes all the differences in the world, including the language used. Hence, Edna as a Philadelphia woman roles everyone in the house to speak in English. However Kai is lack of proficiency of speaking in English when he is plunged into American culture, he needs to practice speaking in English. As a result, the different language mastery creates misunderstanding between Kai and his mother.
“When tsow mien?” I asked. I was requesting for noodles, the food of the
gods.
“what is ‘sow men’?”.
Tsow-mien,” I said, louder. (p. 58).
grammar. He fails to socialize with the other kids because of such language problem.
At first I thought I was being punished in a universal way for language incompetence. Stepmother Edna hated my dialect, which was at the me-Tarzan level, and it was unmistakably clear how the neighborhood children viewed my communication pattern (p. 64).
Heine (2008) states that one of the best predictors of acculturative success is language ability (p. 521). To be successfully integrated in the host culture he has to master the language.
5. Different Interests
Panhandle kids are talking about fighting and sport for nearly a year. The different interest can be the cause of culture shock. When Kai finds the kids talk about fighting and sport, he feels disappointed because he has different interest. He wants to talk about food and their mothers but no one talks about that.
I wanted to talk about food and hear their mothers. “Who ma’ fucken?” I asked.
“China Boy,” said one, tiredly. “Don be buttin in, fool. Don hurt yo mouf when ya’ll don know shit” (p. 90).
The second interest is about sport. The kid in Panhandle play a ball and fight. They run, they jump, and they argue. Kai meets his first ball at age of seven. Kai does not have pleasure to play it after the ball smack his face. The ball became my enemy and made me the Martin the kids already suspected me to be (p. 90). Thus, he experiences culture shock because of different interest.
6. Lack of Socialization
custom’s values. Socialization is the process by which someone or a social group interacts so they can function within it (Elkin, 1960, p. 4). In the socialization, one will learn and internalize appropriate patterns, values, and feelings. According to Elkin (1960), socialization includes both learning and internalizing of appropriate patterns, values, and feeling in which by learning the ways continuing group, the immigrant becomes socialized into the life of his new country (p. 4). Since socialization is needed for one to be accepted in the new culture, it will be one indicator of the cause of culture shock.
Kai lacks of socialization among the society in Panhandle because of his condition. He is the only Asian, and the only nonblack and the only certified no-question-about-it non-fighter in the district. He is kept indoor by his mother until the age of seven and he experiences lack of interaction with other children in his age. It makes him experience less social interaction which affects his ability to adjust to the culture. On the first day of the first grade, Kai’s mother walks him to the school. She begs the principal of the school, Mrs. Wyatt, to give him special help in which it will protect him from the bullying of other kids in the school.
He has special condition and rare skin condition that worsen in sunlight. Please, keep him inside the school building while the other children are outdoors. Not knowing English, or having too much sun, could be very dangerious for him (p. 35).
a. The Intrapersonal Conflicts
Culture shock leads someone to conflicts because when dealing with culture shock someone cannot fulfill two or more mutual actions. Kai experiences conflicts due to the incompatible condition between his origin as a Chinese and new life in Panhandle. Conflict that happens within an individual indicates the presence of different idea, opposing, feelings, and activities named intrapersonal conflict (Ghaffar, 2013, p. 333). There are several ways to handle the conflict. Kasschau (2003) purposes four types of intrapersonal conflict situation and resolution of based on their type. Those four types are an avoidance- avoidance, an approach- approach, an approach- avoidance, and a double approach- avoidance (pp. 415-416).
While dealing with culture shock, Kai experiences the intrapersonal conflicts. He deals with some experiences that he has to struggle in order to fulfil two or more mutual actions to choose. The intrapersonal conflicts he experiences occur because of his own confusion. Due to Edna’s attempts to erase every vestige of China from the household and his friends’ bullying, he is confused whether to stay or leave Panhandle, whether to make friends, or whether to fight.
1) Staying or Leaving Panhandle
I felt imbalance in duties, the unfairness of responsibility, but it was the best argument I knew for possessing the status of a grown man (p.86). When his father is going to Hong Kong, to go for a week or two, he tries to leave the house where he lives with Edna, the one who always wants him to be an American son. He experiences cultural violence by his stepmother, Edna. The condition creates a conflict for Kai which makes him confused between two choices.
Sometime in that first week, or the second, following our Banquet of the Burning Crate, I tried to run away. I was caught in the stairway by Edna. I had worn blanket, an extra set of underwear, a broken flashlight, and twenty cents. I had no plan, no vision, no concept of where to go. I just wanted to be somewhere else (p. 87).
Facing this intrapersonal conflict that he experiences in making a choice, he makes a decision to run away again after he feels that he has Toussaint and his mother in the periphery of his life. He decides to leave Edna’s house despite his some failed attempts of leaving. After those some failed attempts, Kai is successful to go out without being caught in the stairs by Edna at last but still has nowhere to go. However, being successful to leave home is not the resolution of his interpersonal conflict regarding the choices whether to leave Edna’s house. He
is still in confusion even after.
China basin. It was somewhere in San Francisco, and it sounded like China boy, like me. I was my train. I could go to Mexico. No Edna. No Willie and no Bashers. I would be leaving Janie. Could I do that? (p. 114).
his thought about leaving Panhandle is the correct decision. As a result, he looks confused by saying “could I do that” in the quotation above. Dealing with the conflict, it leads Kai to find the resolution. According to Kasschau (2003), the type of avoidance-avoidance conflict situation occurs when the individual has to choose between two unattractive goals. Therefore, it can be said that Kai experiences an avoidance-avoidance conflict situation since he is to choose one between two unattractive choices. The first unattractive choice is the feeling of cold that he gets from leaving Panhandle. Conversely, the second unattractive choice is being abused by his stepmother and bullied by Willie and the Bashers if he stays in Panhandle. To solve the conflict, he chooses to go back to his stepmother’s house with the consequence of being abused and bullied because he does not want to get his thin body cold or die upon leaving Panhandle.
2) Believing or Disbelieving in Social Belief
There is another intrapersonal conflict that Kai has to face. When Kai understands that fighting is the way of life which is uncommon for him to do, he denies to fight since it represents bad karma. Whenever he is bullied, Kai never tries to hit the children in the street because of such faith. However, facing the way of life in the American culture, Kai is confused and doubtful whether he must deny or keep his Chinese belief about fighting. Then, he starts thinking about karma in a different point of view. He tries to imagine himself as a fighter. It leads him to see karma in a different way of thinking.
