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a y a s , n a u h a t e g n e p u m li n a g n a b m e g n e p i m e
D membeirkan kepada Perpustakaan
:l u d u jr e b g n a y a y a s h a i m li a y r a k a m r a h D a t a n a S s a ti s r e v i n U S T C I L F N O C L A N O S R E P A R T N I S ’ A N N A S ’ T L U O C I P I D O J N I N E E S S
A MYSISTER’SKEEPER
n a k ir e b m e m a y a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e b r e P a d a p e
k pustakaan Universtia s Sanata Dharma hak untuk menyimpan , n a l a k g n a p k u t n e b m a l a d a y n a l o l e g n e m , n i a l a i d e m k u t n e b m a l a d n a k h il a g n e m u a t a t e n r e t n I i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d e p a p n a t s i m e d a k a n a g n it n e p e k k u t n u n i a l a i d e
m lru meminta iijn dar i saya
a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k y tl a y o r n a k ir e b m e m n u p u a m .s il u n e p i a g a b e s . a y n r a n e b e s n a g n e d t a u b a y a s g n a y i n i n a a t a y n r e p n a i k i m e D a tr a k a y g o Y i d t a u b i D 3 1 0 2 i n u J 7 : l a g g n a t a d a P n a k a t a y n e m g n a Y a y d i W e n il u a
ii v T C A R T S B A . 3 1 0 2 . e n il u a P , it u t s a y d i
W Anna’ sIntrapersona lConfilct sa sseen in Jod i s ’t l u o c i
P My Sister’ sKeeper .Yogyaka tra :Engilsh Language Educaiton Study s r e h c a e T f o y tl u c a F , n o it a c u d E s tr A d n a e g a u g n a L f o t n e m e tr a p e D , m a r g o r P d n a g n i n i a r
T Educaiton ,SanataDharmaUniverstiy. y d u t s s i h
T discussesJod iPicoul’t snove lenitlted MySi tser’ sKeeper. The r o f r o n o d c i e n e g o ll a n a s a d l a r e g z ti F a n n A f o e fi l e h t t u o b a s ll e t l e v o
n Kate ,he r
s r e f f u s o h w , r e t s i
s from Acute Promyelocyitc Leukemia (APL). In he rthi treen s
r a e
y dol ,shedecidest o suehe rparentst o ge tamedica lemancipaiton .Annaha s i
e m o
s nrtapersona lconfilctsr egardingther easono fhe rexistenceandhe rdecision . n o it a p i c n a m e l a c i d e m t e g o t o H ) 1 : e r a y d u t s s i h t n i d e s i a r s m e l b o r p e h
T w are Anna Ftizgerald’ s
r e t c a r a h
c isitc sdesc irbed in the novel? 2 )Wha tare the inrtapersona lconfilct s s t c il f n o c l a n o s r e p a rt n i r e h e v l o s a n n A s e o d w o H ) 3 ? l e v o n e h t n i a n n A y b d e c a f e h t , e c n e H ? l e v o n e h t n
i aim sof t hi sstudy areto ifndou tAnna’ scharacterisitc s l e v o n e h t n i a n n A y b d e c a f s t c il f n o c l a n o s r e p a rt n i r e h t u o d n if o t , n o it p ir c s e
d and
w o
h shes olve she rconfilctsi nt henove.l
e c r u o s y r a m ir p e h t s e m o c e b l e v o n e h T . h c r a e s e r y r a r b il s e il p p a y d u t s s i h T e h T . s i s y l a n a r o
f book sabou tltierature and psychology become the secondary d e t a l e r s i h c i h w t e n r e t n i e h t m o r f s e m o c o s l a e c r u o s y r a d n o c e s r e h t o e h T . s e c r u o s d e il p p a s i n o it a z ir e t c a r a h c d n a s r e t c a r a h c f o y r o e h t e h T . s i s y l a n a e h t o
t toanalyze
a r o F . r e t c a r a h c s ’ a n n
A nalyzing the inrtapersona lconfilct sfaced by Anna ,the r e p a rt n i f o y r o e h
t sona lconfilc ti sappiled .Meanwhlie ,the theory o fconfilc t n o it u l o s e
r i sused t o ifnd ou twha tkind o fconfilc tresoluiton doe sAnna t ake t o e
v l o
s he rconfilct .s
n a e h t f o t l u s e r e h t o t g n i d r o c c
A alysis ,thi sstudy ifnd sfou raddiitons fo n o it p ir c s e d s ti a rt l a n o s r e p s ’ a n n
A ,adding t he previou sstudy ifndings .They are g n i v o l d n a g n ir a c , l u ft h g u o h t d n a l a c it ir
c to he r famliy . There are three
e c a f s t c il f n o c l a n o s r e p a rt n
i d by Annat hroughoutt henovel .Thef ris,tAnnadeal s h
ti
w a decision whether to agree o rrefuse akidney donaiton fo rKate which i s a s a d e r e d i s n o
c double approach-avoidance confilc t and Anna choose s g n i s i m o r p m o
c tosolvehe rconfilct .Thesecond, Annadeal swtihconfusionabou t e c n e t s i x e r e
h and he rrole in the famliy which i scatego irzed a san avoidance -n a d i o v
a ce confilc tsolved by accommodaiton .The las ti sa decision whether to l a ir t e h t w a r d h ti w r o e u n it n o
c which i s catego irzed a s a double approach -y tr a p d ri h t y b d e v l o s t c il f n o c e c n a d i o v
a .
h
T i sstudy provide ssome suggesitons fo rfuture researcher swho analyze , l e v o n e m a s e h
t My Si tser’ sKeeper .Thi sstudy also provide sa suggesiton fo r h
s il g n
E teachers .Thel esson plan and mateira lfor t eaching areprovided i n t hi s . y d u t s : s d r o w y e
ii i v K A R T S B A . 3 1 0 2 . e n il u a P , it u t s a y d i
W Anna’ s Intrapersona l Confilct s a s seen in Jod i s ’t l u o c i
P My Sister’ sKeeper .Yogyakatra :Program Stud iPendidikan Bahasa n a k i d i d n e P n a s u r u J , s ir g g n
I Bahasa dan Seni , Fakutla s Keguruan dan lImu . a m r a h D a t a n a S s a ti s r e v i n U , n a k i d i d n e P u b e s s a h a b m e m i n i i s p ir k
S ahnove lkaryaJod iPicoutlbejrudu lMySister’ s .r
e p e e
K Nove lin ibercertia tentang kehidupan Anna Ftizgerald sebaga iseorang r u m u i D . L P A a ti r e d n e m g n a y e t a K , a y n n a u p m e r e p k a k a k k u t n u k i n e g o l a r o n o d e
k -13 tahunnya , Anna memutuskan untuk menuntu t orang tuanya untuk f n o k a p a r e b e b i p a d a h g n e m a n n A . s i d e m n a s a b e b e
k ilk inrtapersona l yang
n a k t a p a d n e m k u t n u a y n n a s u t u p e k n a d a y n n a a d a r e b e k n a s a l a a n e r a k n a k b a b e s i d .s i d e m n a s a b e b e k a l a d a i n i i s p ir k s m a l a d t a k g n a i d g n a y n h a l a s a m r e
P h : 1 ) Bagaimana
r e t k a r a
k isitk dair Anna Fitzgrelad digambarkan d idalam novel? 2 )Apa saja o
k nfilk i nrtapersona lyang dihadap ioleh Annadalamnovel?3 )BagaimanaAnna i r a d n a u j u t , u ti a n e r a k h e l O ? l e v o n m a l a d a y n l a n o s r e p a rt n i k il f n o k n a k i a s e l e y n e m r e t k a r a k i s p ir k s e d n a k u m e n e m h a l a d a i n i i s p ir k
s isitk dar iAnna ,menemukan
g n a y l a n o s r e p a rt n i k il f n o
k dihadap iolehnya dan bagaimana dia memecahkan .l e v o n m a l a d a y n k il f n o k a m a t u r e b m u s i d a j n e m l e v o N . a k a t s u p n a it il i n e p n a k a n u g g n e m i n i i s p ir k S u k u B . a s il a n a g n e m m a l a
d -buku tentang ltieratu rdan psikolog imenjad isumbe r r e b m u S . r e d n u k e
s -sumbe rsekunder j uga berasa lda iri nterne tyang berhubungan . a s il a n a n a g n e
d Teor ikarakte rdan karakte irsas i digunakan untuk menganailsa r e t k a r a
k isitk dair Anna . Untuk menganailsa konfilk inrtapersonal yang Anna il f n o k i r o e t ,i p a d a
h ki nrtapersona lmenjad ipegangan .Sementara tiu,t eo irr esolus i n a k a n u g i d g n a y a p a k il n o k i s u l o s e r s i n e j n a k u m e n e m k u t n u n a k a n u g i d k il f n o k . a y n k il f n o k n a k i a s e l e y n e m k u t n u a n n A , a s il a n a l i s a h n a k r a s a d r e
B sk irpsii n imenemukan empa tdesk irps ikarakte r n a d s it ir k n i a l a r a t n A . a y n m u l e b e s i s p ir k s i r a d n a h a b m a t i a g a b e s a n n
A pemikri,
h i s a k h u n e p n a d i l u d e
p terhadap keluarganya .Ada itgakonfilki nrtapersona lyang . l e v o n g n a j n a p e s a n n A h e l o i p a d a h i
d Petrama , Anna dihadapkan dengan
g n a y e t a K k u t n u l a j n i g i s a n o d k a l o n e m u a t a i u j u t e y n e m k u t n u n a s u t u p e k n a k a p u r e
m double approach-avoidance confilc t d an Anna memiilh untuk i m o r p m o k r e
b untuk menyelesaikan konfilknya .Kedua ,Annadihadapkan dengan s i s k e g n a t n e t n a g n u g n i b e
k tens idan perannya dalam keluarga yang merupakan e c n a d i o v
a -avoidance confilct dan diseleseaikan dengan akomodasi . Terakhi r h
a l a d
a keputusan untuk melanjutkan atau membatalkan sidang yang merupakan h c a o r p p a e l b u o
d -avoidanceconfilctyangdiselesaikandenganpihakkeitga. n a it il e n e p k u t n u n a r a s a p a r e b e b n a k ir e b m e m i n i i s p ir k s , a y n ri h k a a d a P , a m a s g n a y l e v o n a d a p a y n t u j n a l e
s My Si tser’ s Keeper . Sk irps i in i juga k u t n u n a r a s n a k ir e b m e
m para guru bahasa Ingg irs . RPP dan mater i untuk s m a l a d a i d e s r e t a g u j r a j a g n e
m k irpsii n.i
s d r o w y e
x i E L W O N K C
A DGEMENTS
ti m d a o t e v a h
I tha tthe compleiton o fthi sthesi si sbecause o fothers ’ y
a r p d n a t r o p p u
s er .Therefore ,now Iexpres smy greates tgrattiude t o al lpeople y
a r p , tr o p p u s ri e h t n e v i g e v a h o h
w er ,andmo itvaitont ometo ifnisht hist hesis . I
,l l a f o t s ri
F would ilket oexpres smygreates tgrattiudet om ySavio rand ,
n a i d r a u
G Jesu sChrist ,whoalway sgive sHi sblessingtomet hroughou tmylfie . i
u g o t d e ri t s l e e f r e v e n e
H demetopas severysingledaywtihou tanyobstacle .He s
i alwayst herewhenI needHim .Wtihou tHim,t hist hesi scanno tbecompleted. Ialso dedicatemy special grattiude t o m y famliy in Magelang who have
h ti a f ri e h t n e v i
g ,paitence ,andsuppo trt o em .It hankmyfather ,BambangS .W,. ir
u d t r o p p u s l a i c n a n if s i h r o
f ng my study i n college . Ialso t hank my mother ,C . ,
. H i r T i t k e b u
S fo r he r advice , suppo tr , and prayer . I also thank he r fo r g
n i g a r u o c n
e em to ifnish my thesis I . also t hank rh e ltiltesister ,C .Wiendasari , e
t a m m o o r y m s e m o c e b o s l a o h
w .
I would ilket ot hankmyadvisor ,HennyHerawa it ,S.Pd. ,M.Hum. ,who i
g s a
h ven mehe rpreciou s itmet o guidemet o go t hrough t hecompleiton oft hi s i
s e h
t .s I t hankhe rwliilngnesst ocheck,t or ead ,andt ogivepreciousf eedbackf o r I
t a h t o s e
m canmoveonwtiht hist hesi .s I alsot hankal lPBIl ecturerswhohave e
m t h g u a
t al o tof t hing sand given me al o to fexpeirences . Ialso t hank Adest i i
r a s a l a m o
K ,S.Pd. ,M.A. ,f orbecomingmyproofreade randsupporitngm . e I would also ilket ot hankal lo fmy classmatesi n PB I2008 .It hank them
i m o c e b r o
x ,
g n a li G , i d A , n a u Y , a li
M Andrew ,Yohana ,Ptia ,Ra ith, Prisca ,Astri ,Liza, Andre ,Damas ,Pandu and the other stha t Icanno tmeniton . Ithank them fo r
d n a n o it a r e p o o c r i e h
t warm f irendship du irng t hehard itmei n doing t het asks . I k
n a h t o s l
a Angga fo rhi skindness t o become my proofreader .I thank Selvi rfo il
li w r e
h ngnesst ocheckandr echeckmythesis’ gramma,rl anguage ,anddiciton .I k
n a h t o s l
a Tiya sTiyus rf o he rsuppor tand he radvicefo r ifnishing t hist hesis. I k
n a h t o s l
a Anggi fo rbecoming my bes tfirend since senio rhigh school ,fo rt he f
o e m it t s e t a e r
g togetherness ,and fo rherwliilngness t o be my colleague ,group o
c d n a , e t a
m -worke rdu irng t hestudy i nPBI . Ialso would ilket o t hank Sesa fo r il
li w s i
h ngnesst obecomemy proofreade randhelpingmetogatherideasfort hi s i
s e h
t s . Ialsot hankLeo rfo becomingmytoughboyf irendandgivingmesuppo tr , n
o it a v it o m , s n o it s e g g u
s fo rno tgivingupi n ifnishingmythesi .s s
a
L tly,I wouldl iket o t hankal lpeoplet ha thavesuppo tredmethroughou t r
a e y e g e ll o c s i h
t whom Ihaveno tmen itone dy et .
y d i W e n il u a
i x
S T N E T N O C F O E L B A T T
I
T LEPAGE……… i
… … … … … … … … … … … … … … … … … … … … S E G A P L A V O R P P
A ii
I T A C I D E
D ONPAGE……….. i v
… … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ……… v i
… … … … … … … … … … … … … … … … … … … … … … … T C A R T S B
A . v ii
B
A STRAK……… vi ii
S T N E M E G D E L W O N K C
A ……….. i x
S T N E T N O C F O E L B A
T ………... ix
N O I T C U D O R T N I I R E T P A H
C 1
.
A Backgroundoft heStudy……… 1 .
B ProblemFormulaiton……….. 3 .
C Objecitve soft heStudy……….. 4 .
D Benefti soft heStudy……….. 4 .
E Deifniitono fTerms………. 5
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 7
.
A Reviewo fRelatedStudies………. 7 .
B Review Ro f elatedTheo ires……… 8 .
1 Psychologica lApproach………... 8 .
2 Theoryo fCharacter……….. 9 .
3 Theoryo fCharacteirzaiton……… 01 .
ii x .
5 Theoryo fConfilc tResoluiton……….. 31 .
C Theoreitca lFramework………... 16
Y G O L O D O H T E M I I I R E T P A H
C 1 7
.
A Objec toftheStudy………. 71 .
B Approachoft heStudy……… 81 .
C Methodo ftheStudy………... 91
S I S Y L A N A V I R E T P A H
C 2 1
.
A TheDescirp itono fAnna’ sCharacter……….. 12 .
1 C iritca landThoughftul………. 2 4 .
2 CairngandLovingtoHe r y
li m a
F ……… 2 6 .
B Inrtapersona lConfilct sFacedbyAnna………... 29 .
1 Agreeingo rRefusingKidneyDonaitonf o rHe rSister………. 29 .
2 Doub itngHe rExistenceandHe rRolei nt heFamliy………… 3 5 .
3 Decidingt oConitnueo rWtihdrawt heT iral………. 4 0
V R E T P A H
C CONCLUSIONS ANDSUGGESTIONS 45
.
A Conclusions……….. 45 .
B Suggesitons……….. 47
S E C N E R E F E
R ……….. 5 0
P
1 I R E T P A H C
N O I T C U D O R T N I
s i n o it c e s t s ri f e h T . s n o it c e s e v if f o s t s i s n o c r e t p a h c s i h
T thebackground o f
n i a l p x e h c i h w y d u t s e h
t s the reason why the wrtier oc o eh s s My Si tser’ sKeeper
h T . l e v o
n es econdi stheproblemf ormulaitonwhichgivest hegenerali nformaiton s
i d ri h t e h T . y d u t s s i h t n i d e s s u c s i d s i t a h w t u o b
a the objecitve so fthe study
n o it a l u m r o f m e l b o r p e h t s r e w s n a h c i h
w s stated in thi sstudy .The fou trh i sthe ti
f e n e
b s oft hes tudy ,andt hel as tonei st hedeifniitonof mter s usedi nt hiss tudy.
.
A Backgroundoft heStudy
t c e p s a t n a tr o p m i n a s i y li m a
F i n mos tpeople’ slfie since i tbecomes the e
r e h w e c a l
p mos tpeoplel ook f o racomfo trableplacet or eleaset het ension atfe r n
i v a
h g a l o to facitviites .Fo rpeople, f amliy i sconsidered a sHomeSwee tHome
s e m o c e b t i e s u a c e
b the place where they can share theri burdens ,tel lthei rbad e
c n e ir e p x
e ,and express al lthei remoitons .The olde rfamliy member sshould e
d i v o r
p proteciton and securtiy t o t heyounge rones. I n t hi scase ,ch lidren should y
li m a f e h t n i d e r u c e s d n a d e t c e t o r p e
b (“Funcitono fFamliy” ,2012).
e v a h o t s m a e r d y li m a f y r e v E . y li m a f e h t f o s r e b m e m e h t f o e n o s i d li h C
m a f e h t n i d li h
c liy .Wtiht het echnologyexisitngint hi sera ,acouple’ sproblemo f e
v a h o t e l b a g n i e b t o
n ababycanbesolved .A“designe rbaby”hasexistedi nt he p
o l e v e
d e d counrty . A “designe r baby” i s creaitng a baby wtih a perfec t s
a c it s ir e t c a r a h
c wanted .Thi stechnology reduce sthe irsk o fhaving a disabled r
o d li h
t u b o g a e m it g n o l a d e r r u c c o s a h t n e m p o l e v e d y g o l o n h c e t s i h
T i ti sstli l
l a i s r e v o rt n o c f o t o l a g n i v a
h arguments .Someoft hemmay f orbid o rban human e
k il g n i n o l
c i ti sdone by designe rbaby bu tsome may need tha tfor medica l .s
e s o p r u
p I fadesigne rbabyborn t o bet hechlidoft hef amliy,i twli lno tbecome o
t l a e d g i b
a explain t he fac tto the chlid .The parent swli lno thave some t n e r e f fi d e b l li w t I . d li h c e h t o t n o it n e tt a e h t e v i g d n a e r a c e k a t o t s m e l b o r
p i fa
l li w w o h e r a s n o it s e u q e h T . s e s o p r u p l a c i d e m r o f y b a b r e n g i s e d a g n i v a h s i y li m a f
e h t t a e rt y e h t o D ? d li h c r i e h t t a e rt s t n e r a p e h t ll i w w o H ? d li h c r i e h t ll e t s t n e r a p e h t
r e n g i s e
d chlid ilket heothe rchlid?
r e n g i s e d e h t g n i v a h e r a o h w s t n e r a p e h t f
I chlidren fo rmedica lpurpose s n
a c ) n e r d li h c r e h t o g n i v a s
( no tmaintain thei rattenitont obeequalf o ral lchlidren t u o b a s t c il f n o c e m o s g n i v a h n e r d li h c r e n g i s e d e h t e k a m l li w y e h t , e v a h y e h t
, y k s v o n r a D ( y li m a f e h t n i e l o r d n a y ti t n e d i l a e r r e h g n i n o it s e u
q 2000 .)
s ’t l u o c i P i d o J n
I MySister’ sKeeper,t hereaderi ss ervedwtihacompilcated n
o it a u ti
s where famliy become s a burden f ro someone . Famliy become s g
n i h t e m o
s , which make ssomeone afraid o fenteirng the house and a d gvoi i on t l
e v o n s i h T . e c it o
n serve svairousconfilct swtihinonef amliywherei twasstatred e
h t n e h
w motherf ace sas tiuaitonwhereshehast osustainherf ris tdaughter’sl fie f
o e s u a c e
b illness .Thi sstiuaitonmakest hisf amliy decides to haveanothe rch lid o
t keepherf ris tdaughte railve . e
h
T Ftizgerald’ s famliy show sal lthe confilct samong each other such a s A
s ’ e t a
K cute Promyelocyitc Leukemia since the age o ftwo tha tmake she r e
m o c e
d i a r f
a ofl osingKate .Sheandhe rhusband decidet ohaveanothe rbabyt hrougha e
t chnology o fmixing the chromosome to ge tthe perfec tmatch o fDNA .Anna n
r o b s a
w and shedonate ssome patr so fhe rbody such as umbiilca lcord blood , d
n a , w o r r a m e n o
b he rkidney to suppo tr he rsister’ slfie .A sthe itme goe sby , d
e ri t g n it t e g s i a n n
A fo donaitng patrs o fhe rbody .She statr sdoubitng he r r e h t u o b a f l e s r e h g n i n o it s e u q s i e h S . d li h c a s a y li m a f e h t n i e l o r d n a e c n e t s i x e
n n A s e k a m n o it a u ti s s i h T . y li m a f d l a r e g z ti F e h t e d i s n i e c n e t s i x
e a confused and
.s t c il f n o c l a n o s r e p a rt n i e m o s g n i c a f r e h s e k a m
a n n A y b d e c a f s t c il f n o c l a n o s r e p a rt n i e h t s e s s u c s i d y d u t s s i h
T i en t h
d l a r e g z ti
F ’ s famliy. Thi sstudy discusse swha thappened inside Anna’ sthough t h
s l it n
u edecidest oprosecutehe rparentst ostopt hedonaitono fhe rown bodyt o .
r e t s i s r e
h In order t o analyze t he i nrtapersona lconfilc,t t hi sstudy discusses t he r
e t c a r a h
c isitcs o f Anna Ftizgerald porrtayed in the novel . Thi s study also s
e s s u c s i
d k s ind o fconfilctr esoluitonchosen byAnnat os o lvehe rconfilct .s
.
B ProblemFormula iton
s m e l b o r p e m o s e r a e r e h t , y d u t s e h t f o d n u o r g k c a b e h t g n i v a h y B
. d e t a l u m r o
f Theproblem sare: .
1 HowareAnnaFtizgerald’ scharacterisitcs descirbedi nt henovel? .
2 Wha tarethei nrtapersona lconfilct sfacedbyAnnaint henovel? .
.
C Objecitve soft heStudy
e h
T f rist objecitveoft hestudy i st o ifnd ou tthecharacterisitcs descirpiton A
f
o nnaFtizgeraldi nt henovel .Thisdesc irp itonabou tAnnahelpst oanalyzehow s
e c a f a n n
A h r e inrtapersona lconfilcts sa sti i showedint henovel. tI alsogivest he n
o it a m r o f n i l a r e n e
g on why she has those inrtapersona lconfilcts .A tfe r ifnding r
e h t u
o inrtapersona lconfilcts ,the nex tobjecitve i sto analyze the way Anna e
v l o
s s heri nrtapersona lconfilct .s
.
D Benefti soft heStudy
s i y d u t s s i h
T conductedtogiveapicturet ot her eader so ftheconfilctsf aced f
o d li h c e h t s a a n n A y
b the Ftizgerald’ s famliy and the stiuaiton existed in the d
l a r e g z ti
F ’ sfamliy .Thi spredicamentsi nsidet heFtizgerald’ sfamliycausedAnna s
t c il f n o c l a n o s r e p a rt n i e c n e ir e p x e o
t .Thi sstudy si also conducted t o i nform t he w
o h r e d a e
r Annai sporrtayed in t henove land whati nterpretaiton t hatt hewrtie r b
a s a
h ou tAnna. ti f e n e b t s ri f e h
T si intended f o rthewrtie rand t her eaders .Thewrtie r ifnd s y
d u t s s i h t g n it c u d n o c y b t a h
t , thewrtie rsharpenedananalyitcalt hinkingt or evea l .
s k r o w y r a r e ti
l Thewrtie ralso ifnd somemora lvalues such a showt o beagood ,r
e t h g u a d r o r e h t o
m chlidren irghts ,and how to ifgh tfo rthe irght swhich are d
e t a l o i
v . The wrtie r also ifnd s tha t relaitonship among famliy members si .
y li m a f a n i t n a tr o p m i
s i ti f e n e b d n o c e s e h
T intended t ot hef uturer esearcher swho wli lconduc ta m
e h t s p l e h y d u t s s i h T . l e v o n e m a s e h t n i y d u t
s to be reference o rguidance to e
z y l a n
.l e v o n e h t o t d e t a l e
r Beside ,st hi sstudyhelpst hemt oen ircht hei rviewt oanalyze .l
e v o n e m a s e h t
s i t if e n e b d ri h t e h
T intended to Pendidikan Bahasa Inggri sstudent so f y
ti s r e v i n U a m r a h D a t a n a
S ,thi sstudy can be thei rguide to conduc ta ltierature .
y d u t
s Thi sstudy i sexpectedt o givet hePB Istudent sonhow t o i nterpre tltierary s
l e v o n y ll a i c e p s e s k r o
w da n guidethemhowt oanalyzet hedfiferentnoveli nt he l
e v o n e m a s e h t e z y l a n a o t w o h r o c i p o t e m a
s in adfiferen tpoin to fview .Beside , thi sstudy also give sthem reference show to implemen ta ltierary work sinto a
h c a e
t i -ng learningmateirals.
.
E De ifniitono fTerm
.
1 Character
1 8 9 1 ( s m a r b
A )say sacharacteri saporrtaya lo faperson i n t henove lwhich s e u g o l a i d r i e h t n i d e s s e r p x e l a r o m r i e h t g n i e e s h g u o r h t r e d a e r e h t y b d e t e r p r e t n i s i
s n o it c a r i e h t n i r
o (p .20). In thi sstudy the characte ri sAnna Ftizgerald a sthe l
e v o n e h t n i r e t c a r a h c n i a
m . In thi sstudy ,Anna Ftizgerald i sa porrtaya lo fa l
e v o n e h t n i n o s r e
p .
.
2 Confilct
s
I enhar tand Spangle (2000 )state tha tconfilc tcan involve two d fiferen t g
u rt s r o s e c i o h
c glef o rpowe.r Deifning confilc tcanbeadfiifcu tlt askbecausei t r
o t c a f l a r e v e s r o f s e m o
c s comei nt hesame itmeand wemayno tbesureenough )
o t g n i d r o c c
A Cambridge Advanced Learner’ s Dicitonary , confilc t i s a t n e r e f fi d t u o b a r e h t o h c a e e s o p p o r o t h g if e r o m r o e l p o e p o w t n e h w n o it a u ti s
.s f e il e b r o , s a e d i ,s e l p i c n ir p , s t n e m u g r
a Therearet wot ype so fconfilc:t .
a Interpersona lConfilct
o t g n i d r o c c
A Worche land Coope r(1979) ,interpersona lconfilc ti sa t
c il f n o
c o rdisagreemen twhichinvolvestwoo rmorepeople .(pp .462-463). .
b Intrapersona lConfilct
9 7 9 1 ( r e p o o C d n a l e h c r o
W ) says t hat inrtapersona lconfilc ti sa stiuaiton e
r o m r o o w t g n i v a h l a u d i v i d n i n a n e h
w d fiifcul tchoice sand he o rshe ha sto m
e h t f o e n o d e d i c e
d .Thechoice shaves omeposiitveandnegaitvequailitesi nside )
0 6 4 . p
( . In t hi sstudy, thei nrtapersona lconfilc ti sthemain topicto discus sand z
y l a n
a e .In t hi sstudy, Annahast wo o rmoredfiifcul tchoices wtihin hersel fand m
e h t f o e n o e s o o h c o t s a h e h
s .
.
3 Medica lEmancipa iton
s i n o it a p i c n a m e f o n o it i n if e d e h t m o c .l a g e l s u o t g n i d r o c c
A freeing a
n i k a m d n a g n il l o rt n o c s t n e r a p m o r f r o n i
m g a mino rable t o ilve wtih he ro rhi s m o r f m o d e e r f e h t t e g o t n o it it e p t r u o c a s d n e s r o n i m a e k a m o t e l b i s s o p s i tI . n w o
. s tl u d a r e h t o e h t r o s t n e r a p y b g n il l o rt n o c
o t g n i d r o c c
A CambridgeAdvancedLearner’ sDicitonarythedeifniitono f s i n o it a p i c n a m e l a c i d e M . s e ir u j n i d n a s s e n ll i f o t n e m t a e rt e h t o t d e t a l e r s i l a c i d e m
s i h t n I .t n e m t a e rt l a c i d e m r o y r e g r u s o t d e t a l e r m o d e e r f a g n it t e g r o f m r e t l a g e l a
, l e v o
n medica lemancipaitoni st het ermwhichi susedbyAnnat ogetherf reedom .s
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
e r a e r e h
T three seciton sin thi schapter .The fris ti sa review o frelated a
s i d n o c e s e h t , s e i d u t
s review o frelated theo ires ,the thrid i sa review on h
t d n a , d n u o r g k c a b l a c i g o l o h c y s
p e las ti stheoreitca lframework .Some theo ire s o
t d e t a l e
r t his study are psychologica lapproach ,theory o fcharacter ,theory o f t c il f n o c f o y r o e h t s i t s a l e h t d n a , t c il f n o c l a n o s r e p a rt n i f o y r o e h t , n o it a z ir e t c a r a h c
n o it u l o s e
r .
.
A Reviewo fRelatedStudies
o w t e r a e r e h
T previou sstudie swhichhavebeenconductedusing thi snovel . d
e lt it s i e n o t s ri f e h
T TheMeaning o faMother’ sLovet o He rDyingDaughte ra s s
’t l u o c i P i d o J n i n e e
S My Sister’ sKeeper .Thi sstudy wa sconducted by one o f e
h
t seniors in Engilsh Language Educaiton Study Program , Sanata Dharma .
i n a it s ir K i t k e B , y ti s r e v i n
U Thi sstudy focuse son t he meaning o fSara’sl ove to .
e t a K , r e t h g u a d g n i y d r e h
i n a it s ir K , y d u t s r e h n
I (2010)statedt ha,tfo rSara,l ovemeanss acir ifce .Sara it
r e h s e c if ir c a
s me t o bespen tfo rlooking a tfer Kate; Sara i swliilng t o replace n
i a p s ’ e t a
K ; Sara sacirifce she rfeeilng .Love fo rKate a lso mean scare and y
ti li b i s n o p s e
r ,s rtuggle,ands uppo tr( pp .5 -6 7 2 .) s
e s u c o f y d u t s r e h t o n
A on Anna’ smoitvaitonto stop herorgan donaiton f o r t
s i s r e
u
K sumaDwi .Thi sstudy focuse son Anna’ smoitvaiton swhich encourageher t o e
h t p o t
s organ donaiton fo rhe rsiste.r Before analyzing Anna’ smoitvaiton, t hi s y
d u t
s f rist reveals t he characteirsitc so fAnna Ftizgerald porrtayed in the novel . a
n n A f o l a y a rt r o p s i h
T help sthe wrtie rto know why Anna ha stha tkind o f .
n o it a v it o m
s l a e v e r r e h c r a e s e r s u o i v e r p s i h
T Anna’ sintirnsic moitvaiton sto stop he r d l u o h s l ri g l a m r o n a e k il e v il o t m o d e e r f r e h r o f e l g g u rt s o t d n a n o it a n o d n a g r o
s i n o it a v it o m r e h t o n A . e v
il anext irnsicmoitvaiton ,whichi stohelphe rsiste rend (
y r e s i m r e
h pp .3 -6 4 8 .)
.
B Reviewo fRelatedTheorie s
.
1 PsychologicalApproach
. y d u t s s i h t e z y l a n a o t d e s u s i t a h t h c a o r p p a e h t s i h c a o r p p a l a c i g o l o h c y s P
e b n a c t a h t s e h c a o r p p a e v if e r a e r e h t . r J , s d o o W d n a r e g r e b r h o R o t g n i d r o c c A
t d e s
u o analyze the nove l (1971) , they are: the formails t approach , the l
a r u tl u c o i c o s e h t , h c a o r p p a l a c i h p a r g o i
b -histo irca l approach , the mythopoeic h
c a o r p p
a , da n the psychologica lapproach .T hispsychologicalapproach use sthe y a m t a h t r o i v a h e b n a m u h d n a n o it a v it o m n a m u h w o n k o t y g o l o h c y s p f o y r o e h t
il a n o s r e p s ’ e n o e m o s t c e f f
a tyw irtteni nt hel tierarywork ( .p 6- )p 1 . 5 h
c a o r p p a l a c i g o l o h c y s p , e r o m r e h tr u
F reveal sthe unconsciou saspect so f n
o it c a e m o s r o f n o it c a e r a g n i v i g n i g n i e b n a m u
h s .The reaciton taken by a
e v i g r e t c a r a h
c shint sto the wrtie rto reveal the descirpiton abou tthe main .
l e v o n e h t n i r e t c a r a h
e h s / e h n o it c a e r f o n r e tt a
p i s taken wli l lead to an interpretaiton to a rea l r
e d a e r e h t f o e c n e ir e p x
e ( .p 1 . 4)
.
2 Theoryo fCharacter
r e d r o n
I to ifnd to u and revea lthe characterisitcs descirpiton o fAnna d
e y a rt r o p d l a r e g z ti
F int henovel ,thewrtie ralso usest het heory o fcharacte rand .
n o it a z ir e t c a r a h
c According to Abram s(1981) ,character sare the ifgure o fa e
r p e l p o e p r o n o s r e
p sented i nt henovelo rothe rdramaitcandnarraitveworkand b
d e n i g a m
i y t hereadert hrough t hei rdialoguei n t henove lort hei racitonsi n t he l
e v o
n ( .p 2 . 0) A characte rcan be a stable character ,which b irngs t he reade ran n
o it a t e r p r e t n
i tha the ro shedoe sno tundergo changes through the story .On t he ,
d n a h r e h t
o acharacte rcanalsobeachangeablecharacte rwhichmakesther eader r
o e h t a h t s t e r p r e t n
i she ha s gone through severa l change s unde r ce train .
y r o t s e h t n i s e c n a t s m u c ri
c Whethe r tii sstableo rchangeablecharacter ,reailsitc t c a y l n e d d u s t o n d l u o h s r e t c a r a h c e h t s n a e m h c i h w y c n e t s i s n o c d e e n s k r o w
w o n k y d a e rl a e v a h s r e d a e r e h t e s u a c e b y l g n i c n i v n o c n
u n ti( p .20.)
o F n o d e s a
B rster’ sAspect so fthe Nove l(1974 )there are two type so f e
r a y e h t , s r e t c a r a h
c lfa tand round characters .A lfa tcharacte ri sa characte r d
e t a c il p m o c a g n i v a h t u o h ti w l e v o n e h t n i d e t n e s e r
p descirpiton in some
s e c n e t n e s r o s e u g o l a i
d and tiwli lbeclealrydescirbedinones entenceo rdialogue . ,
n o it i d d a n
I a round characte r i s a character t hat ha s a very complex and i
n o it p ir c s e d d e t a c il p m o
c n some sentence so rdialogues .A round characte ri s y
a w g n i c n i v n o c a n i g n i s ir p r u s e l b a p a c y ll a u s
.
3 Theoryo fCharacterizaiton
1 8 9 1 ( s m a r b
A )says tha ta characteirzaiton i sthe proces sto make the .
r o h t u a e h t y b r e t c a r a h
c Characteirzaiton i sabou thow the autho rdescirbe sthe t
r e t c a r a h
c hrough adialog .Fromt hedialog, t heautho rmakest he charactert alk , t
c
a andlett her eaderst hinkwha tmoitvation ile sbehindt hecharacter’ saciton( pp . 0
2 - )2 . 1
n i ) 2 7 9 1 ( y h p r u M n o d e s a
B Understanding Unseens :An Introduciton to ,s
t n e d u t S s a e s r e v O r o f 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 understandi ng the
s i l e v o n a n i n o s r e p a f o s e it il a n o s r e p e h t d n a s r e t c a r a h
c obtained from
w o h g n it e r p r e t n
i the wrtie rporrtay sthe characte rin the novel .He also stated e
m o
s wayst ha tsomeauthorst ired t o makehi scharacte runderstandableandr ea l r
e d a e r s i h o
t ( .p 1p 1 -6 173). Here are some way swhich Murphy propose sto :l
e v o n e h t n i s e it il a n o s r e p d n a s r e t c a r a h c e h t e z y l a n a d n a d n a t s r e d n u
.
a Persona lDescirpiton
d n a s e c n a r a e p p a e h t g n i b ir c s e d y b r e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
, n o it p ir c s e d l a n o s r e p e h t n I . s e h t o l
c the autho r descirbe s characte r through s
e c n a r a e p p
a sucha shi sbulid ,hisf ace ,hi shari ,o rhi sarm .s .
b Characte ra sSeenbyAnother
The author someitmes doe s no t desc irbe the characte r drieclty bu t he .
w e i v f o t n i o p ’ s r e t c a r a h c r e h t o e h t h g u o r h t m i h s e b ir c s e
d Theautho rgives t he
r e h t o e h t h g u o r h t r e t c a r a h c e h t t u o b a n o it p ir c s e
d character’ seyeso rpoin to fview .s
.
c Speech
g o s l a n a c r o h t u a e h
T iveapicturet ot her eade ro fonecharactert hroughhi s g
n i k a e p
s .The characte rwli lbe idenitifed by sh i word so rphrases when he i s l
a
t kingt oothe rcharactersi nt henovel. .
d Pas tLfie
r e d a e r e h t s e v i g r o h t u a e h
T a chance to learn a person’ spas tlfie .By e
v i g r o h t u a e h t , e fi l t s a p s ’ n o s r e p e h t g n i w o n
k s a clue about some event s
h c i h w d e n e p p a
h buitl ih scharacter .Theperson’ spastl fiecanbeseent hroughhi s a
s r e v n o
c iton ort hrough anothe rperson’ sconversaiton and driec tcommen tfrom .
r o h t u a e h t
.
e Conversaitono fOthers
r e h t o h g u o r h t n o it p ir c s e d s ’ r e t c a r a h c a t u o b a e u l c a s e v i g o s l a r o h t u a e h T e l p o e
p ’ sconversait aon bou thimo rher .Bys eeingwha tothe rcharacterssayabou t m
i
h o rher,t her eader swli lknowhiso rhercharacterisitcs. .f Reacitons
e u l c e h t o s l a e r a s t n e v e d n a s n o it a u ti s n i a tr e c o t n o s r e p a f o n o it c a e r e h T
. r e d a e r e h t o t r o h t u a e h t y b n e v i
g How a person react sto something o rsome if
e d l li w s m e l b o r
p newha tkindo fcharacterisitcs eh sh . a .
g Driec tComment a s e v i g r o h t u a e h
T driec tdescirpiton sand comment saboutt hecharacteri n .l
e v o n e h
t Commonly , ti i sclealry stated i n someparagraph sand t hereader sdo .s
.
h Thought
e u l c t c e ri d s e v i g r o h t u a e h
T s abou t the character through what eh si . g n i h t e m o s t u o b a s k n i h t n o s r e p a t a h w w o n k o t e l b a e r a e w , l e v o n e h t n I . g n i k n i h t
t a h w w o n k d n a e z y l a n a n a c e w d n i m s i h n i n o g n i o g s i t a h w g n i w o n k y
B hi s
c it s ir e t c a r a h
c s . are .i Manneirsm
a h c s ’ r e t c a r a h c e h t s e b ir c s e d s e m it e m o s r o h t u a e h
T racteirsitc s by a
r e
p son’ smanneirsm ,habtis ,or i diosyncrasie sw irtten. Those wli lbe t hecluefo r .s
c it s ir e t c a r a h c s ’ r e t c a r a h c e h t e z y l a n a o t r e d a e r e h t
.
4 TheoryofI ntrapersona lConfilct
g n i d r o c c
A to Lewin ,(1935 )a sctied i nWorche l& Coope r(1979 )the way s e s n o p s e r e h t y fi t n e d i n a c e w , t c il f n o c l a n o s r e p a rt n i f o s e p y t e h t e z ir o g e t a c o t
. e v i g y lt s o m r e t c a r a h c e h t h c i h
w “Those moitvaitng the individua lto approach o
t m i h g n i v ir d e s o h t d n a l a o g e h
t avoidi.t”( p .461) e n if e d e h s , s e v it o m o w t e s o h t n o d e s a
B s fourt ype sofi nrtapersona lconfilct l
e b d e n i a l p x e s i ti s
a o : w
)
1 Approach-ApproachConfilct t
c il f n o c s i h
T o rstiuaiton occurred when an individua lfaced two posiitve .
m e h t f o e n o e s o o h c y l n o n a c e h t u b s l a o
g Fo rexample ,adonkey which starved o t tl u c if fi d t i d n if d n a y a h f o s e l a b e v it c a rt t a y ll a u q e o w t y b d e r e f f o d n a h t a e d o t
. e s o o h
c This t ypeo fconfilc ti seasy t o resolve .Theory o fconfilc tsayst hatt he t
a h t e n
)
2 Avoidance-AvoidanceConfilct
e v it c a rt t a n u o w t y b d e c a f l a u d i v i d n i n a n e h w d e r r u c c o t c il f n o c f o e p y t s i h T l a o
g s .Thebes twayt or esolvei s ot escapef romt hestiuaitonf aced.I ftheescape o
d o t e l b i s s o p m i s
i ,thi sconfilc twli lbe dfi ifcul tto be resolved .Fo rexample , s
e g a t s o
h a reoffered by t hei nmatest o dieby aknfieo rby being clubbed.I nt hi s e
c n a d i o v a s e c a f s e g a t s o h e h t n o it a u ti
s -avoidanceconfilc.t )
3 Approach-AvoidanceConfilct e d u l c n i t c il f n o c s i h
T s only one goal , which ha s both atrtacitve and .
ti h ti w d e t a i c o s s a s e it il a u q e v it c a rt t a n
u Thei ndividua’l sdesriet o both obtaint he s
p a rt t i m o r f e p a c s e d n a l a o
g him i n aconfilct .Fo rexample ,aperson who i s i n s
i , d o o f e ti r o v a f s i h h ti w f l e s m i h s t c ir t s e r d n a t e i d s i
h offered byhisf avortiemea l
n i d e p p a rt m i h s e k a m n o it a u ti s s i h T . m i h f o t n o r f n
i aconfusion .
)
4 DoubleApproach-Avoidance
. s l a o g o w t n e e w t e b e s o o h c o t s a h l a u d i v i d n i n a s e k a m t c il f n o c f o e p y t s i h T
. s t c e p s a e v it a g e n d n a e v it i s o p s a h m e h t f o h c a
E “Themoreatrtacitvet hegoa,lt he .
) 1 6 4 . p ( ” .t c il f n o c e h t r e t a e r
g Fo rexample,t hegoa lo faperson ow sh i thristyi s e
r o f e r e h T . r e t a w e m o s k n ir d o
t , shei offered by t wotype sofwatert od irnk .The r e t a w h s e r f f o d n o p a s i e n o r e h t o e h t d n a r e t a w t l a s f o d n o p a s i e n o t s ri f
. s e k a n s e lt t a r y b d e d n u o r r u s
.
5 Theoryo fConfilc tResolu iton
r a h n e s
I tandSpangle( 2000)sayst ha taconfilc tmakess omeonel oseal o to f s
g n i h
d n a t r a h n e s I , s t c il f n o c e m o s r o t c il f n o c a y b e d a m n o it c u rt s e d e h t f o e s u a c e B
e v if e v i g ) 0 0 0 2 ( e l g n a p
S common ways t o approach a confilc t(pp .26-27) .The s
n a e m t I . g n i d i o v a s i y a w t s ri
f , a person approache s a confilc tby rerteaitng o r d
e t a l e r s n o i s s u c s i d y n a d i o v a l li w n o s r e p e h T . g n i p a c s
e tot heconfilc tshe/hehas .
r o s i h e e s o t s d n e t e h s r o e
H he rconfilct sno ta sa confilc.t The second way i s a
d o m m o c c
a iton .The person sacir ifce shi so rhe rinterestf o rothers’i nterest .The e
, t a h t g n i n a e m , g n i s i m o r p m o c s i d ri h
t ach o f the confilcitng parite sha s to t
s e r e t n i ri e h t f o e m o s e c if ir c a
s s throughadiscussiont oachieveanagreement .The ir
e t c a r a h c e m o s s a h e l y t s f o e p y t s i h T . e v it it e p m o c s i h tr u o
f sitc , they are :
fl e s , e v i s s e r g g
a -focused ,forcing ,verbally asseritve ,and uncooperaitve behavio r e
r a h c i h
w done by a person t o achieve his/heri nterest .Thel ast i scollaboraitve s
e it r a p g n it c il f n o c h t o b e r e h
w involve in an emphaitc-communicaiton which e
m an sbothparite swli lbe ilstened.
s y a w r e h t o e m o s d e t a t s o s l a ) 0 0 0 2 ( e l g n a p S d n a t r a h n e s
I to approach
t c il f n o
c s which involve s the thrid pa try , they are negoitaiton , mediaiton , s
e s s e c o r p l a i c i d u j d n a , n o it a rt i b r a , n o it a ti li c a
f (pp .45-152).
e h t s i n o it a it o g e N . t c il f n o c e v l o s e r o t h c a o r p p a t s ri f y r e v e h t s i n o it a it o g e N
m e l b o r p e h t e v l o s e r o t y a
w throughadiscussionandshairng i n apeacefu lwayt o .
d e r r u c c o t c il f n o c r e h t o n a d i o v
a There are two kind so fnegoitaiton ,namely an t
o g e n e v it a r g e t n
i iaitonandadistirbuitvenegoitaiton .Ani ntegraitvenegoitaitoni s m
e l b o r p e v it c u rt s n o c
a -solving negoitaiton .Both parite sinvolved i n negoitaiton y
e h T . n o it a m r o f n i e g n a h c x
e share t hei rproblem i n a respectf ul and cooperaitve .
y a
t c e t o r p d n
a thei rrelaitonship. Thi snegoitaiton approache sconfilc ta sa join t y
b t c il f n o c e h t s e v l o s t I . e r u t n e
v having a nw -i win soluiton: understanding both t
u o h ti w s e it r a
p being fallen down .Distirbuitve negoitaiton o rcan be called a sa d n i m t n e r e f fi d a h ti w t c il f n o c s e h c a o r p p a n o it a it o g e n s i h T . h c a o r p p a g n i n i a g r a
b
f o t e
s a confilc tresolu iton .I tsee sa oc nfilc tby using a narrow perspecitve t
i e s u a c e
b seek sadvantages andgoals tor esolvet heconfilct .Ther elaitonshipand s
i s t s e r e t n
i no tconsidered a san impo tran taspec tin resolving the confilc tand s
e v l o
s theconfilc tbywin-loses oluiton n o it a i d e m s i h c a o r p p a d n o c e s e h
T . Thi sconfilc tresolu iton occurs when o t y tr a p d ri h t t e g y e h t d n a t c il f n o c e h t g n i v l o s e r n i ll e w k r o w t o n s e o d n o it a it o g e n
t o n o d y e h t d n a l a rt u e n e b d l u o h s y tr a p d ri h t s i h T . t c il f n o c r i e h t e v l o s e r m e h t p l e h
t h g ir y n a e v a
h s to give arguments ,decisions ,outcomes ,o rinterferen ces in the d
e ll a c s i y tr a p d ri h t e h T . n o i s s u c s i
d a smediato rwho r esponsiblet o ilstent o both e
t u p s i
d parites and give some informaiton which may lead to an agreemen tto h
t o
b disputeparites.
. n o it a ti li c a f s i h c a o r p p a d ri h t e h
T Thi sapproach appileswhen t hecomplex t
c il f n o
c occurred in abigge rorl arge rgroup .Thi sapproach also needsthe t hrid r
o t a ti li c a f a s a y tr a
p ow h faclitiate sacollaboraitvediscussion. .
n o it a rt i b r a s i h c a o r p p a h tr u o f e h
T Thi sconfilc tresoluiton app iles when n
o it a i d e m d n a n o it a it o g e
n do not come ou twtih a good soluiton .Thi sconfilc t d
e e n n o it u l o s e
r s thrid patrya san arbirtator .Anarbirtatori schosenbyt hequarre l e h T . g n i v l o s m e l b o r p l a m r o f n i n a s i n o it a rt i b r A . m e h t r o f n o i s i c e d a e k a m o t y tr a p
e l u
s i h c a o r p p a h tf if e h
T a judicia lprocess . tI i s t hecombinaiton of l ega land t s a l s i h T . tr u o c a s i y tr a p d ri h t e h t n o it u l o s e r t c il f n o c s i h t n I .s e r u d e c o r p l a g e l n o n
l l e w k r o w t o n o d s e h c a o r p p a h tr u o f e h t n e h w s e c i o h c t s a l e h t s e m o c e b h c a o r p p a
n
i a confilctr esoluiton.
.
C Theore itca lFramework
e z y l a n a o t d e il p p a e r a s e ir o e h t e m o
S My Ssiter’ sKeeper novel .They are theoryo fpsychologica lapproach,t heory o fcharacte,rt heory of characte irzaiton ,
t c il f n o c l a n o s r e p a rt n i f o y r o e h
t ,andt heoryo fconfilctresoluiton. m
e l b o r p t s ri f e h
T i s analyzed using the theory o f characte r and n
o it a z ir e t c a r a h
c and also r eferirngt o t her eview ofr elated studi .es Analyzing the r
e t c a r a h
c isitcsdescirpiton o fAnnaFtizgerald i n t henovelhelp t hewrtiert o ifnd t
u
o how shedeal swtih t heconfilct sshehas .Thecharacterisitcs o fAnna can be y
b d e if it n e d
i analyzing he rpersona ldescirpiton ,he rdialog and i nteraciton wtih n
o it c a r e h , e l p o e p r e h t
o and reaciton , he rresponses ,he r thoughts , and he r e
d u ti tt
a s.
e p a rt n i f o y r o e h
T rsona l confilc t i s appiled to ifnd out the type o f y
b d e c a f s t c il f n o c l a n o s r e p a rt n
i Anna. hI t elpst hewrtier t o dfiferen itatet hefou r s
t c il f n o c l a n o s r e p a rt n i f o s e p y
t and selec tthe inrtapersona lconfilc tfaced by a
n n A .
d n if r e tf
A i ng ou t Anna’ s inrtapersona l confilct ,s theory o f confilc t n
o it u l o s e
r i susedt oanalyzewha tkindofr esoluitonshet ake sdu irnghe rd fiifcul t .
17 I I I R E T P A H C
Y G O L O D O H T E M
e r e h
T a re three seciton sin thi schapter .The fris tone i san objec to fthe ,
y d u t
s which r evealst henovel tisefl .Thesecondcontainstheapproach, whichi s t
s a l e h T . y d u t s s i h t n i t c e j b u s e h t e z y l a n a o t d e s
u par tdiscusse sthemethodt shati .
y d u t s e h t n i d e s u
.
A Objec toft heStudy s ’t l u o c i P i d o
J My Si tser’ sKeepe rbecome sthe object o fthi sstudy .Jod i u
o c i
P l tha sbecome an internaitonal bestselilng autho rbecause o fhe rstunning .
s l e v o
n Mos to fhe rnovel sare abou ta rtagedy tha thappen sin a famliy .Thi s 4
0 0 2 n i s k o o B a ir t A y b d e h s il b u p s a w h c i h w l e v o n e h t s e s u y d u t
s .I tconsist so f
e d n a s e g a p 0 0
5 achchapteri sdesc irbedusingt hef ris tpersonpoin to fview . e
h t s i d l a r e g z ti F a n n
A younges tchlid ofFtizgerald famliy .Anna’ spresence n
i theFtizgerald’ sfamliyi si ntendedt of uflli lhe rparen’t swliilngnesst osavehe r H
. e fi l s ’ r e t s i
s e rparent sforce Annat o donatehe rorgan t o Kate ,he rsister ,who (
L P A s a
h AcutePromyelocyitcLeukemia.) n
i e c n e s e r p r e
H theFtizgerald’ sfamliyha sas peci ifcandclea rpurpose .Wha t t
n a w s t n e r a p r e
h from he ri sto stop complaining abouthe rsister .I tmean ,s she d
e e n e t a K h c i h w g n i h t y n a e v i g d l u o h
s s to suppor tKate’s lfie .She ha sto be f
o t r a p y r e v e e t a n o d o t g n il li
w he rbody to Kate, he rsister .H er fris t itme o f s
i g n it a n o
s t n e r a p s ’ a n n
A think tha tatfert he umbiilca lcord blood donaiton, t herewill . g n o r w e r a s t h g u o h t r i e h T . e fi l s ’ e t a K f o e k a s e h t r o f n o it a n o d r e h t o n a e b t o n
d r o c l a c il i b m u e h t r e tf
A blood donaiton ,Kate i shaving anothe rcompilcaiton o f g
r u s r e h t o n a e c a f o t s a h a n n A . y d o b r e
h ery .Anna ha sto give he rLeukocytes , n
a , ll e c m e t
s d bonemarrow .O tfen ,Annaget ssomebruiseson he rback because .
w o r r a m e n o b f o g n it s e v r a h e h t f
o
e r u li a f s y e n d i k m o r f s r e f f u s e t a K , y l n e d d u
S in the age o fsixteen and need s a h o h w a n n A e b t s u m t i , y l n o d n a e n o e h T . r e h r o f y e n d i k a e t a n o d o t e n o e m o s
e h
t geneitcmatch wtih Kate. Anna ,onceagain ,hast o bewliilng t o givepar to f y
d o b r e
h to suppor the rsister’ slfie .A tthi s itme ,Anna feel s ilke she doe sno t e
v a
h the irgh tto own he rown body .Finally ,she h rie san attorney to have a .
n o it a p i c n a m e l a c i d e
m He rmothe rdecidedt obecomet heattorneyf o rherf amliy . r
e h k c a b l l u p l li w a n n A , n o o s t a h t s e v e il e b e h
S claim .Every itmeAnnai svistied s
y a w l a a r a S , a il u J r o l l e b p m a C y
b saysthatt hi scasewli lnots tandf o ral ong itme .
k c a b t i e k a t ll i w a n n A e s u a c e
b However ,Anna ye twtihstand she rclaim t o t he tr
u o
c .In hert hitreenyear sold ,Annahast ostandagains the rmotheri nt hecou tr . t l u c if fi d e r a h c i h w s t c il f n o c l a n o s r e p a rt n i e m o s e c a f o t a n n A s d a e l n o i s i c e d s i h T
. d e v l o s e b o t
.
B Approachoft heStudy
n i l e v o n e h t e z y l a n a o t t s e b t if t a h t h c a o r p p a n a s i h c a o r p p a l a c i g o l o h c y s P
y d u t s s i h
t . Thi sapproach si u d se toanalyzemoreabou tthei nrtapersona lconfilct s .
a n n A y b d e c a
c a o r p p a l a c i g o l o h c y s
p h i sused to analyze the in rtapersona lconfilct sand the n
o it u l o s e r t c il f n o
c s aret akenbyher. h
c y s
P ologica lapproach discusse son aperson’ sbehavior .Thi sapproach i s h
ti w r a li m i s t s o m l
a thepsychologyo fahumanbeing .Asar esul,tt hi sapproachi s d e c a f t c il f n o c l a n o s r e p a rt n i e h t g n i w o n k n i g n i d n a t s r e d n u r e tt e b a t e g o t d e il p p a
. a n n A y b
.
C Methodoft heStudy y g o l o d o h t e m e h
T usedint hi sstudy si ilbraryresearch andi tusedbooks ,e -e
, s k
