The Quest of Identity of Kafka Tamura
in Haruki Murakami’s
Kafka on the Shore
A Research Paper
Submitted as Partial Fulfillment of the Requirements for Sarjana Sastra Degree
By:
Nita Nurul Ramadhita
1102076
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
The Quest of Identity of Kafka Tamura in
Haruki Murakami’s
Kafka on the Shore
Oleh
Nita Nurul Ramadhita
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Sastra pada Fakultas Pendidikan Bahasa dan Sastra
© Nita Nurul Ramadhita 2015 Universitas Pendidikan Indonesia
Agustus 2015
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
NITA NURUL RAMADHITA
THE QUEST OF IDENTITY OF KAFKA TAMURA IN
HARUKI MURAKAMI’S KAFKA ON THE SHORE
Approved by:
Supervisor
Dr. R. Safrina Noorman, M.A.
NIP. 196207291987032003
Head of English Education Department
Faculty of Language and Literature Education
Indonesia University of Education
Dr. R. Safrina Noorman, M.A.
ABSTRACT
In order to explore the issue of identity construction of an adolescent character in
Haruki Murakami’s Kafka on the Shore, this research uses Nikolajeva’s (2003) theory
on implicit characterization and Trites’s (2000) theory on identity construction in young adult literature. By employing a narrative approach in a qualitative method which focuses on the analysis of the main character, Kafka Tamura, and his quest of identity, the findings reveal three main points. First, through the implicit characterization depicted in his preferences, Kafka is portrayed as a teenager who
distances himself from the society. Second, the most prominent issue in Kafka’s quest
of identity is triggered by father-centered conflicts. Third, sex and death in this novel are used as the conflicts resolution. From the analysis, it can be concluded that the identity constructed by Kafka in the end of the novel is a compromised identity who learns to accept the norms and values of the society he intends to leave.
Keywords: Adolescent, identity construction, character development, young adult
literature
ABSTRAK
Untuk menelaah isu konstruksi identitas tokoh remaja di novel karangan Haruki Murakami yang berjudul Kafka on the Shore, penelitian ini menggunakan teori yang digagas oleh Nikolajeva (2003) mengenai karakterisasi implisit, dan teori yang digagas oleh Trites (2000) mengenai konstruksi identitas di sastra remaja. Dengan menerapkan pendekatan naratif dalam metode kualitatif yang berfokus pada analisa karakter Kafka Tamura, dan pencarian identitasnya, hasil dari penelitian ini mengungkapkan tiga poin utama. Pertama, melalui karakterisasi implisit yang tercermin dalam preferensinya, Kafka digambarkan sebagai seorang remaja yang menjauhkan dirinya sendiri dari masyarakat. Kedua, isu yang paling menonjol dalam proses pencarian identitas Kafka dipicu oleh konfli-konflik yang berpusat pada tokoh ayah. Ketiga, seks dan kematian dalam novel ini digunakan sebagai resolusi untuk konflik-konflik yang dihadapi Kafka. Dari analisis tersebut, dapat disimpulkan bahwa identitas yang dibuat Kafka di akhir novel adalah identitas yang berkompromi; yang belajar untuk menerima norma-norma dan nilai-nilai dalam masyarakat yang ia ingin tinggalkan sebelumnya.
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined.
PREFACE ... Error! Bookmark not defined.
ACKNOWLEDGEMENT ... Error! Bookmark not defined.
ABSTRACT ... Error! Bookmark not defined.
TABLE OF CONTENTS ... 1
LIST OF TABLES ... 1ii
LIST OF APPENDIXES... 1x
CHAPTER I INTRODUCTION ... Error! Bookmark not defined.
1.1. Background of the Study ... Error! Bookmark not defined.
1.2. Research Question ... Error! Bookmark not defined.
1.3. Purpose of the Study ... Error! Bookmark not defined.
1.4. Scope of the Study ... Error! Bookmark not defined.
1.5. Significance of the Study... Error! Bookmark not defined.
1.6. Research Method ... Error! Bookmark not defined.
1.6.1.Data Collection ... Error! Bookmark not defined.
1.6.2.Data Analysis ... Error! Bookmark not defined.
1.7. Clarification of Terms ... Error! Bookmark not defined.
1.8. Organization of the Paper ... Error! Bookmark not defined.
CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined.
2.1. Theoretical Framework ... Error! Bookmark not defined.
2.1.1. Character and Characterization ... Error! Bookmark not defined.
2.1.2. Young Adult Literature ... Error! Bookmark not defined.
2.2. Previous Research ... Error! Bookmark not defined.
CHAPTER III RESEARCH METHOD ... Error! Bookmark not defined.
3.1. Research Design ... Error! Bookmark not defined.
3.2. Research Question ... Error! Bookmark not defined.
3.3. Research Procedure ... Error! Bookmark not defined.
3.5. Kafka on the Shore Synopsis ... Error! Bookmark not defined.
CHAPTER IV FINDINGS AND DISCUSSION ... Error! Bookmark not defined.
4.1. Findings ... Error! Bookmark not defined.
4.1.1. A Construction of a Distant AdolescentError! Bookmark not defined.
4.1.2. An Establishment of Father-Centered Issues ... Error! Bookmark not
defined.
4.1.3. Sex and Death as the Conflicts ResolutionError! Bookmark not defined.
4.2. Reaching the Shore: The Quest of Constructing a Compromised Identity
... Error! Bookmark not defined.
CHAPTER V CONCLUSION ... Error! Bookmark not defined.
5.1. Conclusions ... Error! Bookmark not defined.
5.2. Suggestions ... Error! Bookmark not defined.
REFERENCES ... Error! Bookmark not defined.
CHAPTER 1
INTRODUCTION
This chapter deals with introductory explanations regarding the research
which include the background of the study, the research question, the purpose of
the study, the scope of the study, the significance of the study, the research
methodology, the clarification of terms, and the organization of the paper.
1.1. Background of the Study
Young adult literature is a genre which is quite hard to be defined.
However, some researchers and experts have proposed some definitions of
young adult literature (Grenz in Nikolajeva, 1995; Trites, 2000; Trupe,
2006; Fox, 2010; Rosenberg, 2012). Young adult literature is considered as
a genre intended for adolescent readers, specifically for individuals between
the age of 10 and 19. It can also refer to books which consist of adolescent
heroes and heroines (Grenz in Nikolajeva, 1995; Trites, 2000; Trupe 2006).
Nikolajeva, as cited in Trites (2000) refers young adult literature in
European countries to jeans prose due to ―their emphasis on such artifacts of material culture as clothes, music, and language‖ (p. 7).
Trites (2000) mentions that the genre evolved historically from the
term Bildungsroman which is introduced by a German scholar named Wilhelm Dilthey in 1870. It refers to ―a related type of novel in which the adolescent matures to adulthood‖ (pp. 7-11). According to Trupe (2006), the modern young adult literature emerges in the 1960s. In modern sense, the publication of Hinton‘s The Outsiders in 1967 marks young adult literature as literary cannon even though perhaps literary works which are meant for
younger readers have been circulated in classical era (Rosenberg, 2012).
and ―being disturbed‖ by the institution which construct their ―universe‖ (Trites, 2000, p. xiv). Their struggle with the institutions drives them to
question their identity. When a child matures to become an adult, they begin
to construct meaning of the things they experience. The theme of
coming-of-age then deals with the issue of identity which is ―discovered and created through experiences with social systems and exploring one‘s own belief systems and communities‖(Fox, 2010, p. 32).
In constructing their identity, characters are oftentimes faced with
their characteristic development. Janovsky (n.d) states that some characters
develop throughout the story; they start in one way and end up differently. It
proves that by revealing themselves and developing throughout the story, the
characters become more complex. Researchers have conducted studies
which connect the quest of identity with character development. According
to their studies, in the process of its construction, identity changes along
with the context and influences it and it is evolving to adapt through
fragmentation of time into events which is collected from past to future
(Kellner, 1992; Bauman, 1996; Gauntlett, 2002;).
To explore the issue of identity in young adult literature, this study
uses a novel entitled Kafka on the Shore. Kafka on the Shore is written by
Haruki Murakami, a Japanese well-known author, which was first published
in 2002 in Japanese and translated into English by Jay Rubin in 2005. This novel has been categorized as one of the ‘10 Best Books of 2005‘ by The New York Times (Updike, 2005; New York Times, 2005). As young adult
literature, Kafka on the Shore triggers what Rosenberg (2012) called ‗sense of self‘. Rosenberg emphasizes that the goal of forming identity is to be able to define one‘s self (p.7). This statement is in line with what Kafka goes through as mentioned in the back cover of the novel. Kafka Tamura is
described as a fifteen year old boy who is encountering an adolescent phase. He runs away from his home to elude his father‘s oedipal prophecy in which he develops his personal values and judgments. Murakami creates another
seems to indicate that, like Kafka, he also runs away from his life to find the ‗sense of self‘ and to gather what has been missing from his life.
From the summary in the back cover of the novel, it shows that
Kafka on the Shore is a complex story with a unique type of narrative. Based
on the explanation presented above, it may be said that Kafka on the Shore
has a psychoanalytical tendency. However, there are still some other
perspectives in approaching Kafka on the Shore which have not been
explored. Therefore, this study is conducted to disclose the quest of identity
and character development addressed in the novel by using the view point of
young adult literature.
1.2. Research Question
This study focuses on the issue of identity and character development
of the main protagonist, Kafka Tamura, in Kafka on the Shore to answer this
following question:
How is Kafka‘s quest of constructing an identity depicted in the novel?
1.3. Purpose of the Study
This study aims to explore the issue of identity quest of the main
protagonist character, Kafka Tamura, in Haruki Murakami‘s Kafka on the
Shore and how his character develops in the process from the perspective of
young adult literature. In addition to giving a description or depiction of the
identity quest, this study discusses what the quest means and its contribution to Kafka‘s character development.
1.4. Scope of the Study
The analysis of the quest of identity and character development is
limited around the main protagonist character of Haruki Murakami‘s Kafka
study also explores and treats Kafka on the Shore as a young adult literary
work which focuses on the growth and development of the main character.
1.5. Significance of the Study
The result of this study is expected to give contribution to critical
analysis of prose and young adult/adolescent literature, especially in terms of
identity quest and character development. Further research regarding the
quest of identity and character development is highly suggested to enrich the
issue of identity in other characters of Kafka on the Shore, other novels,
and/or literary works.
1.6. Research Method
This study will use a narrative approach in a qualitative method which
will be descriptive and explanatory. This study will involve a critical analysis
which seeks answer to the questions by examining various aspects of the
novel (Sandelowski, 1991; Reisman, 1993). Sandelowski suggests that a narrative approach can give insight on how stories disclose a human being‘s experience in life.
This is the reason that this approach is chosen because it will be
suitable for this study because it will help to discover and explore the identity
issue in Kafka on the Shore.
1.6.1. Data Collection
Firstly, the data are gathered by identifying Kafka Tamura‘s characterization at the beginning of the novel. Secondly, the conflicts which appear in the plot of the novel, including the
conflict between Kafka and other characters, and also the conflict
between Kafka and himself (inner conflict), will be highlighted.
After that, the highlighted conflicts will be identified as milestone in Kafka‘s quest of constructing a new identity. The amnesia that is experienced by Kafka will also be highlighted. The final step is to
see how Kafka resolves each conflict, and how the conflicts
qualitative method is the preferable method to be used in this study,
literary journals and critics will be secondary sources as the
references to analyze the novel. After that, the data will be
transcribed, described, and lastly concluded to see whether or not
the study meets a satisfactory outcome.
1.6.2. Data Analysis
Some textual evidences will be framed by using the chosen frameworks. First, Kafka‘s characterization will be analyzed by adapting several models of narrative characters. The issue of
identity will be explored. The novel will be interpreted as a young
adult literary work by using Trites‘s (2000) point of view on young
adult literature. The analysis will be focusing on the way Kafka
resolves the conflicts that he faces during his identity quest, and
whether or not he is able to overcome his coming-of-age phase
after he constructs his identity. There are three main points which
will be the foci of attention: (1) authority figures; (2) Kafka‘s
psychosocial development; and (3) peer influence. Lastly, the
conclusion will be presented to see whether or not this study
successfully meets its purposes and can be considered satisfactory.
1.7. Clarification of Terms
Some terms in this study may cause confusion and misunderstanding
regarding the topics, contents, and/or concepts of this study, therefore this
clarification of terms is presented to avoid the aforementioned matters. Those
terms are:
1.7.1. Adolescence
Adolescence is a stage of an individual which is marked by
certain gradual changes and transitions. As they develop, they are influenced by external factors, such as: ―parents, peers, community, culture, religion, school, world events and the media‖ (Spano, 2004, par. 1). Spano has divided adolescence phase into three sub-phases:
adolescence (approximately 15-16 years of age), and late adolescence
(approximately 17-21 years of age) in which adolescents show
development in their area of interest.
1.7.2. Coming of Age
Coming of age, a recurrent theme which is oftentimes found in young
adult literature, is a term used to describe an issue representing a
transition from childhood to adulthood (Rosenberg, 2012). Rosenberg explains that ―Coming of age presents an opportunity to grow toward adulthood and gain certain power and privileges, while
simultaneously losing certain power and privileges‖ (p. 6). It means
that in order to experience coming of age phase, a child needs to
experience his/her struggle to overcome power and also his/her state
of being subdued by the power around him/her.
1.7.3. Identity
Hall (as cited in Du Gay et al, 2000) states that identity can be defined
as characteristic attributes or expected behaviors that are never unified
and fragmented. According to Barker (2000), identity is both ―personal‖ or ―social‖ which differentiate us or ―mark‖ us from other people (p. 166). Further, Barker points out that ―…identity is concerned with sameness and difference, with the personal and the social and with forms of representation‖ (p. 166)
Further explanation regarding these key terms will be presented in
chapter two.
1.8. Organization of the Paper
This study is composed in this following organization:
1. Abstract
This section functions as summary of the paper presenting brief
information about the content that will be elaborated further in the next
sections.
This chapter deals with the background of the study explaining what
drives the writer to analyze the chosen topic, the purpose or personal
intention of the writer in writing the study, the significance of the study describing what will be the study‘s contribution in an individual or a society, and presentation of research questions.
3. Literature Review
This part of the study examines the bases of theories (theoretical
framework) used in the study and also what other researchers have
found in the earlier studies.
4. Methodology
This section presents the methods used in the study and also the details
such as: who are involved, where the data are obtained, and how the
data are collected.
5. Findings and Discussion
This chapter deals with the findings when the study or analysis is
finished.
6. Conclusion
This section sums up all the information from the chapters and
concludes an idea as the result of the analysis. In this section,
CHAPTER 2
LITERATURE REVIEW
2.1. Theoretical Framework
2.1.1. Young Adult Literature
Many researchers believe that young adult literature is a
type of genre which does not have an exact definition. Young adult
literature is oftentimes considered as a genre which is intended for
adolescent readers or individuals between the age of 10 and 19. It
can also refer to books which consist of adolescent heroes and
heroines (Grenz in Nikolajeva, 1995; Trites, 2000; Trupe 2006). In
a different point of view, young adult literature can also be
categorized as a jeans prose according to Nikolajeva (cited in Trites
(2000)). Nikolajeva refers young adult literature in European
countries to jeans prose due to ―their emphasis on such artifacts of
material culture as clothes, music, and language‖ (p. 7).
Stallworth (2006, p. 59), as cited in Zdilla as cited in Alsup
(2010), young adult literature is a ―electrifying genre‖ to make this
era‘s adolescents explore their identity through reading literary
works. It means that this genre is intended to make teens relate to
the story and initiate to try out new things based on what they have
read. According to Zdilla, young adult literature serves a significant
purpose, which is to offer ―a transition from children‘s literature
Zdilla presents a comprehensive list of young adult
literature‘s characterization which is compiled by Herz and Gallo
(pp. 10-11). The characteristics are:
a. The main characters are teenagers.
b. The length of the average book is around 200 pages, though
it may be as brief as 100 pages or as long as 900 pages.
c. The point of view is most often first person, and it is usually
that of a teenager.
d. The narrator is most often the main character.
e. The story is usually told in the voice of a teenager, not the
voice of an adult looking back as a young person.
f. The language is typical of contemporary teenagers, and the
vocabulary is manageable by readers of average ability.
g. The setting is most often contemporary, but also can be
historical, futuristic (as in science fiction), or imaginative (as
in fantasy)
h. The books contain characters and issues to which teenagers
can relate.
i. In a majority of the books, parents play a minor role or are
―the enemy.‖
j. The plot and literary style are uncomplicated but never
simplistic, though the plots of a few books are quite complex.
k. The outcome of the story is usually dependent upon the
l. The tone and outcome of the novels are usually upbeat, but
not in all instances.
m. With the exception of complicated plotting, all the
traditional literary elements typical of classical literature are
present in most contemporary novels for young adults—
well-rounded characters, flashbacks, foreshadowing,
allusions, irony, metaphorical language—though they are
used less frequently and at less sophisticated levels to match
the experiential levels of readers.
n. The very best YA books can be as appealing to adult readers
as they are to teens.
(Zdilla, pp. 194–195)
2.1.1.1. The Brief History of Young Adult Literature
Young adult literature is originated in the twentieth
century indicated with the use of the word ―adolescent‖
which was common usage in postbellum America (Trites,
2000, p. 8). Literature which is specifically written and
intended for
The genre evolved historically from the term
Bildungsroman which is introduced by a German scholar
named Wilhelm Dilthey in 1870. It refers to ―a related type
of novel in which the adolescent matures to adulthood‖ (pp.
7-11). There is a significant difference between
Entwicklungs-roman is a broad category of novels which depicts the
growth of an adolescent character. Basically,
Entwicklungsromane can be considered as novels of
development, whereas Bildungsromane are novels which
consist of coming of age issues, and they are sometimes
referred to as ―apprenticeship novels‖ (p. 10).
2.1.2. Character and Characterization
2.1.3. Identity
Definition of identity and questions regarding the subject
have been widely debated in social theory. However, Hall (as cited
in Du Gay et al, 2000) states that identity can be defined as
characteristic attributes or expected behaviors that are never unified
and fragmented. Among the arguments of answering ‗what is
identity?‘, the issue of identity then emerges as an important theme
of Cultural Studies in 1990s (Barker, 2000, p.165). In
comprehending identity, the correlation and indivisible concept of
identity and subjectivity are important to be remembered. They refer
to certain conditions and processes of becoming a person. There are
two types identity, which are self-identity (the idea one holds to
one‘s self) and social identity (other‘s expectation) which both use
‗narrative‘ and ‗story-like‘ form. Identity is expressed through
forms of representation; therefore, it can be considered as an
emphasizes that identity ―is best understood not as fixed entity but
as an emotionally charge description of ourselves‖ (pp. 165-166). In
relation with issue of identity, Olsson (1999) analyses Foucault‘s
notion about identities that identities are ‗representation‘ or
‗fixation‘ that are neither fixed nor stable (as cited in Torres, 2008,
p. 2).
2.1.4 Erik Erikson’s Psychosocial Development
2.2. Previous Research
Wattanagun and Chotiudompant (2009) have conducted research on
the quest and reconstruction of identity in Kafka on the Shore. In their
research, they present two view points of the quest of identity depicted in the
novel. By showing identity quest in a capitalist society, the characters of
Hoshino and Nakata reveal that individual identity is constructed by symbolic
consumption which may lead into alienation. In contrast with Hoshino and
Nakata, the character of Kafka Tamura develops by delving deep down into
his inner realm, and his identity is constructed through redefinition of others‘
stories or memories.
In his analysis of Kafka on the Shore, Jeng (2008) shares the similar
topic of individuality with Wattanagun and Chotiudompant. What
distinguishes them is the center of attention of the analysis. Jeng focuses on
the amnesia which refers to the deconstruction of narrative order. Based on
protagonists‘ traumatic experience. He also connects the taboo of incest and
patricide to personal recognition in discovering new identities for them.
Another research on Murakami‘s works is conducted by Atkins
(2012). Atkins, in her thesis about literary landscape in Murakami‘s works,
focuses on time and space which hold important meanings. In Kafka on the
Shore, for example, Murakami uses forest and woods to ―evoke the past, the
lost, and the dead‖ (p. 97). He also explores the concept of time by using
precise ―recording of events‖ to blur the ―real and unreal‖, and distinguish the
―psyche and reality‖ (p. 161). By analyzing the significance of time and
space in constructing the characterization of the two protagonists, Kafka and
Nakata, Atkins points out that ―Murakami adds deeper and textured
dimension to the story of Kafka‘s self-introspection and the transformative
CHAPTER III
RESEARCH METHODOLOGY
This chapter focuses on the research methodology which includes the explanation
regarding the method applied in the study. It revolves around the research design,
research question, research procedures, data presentation, and synopsis of the
novel.
3.1. Research Design
This study will use a descriptive qualitative method that will involve a critical
analysis which seeks answer to the questions by examining various aspects of the
novel (Sandelowski, 1991; Riessman, 1993). As Creswell (2003) suggests, the
data which are in the form of words, phrases, and sentences are selected as textual
evidences to be reported in a subjective way.
The principle of qualitative research emphasizes that every finding must
be based on data; therefore findings become more valid before stated as a theory
(Alwasilah, 2002). In addition, according to Hancock (2002), the data of
qualitative method are used to develop the theories that people used to
comprehend an issue or subject in a study. Hence, the data that are collected in
this study are used to elaborate the concepts and theories that have been
mentioned and explained in the previous chapter regarding the theoretical
framework.
Therefore, this approach was suitable for this study because it helped to
discover and explore the identity issue in Kafka on the Shore.
3.2. Research Question
This study focuses on the issue of identity of the main protagonist, Kafka Tamura,
in Kafka on the Shore to answer this following question:
3.3. Research Procedure
The procedure of the analysis of the identity construction in Kafka on the Shore
revolves in at least four steps.
The first step is doing close reading to Kafka on the Shore and paying
attention to three main points which will be analyzed, they are: characterization,
conflicts, and young adult issue. The results of the close reading, which are
presented in the form of textual evidence, are collected and categorized into the
three main points by using tables. The function of the tables is to make the process
of analysis easier.
The second step is determining Kafka‟s characterization by using
Nikolajeva‟s (1998) theory on character and characterization to see the description
of Kafka by implementing the mode of presentation of implicit characterization.
This characterization will be the reference to Kafka‟s character development
throughout the story.
The third step is interpreting and analyzing some selected conflicts by
implementing Trites‟s (2000) theoretical perspective on identity formation in
young adult literature, and the analysis focuses on the contribution of power and
repression in constructing an identity. This step will investigate the institutional
discourse, figures of authority, sex and sexuality, and death in Kafka on the Shore.
Lastly, after the analysis is conducted, conclusion will be drawn to see
how identity construction is addressed in the novel, and whether or not Kafka has
successfully grown.
3.4. Data Presentation
The data are presented in the form of table to show the embedded issue regarding
identity construction, the events in which the issue occurs, the textual evidence to
support the interpretation, and the analysis.
There two types of tables in this study. The first one is the table which
presents Kafka‟s characterization in the story, and the second one presents the
embedded issue in young adult literature to explore Kafka‟s quest of identity. The
Table 3.1. Characterization Analysis
No. Elements of Implicit Characterization
Devices Events Textual
Evidence Sakura and Oshima both think that the name “Kafka” sounds strange and weird because the name, which is pronounce as “Kafuka” in Japanese vernacular, is considered as an unorthodox name for a Japanese. It is seen that Kafka chooses the name which is not from where he lives (Japan), and it can be presumed that Kafka chooses the name as means to leave his own identity as a Japanese.
Kafka asks long time ago that this was the right name for the new me.
(chapter 17, 167)
“Nobody‟s going
brings up a get stronger—like a stray crow. himself as a stray crow that lived on its own. Kafka thinks that nobody would help him therefore he loses hope in people and decides to make himself stronger.
In Japanese culture, crows can be considered as pests. Thus, by relating himself to stray crows, it can be said that Kafka is alienated from the society.
Crows also symbolize divine intervention in Japanese culture due to the three legged crow legend which tells about how crows help a hero by giving him suggestions to win a war. I think Kafka‟s alter-ego Crow also has the same role. He advises Kafka when he has trouble and directs Kafka
throughout his journey. Besides that, in several cultures, crows symbolize a bad omen or prophetic insights which also exist in the story. Kafka is cursed by his father to kill his own father and violate his own mother and sister, therefore, the omen becomes part of his identity.
Table 3.2. Kafka’s Quest of Identity Analysis
No. YAL Issue Contributing Characters/
Elements
Description of Events
Textual Evidence Analysis
1. Insitutional
issue
School Kafka tells about his useful in the real
world, that's for sure. Let's face it,
teachers are
basically a bunch of morons. But you've
got to remember this: you're running away from home. You probably won't have any chance to go to school anymore, so like it or not you'd better
absorb whatever you can while you've got the chance.
Become like a sheet of blotting paper and soak it all in. Later on you can figure out what to keep and what to unload.
…
I focused on every word said in class and let it all sink in, figured out what it meant, and
committed everything to memory.
(chapter 1, p. 9-10)
teachers. The perspective is also ironic because Crow thinks that school will not be useful, but on the contrary, he advised Kafka to “absorb whatever you can”. It means that he seems to suggest that school is useless, but he actually realizes that “chance to go to school” is also important. Moreover, Kafka seems to follow Crow‟s suggestion which is seen in the way he focused in his study and “figure out what it meant” as the proof of his determination. It can be concluded that Kafka‟s alter-ego has a resistance towards school but the resistance is not clear since Crow still suggests Kafka to study while he‟s still got a chance. As Crow
suggests, Kafka uses the knowledge in school as part of his “tools” in preparing himself in his rebellion, which is running away from home.
I gaze carefully at my face in the
Kafka tells drive that away I'd have to get rid of me.
(chapter 1, p. 11)
"Oshima, to tell you the unvarnished
about him. They also become a wall for him that blocks him to be free and to construct his own identity.
In this excerpt, Kafka tells Oshima that he feels running away from his home can help him to escape from his parents‟ repression.
"My father told me there was nothing I could do to escape this fate. That prophecy is like a timing device buried inside my genes, and nothing can ever
In this excerpt, Kafka‟s father‟s curse seems to influence Kafka in his perspective towards sex. Kafka is introduced to the concept of sex by his father through his prophecy which insinuates him that he will “be with” his mother and sister.
"Correct me if I'm wrong," Oshima says, "but you don't seem too sad your father was
murdered." "No, I do feel sad. He's my father, after all. But what I really regret is that he didn't die sooner. …”
(chapter 21, p. 209)
3.5. Kafka on the Shore Synopsis
Kafka on the Shore consists of two distinct yet interrelated narrations of a
15-year-old named Kafka Tamura and an aging simpleton named Satoru Nakata. The
odd numbered chapters tell about Kafka‟s journey during his runaway to elude the oedipal omen prophesized by his own father. The even numbered chapters tell
about Satoru Nakata who encounters a traumatic experience when he was a child,
and fulfils a bizarre mission.
Kafka on the Shore is chosen not only because the hero in this novel is a
fifteen year old boy who is encountering an adolescent phase, but he also has a
certain complexity that, in my opinion, reflects the difficulties of coming of age
phase in this time. Also, by analyzing identity construction in Kafka on the Shore,
it is assumed that contemporary young adult novels are globally influenced. As a
Japanese young adult novel, Kafka on the Shore seems to concentrate more on the
identity construction of the main protagonist rather than promoting Japanese‟
social or cultural values. Thus, it is assumed that Kafka on the Shore can provide
data of how the hero in the novel constructs his identity by using the view point of
CHAPTER V
CONCLUSION
This chapter presents the conclusion derived from the analysis that has been
conducted and reported in the previous chapter. This chapter includes the
summary of the result of analysis regarding the quest of identity and character
development of Kafka Tamura in Kafka on the Shore, and also suggestions for
further research.
5.1. Conclusions
In exploring the issue of identity construction in Kafka on the Shore by Haruki
Murakami, this study employs two main theories. Nikolajeva’s (2003) concept of
implicit characterization is used in this analysis in order to explore the kind of
identity that Kafka intends to construct based on his preferences. Another theory
used in this analysis is Trites’s (2000) theory on identity construction in young adult literature. This theory is employed as the tool to explore the identity
construction of the main protagonist in the novel. The results of the analysis show
that in order to grow, teenagers may have to construct their identity by way of: (1)
constructing a character who distances himself from the society; (2) establishing
father-centered issues; and (3) using sex and death as the resolution to the
conflicts.
From the results of the analysis, it can be concluded that Haruki
Murakami’s Kafka on the Shore can be considered as young adult literature. It can be seen from the issues faced by the main protagonist which show the
characteristic of a young adult literature. The main protagonist in this novel
undergoes a quest of constructing his identity as the result of his resistance
towards authority figures.
In this story, Murakami shows his inclination towards the dominant
society. Even though he gives a space for the teenage character in his story to
develop themselves, the text implies that in the end even the most rebellious
idea that teenagers need to be challenged with some experiences that are deviant
to the dominant culture’s norms and values.
Despite the controversial issues which are presented in this novel,
conventional values are still preferable in the dominant culture. As portrayed in
this novel, teenagers will only mature when they have successfully constructed a
compromised identity; an identity that accepts the power of the society and
appropriates itself to the values and expectations of the society.
Therefore, even though Haruki Murakami is well-known for breaking the
conventional way of writing, the content of this particular story proves otherwise.
It appears that this particular story is very conventional and it abides by the
dominant culture.
5.2. Suggestions
This study aims to explore Kafka on the Shore in the perspective of young adult
literature. However, since the most prominent issue in this novel is the
father-centered conflicts, it would be better if the issue is explored by using
psychoanalysis since the theory of identity construction in young adult literature
cannot explore the issue deeply. Also, since there is a limitation of the subject of
analysis which only focuses on Kafka Tamura’s identity construction, it is
suggested that Satoru Nakata’s presence in the novel as the other main protagonist
is also explored. Hopefully, this research can give a beneficial contribution to the
study of young adult literature, and an inspiration for those who are doing similar
REFERENCES
Abrams, M. H. (1999). A glossary of literary terms (7th ed.). US: Heinie &
Heinie.
Alwasilah, A.C. (2002). Pokoknya kualitatif: Dasar-dasar merancang dan
melakukan penelitian kualitatif. Jakarta: PT Dunia Pustaka Jaya.
Atkins, M. T. (2012). Time and space reconsidered: The literary landscape of
Murakami Haruki (Unpublished doctoral dissertation) University of
London, London. Retrieved from http://eprints.soas.ac.uk/15631
Barker, C. (2000). Cultural studies: Theory and practice. London: SAGE
Publications Ltd.
Cresswell, J.W. (2003). Reseach design: Qualitative, quantitative, and mixed
method approaches. New York: Sage Publication Ltd.
Crows in Japan: Menace or guide of the gods?. (2012, February 26). The Japan
chronicles. Retrieved from
http://thejapanchronicles.blogspot.com/2012/02/crows-in-japan-menace-
or-guide-of-gods.html#.VZ_ap0YpruF
Fox, A.J. (2010). Girls coming of age: Possibilites and potentials within young
adult literature. College of Liberal Arts & Social Sciences Theses and
Dissertations, 34. Retrieved from http://via.library.depaul.edu/etd/34
Grenz, D. (1995). Literature for young people and the novel of adolescence.
In M. Nikolajeva (Ed.), Aspects and issues in the history of children's
literature (pp. 173-182). Westport, CT: Greenwood Publishing Group, Inc.
Hall, S. (2000). Who needs identity?. In P. Du Gay, J. Evans, & P. Redman
(Eds.). Identity: A reader (pp. 9-30). London: SAGE Publications Ltd.
Hancock, S. (2002). An introduction to qualitative research (2nd ed.). Nottingham:
Trent Focus Group.
Hunt, S. A, Tolmie, D. F, & Zimmermann, R. (2013). An introduction to
character & characterization in John and related new testament. In S. A.
Hunt, D. F. Tolmie, & R. Zimmermann (eds.). Character studies in the
forth Gospel: Narrative Approach to Seventy Figures in John (pp. 1-33).
Janovsky, A. Character in literature: Definition, types & development. Education-
portal.com. Retrieved from
http://education-portal.com/academy/lesson/character-in-literature-definition-types-development.html#lesson
Jannidis, F. (2009). Character. In P. Hühn, J. Pier, W. Schmid, & J. Schönert
(eds.). The handbook of narratology. New York, NY: Walter de Gruyter.
Jeng, L.F. (2008). Amnesia in Murakami's Kafka on the shore. Colloquium on
Diaspora and Asian Fiction. 1-11. Retrieved from
http://zephyr.nsysu.edu.tw/researchcenter2/.../Japan%2001--Amnesia.pdf
Monahan, K. D. (2009). Influence of technology on adolescent development and
spiritual formation (Unpublished doctoral dissertation). Liberty University,
USA.
Murakami, H. (2005). Kafka on the shore. (P. Gabriel, Trans.). New York, NY:
Vintage International. (Original work published 2002).
Nikolajeva, M. (2003). The rhetoric of character in children’s literature. USA:
Scarecrow Press, Inc.
Rosenberg, N. (2012). The coming-of-age of young adult literature:
Adolescence, culture, and narrative (Essay), 7. Retrieved from
https://www.academia.edu/5833024/The_Coming-of-Age_of_Young_Adult_Literature_Adolescence_Culture_and_Narrative
Riessman, C. K. (1993). Narrative analysis. Newbury Park, CA: Sage.
Sandelowski, M. (1991). Telling stories: Narrative approaches in qualitative
research. IMAGE: Journal of Nursing Scholarship, 23(3), 163. Retrieved
from http://academic.son.wisc.edu/courses/N701/week/
sandelowski_tellingstories.pdf
Stretcher, M. (2011). At the critical stage: A report on the state of Murakami
Haruki studies. Literature Compass, 8(11), 856-869. DOI:
10.1111/j.1741-4113.2011.00856.x .
The 10 best books of 2005. (2005, December 11). The new york times.
Retrieved from
Japan National Tourism Organization. (n.d). Three-legged crows. JAPAN: The
official Guide. Retrieved from
http://www.jnto.go.jp/eng/indepth/cultural/feeljapanesque/kumano.html
Trites, R. S. (2000). Disturbing the universe: Power and repression in
Adolescent literature. Iowa: University of Iowa Press.
Trupe, A. (2006). Thematic guide to young adult literature. Westport, CT:
Greenwood Publishing Groups, Inc.
Updike, J. (2005, January 24). Subconscious tunnels: Haruki Murakami’s
dreamlike new novel. The new yorker. Retrieved from
http://www.newyorker.com/magazine/2005/01/24/subconscious-tunnels
Wattanagun, K., & Chotiudompant, S. (2009). The quest and reconstruction of
identity in Haruki Murakami’s Kafka on the Shore. Journal of Humanities,
12(1), 26-39
Zdilla, G. (2010). The appeal of young adult literature in late adolescence:
College freshmen read YAL. In J. Alsup (ed.). Young adult literature and
adolescent identity across cultures and classrooms: Context for literary
