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S T N E T N O C F O E L B A T
E G A P E L T I
T ………... i
E G A P L A V O R P P
A ………. ii
E G A P E C N A T P E C C
A ………... i ii
R A B M E
L PERSETUJUANPUBLIKAS IKARYAI LMIAH……... i v
E G A P O T T O
M ………. v
E G A P N O I T A C I D E
D ……….. v i
S T N E M G D E L W O N K C
A ……… v ii
S T N E T N O C F O E L B A
T ………. xi
T C A R T S B
A ……….. xi
K A R T S B
A ………. ix i
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……… 4 .
C Objecitve soft heStudy……… 4 .
D Deifniitono fTerms……….. 5
W E I V E R L A C I T E R O E H T : I I R E T P A H
C ……….. 7 .
A Reviewo fRelatedStudies……….. 7 .
B ReviewofRelatedTheoires……… 9 .
1 Theoryon Characteirzaiton... 9 .
2 TheoryonConfilct... 21 .
3 TheRelaitonbetweenLtieratureandSociety... 1 3 .
4 Theoryon ParenitngSystem………... 51 .
a Theoryon Famliy’ sRole... 51 .
b TheoryonAmeircanParenitngSystem... 71 .
c TheoryonChineseParenitngSystem... 21 .
C Theoretica lFramework……… 23
Y G O L O D O H T E M : I I I R E T P A H
C ………... 25
.
A Objec toft heStudy………. 25 .
B Approachoft heStudy……… 27 .
C Methodoft heStudy……….. 28
S I S Y L A N A : V I R E T P A H
C ……… 3 0 .
A TheCharacteri nt heNovel………. 3 0 .
x .
2 Lulu... 83 .
B TheConfilc tbetweenChuaandLulu………. 4 5 .
1 SrtuggleAgains tSociety... 4 6 .
2 SrtuggleAgains tAnothe rPerson... 4 9 .
a TheConfilc tonFamliy’ sRole... 94 .
b TheConfilc tonCutluralValues... 45 .
C ThePerspecitve sonChineseParen itngSystem……….. 57 .
1 Parents ’Authortiy... 5 8 .
2 Chlidren’ sManner... 06 .
3 Chlidren’ sAchievement .s... 6 1
N O I S U L C N O C : V R E T P A H
C ……….. 63
Y H P A R G O I L B I
B ……… 67
I D N E P P
A X... 69 s
’ a u h C y m A f o y r a m m u
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L Facutlyo fLetters ,SanataDharmaUniverstiy ,2012.
r e h t o M r e g i T e h t f o n m y H e lt t a
B w irttenbyAmyChuai samemoa rof rhe h s i w e J r e h h ti w a c ir e m A n i s e v il o h w r e h t o m e s e n i h C a s i a u h C . m e t s y s g n it n e r a p
e r e h T . u l u L d n a a i h p o S , s r e t h g u a d r i e h t d n a d n a b s u
h are some confilct stha t
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T the
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m e t s y s g n it n e r a p e s e n i h C n o s e v it c e p s r e p e h t s i d ri h t e h T . d e b ir c s e d e r a m e t s y s
il f n o c d n a s c it s ir e t c a r a h c e h t n i n e e
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H .Thi sstudyusedt hetheoryon characteirzaiton, t heory on confilct ,the relaiton between ltierature and society ,theory on famliy’ srole ,
o y r o e h
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s i a u h C t a h t s w o h s y d u t s e h t f o s i s y l a n a t s ri f e h
T an authortiaitve ,
d n a d e r e p m e t d a b , s u o it i b m
a arrogant mothe .r On the othe rhand ,Lulu i sa t
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d , obsitnate , simple and also bad tempered chlid. The stirc t Chinese o h w u l u L f o n o il l e b e r e h t s e t a l u m it s a u h C y b d e il p p a s i h c i h w m e t s y s g n it n e r a p
e b o t e k il t o n s e o
d conrtolled by he rmother .Then ,the appilcaiton o fChinese t a h t s t c il f n o c f o s e s u a c e h t s e m o c e b u l u L f o n o il l e b e r e h t d n a m e t s y s g n it n e r a p
e h t n o d e s a B . m e h t d n u o r a e l p o e p e m o s d n a u l u L , a u h C n e e w t e b n e p p a h
n if r e ti r w e h t , s t c il f n o c e h t d n a s c it s ir e t c a r a h
c d s ou t tha t there are three
s e v it c e p s r e
p in Chinese parenitng system which i s used by Chua . These e
r a s e v it c e p s r e
p parents ’ authortiy , chlidren’ s manne r and chlidren’ s .s
t n e m e v e i h c
a These t hree perspecitves no Chineseparenitng system relfect tha t e
s e n i h
C chlidren are no tpermitted to express thei rrebelilon o rto state thei r n
o i n i p
o to the parent sbecause they mus tbe respected and obeyed .In addiiton , l li w t i e s u a c e b s t n e r a p e h t r o f t n a tr o p m i e r a s t n e m e v e i h c a s ’ n e r d li h c e s e n i h C
f e r d n a m e h t o t r o n o h g n ir
ii x
K A R T S B A
. I W E D A N A I R T A I L I S I
S ThePerspecitve sonChineseParen itngSystemSeen s
’ a u h C n
i BatlteHymnoft heTige rMother .Yogyaka tra :JurusanSasrtaI ngg irs , ,
a m r a h D a t a n a S s a ti s r e v i n U , a rt s a S s a tl u k a
F 2012.
r e h t o M r e g i T e h t f o n m y H e lt t a
B yang dtiuil soleh Amy Chua adalah h
a u b e
s memoi rdar i sistem didikannya .Chua adalah seorang ibu Cina yang , a k e r e m i rt u p a u d e k n a d i d u h a Y g n a r o e s , a y n i m a u s n a g n e d a m a s r e b l a g g n it
k il f n o k a p a r e b e b a d A . u l u L d n a a i h p o
S yang tejrad id iantara Chua dan Lulu y
n a k i d i d m e t s i s a n e r a
k ang Chua pergunakan .Konfilk tersebut menunjukkan a
d a a w h a
b beberapa poin yang haru s diperitmbangkan keitka orang tua n
a k p a r e n e m k u t n u n a k s u t u m e
m sebuahs istemdidikankepadaanak-anakmereka. a
d
A itga masalah dalam sk irps iini .Masalah petrama ialah bagaimana h
o k o
t -tokoh didesk irpsikan . Masalah kedua ialah , bagaimana konfilk dalam m
e t s i
s didikan Cina didesk irpsikan .Masalah keitga ialah sudu tpandang dalam r
e t k a r a k i r a d t a h il i d a n i C n a k i d i d m e t s i
s isitkdankonfilk.
r e t a m n a d a t a d , i n i i s p ir k s g n u k u d n e m k u t n
U i-mater i dikumpulkan
it il e n e p e d o t e m n a k a n u g g n e
m an pustaka .Data utama diambi ldar ibuku Batlte .r
e h t o M r e g i T e h t f o n m y
H Stud i in i menggunakan teor i karakte r dan i r o e t ,t a k a r a y s a m n a d n a a rt s a s u s e k a r a t n a i d n a g n u b u h , k il f n o k i r o e t ,i s a s ir e t k a r a k
n a d a n i C n a k i d i d m e t s i s i r o e t , a k ir e m A n a k i d i d m e t s i s i r o e t , a g r a u l e k n a n a r e p
o i s o s n a t a k e d n e
p -kutlural-histor.i r a d a m a tr e p s il a n
A is tudii n imenunjukkanbahwaChuaadalahs eorangi bu n
a d h a r a m e p , s u i s i b m a , g n a n e w r e b g n a
y sombong . Disis i lain , Lulu adalah n
u k e t g n a y k a n a g n a r o e
s ,kera skepala ,sederhana dan juga pemarah .Kerasnya p
u c i m e m a u h C h e l o n a k p a r e ti d g n a y a n i C n a k i d i d m e t s i
s emberontakandar iLulu
n a k i d i d m e t s i s i r a d n a p a r e n e p , n a i d u m e K . a y n u b i h e l o l o rt n o k i d a k u s k a d it g n a y
i d a jr e t g n a y k il f n o k i r a d b a b e y n e p i d a j n e m u l u L n a k a t n o r e b m e p n a d a n i C
n a k r a s a d r e B . a k e r e m r a ti k e s i d g n a r o a p a r e b e b n a d u l u L , a u h C a r a t n a i d
k it s ir e t k a r a
k -karakte irsitk dan konfilk-konfilk tersebut , penuli s menemukan a
g it a d a a w h a
b sudu tpandangdalamsistemdidikanCinayangdipergunakanoleh .
a u h
C Sudu tpandang tersebu tadalah wibawa orang tua ,sikap anak-anak ,dan k
a n a i s a t s e r
p -anak . Keitga sudu t pandang dalam sistem didikan Cina in i k
a n a a w h a b n a k n i m r e c n e
m -anak Cina itdak diperbolehkan untuk menunjukkan e
m u a t a n a k a t n o r e b m e
p nyampaikan pendapa tmereka kepada orang tua karena k
a n a i s a t s e r p , n a h a b m a t i a g a b e S . it u r u ti d n a d i t a m r o h i d s u r a h a k e r e
m -anak Cina
n e
p itng untuk orang tua karena akan membawa kehormatan bag imereka dan .
1
I R E T P A H C
N O I T C U D O R T N I
.
A Backgroundoft heStudy
y li m a
F i sa placefo rchlidren t o l earn abou thuman and l fiebeforet hey a
o t n i k o o
l large rplacenamed society .Ther oleoff amliy i smoret han schoo lo r .
s n o it u ti t s n i l a m r o f r e h t
o I ti sstated by Eastman in he rbook Famliy the Vtia l r
o t c a
F asf ollows. s e il i m a
F have a greate rimpac ton a tleas tsome area so fthe mora l r o j a m a e r a y e h t d n a , l o o h c s r o s r e e p n a h t s t n e c s e l o d a f o t n e m p o l e v e d
s f e il e b d n a s e c it c a r p , s e d u ti tt a s u o i g il e r f o e l y t s e h t n o e c n e u lf n i
) 3 : 9 8 9 1 , n a m t s a E ( d e p o l e v e
d .
n o d e s a
B thequotaiton above ,famliy hasto give asrtong foundaiton t o .
m e h t d n u o r a e fi l l a e r a e c a f y e h t e r o f e b n e r d li h c e h
t Thes rtongf oundaitoncanbe
e h t g n i y l p p a y b d e h c a e
r exactparenitngsystemstor aiset hechlidren .Ontheothe r ,
d n a
h parents ’role i salso needed du irng the parenitng proces .s Both parenitng s
m e t s y
s andparents’r olearei mpo tran tbecausei twli lbeusedt o seet heparents ’ s
s e c c u
s on r aising t hei rchlidren .Howeve,rt herearesomeparenitng systemst ha t h
t f o e m o S . d lr o w e h t n i s t n e r a p y n a m y b d e il p p a e r
a e paren itng system shave
n e e
b characteirsitcs fo one group o fpeople o rsociety .In addiiton ,parenitng m
e t s y
s relates to thecutlureo fsocietyo rsomegroupo fpeoplewhich i sdfiferen t n
e e w t e
b one and other .The Chinese and Ame ircan is et h example o fgroup o f a
h o h w e l p o e
p v e d fiferen tparenitng systems ,Gorman in he rjourna lParenitng s
t n e c s e l o d A f o r e h t o M e s e n i h C t n a r g i m m I f o s e c it c a r P d n a s e d u ti tt
A stated a s
w o ll o
n
I Chao’s research , Chinese mother s emphasized thei r chlidren’ s . s e t u b ir tt a l a c i g o l o h c y s p s ’ n e r d li h c r i e h t n a h t s r e h t o h ti w s p i h s n o it a l e r
y b d l e h s w e i v m o r f t n e r e f fi d y l e v it a ti l a u q s i n o it a t n e ir o l l a r e v o s i h T
e rt s s i y ti l a u d i v i d n i e r e h w , e r u tl u c n a c ir e m A m a e rt s n i a
m ssed and
s ti a rt y ti l a n o s r e p f o s m r e t n i d e w e i v e r a s l a u d i v i d n
i (http://search .
8 2 D 6 F 4 D 6 1 6 7 C 0 9 7 3 9 3 1 / F D P t x e tl l u f/ 4 8 4 4 3 9 3 1 2 / w e i v c o d / m o c .t s e u q o r p
0 9 6 2 6 = d it n u o c c a ? 0 1
/ ,J anuary24 ,2012) .
f o s p u o r g y n a m e r a e r e h t t a h t w o h s n a c s m e t s y s g n it n e r a p t n e r e f fi d e s e h T
e u q i n u s i h c i h w e r u tl u c n w o r i e h t e v a h m e h t f o h c a e d n a d lr o w e h t d n u o r a e l p o e p
. l a i c e p s d n
a On the conrtary ,these dfiference sbecome rp oblem sfo ra famliy h
c i h
w w ts an apply parenitng system to raise thei rchlidren bu tthey have two s
e r u tl u c t n e r e f fi
d . I ti scaused by each husband and wfie ha sd fiferen tfamliy’ s y
e h t t a h t t n a e m e b n a c h c i h w d n u o r g k c a
b havedfiferen tperspecitve son theway f
o raisingt hechlidren.
d e lt it n e n o it a tr e s s i d s i h n i h s u
B ParenitngBehavior sandt heSefl-Esteem n
a e p o r u E f o t n e m e v e i h c A c i m e d a c A d n
a -American , Mainland Chinese , and
s e l b a i r a V g n i w e i v r e t n I s a y m o n o t u A d n a y ti m r o f n o C : t n e c s e l o d A n a i s s u
R stated
.s w o ll o f s a g n it n e r a p e s e n i h C
ti d a r
T iona ldescirpiton so fparen itngi nChinesecu tlure sporrtayf amiile s d n a ) r e h t a f , . e .i ( t c ir t s d n a s r e h t o m ) m r a w , . e .i ( d n i k f o g n it s i s n o c s a
n o n r e h t o , g n o K g n o H n i h ti w g n it n e r a p e s e n i h C n o h c r a e s e r f o s w e i v e
r
-C d n a l n i a m n i d n a , s e it e i c o s e s e n i h C d n a l n i a
m hina have porrtayed
ir e h d a s a s t n e r a
p ng to these rtadiitona lrole stha tare supporitve o f (
s n o it a t n e ir o t s i v it c e ll o
c http://etd.ohioilnk.edu/send-pd .fcg/iBush%20 v
e
K in%20Ray.pdf?osu1282748438 ,March8 ,2012 .)
g n it n e r a p e s e n i h C , g n it n e r a p e s e n i h C f o n o it i n if e d s ’ h s u B o t g n i d r o c c A
m e t s y s g n it n e r a p a s
i which et h fatheri sstirc tonr aisingt hechlidren.Inaddiiton , n e e b s a h t i e s u a c e b m e t s y s g n it n e r a p e s e n i h C e h t y l p p a s t n e r a p e s e n i h C y n a m
e h
e s e n i h C r o f m e l b o r
p -Ame ircan parent swhoapp iledt hi sparen itngsystemt oraise n
e r d li h c r i e h
t however they do not reconclie i twtih the env rionmen tand the t
n e r e f fi
d cutlurearound. e s e n i h C e h
T -Ameircan parents’ problems and the perspecitves on g
n it n e r a p e s e n i h
C areneededtobeanalyzedbecause tii sr elfecitngt hecondiiton f
o manyfamiile sand parentsaroundt hewo lrd. Nowdays, t herearemanyparents o
h
w are st irc ton a paren itng system which they think i ti sthe bes tfo rthe y
e h t , n e h T . n e r d li h
c apply the parenitng system showever od no treconclie ti ot e
h
t chlidren’ scharacteirsitcs andenvrionmen taroundt hem .Thi sstudyi sno tonly o
t d e d e e
n know about t heperspecitve son Chineseparenitng system however ti o
s l
a nc a beu d se a sparents’r elfeciton i n theproces so fraisingt hechlidren . tIi s s
t n e r a p e h t e k a m o t l u f e s
u reailzeabout et ri h roleonr aisingt hechlidren ,andthey e
h t t u o b a e r o m k n i h t n a
c impo tranceo f ifndingt hebes tparenitngsystemst or aise n
e r d li h c e h
t .
n a o
T alyze the perspecitve sand the problem son Chinese parenitng ,
r e h t o M r e g i T e h t f o n m y H e lt t a
B i sgoodchoicef ort hisr esearch .BatlteHymn o f r
e h t o M r e g i T e h
t i sabookw irttenbyAmyChuat hati sbased on rtuestorybook . s
i k o o b s i h
T amemoaro fChua’sl fiewhomapplyingChineseparenitngsystemto e
s i a
r hert wodaughters, Luluand Shopia .Chuai saChinesemothe rwho ilvesi n s
e t a t S d e ti n
U and pracitce sChinese parenitng system on raising he rdaughters . g
n it n e r a p e s e n i h C t u o b a s w e i v s ’ a u h C f o e m o
S system are schoolwork alway s
t s ri f s e m o
c ,an A-minus i sabad grade, t he ichldren mus tbet wo year sahead o f h
t a m n i s e t a m s s a l c r i e h
c il b u
p , fi t hechlideve rdisagree swtihat eache ro rcoach ,theparentsmus talway s h
c a o c r o r e h c a e t e h t f o e d i s e h t e k a
t , theonlyacitviite stha tt hechlidrenshouldbe l
a d e m a n i w y ll a u t n e v e n a c y e h t h c i h w n i e s o h t , o d o t d e tt i m r e
p , and t ha tmeda l
. d l o g e b t s u
m In the proces so fraising he rdaughters ,Chua reailze sabou tthe t
n e r e f fi
d characterisitcsbetween Lulu and Shopiaand dfiferentparen itng system n
e e w t e
b ChineseandAme ircans .However ,Chuadoe sno tconside rthei mpac to f d
r a w o t m e t s y s g n it n e r a p e s e n i h
C Lulu’ swishest ohavep irvacyandt oconrto lhe r e
fi l n w
o , tli lLulu rebelst o her. Lulu’ srebelilon make sChuachanges he rview s h
d n
a e rparenitng system .Thi sbook descirbe sperfeclty abou thow a Chinese m
e t s y s g n it n e r a p e s e n i h C e h t e c it c a r p r e h t o
m t o he rchlidren and how i tcan
r e t c a r a h c s ’ a u h C e g n a h
c isitca saTige rmothe rbeinganopen-mindedmothe .r
.
B ProblemFormula iton
.
1 Howa rethecharacters desc irbed? .
2 Howaret heconfilct sonChineseParenitngs ystemdescirbed? .
3 Wha tare the perspecitve son t he Chinese Parenitng system seen in t he s
t c il f n o c d n a s c it s ir e t c a r a h
c ?
.
C Objecitve soft heStudy
e s o p r u p e h
T s o fstudying the perspecitve son Chinese Parenitng are to w
o n
k abou tthe main beilefs on Chinese parenitng system and to use i ta sthe s
m e t s y s g n it n e r a p t s e b e h t g n i d n if n o n o it c e lf e r ’ s t n e r a
p to r aisethechlidren. On
p l e h l li w t i , d n a h r e h t o e h
t theparent sto reailzeabou tthei rrolei ntheproces so f n
e r d li h c e h t g n i s i a
o t s i e v it c e j b o t s ri f e h T . y d u t s e h t f o s e v it c e j b o e e r h t e r a e r e h t f e ir b n I
f o n o it p ir c s e d e h t t u o d n
if thecharacters .Thesecond objecitvei st o know abou t s
y s g n it n e r a P e s e n i h C n o s t c il f n o c f o n o it p ir c s e d e h
t tem .Thel as tobjecitvei st o
m e t s y s g n it n e r a P e s e n i h C n o s e v it c e p s r e p e h t e z y l a n
a which i sseen from the
.s t c il f n o c d n a s c it s ir e t c a r a h c
.
D De ifniitono fTerms
z i s a h p m e o t d e s u s i s m r e t f o n o it i n if e d s i h
T et he meaning of t he word s
. h c r a e s e r s i h t n i d e s u e r a h c i h
w On t he othe rhand, t hi sdeifniiton of t ermsi s t o e
c u d e
r theconfusionoft her eadert owardst hemeaningoft heseword .s
.
1 Perspecitve
y r a n o it c i D e v i s n e h e r p m o C s ’ r e t s b e W l a n o it a n r e t n I w e N e h
T tstaed the
y n a m o r f s r e tt a m r o s t c a f f o e c n a tr o p m i e v it a l e r e h t s i e v it c e p s r e p f o n o it i n if e d
, s w e i v f o t n i o p l a i c e p
s alsot hei rpresentaitonwtihj ustr egardt ot hei rproporitona l e
c n a tr o p m
i (Read ,1996 :943 .)Therefore ,based ont hi sdescirpiton,i tcan besaid s
i e v it c e p s r e p f
i somebody’ sviewaboutf act so rmatter .s
.
2 ChineseParen itng
l a n r u o j r e h n i n a m r o
G Parenitng Atttiude sand Pracitce so fImmigrant s s
t n e c s e l o d A f o s r e h t o M e s e n i h
C said tha tChinese parenitng emphasizes thei r s e t u b ir tt a l a c i g o l o h c y s p s ’ n e r d li h c n a h t r e h t a r s r e h t o h ti w s p i h s n o it a l e r s ’ n e r d li h
c .
s i g n it n e r a p e s e n i h
C a lso focu son parenta lrespec tand obedience .In Chinese e h t s a n o it a c u d e g n i z i s a h p m e s a d e ti c n e e b o s l a e v a h s t n e r a p e h t , g n it n e r a p
t e u n e v a
“ o socia lmoblitiy.”Ont heothe rhand ,Chineseconcep to fparenitngcan (
” g n i n i a rt “ s a d i a s e
r o f n r e c n o c d n a e r a c l a t n e r a p f o t u o t c u d n o c f o d r a d n a t s a f o e s u e h t s e s s a p m o c n e
ll e w s ’ n e r d li h c r i e h
t beingand successfu ladjustmen.t (http://search.proques.tcom 0 9 6 2 6 = d it n u o c c a ? 0 1 / 8 2 D 6 F 4 D 6 1 6 7 C 0 9 7 3 9 3 1 / F D P t x e tl l u f/ 4 8 4 4 3 9 3 1 2 / w e i v c o d
/ ,
, 4 2 y r a u n a
J 2012).
.
3 Memoir
e r u t a r e ti L f o k o o b d n a H
A stated the deifniiton o fmemoi ri sa form o f g
n it ir w l a c i h p a r g o i b o t u
a deailng usually wtih t her ecoleciton soft hosewho have m o r f r e f fi d s ri o m e M . s t n e v e t n a c if i n g i s d e s s e n ti w e v a h r o f o t r a p a n e e b
d n a s e it il n a o s r e p h ti w d e n r e c n o c y ll a u s u e r a y e h t t a h t n i r e p o r p y h p a r g o i b o t u a
s o h t n a h t r e h t o s n o it c
7
R E T P A H
C II
W E I V E R L A C I T E R O E H T
.
A Reviewo fRelatedStudies
s ’ a u h C d e w e i v e r s e n i z a g a m d n a s r e p a p s w e n , e l p o e p y n a
M book ,Batlte
r e h t o M r e g i T e h t f o n m y
H whethe rthey w ee r pro o rconrta wtih the issue tha t a
u h
C broughti n the book .Chua t ook an i ssueabou tdfiferentcutlure o fChinese n
I . m e t s y s g n it n e r a p f o s m r e t e h t n i n a c ir e m A d n
a t he book ,Chua stated how
s a h e s e n i h
C bette rparenitngsystem t hanAmeircans ’and how Chineseparenitng s
t n e r a p e h t p l e h d l u o c m e t s y
s on raising thei rch lidren and producet alented and successfu lchlidren.
d e lt it n e w e i v e r r e h n i n il s a M t e n a
J Bu tWli lI tAl lMake ‘Tige rMom ’ y
p p a
H inTheNewYorkTime sstatedasf ollow .s
, s e i g i d o r p d e t n a w e h S . s r e k c a l s s s e l e z ir p e s i a r o t t u o b a t o n s a w a u h C . s M
o S . r o b a l g n i h s i n u p , p o t s n o n t n a e m t i fi n e v
e “BatlteHymn oft heTige r
g n i d l o c s , g n il d e e h w , g n i d n a m e d t n a t s n o c s ’ r o h t u a s ti s e l c i n o r h c ” r e h t o M
s n o i s s e s n il o i v d n a o n a i p s s e l d n e y l g n i m e e s s e b ir c s e d t I . g n i m a e r c s d n a
, g n il e v a rt , g n i h c a e t f o e l u d e h c s n w o r e H ( . d e s i v r e p u s a u h C . s M t a h t
n il a e d d n a g n it ir
w g wtih he rstudent sgoe smoslty unmenitoned — and 0
5 a n i t u p o t r e h e ri u q e r d l u o
w -hou rworkday. )And i tenforce sasingle : s t s e g g u s g n il l e y e h t l l a n a h t e l b a n o s a e r e r o m s i t a h t e l p i c n ir p g n i d i u g
it n u n u f s i g n i h t o n t a h t s i d n a t s r e d n u s t n e r a p e s e n i h C t a h W
“ lyou’regood
( ” ti t
a h ttp://www.nyitme .scom/2011/01/20/books/20book.html?_r=1 , li
r p
A 28 ,2012 .)
o t d e ir t a u h C , e v o b a w e i v e r s ’ n il s a M o t g n i d r o c c
A showhowsheappiled
g n it n e r a p e s e n i h
C systema saChinesei mmigran tin Ameirca .Though i twa sno t t
i t u b g n i m a e r c s d n a g n i d l o c s , g n il d e e h w , g n i d n a m e d d n a y s a
e mus tbe done
e s u a c e
, d n a h r e h t o e h t n
O Teresa Budas iin he rreview o fBatlte Hymn o fthe r
e h t o M r e g i
T statedopinionabou tChua’ sbooki ssue,t hedfiferenceso fparenitng m
e t s y
s betweenChineseandWesterner sasf ollow .s
r e h n o g n it n e m m o c t u o h ti w k o o b s ’ a u h C y m A e u q it ir c o t tl u c if fi d s i tI
. e l y t s g n it n e r a
p I’t sbeen a ho ttopic in the new sfo rsevera lweeks . o t r e g a e d n a e v i s s i m r e p o o t s a s e if i s s a l c a u h C m o h w , s t n e r a p ” n r e t s e W “
f o e l y t s ” e s e n i h C “ s ’ r o h t u a e h t f o l a c it ir c n r u t n i e r a , y ti r c o i d e m e s i a r p
ir d f o s t s i s n o c m r o f e m e rt x e t s o m s ti n i h c i h w , g n it n e r a
p l lsergeant-type
d o o g t o n e r ’ u o y “ t a h t t n e m e c r o f n i e r t n a t s n o c y l g n i m e e s e h t d n a s c it c a t
” h g u o n
e (http://wwws.unitme .scom/entetrainmen/tbooks/362445 -6 421 / a
u h
c -book-parenitng-chinese-amy.html ,Ap ir l28 ,2012 .) ,
e v o b a n o it a t o u q e h t m o r
F Teresa commented tha tChinese Parenitng m
e t s y
s w as dfiferen tfrom Ameircan parenitng system .Based on he rreview g
n it n e r a p e s e n i h
C systemdeveloped thech lidren’ scharacteirsitc swtihou tpaying t
n e tt
a iont ot hech lidren’ ssel festeem. I twouldmaket hech lidrentiredtodevelop .
s c it s ir e t c a r a h c n w o r i e h
t Budas istated Chua’ sissue wa sconrtoversia lbecause r
e m A d n a e s e n i h C n e e w t e b y l p e e d d e r a p m o c e h
s icanparenitngs ystem .s
w e i v e r s i h n
I Tige rMother sin Training ,Po Bronson stated abou tthe f
o s t c a p m i e v it i s o
p Batlte Hymn o fthe Tige rMother to the parents ’system in .
s w o ll o f s a n e r d li h c e h t g n i s i a r
i s s i m r e p r o f g n i y d e r a s r e h t a f d n a s r e h t o m n a c ir e m
A on to be a ltilte
l a n r e t n i n a h ti w d e lt s e r w g n o l e v a h s t n e r a p e s e h T . .. s d i k r i e h t n o r e h g u o t
e v ’ y e h t s a n e v e , s e c y s p r i e h t t c e t o r p o t s o g e ’ s d i k r i e h t g n il d d o c , t c il f n o c
. t n e m e v e i h c a r i e h t t n u t s t h g i m h c a o r p p a t a h t d e t c e p s u
s Batlte Hymn o f
r e h t o M r e g i T e h
t resolvest ha tcon rtadiciton .Wha t tit eachesi st ha tkid s s d a d d n a s m o m r i e h t s a h c u m s a t s u j d a e h a t e g o t t n a w y ll a u t c a t h g i m
o t m e h t t n a
w -a message tha treileve sthe guli to fachievement-d irven fl
e s e h t n o p u t e l o t m e h t g n i e e r f , s t n e r a
p -esteem boositng and
( s tl u s e r e h t n o e t a rt n e c n o
c http://nymag.com/newsi/ntelilgence/r70838/ , l
ir p
n i n o s n o r
B t hereviewemphasized tha thewa sagreetowardChua’si ssue e
l p o e p y n a m e r e w e r e h t h g u o h
t disagreewtiht hat .Bronsonsaidt ha tBatlteHymn r
e h t o M r e g i T e h t f
o helped the parents to be more open minded toward othe r r
u tl u
c e and how i tcould give posiitve value sfo rthem .On the othe rhand , n
o s n o r
B argued tha tchlidren need p irvacy to explore themselves and ifnd thei r fl
e
s -esteem .
e h t t u o b a w o h s o t s t n a w h c r a e s e r s i h
T perspecitve son Chineseparenitng ti
, d n a h r e h t o e h t n O . m e t s y
s can beused to maket he parents’ er ol clea rand i t n
a c o s l
a bet heparents’r elfeciton t o ifnd t hebes tparenitngsystemi ntheproces s f
o raisingt hechlidren.
.
B Reviewof RelatedTheories
.
1 TheoryonCharacterandCharacteriza iton
n
I A Glossary o fLtierary Term ,s characte ri siden itifed a s“the person s a r e d a e r e h t y b d e t e r p r e t n i e r a o h w , k r o w e v it a r r a n r o c it a m a r d a n i d e t n e s e r p
h ti w d e w o d n e g n i e
b moral ,disposiitonal ,and emoitonal quailite sby inference s y
a s y e h t t a h w m o r
f -dialogueandbywhatt heydo-theaciton( Abrams ,2009 :42 .)” f
o t n e m e l e e n o s i r e t c a r a h c , n o it i n if e d e h t n o d e s a
B ltieraryworkwhichguidest he
m o r f s e u l a v y n a m t e g o t o s l a d n a y r o t s e h t d n a t s r e d n u d n a w o n k o t r e d a e
r the
y r o t s e h t n i n o it c a d n a n o it a s r e v n o c ’ s r e t c a r a h
c .
f o s e p y t o w t e r a e r e h
T characters .Thef ristt ypei s lfa tcharacte rwhich i s d n a , li a t e d g n i z il a u d i v i d n i h c u m t u o h ti w d e t n e s e r p s i t a h t y ti l a u q r o a e d i e l g n i s a
s i e p y t d n o c e s e h T . e c n e t n e s r o e s a r h p e l g n i s a n i y l e t a u q e d a d e b ir c s e d e b n a c
e t n i x e l p m o c s i h c i h w r e t c a r a h c d n u o
o t t l u c if fi d s a s i e r o f e r e h t r e t c a r a h c a h c u s , y lr a l u c it r a p e lt b u s h ti w d e t n e s e r p e r
s i ,s n o s r e p e k il d n a , e fi l l a e r n i n o s r e p a s a y c a u q e d a y n a n i e b ir c s e d h ti w e b ir c s e d
s m a r b A ( s u g n i s ir p r u s f o e l b a p a
c , 2009 :43 .)
n
I A Handbook t o Ltierature :Eleventh Ediiton ,Harmon stated t hat t he n o it a z ir e t c a r a h c d e ll a c s i e k il e fi l m e e s y e h t t a h t o s s n o s r e p y r a n i g a m i f o n o it a e r c
(2009 : 59 ) .According to the deifniiton ,characte irzaiton i sthe w nay o making s
r e t c a r a h
c o rimaginarypersonbeingmoreailveandr eal. k
o o b s i h n i y h p r u M . J.
M Understanding Unseen :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 (1972 :161-173 ) a f o s c it s ir e t c a r a h c e h t d n a t s r e d n u o t d e d e e n e r a t a h t s t n i o p t n a tr o p m i e n i n d e t a t s
r e t c a r a h
c .
.
a Persona lDescirpiton
r e t c a r a h c e h T . e c n a r a e p p a l a c i s y h p r e h / s i h y b r e t c a r a h c e h t s e b ir c s e d r o h t u a e h T
g n i k o o l d a b r o , e m o s d n a h , t a f , n i h t e b n a
c . The clothe s can descirbe the
d o o g e h t y b n w o h s e b n a c r e t c a r a h c h c ir e h T . n o it i d n o c l a c i m o n o c e s ’ r e t c a r a h c
s e h t o l c r e h / s i h f o y ti l a u
q .
.
b Characte ra sSeenbyAnother
r e h t o e h t f o s n o i n i p o d n a s e y e e h t m o r f r e t c a r a h c e h t s e b ir c s e d r o h t u a e h T
i p o s ’ r e t c a r a h
c nion.Ther eade rgets ,asi twere ,ar elfectedi mage. .
c Speech
n i s y a s r e t c a r a h c e h t t a h h g u o r h t l e v o n e h t n i r e t c a r a h c e h t s e b ir c s e d r o h t u a e h T
, r e h t o n a h ti w n o it a s r e v n o
c and how t hecharacte rput sforward an opinion ,hei s r
e t c a r a h c s i h o t e u l c s u g n i v i
g .
.
d Pas tLfie
t u o b a g n i h t e m o s w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
o r f t n e m m o c t c e ri d y b d e b ir c s e d e b n a c y a w s i h T . r e t c a r a h c e h t f o e fi l t s a p e h
t m
f o m u i d e m e h t h g u o r h t r o , n o it a s r e v n o c r e h / s i h , t h g u o h t s ’ r e t c a r a h c e h t ,r o h t u a e h t
.s r e t c a r a h c r e h t o n a e h t
.
e Conversaitono fOthers
r e h t o h ti w n o it a s r e v n o c r e h / s i h h g u o r h t 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
c e h t t u o b a y a s y e h t s g n i h t e h t d n a r e t c a r a h
c haracter .sPeopledot alk abou tothe r n o s r e p e h t f o r e t c a r a h c e h t o t e u l c s u e v i g n e tf o y a s y e h t s g n i h t e h t d n a e l p o e p
.t u o b a n e k o p s
.f Reacitons
s t c a e r e h s / e h w o h w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
t n e v e r o s n o it a u ti s s u o ir a v o
t .s
.
g Driec tComment e b ir c s e d n a c r o h t u a e h
T o rcommen tonaperson’scharacte rdrieclty. .
h Thought
e h t t a h w w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
.t u o b a g n i k n i h t s i r e t c a r a h
c In t hi srespec thei sablet o do wha twe canno tdo i n l
a e
r lfie .Hecant el lu swha tdfiferen tpeoplearet hinking.I nt henove lweaccep t n
i s i n e h t r e d a e r e h T . s i h
t a p irvlieged posiiton ;he has ,a si twere ,a secre t .l
.i Manneirsm r o h t u a e h
T can descirbe the character’ smanne rand habti so ridiosyncrasies , .r
e t c a r a h c e h t t u o b a g n i h t e m o s s u l l e t o s l a y a m h c i h w
.
2 TheoryonConfilct
d n a t s r e d n u o t p l e h l li w t c il f n o C . y r o t s a f o t r a p t n a tr o p m i n a s i t c il f n o C
. y a s o t t n a w r e ti r w e h t h c i h w y r o t s e h t f o t n i o p n i a m e h t r o s e u l a v e h
t According
o
t A Handbook t o Ltierature :Eleventh Ediiton ,Harmon stated t he deifniiton o f .s
w o ll o f s a t c il f n o c
. s e c r o f g n i s o p p o o w t e h t f o y a l p r e t n i e h t f o t u o s w o r g t a h t e l g g u rt s e h T
e h t f o e n o t s a e l t A . n o i s n e t d n a , e s n e p s u s , t s e r e t n i s e d i v o r p t c il f n o C
n o s r e p a y li r a m o t s u c s i s e c r o f g n i s o p p
o (2009 : 31 ) . 2
t c il f n o c , e v o b a t n e m e t a t s e h t n o d e s a
B happen sbecause there are two .r o f d n a t s s t c e j b o e h t r o e l p o e p e h t t a h t t n i o p s e c n e r e f fi d o w t r o s e c r o f g n i s o p p
o
p l e h n a c h c i h w g n il e e f r e h t o n a e v i g l li w t c il f n o c e h
T o n understandi ngthei deao r
. y r o t s e h t f o c i p o t n i a m e h t
n O . t c il f n o c n o s e s u a c e m o s e r a e r e h
T Socia lScience :AnI ntroducitont o y
t e i c o S f o y d u t S e h
t ,Elgin F .Hun texplain sabou tthe cause so fconfilc ta s .s
w o ll o f
n a c t c il f n o C . t s u rt s i d r o , d e rt a h , e t a h n a e m s y a w l a t o n s e o d t c il f n o c A
s e v it c e p s r e p , n o i n i p o f o s e c n e r e f fi d t i m il e h t h g u o r h t t s u j n e p p a h o s l
a ,
s n e p p a h t c il f n o c f o e p y t s i h T . s t n e m u g r a g n i s o p p o d n a , s t n e m g d u j
n w o s ti n o d e s a b s r e tt a m n i a tr e c e t a u l a v e o t s d n e t p u o r g e s u a c e b
f o s t c e p s a r i e h t y b d e c n e u lf n i s i h c i h w , w e i v f o t n i o p r o n o it p e c r e p
s l a r o m r o s m r o n d n a , f e il e b , n o i g il e r ,s e u l a v , e r u tl u
c tandards( 1955 :31
-.) 2 3
y b d e c n e u lf n i e b n a c o s l a t c il f n o c t a h t s e b ir c s e d e v o b a n o it a t o u q e h T
t n e r e f fi
d though to rmind se tbetweenonecharacte randother .sI tmeanst ha,tt he e
h t e c n e u lf n i ll i w e l p o e p e m o s f o d n u o r g k c a
b ri beilef so rminds abouts omething. ,
n o it i d d a n
I confilc tdoe sno talway shappen between one characte rand r
e v e w o h s r e h t
o confilc tcan happen i n somedfiferen tways .Harmon stated fou r .s
w o ll o f s a s t c il f n o c f o s e p y t
e r u t a n t s n i a g a e l g g u rt s a ) 1
( .In t hi sconfilc,t t heprotagonis tdeal swtih s
e c r o f l a r u t a
n (2 )as rtuggleagains tanothe rperson ,usuallyt heantagonis t s
n i a g a e l g g u rt s a ) 3
( tsociety.I nt hi scase, t heprotagonis tmaybehaving s
e u l a v r o s m r o n y t e i c o s h ti w t c il f n o c
a (4 )asrtugglef o rmastery by t h e n
o s r e p e h t n i h ti w s t n e m e l
e (Harmon ,2009 :123).
n i n e p p a h n a c t c il f n o c t a h t s w o n k r e ti r w e h t , e v o b a s e ir o e h t e h t m o r F ti s y n a
m uaiton and many thing ssuch a snature ,anothe rperson ,society and .f
l e s r e h / s i
h On t heothe rhand ,confilct r elate st o plo tand tii sno tonly akindo f t
e n o e m o s f o e l g g u rt
s o somebody o rsomething however i tha spurposes .The y
b d e l a e v e r s i t c il f n o c f o s e s o p r u
p Harmoni nt hei rbookasf o llow .s
r o e n o e m o s t s n i a g a t s i n o g a t o r p a f o e l g g u rt s e h t y l n o t o n s e il p m i t c il f n o C
e h t r o f n o it a v it o m e m o s f o e c n e t s i x e e h t o s l a t u b , g n i h t e m o
s confilct ro
y b e r e h t d e v e i h c a e b o t l a o g e m o
s (2009 :123).
e h
T goa lo rsome moitvaiton tha twli lbe achieved on the existence o f y
r o t s e h t f o m e l b o r p e h t t u o b a w o n k o t y l n o t o n s i y r o t s a n i t c il f n o
c . I st i a lso
d e s
u to understand abou tthe main idea o rthe theme which the story wan tto .
w o h s
.
3 TheRela itonbetweenLtieratureandSociety
k o o b r i e h t n i z t o l K d n a n a ir a c b
A Ltierature :Reading and Wriitng the e
c n e i r e p x E n a m u
H sataedaboutt hedeifniitonofl tieratureasf ollow .s
, e m o s o T . e l p o e p t n e r e f fi d o t s g n i h t t n e r e f fi d s n a e m e r u t a r e ti l d r o w e h T
s u o ir a v y b s g n i d a e r d e t a e p e r o t p u d l e h e v a h t a h t s k r o w n e tt ir w o t .) 1 : 8 9 9 1 ( e m it r e v o s e c n e i d u a it i d d a n
I on there are some media which can become the author’ sbasic a
e d
i on producing the ltierary work ,i ti sdescirbed in Ltierature :Reading and e c n e i r e p x E n a m u H e h t g n it i r
W asf ollow .s e g d e l w o n k c a s r o h t u a y n a
M thatt hei rworki ss hapedbyothe rwrtier sand e
h
t ltierature ha sspoken t o t hem mos tdrieclty and powerfully .Author s s s e r p x e y b e r e h t d n a m e h t d n u o r a s n e p p a h t a h w t u o b a e ti r w y lt n e u q e r f , z t o l K d n a n a ir a c b A ( s e u l a v d n a , s g n il e e f , s a e d i d e t a u ti s y ll a c ir o t s i h .) 3 : 8 9 9 1 r u t a r e ti l f o n o it p ir c s e d e h t n o d e s a
B e and the way o fthe autho rcreate a “ , s a d e b ir c s e d s i ri o m e m e
