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T

OM SAWYER’S PERSONALITY DEVELOPMENT AS A

RESULT OF THE FRIENDSHIP BETWEEN TOM SAWYER

AND HUCKLEBERRY FINN

IN MARK TWAIN’S

THE ADVENTURE OF TOM SAWYER

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Khariton Ade Nuansa Tjahjadi Student Number: 121214156

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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ABSTRACT

Tjahjadi, Khariton Ade Nuansa. (2017). Tom Sawyer's Personality Development

as a Result of the Friendship between Tom Sawyer and Huckleberry Finn in Mark Twain's The Adventure of Tom Sawyer. English Language Education Study

Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyses The Adventure of Tom Sawyer, a novel written by Mark Twain. One of the major issues described in the novel is a friendship between Tom Sawyer and Huckleberry Finn. The purpose of this study is to find how the friendship between Tom Sawyer and Huckleberry Finn influences Tom

Sawyer‘s personality development. There are two research questions, namely: (1)

What are the characteristics of Tom Sawyer? (2) How does the friendship between Tom Sawyer and Huckleberry Finn influence Tom Sawyer‘s personality

development as seen in Mark Twain‘s The Adventure of Tom Sawyer?

This study is a library research which obtains related information from books and other sources to gain the data. The psychological approach is used in this study. Theories that are used in this study are theories of character, characterization, needs, friendship, and personality development.

There are two findings in this study. The first finding is the characteristics of Tom Sawyer. Tom Sawyer is cunning, dishonest, and lazy. The second finding is how the friendship between Tom Sawyer and Huckleberry Finn influences Tom

Sawyer‘s personality development. In their youth period, Tom and Huckleberry

become mates. They both become close friend and face many problems together. Through the friendship that they build, they face conflicts that later influence Tom

Sawyer‘s personality development. Tom Sawyer gains his maturity, caring, and

bravery.

It is suggested for the future researchers to discuss this novel from different perspectives. They can discuss the effect of Tom and Becky‘s

relationship to Tom‘s personality development. It is also recommended that

English lecturers use Mark Twain‘s The Adventure of Tom Sawyer as one of the subjects to teach Prose and Book Report.

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vii

ABSTRAK

Tjahjadi, Khariton Ade Nuansa. (2017). Tom Sawyer's Personality Development

as a Result of The Friendship between Tom Sawyer and Huckleberry Finn in Mark Twain's The Adventure of Tom Sawyer.. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini menganalisa The Adventure of Tom Sawyer, sebuah novel yang ditulis oleh Mark Twain. Salah satu isu utama yang dideskripsikan dalam novel ini adalah persahabatan antara Tom Sawyer dan Huckleberry Finn. Tujuan penelitian ini adalah menemukan bagaimana persahabatan antara Tom Sawyer dan Huckleberry Finn mempengaruhi perkembangan kepribadian Tom Sawyer. Ada dua pertanyaan ilmiah, yaitu: (1) Bagaimanakah watak dari Tom Sawyer? (2) Bagaimana persahabatan antara Tom Sawyer dan Huckleberry Finn mempengaruhi perkembangan kepribadian Tom Sawyer seperti tampak pada novel Mark Twain The Adventure of Tom Sawyer?

Penelitian ini merupakan studi pustaka. Seluruh informasi diperoleh dari buku dan sumber lain. Pendekatan psikologi digunakan dalam penelitian ini. Teori-teori yang digunakan dalam penelitian ini adalah teori karakter, teori perwatakan, teori kebutuhan, teori perkembangan kepribadian, dan kegigihan dan perubahan.

Ada dua temuan dalam penelitian ini. Temuan pertama adalah perwatakan dari Tom Sawyer. Tom Sawyer adalah seorang anak laki-laki yang licik, pemalas,dan tidak jujur. Temuan kedua adalah bagaimana persahabatan antara Tom Sawyer dan Huckleberry Finn mempengaruhi perkembangan kepribadian Tom Sawyer. Pada periode muda mereka, Tom dan Huckleberry menjadi sahabat. Mereka menjadi teman dekat dan menghadapi masalah bersama. Melalui persahabatan yang mereka bangun, mereka menghadapi konflik yang nantinya memberikan perkembangan kepribadian dalam sifat Tom Sawyer yaitu kedewasaan, kepedulian, dan keberanian.

Peneliti yang akan datang disarankan untuk meneliti novel ini dari perspektif yang berbeda. Mereka bisa mendiskusikan tentang efek dari hubungan Tom dan Becky terhadap perkembangan kepribadian Tom. Dosen Bahasa Inggris juga disarankan untuk menggunakan novel Mark Twain, The Adventure of Tom Sawyer, sebagai salah satu subjek untuk mengajar Prose dan Book Report.

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ACKNOWLEDGEMENTS

First of all, I would like to thank to the one and only, dear Jesus Christ for His endless bless, guidance, and care, since I was born until this time. Next, I would like to express my best gratitude to my family; my father, Henricus

Harwanto Tjahjadi, my mother, M.M. Aniek Harini,¸whose prays turn into

guidance which always protects every single step taken in my life, and my brother, Octavianus Gesit Renaga Tjahjadi, S.E., who has different personality from me and always gives me realistic advises.

I would like also to thank to my lecturers; my academic lecturer,

Laurentia Sumarni, M.Trans.St., who patiently takes care of my academic

progress in this five years, my thesis advisor, Carla Sih Prabandari, M.Hum., who passionately guides me during working on my thesis, and my inspiring lecturer, Veronica Triprihatmini, M.Hum., M.A., whose pronunciation inspires me to speak English elegantly. Next, my thank goes to my proof-readers; Regina

Novelisa Gusmanthi, S.Pd., whose existence in the middle of my confusion

gives me a huge motivation to finish this thesis, Alexander Ignatius Kaparang,

S.S., Lukas Nandamai, S.Pd., and Bonaventura Brilliant Alfa Dinar.

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until now. I do hope our friendship will be ever lasting. I would like also to thank to my friends in Humas USD; Dennis, Dery Clara, Jennie, Irest, Ndoi, Ninda,

Nicho, and all friends in Humas. Our togetherness during my lost on working

thesis was such a memorable thing.

Next, I would like to thank to my Herbalife Family, especially Mr.

Aprianto Madyo Kuncoro & Mrs. Maya Sari Devi, which always accepts me

and supports me for any decisions that I make. I would like also to thank to PBI Class F batch 2012 friends, especially Nanda, Doni, and Vincent, who always stand beside me through good and bad times during this whole process in the college. My next gratitude goes to those who indirectly support me every day;

Elisabeth Mirna, the kind sister who cheers me up on working this thesis, Ibu

Susan, the most warm-hearted librarian ever who greets me everyday.

Last but not least, I would like to thank to everybody who becomes a part of my life in this college. All experiences in my college are the greatest thing ever happened in my life.

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CHAPTER II REVIEW OF RELATED LITERATURE ... 8

2.1. Review of Related Studies... 8

2.2.6. Theory of Personality Development ... 21

2.3. Theoretical Framework ... 22

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3.1. Object of the Study ... 24

3.2. Approach of the Study ... 25

CHAPTER IV ANALYSIS ... 26

4.1. Characteristics of Tom Sawyer as seen in Mark Twain‘s the Adventure of Tom Sawyer ... 26

4.2. How the Friendship between Tom Sawyer and Huckleberry Finn Influences Tom‘s Personality Development ... 31

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ... 37

5.1. Conclusions ... 37

5.2. Implications ... 38

5.3. Suggestions ... 39

REFERENCES ... 40

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LIST OF APPENDICES

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1

CHAPTER I

INTRODUCTION

CHAPTER I INTRODUCTION

This chapter consists of four sections. Background of the study describes the topic and the reasons why the topic is chosen and worth studying. Research questions describe the problems that will be discussed in the form of questions. Significance of the study give the explanation of who may get benefits from the study. Definition of terms gives some explanation about the important key terms that are related to the study to avoid misunderstanding about them.

1.1. Background of the Study

There are so many needs in people‘s daily life. As cited in McLeod (2007),

Maslow states that there are five stages model of needs; physiological, safety, belongingness and love, esteem, and self-actualization. In belongingness and love needs, people seek for the need of existence in the society which includes friendship, intimacy, trust and acceptance, receiving and giving affection and love, affiliating, and being part of a group (family, friends, work). Friendship is one of the needs that must be fulfilled in this level to keep the existence of someone in a society.

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being has different characteristics, they will find some similarities that will make them get along with each other. Having a friend gives a place for someone to share good and bad things in our life. People can rely on their friend whenever they need help. Beebe, Beebe, and Redmond (1996) explain that friends are important source of help and comfort in times of stress. They also make life more enjoyable even when all is well and people simply seek the joy of companionship (p. 439).

However, people have to be careful in choosing their friends. Related to the personality development, a friend will give them influences; either good or bad. Therefore, choosing the right friend will be a big deal for everyone, because it will affect their personality in the future. As Beebe, et al. (1996) advise, friends also help someone shape attitudes and beliefs. Especially during periods of change and crisis in someone‘s life, such as adolescence and retirement, friends help someone cope with uncertainty and have a profound influence on his behavior (p.413). They will share their thoughts about problems that someone face and help him choose the best decision over choices.

Jung explains that personality develops through a series of stages that culminate in individuation, or self-realization (as cited in Feist and Feist, 2009, p. 120 - 123). He groups the stages of life into four general periods; childhood, youth, middle life, and old age. Youth is the period which young people strive to gain physic and physical independence from their parents, find a mate, raise a family, and make a place in the world. Jung‘s statement can be related to

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The preceding statements are reasons why the writer wants to analyze a novel in its relation to the friendship and how it influences someone‘s personality development. From many great novels which tell about the story of friendship, the writer chooses a novel by an American well-known writer, Mark Twain entitled

The Adventure of Tom Sawyer. It is one of the popular novels which perfectly

portray the story of friendship. The story of this novel is based on reality, as Mark Twain states in the preface of the book that he writes this novel based on the real experience he had when he was in childhood period. ―Most of the adventures in this book really happened. One or two were my own experiences‖ (p. 7)

The Adventure of Tom Sawyer is written by Samuel Langhorne Clemens

(1835-1910), better known by his pen name, Mark Twain. He is an American writer, humorist, entrepreneur, publisher, and lecturer. He is awarded as one of

eight Americans authors in James Woodress‘ Eight American Authors. The World

Book Encyclopedia (1971) also adds that Mark Twain is generally considered the

greatest humorist in American literature (p. 431).

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The friendship between Tom Sawyer and Huckleberry Finn is quite unique since they have different environment backgrounds. This condition, of course, gives them a different point of view of seeing something. Furthermore, this difference is the beginning of how their friendship influences Tom Sawyer‘s personality development. Through the problems and conflicts they meet, both Tom and Huckleberry start to grow up and face further problems wisely.

The topic of this thesis is Tom Sawyer's Personality Development as A

Result of Friendship Between Tom Sawyer and Huckleberry Finn in Mark Twain's

The Adventure of Tom Sawyer. Therefore, this thesis will discuss on the influence

of friendship between Tom Sawyer and Huckleberry Finn to Tom Sawyer‘s personality development. By seeing this case, the readers are supposed to get an understanding that good friends are important in life. A friend can be a perfect place to share our good and bad story. A friend can also be someone whom someone can rely on. Furthermore, having a good friendship will lead someone into a good personality development as well as Beebe, et al. (1996) state, ―Friends also help shape our attitudes and beliefs‖ (p. 413). Friends will not be around us only when we are happy. Beebe, et al. (1996) suggest, ―Especially during periods of change and crisis in our lives, such as adolescence and retirement, friends help us cope with uncertainty and have a profound influence on our behavior‖ (p. 413). Friends will stay beside someone whatever his condition is. Friends will motivate someone to get up and do better things day by day.

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writer and it triggers the writer to read more and understand more about the writer and his work. Therefore, this thesis will also give a deeper understanding about the novel for the writer who admires Mark Twain‘s books.

1.2. Research Questions

There are two research questions in this study. They are as follows: 1.2.1 What are the characteristics of Tom Sawyer?

1.2.2 How does the friendship between Tom Sawyer and Huckleberry Finn influence Tom Sawyer‘s personality development as seen in Mark

Twain‘s The Adventure of Tom Sawyer?

1.3. Significance of the Study

This study provides benefits for the writer, the readers, and the teachers and students. The first one is for the writer. In the real life context, the writer will be able to learn the meaning of friendship and how it affects someone‘s personality development. It gives the writer a different point of view about friendship as one of the important things in life. In addition, this study gives a satisfaction for the writer who admires Mark Twain and all of his works.

The second one is for readers. By reading this study, hopefully, readers can see the meaning of friendship between Tom Sawyer and Huckleberry Finn. Readers will be given a chance to see more about the friendship value and how it can bring good influence to someone‘s life.

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study also provides them with beneficial information such as the friendship value from the story. Last but not least, for the future writers who are going to take this book as their study object, this study hopefully gives them references about writing a thesis on literature.

1.4. Definition of Terms

To avoid misunderstanding about the content of this study, some literary terms used in the study are explained as follows:

1.4.1. Characters

In 1985, Abrams noted that characters are defined as the persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say (the dialogue) and by what they do (the action) (p. 23). In this study, Tom Sawyer is the character who is interpreted by the readers that are expressed through their thoughts and actions.

1.4.2. Characteristic

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1.4.3. Personality Development

McKean (2005) states that personality is the combination of characteristics or qualities that form an individual‘s distinctive character (p. 1269). Meanwhile,

to develop is to grow or cause to grow and become more mature, advanced, or elaborate (p. 463) and development is the process of developing or being developed (p. 464). Therefore, personality development is the growing process of characteristics that form an individual‘s distinctive character to be more mature,

advanced, or elaborate.

According to Jung, personality develops through four stages of life – childhood, youth, middle life, and old age (Feist and Feist, 2009: 120-123). In this study, personality development is considered as the growing process of Tom Sawyer to be more mature in his youth period as a result of their friendship. 1.4.4. Friendship

McKean (2005) defines a friend as a person whom one knows and with whom one has a bond of mutual affection, typically exclusive of sexual or family relations. Furthermore, McKean (2005) defines friendship as the emotions or conduct of friends; the state of being friends (p. 674).

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CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter discusses about the description of the literature that is related to this study. The first discussion is review of related studies. The writer reviews previous studies that discuss the same novel. The second discussion is review of related theories. Here, the writer reviews theories which are related to the study. The last discussion is theoretical framework. It explains the application of the theories in solving research questions in this thesis.

2.1. Review of Related Studies

The Adventure of Tom Sawyer is one of Mark Twain's popular novels. The

popularity of this book is not only spread in his country, England, but also around the world. This novel has been translated into many languages, including Indonesian entitled Petualangan Tom Sawyer. Thank for the massive popularity, the novel then was made into a movie with the same title, The Adventure of Tom

Sawyer.

There are many researchers who use this novel as the object of their study. Andriani (2009) is one of those who uses this novel as her object of study. In her study, Tom's Maturity Process as the Result of Conflicts Seen in Mark Twain's

The Adventure of Tom Sawyer, Andriani (2009) discovers three main points. The

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The second one is conflicts experienced by Tom. The third point is the effect of those conflicts to Tom's maturity process.

The other writer who discusses about this novel is Sugiono (2001). She uses this book as her study object entitled The Significance of Tom's Conflicts in

His Character Development in Mark Twain's The Adventure of Tom Sawyer. In

her study, Sugiono (2001) has two findings. The first one is conflicts that Tom experiences in his life. The second one is the influence of Tom‘s conflicts to his

character development in The Adventure of Tom Sawyer.

Harbi (2017) shares his thought through his journal, "The Femininity

Concept in The Adventure of Tom Sawyer". He states that Tom Sawyer is an

adventurous boy, poor, espertissimo, and orphaned. Harbi (2017) explains that related to the reader share ideas in force in American society of the nineteenth century, it may be possible to be provided by the customs of the characters, vision presented childhood, school model, ideology. Harbi (2017) also states that Mark Twain reported in a cursory manner the lives of adults in the work, seeks to emphasize more the infant universe, revealing the true essence of the human being uncorrupted by society: the beauty of ingenuity, the spontaneity, generosity and sincerity present in child.

Seybold (2014) gives a sight of his point of view in his journal "Tom

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Petersburg to aid him in painting Aunt Polly's fence, there is no crime, perfect or otherwise, for "crime" would imply that were the stark reality of Sawyer's actions and motivations exposed, he would somehow be legally culpable. What Tom is guilty of is a perfect con, one in which pure performance, theatrical and rhetorical, is made redeemable for commodity, while the duplicitous motives remains obscure, to the benefit of all involved. Seybold (2014) also states that the absence of conventional currency helps the story maintain its puerile innocence. It can be seen through the whitewashing scene. Tom earned a lot of toys as a payment from his friends.

The preceding studies discuss about The Adventure of Tom Sawyer in variety of point of views. However, none of them do the study on the influence of friendship to main characters. Therefore, in this thesis, the writer conducted a study about how the friendship between Tom Sawyer and Huckleberry Finn influences Tom Sawyer‘s personality development as seen in Mark Twain‘s The Adventure of Tom Sawyer.

2.2. Review of Related Theories

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2.2.1. Psychological Approach

Rohrberger and Woods, Jr. (1971) explain that there are five approaches concerning the study of literature, which are the formalist approach, the biographical approach, the sociocultural-historical approach, the mythopoeic approach, and the psychological approach (p. 3-15).

Formalist approach insists on the total integrity of literary piece. Concentrating almost entirely on its esthetic value, this approach concerns with demonstrating the harmonius involvement of all the parts to the whole and with pointing out how the meaning is derived from structure and how matters of technique determine the structure. Biographical approach insists that a work of art is a reflection of a personality, that in the esthetic experience the reader shares the author‘s consciousness, and that at least part of the reader‘s response is to the

author‘s personality.

Sociocultural-historical approach insists that the only way to locate the real work is in reference to the civilization that produced it. Civilization means the attitudes and actions of a specific group of people and point out that literature takes these attidues and actions as its subject matter. Mythopoeic approach insists that those who use this approach seek to discover certain universally recurrent patterns of human thought which they believe find expression in significant works of art. Psychological approach involves the effort to locate and demonstrate recurrent paterns. It draws on a different body of knowledge which concern‘s on

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Since this study focuses on both Tom and Huckleberry's personal development, the writer uses psychological approach which investigates behaviour of the characters as a human being. From the psychological point of view, the motifs behind the actions of characters will be proved. It helps the writer analyzing research questions. Related to the personal development, Freud explains that the human personality develops from infancy though childhood until adolescence. One of the most powerful of the conflicts arising from the interplay of the parts of the personality occurs early in childhood (Rohrberger & Woods Jr., 1971, p. 14).

From many related theories about psychological approach, the writer uses six theories whose concerns are useful to answer research questions in this study. Those six theories are theory of character, theory of characterization, theory of needs, theory of friendship, theory of personality development, and theory of persistence and change.

2.2.2. Theory of Character

According to Abrams (1985), characters are the persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say - the dialogue and by what they do - the action (p. 23).

Abrams (1985) states that a character may remain essentially ―stable‖, or

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only focus on the personality development without focusing on the physical apperance. Therefore, Abrams‘ statement related about physical stuff can be ignored. Forster (1974) introduces popular terms for this distinction; flat and round. He explains that flat characters are introduced from the beginning until the end of the story in the constant condition and unchanged environment. They can be expressed only in one sentence. It makes them easily recognized and remembered by the reader afterwards (p. 47).

Contrary to the flat characters, Forster (1974) explains that the round characters are complex in temperament and motivation (as cited in Abrams, 1985, p. 24). Thus, an author will describe the character like real people who can give unpredictable actions.

Furthermore, Henkle (1977) offers another term for the classification of characters. They are major characters, secondary characters, and minor characters. The major characters get complex problem and more attention given in the book. The major characters in a novel perform a key structural function; upon them we build expectations and desires, which, in modification shift or establish our values (p. 92).

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characters. They interact or clash with the major characters in order to bring out into the open crucial elements of the nature or perdicament of those major characters. The minor characters, being generally less complex, present what is often only one side of the experience (p. 97).

2.2.3. Theory of Characterization

McKean (2005) defines characteristic as mark, trait, attribute, feature, quality, property, character, aspect, peculiarity, idiosyncrasy; in character. Furthermore, he defines characterize as describe the character of and characterization as describe, define, and categorize.

Characters of a story have characteristics in order to expose their identity. Therefore, the author gives characteristic to characters through characterization in order to show to the readers how his character exactly looks like. This statement is supported by Henkle (1977) who states, ―Characterization, therefore, is central to

the fictional experience‖ (p. 86).

Murphy (1972) mentions that characterization is how the author conveys to the reader the characters and personalities of the people he writes about; what sort of people they are, how he makes the readers get to know and understand them (p. 161). Furthermore, Murphy (1972) classifies variety of ways in which an author attemps to make his character understandable to, and come alive for, his readers (p. 161-173).

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and so on. In this study, the researcher will focus only on the personality development. Therefore, this explanation which discuss about physical stuff can be ignored.

The second one is characters as seen by another. The author can describe a character through the eyes and opinions of another. The reader gets it, as it were, a reflected image.

The third one is speech. Each character will show his characteristics through what he says and what he does. Briefly, whenever he puts forward an opinion, he is giving us some clues to his character.

The fourth one is past life. The author will let the readers to learn

something about someone‘s past life, so that readers can have clues to events that

have helped to shape a person‘s character. There are four ways to do this; through

the author‘s direct comment, the person‘s thoughts, his conversation with the

other characters or the medium of another person.

The fifth one is conversation of others. The author gives readers clues to a

person‘s character through the conversation of other people and the things they

say about him. People do talk about other people and the things they say often give as a clue to the character of the person spoken about.

The sixth one is reactions. The author can also give us a clue to a person‘s

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The seventh one is direct comment. The author can describe or comment

on a person‘s character directly. The eight one is thought. The author can give

readers direct knowledge of what a person is thinking about. In this respect, the author is able to do what readers cannot do in real life. The author can tell readers what people are thinking. Therefore, the readers will get the clue about a person‘s

characteristic directly through his thought. The ninth one is mannerism. The

author can describe a person‘s mannerism, habits, or idiosyncrasies which may

also tell readers something about his character.

2.2.4. Theory of Needs

As what has been stated before, everyone needs someone else in their life. That is one of things that every single human being needs in daily life. In fact, there are so many needs of people that must be fulfilled to conduct a well-living life. Later, these needs will motivate people to behave.

Maslow‘s hierarchy of needs is a motivational theory in psychology

comprising a five tier models of human needs, often depicted as hierarchical levels within a pyramid. Maslow states that people are motivated to achieve certain needs and that some needs take precedence over others (as cited in McLeod, 2007).

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Everyone has the capability and the motivation to reach the highest level of these needs. However, the failure and difficulty in life often disrupt their progress or even force back to the lower level needs. As cited in McLeod‘s article (2007), Maslow notes only one in a hundred people becomes fully self-actualized because our society rewards motivation primarily based on esteem, love, and other social needs.

Later in 1970, Maslow‘s five-stage model has been expanded to included

cognitive and aesthetic needs, and later transcendence needs. In this eight-stage model, the needs includes biological and psychological needs, safety needs, love and belongingness needs, esteem needs, cognitive needs, aesthetic needs, self-actualization needs, and transcendence needs. The basic needs are the biological and psychological needs. They include air, food, drink, shelter, warmth, sex, sleep, etc. After achieving these needs, people tend to go up to the next level which is safety needs. Safety needs include protection from elements, security, order, law, limits, stability, etc.

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and predictability. If those needs are done, people will seek for aesthetic needs. They include appreciation and search for beauty, balance, form, etc.

The seventh level of needs is self-actualization needs. They include realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. The final level of needs is transcendence needs. The only need in this level is helping others to achieve self-actualization.

2.2.5. Theory of Friendship

McKean (2005) defines a friend as a person whom one knows and with whom one has a bond of mutual affection, typically exclusive of sexual or family relations. Furthermore, McKean (2005) defines friendship as the emotions or conduct of friends; the state of being friends (p. 674). Related to friendship, Beebe, Beebe, and Redmond (1996) explain as below:

A friend is someone we like and who likes us. We trust our friends. We share good and bad times with them. By nature, a friend is someone whom we choose to be with, not someone we associate with because we have to. Friendships offer emotional supports and even affect our physical health. Friends also enhance our self- esteem.

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stability and comfort in one‘s interactions with others. The third one is the need

for affection. People need to give and receive love, support, warmth, and intimacy. The amount may be different from person to person, but still the need to give and receive affection is needed by most people. From those three primary social needs, it is concluded that the greater someone‘s inclusion, control, and affection needs are, the more likely it is that the person will actively seek others as friends.

Having a friend will bring good things to someone, and one of them is helping us to grow mature through the problems we face in our life. Beebe, et al. (1996) mention that besides helping someone enjoy a healthy life, friends help one cope with stress, take care of physical needs, and even help in the development of someone‘s personality (p.413). Beebe, et al. (1996) add, ―Friends also help shape someone‘s attitudes and beliefs. Especially during periods of

change and crisis in someone‘s life, such as adolescence and retirement, friends

help someone cope with uncertainty and have a profound influence on one‘s

behaviour‖ (p. 413). They also explain that the intensity of someone‘s affection

for his friends and the intimacy of someone‘s conversations determines whether one views someone as an acquaintance, a casual friend, or a close friend (p. 419).

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Casual friends are more likely to plan get-togethers than to depend upon chance meetings in the street or at the movies. Casual friends are also more likely to volunteer to help one another in time of need. Last but not least, close friends are those that help the most when someone is stressed or troubled. One enjoys their companion when all is well; when someone has problems, close friends want to help ease burdens and pain.

People built their friendship since they started to live in the society. When they were kid, they have had their first friend. As the time goes by, they turn into adult and have more friends. At different stages in life, Beebe, et al. (1996) explain that there are four types of friendships, which are childhood friendships, adolescent friendships, adult friendships, and the elderly friendships.

People‘s first friendship is the childhood one. Childhood friendships

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2.2.6. Theory of Personality Development

McKean (2005) states that personality is the combination of characteristics or qualities that form an individual‘s distinctive character (p. 1269). Meanwhile,

to develop is to grow or cause to grow and become more mature, advanced, or elaborate (p. 463) and development is the process of developing or being developed (p. 464). Therefore, personality development is the growing process of characteristics that form an individual‘s distinctive character to be more mature,

advanced, or elaborate.

Feist and Feist (2009) state that most psychologist agree that the word

―personality‖ originated from the Latin word persona which refers to theatrical

mask worn by Roman actors in Greek dramas (p. 3). However, personality theorists have not agreed on a single definition of personality. Although they have all dealt in some ways with what we call personality, each has approached this global concept from a different perspective.

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The period from puberty until middle life is called youth. Young people strive to gain psychic and physical independence from their parents, find a mate, raise a family, and make a place in the world. According to Jung (as cited in Feist and Feist, 2009, p. 122), youth is, or should be, a period of increased activity, maturing sexuality, growing consciousness, and recognition that the problem-free era of childhood is gone forever. The major difficulty facing youth is to overcome the natural tendency (found also in middle and later years) to cling to the narrow consciousness of childhood, thus avoiding problems pertinent to the present time of life. This desire to live in the past is called the conservative principle.

Jung believes that middle life begins at approximately age 35 or 40. If middle-aged people retain the social and moral values of their early life, they become rigid and fanatical in trying to hold on their physical attractiveness and agility. Related to old age phase, Jung (as cited in Feist and Feist, 2009, p. 122) states that nobody seems to consider that not being able to grow old is just as absurd as not being able to outgrow child‘s size shoes. An old man who does not

know how to listen to the secrets of the brooks, as they tumble down from the peaks to the valleys, makes no sense.

2.3. Theoretical Framework

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study. This research uses the psychological approach. Theories of character, characterization, needs, friendship, and personality development are used in order to answer the research questions.

In order to answer the first research question about what the characteristics of Tom Sawyer and Huckleberry Finn are, the writer applies the theory of character suggested by Abrams (1985), Forster (1974), and Henkle (1977). These theories defines what kind of character Tom Sawyer is. Furthermore, the writer also uses theory of characterization suggested by Murphy (1972) which shows

how the author conveys to the readers about his characters‘ personality.

To analyze the second research question, how the friendship between Tom Sawyer and Huckleberry Finn influences Tom Sawyer‘s personality development

as seen in Mark Twain‘s The Adventure of Tom Sawyer, the writer applies the

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24

CHAPTER III

METHODOLOGY

CHAPTER III METHODOLOGY

There are two main parts in this chapter. The object of the study deals with the novel that is analyzed in this study. The approach of the study contains the description of the approach that is used in the analysis.

3.1. Object of the Study

The object of this study is The Adventure of Tom Sawyer, a novel which is written by one of America's most popular authors, Samuel Langhorne Clemens. He is best known as Mark Twain, his pen name. This novel was first published in England in June 1876 and sixth month laters in the United States. The writer uses the edition of the novel which was published by Dell Publishing Co., Inc., New York in 1969. It has 125 pages which are divided into 33 chapters.

The story is about the friendship of two different characters; Tom Sawyer and Huckleberry Finn. They live in the same environment, but they grow in different culture background. Tom Sawyer lives with his aunt, brother, and cousin in a proper house. Huckleberry Finn lives independently, but he still has father who is nowhere to be found. Tom admires Huckleberry‘s freedom. Therefore, he tries to get along with Huckleberry. Later, it finds out that Huckleberry admires

Tom‘s well-knowledge mind. As the time goes by, their friendship brings them

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conflicts they face, Tom Sawyer gains his personality development as seen in the end of the novel.

3.2. Approach of the Study

The writer used psychological approach which investigated behaviour of the characters as a human being. From the psychological point of view, the motifs behind the actions of characters would be proved. It helps the writer analyzing research questions.

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26

CHAPTER IV

ANALYSIS

CHAPTER IV ANALYSIS

This chapter aims to answer research questions presented in the study. Firstly, the analysis focuses on the characteristics of Tom Sawyer in Mark Twain's

The Adventure of Tom Sawyer. Secondly, the analysis focuses on how the

friendship between Tom Sawyer and Huckleberry Finn influences Tom‘s personality development.

4.1. Characteristics of Tom Sawyer as seen in Mark Twain’s the Adventure of Tom Sawyer

In this part, the writer answers the first research question which is about

characteristics of Tom Sawyer in Mark Twain‘s The Adventure of Tom Sawyer.

As Mark Twain gives no specific clue related to the physical appearance of Tom Sawyer, therefore, the writer only analyses the personality of this character.

Before analyzing the personality development, the writer describes Tom

Sawyer‘s personality. The writer uses the theory of character by Abrams (1985),

Forster (1974), and Henkle (1977), and theory of characterization by Murphy (1972).

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says and what he does (Abrams, 1985, p. 23). The researcher has highlighted the three most prominent characteristics of Tom Sawyer, as follows:

4.1.1.Cunning

In the beginning of the story, Tom is introduced as a cunning boy. There are three occasions which show Tom Sawyer as a cunning boy; stealing food scene, white-washing scene, and Sunday school scene. The first scene is stealing food scene. Tom Sawyer often plays tricks on Aunt Polly. One of them is stealing food without Aunt Polly‘s permission and then running away from her. Aunt Polly gets mad and she wants to give a lesson to Tom. Before doing so, Tom does a trick on Aunt Polly and he luckily saves himself. This scene shows Tom‘s cunning characteristic which goes along with McKean (2005) who defines cunning as having or showing skill in achieving one's end by deceit or evasion.

From this scene, Toms‘s cunningtrait is proved by seeing Tom‘s reaction toward

Aunt Polly‘s act (Murphy, 1972, p. 168).

There was a little noise behind her. She turned and caught a small boy, stopping him before he could escape.

―What were you doing in that corner?‖ ―Nothing.‖

―Nothing! What is that on your hands and face?‖ ―I do not know, Aunt Polly.‖

―I know. You have been eating sweets. I have told you a hundred

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without Aunt Polly‘s permission. ―And she gave him a large apple. She did not

see him take a piece of cake as he passed through the kitchen‖ (p. 17).

Tom‘s cunning trait is also shown in the whitewashing scene. The day is

Saturday. Tom is punished by Aunt Polly to brush the fence in front of the house. But his aunt was waiting for him. She had learned from Sid about Tom‘s afternoon. Now she saw his clothes and she knew that he had been fighting. She knew what she must do. Tom would work all day on Saturday. (p. 12)

His cunning trait reflects on his effort to flee from his punishment. He pretends to like his work so that Ben Roger, one of his friends who comes over, gets interested in his job.

Tom turned suddenly. ―Oh, Ben, is it you? I did not see you.‖

―I am going swimming, I am. Do you wish you could go with me? Or would you rather work?‖

Tom said, ―What do you mean? Work?‖

―That is work.‖

Tom returned to his painting. ―It may be work and it may not be. But it is fine for Tom Sawyer.‖

―Do you mean that you enjoy it?‖

―Enjoy it? Does a boy have a chance to paint a fence every day?‖

Here was a new idea. Ben stopped eating his apple. Tom moved his brush—stepped away to look at the result—added a little paint here and there—stepped away again. Ben watched. He was more and more interested. (p. 15)

Luckily, this trick works on Ben Rogers and there are also other boys who

are also trapped on Tom‘s tricks. In Sunday school scene, it is told that Tom has

no point of studying hard to achieve a bible. Otherwise, Tom just wants to feel the

pleasure of receiving it. It can be seen through Twain‘s direct comment (Murphy,

1972, p. 170). ―It was a wonderful day when a boy or a girl received one of these

Bibles. Perhaps Tom did not want the Bible. But he did want the wonderful

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hard to give him tickets so that he can exchange it with a bible and have the pleasure of it. From these findings, it can be concluded that Tom Sawyer is a cunning boy who always keeps him safe by sacrificing people around him.

4.1.2. Dishonest

There are three findings related to Tom Sawyer‘s characteristic as an

dishonest boy. They are classroom scene, lunch scene, and white-washing scene. The classroom scene shows Tom‘ behaviour of being dishonest. Tom comes late for talking to Huckleberry along his way to school. When Tom is asked by his teacher about his lateness reason, he does not speak the truth. This act of dishonest is supported by McKean who (2005) defines dishonest as behaving or prone to behave in an untrustworthy or fraudulent way, intended to misleade or cheat.

The teacher looked at him. ―Thomas Sawyer!‖

Tom knew that trouble was coming when his whole name was used. ―Why are you late again?‖

Tom looked around the room. He saw the new girl. No girl sat in the seat beside her. And girls sat in all the other seats on the girls‘ side of the room. He said, ―I stopped to talk with Huckleberry Finn.‖

All the children looked at Tom. It was very foolish to say that to a teacher. (p. 30-31)

Claiming the right before doing the duty is wrong. He concerns well about his right to swim and play over his duty to study at school. It is told through his speech (Murphy, 1972, p. 164). ―Tom did not go to school and he had a very

happy afternoon‖ (p. 10). In the lunch scene, Aunt Polly, who wants to know

more about his activity at noon, is trapped on another Tom‘s trick. Tom‘s

conversation with his Aunt Polly below shows Tom‘s dishonest characteristic

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While Tom sat eating, his Aunt Polly asked questions. She hoped to learn about his afternoon.

―Tom, was it warm in school?‖ ―Yes, Aunt Polly.‖

―Did you wish to go swimming, Tom?‖

Tom began to feel afraid. What did she know about his afternoon? ―No, Aunt Polly. Not very much.‖

She touched his shirt. It was dry. But Tom knew what she would touch next. He said quickly, ―Some of us put water on our heads because we were hot. My hair is not dry yet.‖

He watched her face. Yes, she believed him. He was safe.

And Aunt Polly was glad to believe that he had been good. (p.10)

In the whitewashing scene, after successfully tricking his friends to do his punishment, Tom runs to Aunt Polly and tells her that he has done his job without

mentioning his friends‘ participation.

Tom went to report to aunty Polly. She was sitting beside an open window. She was half asleep, and she was holding the sleeping cat. She was surprised to see Tom. She thought that he had run away from his work long ago.

Tom said, ―May I go and play now, Aunt?‖ ―Already? How much have you done?‖ ―It is all done, Aunt‖ (p. 16)

The preceding findings give a clear statement that one of Tom Sawyer‘s

characteristics is dishonest. He behaves in an untrustworthy way, intended to cheat people around him to get what he wants.

4.1.3. Lazy

Another Tom Sawyer‘s characteristic is lazy. In the novel, there are two

scenes which show this characteristic; white-washing scene and church preparation scene. Tom Sawyer hates working on Saturday. Once, Aunt Polly states about how Tom hates working (Murphy, 1972, p. 162). ―He does not like

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10). Moreover, Twain describes Tom‘s dislike on working by comparing the nice weather and Tom‘s current feeling (Murphy, 1972, p. 170).

Saturday morning came. All the summer world was bright and fress and full of life.

Tom appeared in front of the house with paint and a big brush. He looked at the fence, and all joy left him. A deep sadness settled upon his heart (p. 12).

Still, this is a punishment for him that he must do. He does his job, but after a while, he starts to nag and wants to give up (Murphy, 1972, p. 164). ―He looked

at what he had done. The painted was very large. He sat down. He felt that he

could not continue‖ (p. 13). His act of laziness goes along with McKean (2005)

who defines lazy as unwilling to work or use energy, characterized by lack of effort or activity; showing a lack of effort or care.

People dress well to go to the church every Sunday. While his aunt, brother, and cousin are wearing nice clothes, Tom seems have no interest to wear stuff like that. He even hopes not to wear any shoes to go to the church. Moreover, he needs his cousin, Mary, to dress him up. ―Then Mary helped him to

dress in his Sunday clothes. He hoped that she would forget his shoes. But she did

not‖ (p. 19). Seeing from the preceding findings, it can be concluded that Tom

Sawyer is a lazy boy. He has no willingness to use his energy and no effort to do his duty.

4.2. How the Friendship between Tom Sawyer and Huckleberry Finn Influences Tom’s Personality Development

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Some of them show us how the friendship between them influences Tom

Sawyer‘s personality development. It goes along with Beebe, et al. (1996) who

state that friends help us in development of our personality (p. 413). In this part, the writer explains how the friendship between Tom Sawyer and Huckleberry

Finn influences Tom‘s personality development in Mark Twain‘s The Adventure

of Tom Sawyer. There are three characteristics of Tom Sawyer which gain through

the friendship; mature, caring, and brave. 4.2.1. Mature

Tom Sawyer‘s personality development is gained through two experiences; finding the treasure scene, and taking Huckleberry back scene. In the beginning of the story, Tom was described as a cunning boy. He often tricked his aunt and friends, stole foods, and got absent from school. After being friends with Huckleberry, Tom shows his development for being mature. McKean (2005) defines mature as having reached an advanced stage of mental or emotional development characteristic of an adult, careful and thorough of thought or planning.

Tom, who used to be dependent on his aunt, has to make a plan and decision in order to find Indian Joe‘s treasure. Huckleberry, who also knows this secret, asks Tom the plan they are going to do. As a leader, he tells Huckleberry the plan they are going to do.

―I think you are right, Tom. Now what will you do?‖ ―Let me think.‖

Tom thought a long time. Then he said:

―I will tell you. The door of Number Two opens on a little street at the

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in. But if you see Indian Joe, follow him. And if he does not go to that

Number Two, it can‘t be the place.‖ (p. 93)

Tom does not only improve his maturity in his thought, but also in his action. It is proved in the scene below:

―I am afraid to follow him alone, Tom!‖

―It will be night. If I see him, and if it is dark, I will follow him,

I promise. He might be going straight to that money. You must not

weaken, Huck, and I won‘t.‖ (p. 94)

This scene also shows that Tom and Huckleberry are close friend; Tom puts

Huckleberry‘s concern above his personal concern. Tom wants to help ease

Huckleberry‘s burden (Beebe, et al., 1996). Therefore, he gains his maturity in his

act.

Tom often made a trouble and it left bad things on him. Being friend with Huckleberry helps him to show that he can solve problems too. Once, Huckleberry runs away from Mrs. Douglas‘ home due to his uncomfort to stay there. Huckleberry tells Tom about his problem and Tom shows that his problem is not as bad as he thought.

Huck was quiet. There was a battle in his mind. After a while he said, ―I will return to Mrs. Douglas for a month. I will try, if you will let me belong

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From preceding evidences, it shows that Tom Sawyer gains his maturity by

fulfiling Huckleberry‘s third social need that make us initiate and sustain

friendship with others; the need for affection. ―We all need to give and receive

love, support, warmth, and intimacy‖ (Beebe, et al., 1996). This evidence also

shows that Tom gives profound influence on Huckleberry‘s behavior. He

supports Huckleberry cope with uncertainty. Tom helps Huckleberry to shape his attitudes and beliefs toward living well in the society (Beebe, et al., 1996, p. 413).

4.2.2. Caring

Tom used to be lack of care; he is unwilling to work, characterized by lack of effort or creativity. Through the friendship with Huckleberry, he starts to gain his caring for others. This development can be seen through two scenes; going to the graveyard scene and going home scene. The day when Tom and Huckleberry go to the graveyard, both of them go there bravely. Right after arriving there, the sounds come and they start to get afraid. Huckleberry, the one who has a plan even gets afraid more than Tom. Surprisingly, Tom shows up his caring traits to Huckleberry to calm his worry.

The two held each other with fast-beating hearts. ―Tom, they are coming! What shall we do?‖ ―I do not know. Will they see us?‖

―Tom, they can see in the dark, like cats. I wish I had not come.‖

―Oh, do not be afraid. We are doing nothing. If we are completely quiet,

perhaps they won‘t see us‖ (p. 38)

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life they experience on Jackson‘s Island influences Tom Sawyer to care about others‘ feeling. It can be seen at the scene where the pirates group are home and

nobody seems care about Huck. Tom spontaneously complains to Aunt Polly about it.

Aunt Polly, Mary, and the Harpers put their arms around Tom and Joe. Huck stood alone, not knowing what to do. He started to move away, but Tom stopped him and said: ―Aunt Polly, this is not right. Some person must be glad to see Huck‖ (p. 65)

Understanding her nephew‘s problem, Aunt Polly does the thing to make Tom feel better. She states her happiness for having Huckleberry back, too. ―And some person shall be. I am glad to see him, dear boy!‖ She put her arms around

him also. And now Huck felt more strange than before‖ (p.65). From the preceding scenes, it shows that Tom Sawyer gains his caring for others.

This development also shows that Tom Sawyer is a round character. His development proves that he is not flat which is introduced from the beginning until the end of the story in the constant condition. Otherwise, he is complex in temperament and motivation. Tom Sawyer who lacked of care gains his caring to others since Tom met Huckleberry.

4.2.3. Brave

Tom was coward for hiding the truth about the death of Doctor Robinson. He was afraid, but in the same time, he put Muff Potter‘s life on risk. Huckleberry

and Tom always came to the court to get the updatest news about Muff Potter. Even though it has to break his promise with Huckleberry, in the end, Tom

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Interest became greater and greater.―—and as the doctor hit Muff Potter with the

board and Muff Potter fell, Indian Joe jumped with the knife and—‖ (p. 80). This shows that Tom put his fear after his concern for others. He gains by his bravery by helping others instead of himself. This action goes along with McKean (2005) who defines brave as ready to face and endure danger or pain; showing courage. Tom Sawyer‘s action to reveal the truth shows that he is ready to face the danger of Indian Joe in his life. From the preceding scenes, it shows that Tom Sawyer gains his bravery through the experiences they face with Huckleberry.

Jung (Feist and Feist, 2009:122) states that youth is period of growing consciousness and recognition that the problem-free era of childhood is gone forever. The preceding evidence shows us Tom‘s consciousness that he has to do

the right thing by revealing the truth.

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CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter presents the conclusion of the study. This chapter consists of three parts; the final answers to research questions as have been mentioned in the previous chapter, the implication for teaching and learning activities and the suggestions for future researchers as well as English lectures.

5.1. Conclusions

There are two conclusions that can be drawn from this study. The first one is what the characteristics of Tom Sawyer is. Tom Sawyer is a round and major character; ‗round‘ means that they are described like real people who can give unpredictable actions and ‗major‘ means that he gets complex problem and more attention. Related to the personality, Tom is described as a cunning, dishonest, and lazy boy.

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troubled. People enjoy their companion when all is well; when someone has problems, close friends want to help ease burdens in pain.

Both Tom and Huckleberry are in their youth period; a period which young people strive to gain psychic and physical independence from their parents, find a mate, raise a family, and make a place in the world. Then, the need to find a mate is emphasized through five stage model of needs (physiological needs, safety needs, belongingness and love needs, esteem needs, and self-actualization). After achieving the physiological needs and safety needs, they seek for the belongingness and love needs which includes friendship.

Having a good friend gives good impact in gaining personality development. Tom Sawyer becomes a mature, caring, and brave boy.

5.2. Implications

Indonesia‘s education is still on process to be a well-developed education. This condition is caused by a very few of percentage on reading habit. This condition is getting worse since there are only a very few of teachers who inovates their way of teaching in order to attract students‘ attention in learning. In Indonesia, there are many media that can be used during the learning process. The existence of these media are purposed to gain students‘ interest to study better.

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beneficial for students‘ study object. Its easy-understanding story and important

moral values will give positive impacts for students in learning.

One of moral values which is presented the most is friendship. In youth period, friendship influences most of people‘s life. By learning such good moral

value about friendship, students are hoped to be able to get inspired and have good friends in their real life. Briefly, by reading The Adventure of Tom Sawyer, they will learn English and its vocabulary, learn the moral value of the story, and gain their reading habit at the same time.

5.3. Suggestions

There are two parts in this section. The first one is the suggestion for English lecturers. The second part is the suggestion for the future researchers. 5.3.1 Suggestion for English Lecturers

English Lecturers are recommended to use this novel as one of the study objects in certain course such as Prose and Book Report. This novel shows a meaningful friendship value which can inspire students in the real life. The easy diction will help the beginner students to learn English better.

5.3.2 Suggestion for Future Researchers

The future researchers can analyse Twain's The Adventure of Tom Sawyer in Tom and Becky's relationship effect to Tom's personality development. In that study, the researcher can find Tom and Becky‘s characteristics and how their

relationship as a couple in their youth period gains Tom‘s personality

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40

Mark Twain's The Adventure of Tom Sawyer. Yogyakarta: Sanata Dharma

University.

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (1996). Interpersonal

Communication Relating to Others. Boston: Allyn and Balcon.

Feist, J., & Feist, G. J. (2009). Theories of Personality 7th Edition. New York:

Interpreting Fiction. New York: Harper & Row, Publishers, Inc.

McKean, E. (2005). The New Oxford American Dictionary 2nd Edition. New York: Oxford University Press, Inc.

McLeod, S. (2016). Retrieved February 01, 2017, from

http://m.simplypsychology.org: http://www.simplypsychology.org/maslow.html Murphy, M. J. (1972). Understanding Unseen: An Introduction to English Poetry

and The English Novel Overseas Students. London: George Allen &

Unwin.

Rohrberger, M., & Woods, Jr., S. H. (1971). Reading and Writing About

Literature. New York: Random House, Inc.

Seybold, M. (2014). Tom Sawyer Impersonates "The Original Confidence Man". Retrieved April 25, 2017, from

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Sugiono, L. N. (2001). The Significance of Tom's Conflicts in His Character

Development in Mark Twain's The Adventure of Tom Sawyer. Yogyakarta:

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42

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43

APPENDIX I –SUMMARY OF THE ADVENTURE OF TOM SAWYER- The Adventures of Tom Sawyer, first published in 1876, is a child's adventure

story; it is also, however, the story of a young boy's transition into a young man. In some ways, it is a bildungsroman, a novel whose principle subject is the moral, psychological, and intellectual development of a youthful main character. It is not a true bildungsroman, however, because Twain did not take Tom into full manhood.

One of America's best-loved tales, Tom Sawyer has a double appeal. First, it appeals to the young adolescent as the exciting adventures of a typical boy during the mid-nineteenth century, adventures that are still intriguing and delightful because they appeal to the basic instincts of nearly all young people, regardless of time or culture. Second, the novel appeals to the adult reader who looks back on his or her own childhood with fond reminiscences. In fact, in his preface to the first edition, Twain wrote, "Although my book is intended mainly for the entertainment of boys and girls el part of my plan has been to pleasantly remind adults of what they once were themselves, and what they felt and thought." Thus, the novel is a combination of the past and the present, of the well-remembered events from childhood told in such a way as to evoke remembrances in the adult mind.

Although Tom Sawyer is set in a small town along the western frontier on the banks of the legendary Mississippi River sometime during the 1840s, readers from all parts of the world respond to the various adventures experienced by Tom and his band of friends. The appeal of the novel lies mostly in Twain's ability to capture--or re-capture--universal experiences and dreams and fears of childhood. Twain criticizes the adult attitudes and behaviors throughout the novel. That is part of the conflict: the maturation of a youth (Tom) into adulthood conflicting with the disapproval of the adult behaviors that exist. It is this double vision that raises the novel above the level of a boy's adventure story.

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44

APPENDIX II – MARK TWAIN’S BIOGRAPHY Personal Background

Mark Twain (a.k.a., Samuel Longhorne Clemens) was born in the little town of Florida, Missouri, on November 30, 1835, shortly after his family had moved there from Tennessee. When Twain was about four, his family moved again, this time to Hannibal, Missouri, a small town of about five hundred people.

Twain's father was a lawyer by profession but was only mildly successful. He was, however, highly intelligent and a stern disciplinarian. Twain's mother, a southern belle in her youth, had a natural sense of humor, was emotional, and was known to be particularly fond of animals and unfortunate human beings. Although the family was not wealthy, Twain apparently had a happy and secure childhood.

Early Career

Twain's father died when Twain was twelve years old and, for the next ten years, Twain was an apprentice printer and then a printer both in Hannibal and in New York City. Hoping to find his fortune, he conceived a wild scheme of making a fortune in South America. On a riverboat to New Orleans, he met a famous riverboat pilot who promised to teach him the trade for five hundred dollars. After completing his training, Twain piloted riverboats along the Mississippi for four years. During this time, he became familiar with the towns along the mighty River and became acquainted with the characters who would later inhabit many of his novels, especially Tom Sawyer and Huck Finn.

When the Civil War began, Twain's allegiance tended to be Southern due to his Southern heritage, and he briefly served in the Confederate militia. Twain's brother Orion convinced him to go west on an expedition, a trip which became the subject matter of a later work, Roughing It.

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Mark Twain, one of America's first and foremost realists and humanists, was born in 1835 during the appearance of Haley's Comet, and he died during the next appearance of Haley's Comet, 75 years later.

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vi

ABSTRACT

Tjahjadi, Khariton Ade Nuansa. (2017). Tom Sawyer's Personality Development

as a Result of the Friendship between Tom Sawyer and Huckleberry Finn in Mark Twain's The Adventure of Tom Sawyer. English Language Education Study

Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

This study analyses The Adventure of Tom Sawyer, a novel written by Mark Twain. One of the major issues described in the novel is a friendship between Tom Sawyer and Huckleberry Finn. The purpose of this study is to find how the friendship between Tom Sawyer and Huckleberry Finn influences Tom Sawyer‘s personality development. There are two research questions, namely: (1) What are the characteristics of Tom Sawyer? (2) How does the friendship between Tom Sawyer and Huckleberry Finn influence Tom Sawyer‘s personality development as seen in Mark Twain‘s The Adventure of Tom Sawyer?

This study is a library research which obtains related information from books and other sources to gain the data. The psychological approach is used in this study. Theories that are used in this study are theories of character, characterization, needs, friendship, and personality development.

There are two findings in this study. The first finding is the characteristics of Tom Sawyer. Tom Sawyer is cunning, dishonest, and lazy. The second finding is how the friendship between Tom Sawyer and Huckleberry Finn influences Tom Sawyer‘s personality development. In their youth period, Tom and Huckleberry become mates. They both become close friend and face many problems together. Through the friendship that they build, they face conflicts that later influence Tom Sawyer‘s personality development. Tom Sawyer gains his maturity, caring, and bravery.

It is suggested for the future researchers to discuss this novel from different perspectives. They can discuss the effect of Tom and Becky‘s relationship to Tom‘s personality development. It is also recommended that English lecturers use Mark Twain‘s The Adventure of Tom Sawyer as one of the subjects to teach Prose and Book Report.

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