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A T R A K A Y G O Y

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S T N E M E G D E L W O N K C A

o t e d u ti t a r g d n a e s i a r p y m s s e r p x e o t e k il d l u o w I l l a f o t s ri

F Allah SWT ,

d o G y l n o y

m fo rtheblessingi nmyl fie.

o t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w

I D .r Antonius

,. A . M , o t n a y ij u r e

H a s my majo r sponsor , fo r hi s guidance and ciritca l s

i h t r o f s a e d i e h t g n i p o l e v e d n i s n o it s e g g u

s thesis .He paitenlty guided me in

p e t s y r e v

e o fmy consutlaiton .I t hank him fo rhi ssuppor tso Icould ifnish my .s

i s e h

t

e h t o k n a h t o s l a

I r swho wereespeciallyhelpfuli ncludingthel ecturer so f y

ti s r e v i n U a m r a h D a t a n a

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m , t he ilbrarystaff ,andal lworkersi nt hi sUniverstiy f ort hei rguidance e

c i v r e s t s e b d n

a s du irngmys tudyt eher . i d e d d n a n o it a i c e r p p a y

M caiton go only to my beloved parent ,s Ir . o

t n a y r a

D andMardiana. t I hankthemf o ral lt ri he loves ,suppo trs ,andpaitence r

o

f waiitng me passed thi sstudy .They always pray the bes tf or me to be a g

n i e b n a m u h l u f s s e c c u

s . yM lovely sisters and brother ,D ian Norma Meilnda , Dian Rfiq iArfiansyah ,and Dian Riza Maretna who alway sm da e me smlie

I n e h

w a m frusrtated in doing t hi sstudy . Iwould ilketo t hank my sweet ,Heru o

k i m t a j u

S ,fo rsuppo tring ,advising ,and l oving me .It hank to my bes tfirends : n

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I ,Shodiq ,Deny ,Imel ,Jojo ,Del ifn ,Yaya ,Dan,i Rindang ,Kia ,Pandu , n

e l o

M ,Dion ,Ayuni ,Oilve, Tyas ,Fani and some o fmy firend sthat have no t n

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l a o t s k n a h t t a e r

g mycolleagues ,especiallyt oa llPBI’05 students . Ithank them y

m g n i e b r o

f lovelyf irends inthesesevenyears. Therearehugememo irest ha twe e

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i x

T N E T N O C F O E L B A

T S

Page E

L T I

T PAGE... i .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E G A P L A V O R P P

A ii

E G A P N O I T A C I D E

D i v

N A U J U T E S R E P N A A T A Y N R E

P PUBLIKASI................................................ vi .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. T C A R T S B

A v ii

K A R T S B

A ... v ii i .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E M E G D E L W O N K C

A xi

N E T N O C F O E L B A

T TS... x i F

O T S I

L APPENDICES... x vi

N O I T C U D O R T N I .I R E T P A H C

y d u t S e h t f o d n u o r g k c a B .

A ... 1 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . y d u t s e h t f o s e v it c e j b O .

B 3

m e l b o r P .

C Formulaiton... 3 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o s ti f e n e B .

D 4

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s m r e T f o n o it i n if e D .

E ... 4 .

1 Rebelilou .s... 4 .

2 Act .s..…... 5 .

3 Conducted... 5

.

4 Boy... 5 e

h T .

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ii x t

u O .

6 -Wtih... 6 e

h T .

7 Fury... 6 E

R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s e i d u t S d e t a l e R f o w e i v e R .

A 7

d e t a l e R f o w e i v e R .

B Theo ires... 8 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a z ir e t c a r a h C d n a r e t c a r a h C f o y r o e h T .

1 8

e h T .

2 oryo fMo itvaiton... 11 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . h c a o r p p A l a c it ir C .

3 13

m a r F l a c it ir o e h T .

C ework... 1 5 l

e v o N e h t f o t x e t n o C .

D ... 15 e

h t f o g n it t e S .

1 Novel... 16 r

e ti r W e h t f o g n it t e S .

2 ……… 16

Y G O L O D O H T E M . I I I R E T P A H C

.

A Objectt heStudy... 17 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. y d u t S e h t f o h c a o r p p A .

B 21

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . y d u t S e h t f o d o h t e M .

C ... 22 S

I S Y L A N A . V I R E T P A H C

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s r e t c a r a h C n i a M e h t f o n o it p ir c s e D e h T .

A 23

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. l e v o N e h t n i d e t c i p e D s a o n u r

B .. 24 ..

o ir u C .

a u .s... 24 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .t n e i d e b O .

b 25

.

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ii i x

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. l u f y a l P .

d 28

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .s u o r u t n e v d A .

e 03

e v ï a N .

f ... 13 f

o g n i n a e M e h T .

B Rebelilou sAct sConducted by Bruno in John s

’ e n y o

B TheBoyi nt heStripedPajamas... 32 .

1 LtieralMeaning... 33 .

2 T rueMeaning... .. 3 7 N

O I S U L C N O C . V R E T P A H C

.

A Conclusion... 41 o

n u r B .

1 ’ sCharacter .s... 41 e

h T .

2 Meaning o fRebelilou sAct sConducted by Bruno in John s

’ e n y o

B TheBoyi nt heStripedPajamas... 42 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it s e g g u S .

B 43

r o f n o it s e g g u S .

1 FutureResearcher .s... 43 s

’ e n y o B n h o J g n i s u h c a e T o t r e h c a e T e h t r o f n o it s e g g u S .

2 T he

Boyi nt heStripedPajamas... 44 l

e v o N e h t f o n o it a t n e m e l p m I e h T .

C TheBoyi nt heStripedPajamas

byJ ohnBoynei nBasicReadingII... 44 ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E

R ... 4 5

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C I D N E P P

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v i x

S E C I D N E P P A F O T S E L

Page

y r a m m u S : 1 x i d n e p p

A TheBoyi nt heSt irpedPajamas... 84 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. e n y o B n h o J f o y h p a r g o i B : 2 x i d n e p p

A 05

: 3 x i d n e p p

A CoverofTheBoyi nt heSt irpedPajama .s... 5 2 x

i d n e p p

A 4 :LessonPlan... 35 x

i d n e p p

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1 1 R E T P A H C

N O I T C U D O R T N I

e h t s i t s ri f e h T . y d u t s e h t f o s n o i s i v i d b u s e v if o t n i d e d i v i d s i r e t p a h c s i h T

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b wrtier si exctied t o

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m e l b o r p e h t s i d ri h t e h T . y d u t s e h t f o e s o p r u

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A Backgroundo fThe Study

n a m u

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g n i k a m f o s n o it i u t n i e h t e v a h y e h

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(17)

n e e w t e

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f in anuncommonlyplayground called p irson .Thi sstudy wa sw irttenbased

t a h t y r o t s n o it c if a n

o i sadaptedf roma rtuestoryi n t hepe irodo fWo lrdWa r II ,

f o g n it t e s e h

t Holocau tspeirod .Thi sstorydesc irbest wocharacters ,namedBruno h

S d n

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n a m r e

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n a m r e G . r a w f o e l d d i m e h t n

i y ist hesupeiro rundert heauthortiyo fAdol fHilter ,

r e t a

l hei smenitoneda st eh Furyin t henovel ,wherea stheJewi sonlyagroup o f p

l l a m s a n i s i t I . d n a l o P n i y a t s o h w y ti n u m m o

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a Jew’ sfamiiles.

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d e ll a c e c a l p a o t y li m a

f O -utWtih (Auschwtiz). I t i s a place where the d

e t a c o l s i y ti r o h t u a r e h t a f s i h r e d n u p m a C n o it a rt n e c n o

(18)

t s e r e t n i e m a s e h t e v a h y e h T . l e u m h S d e m a n y o

b s .They fee lcomfo treach othe r

r a li m i s r i e h t e s u a c e

b character so fthenineyear sold boy .Thenaïveyoung boy s

o w t e s o h t h g u o r h t y r o t s e h t n i d e t n e s e r p e r e r

a character .s Bruno i sa son oft he

t n a d n a m m o

C in a Concenrtaiton Camp where Shmue lha sbecome one o fthe

s m it c i

v inside . They show a good relaiton o f friendship atlhough two

y r o t c i d a rt n o

c background spresen ta saconfilc ttos eparatet hem .

s i n o i s s u c s i d e h t , e r o f e r e h

T deali ng wtih the meaning o frebelilous act s

o n u r B y b d e t c u d n o

c a sthe characte rin John Boyne’ sThe Boy in the Striped s

a m a j a

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s s u c s i d o t g n it s e r e t n i s i l e v o n s i h

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e h T . n e r d li h

c wrtierisi nterestedto discuss mthe throught heanalysist owardst he

f o g n i n a e

m rebelilousact sconducted by Bruno i n John Boyne’ sThe Boy i n t he s

a m a j a P d e p i r t

S .I ti srepresentedbyBrunoast henineyea roldboy.

.

B Objec itve so fTheStudy

e h t d n if o t s i y d u t s e h t f o l a o g e h

T meaning o frebelilou sact sconducted

e n y o B n h o J n i o n u r B y

b TheBoyi nt heStripedPajamas.

.

C Problem Formula iton

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2 Whati st hemeaning o frebelilousact sconducted byBruno i n John Boyne’s

i r t S e h t n i y o B e h

T pedPajamas?

.

D Benefti sofTheStudy

s tr a p e m o s r o f n o it a m r o f n i s ti f e n e b e m o s e v i g d l u o c y ll u f e p o h y d u t s e h T

, t s ri F . s r e n r a e l e h t f

o ti i sfo rthe wrtie rtha texpects thi sstudy could fuflli lthe

f o t n e m e v o r p m i e r o m s e v i g o s l a t i , s e d i s e B . y d u t s l a n if e h t f o t n e m e ri u q e r

n a t s r e d n u s ’ y g o l o h c y s

p dingabou tch lidrenandt hei rcharacteirsitcs .Thes econdi s

r e d a e r e h t r o

f .The wrtie rexpects thi sstudy could share informaiton abou tthe

d n a r e t c a r a h

c characteirzaiton o fa ifguretha tsomeitmesist her epresentaitono fa

. e fi l l a e r n i n a m u

h Moreove,r ti i sespecially for t he parent sand t he t eachers i n

n a s ’ n e r d li h c r i e h t g n it a c u d

e ds tudents .Thet hridi sf ort henextr esearcher soft hi s

e h t o t d e t a l e r s i h c i h w , l a ir e t a m r i e h t h c ir n e o t m e h t p l e h d l u o c y ll u f e p o h t I . y d u t s

. y d u t s s i h t f o t c e j b u s

.

E D ife ni itono fTerms

s i h t g n i o d n

I study ,there are some new term stha tare menitoned in the

s n o it a n a l p x e e m o s e r a e r e h t , g n i d n a t s r e d n u s i m e m o s d i o v a o t , r e v e w o H . l e v o n

w o ll o f s a h c u

s s:

.

1 Rebelilou s

o t g n i d r o c c

A Oxford Advanced Learner’ sDicitonary, rebelilou si sthe r

u o i v a h e b f o s d r a d n a t s l a m r o n t p e c c a r o s e l u r y e b o o t g n il li w n

u . Thi sstudy wli l

n i n o it c a s ’ o n u r B s s u c s i

(20)

. 2 A s ct

o t g n i d r o c c

A Oxford Advanced Learner’ sDicitonary, ac ti s a paritcula r .s

e o d y d o b e m o s t a h t g n i h

t Thi sstudyanalyze sa chlid’ scharacter srepresent sby

a f o n o s a s i o n u r B . s ’ o n u r

B Naz iCommandant.

.

3 Conducte d

o t g n i d r o c c

A Oxford Advanced Learner’ s Dicitonary , conduc t i s to .

y ti v it c a r a l u c it r a p a o d r o / d n a e z i n a g r

o Thi sstudy wli lfocu son Bruno a sthe

o h w r e t c a r a h c n i a

m doest her ebelilou sac.t

. 4 B oy

o t g n i d r o c c

A Oxford Advanced Learner’ sDicitonary, boy i sa malech lid l e v o n e h t n o d e s a b , e li h W . y o b g n u o y /l l a m s / e lt ti l a : n o s r e p e l a m g n u o y a r

o The

s a m a j a P d e p i r t S e h t n i y o

B by John Boyne ,boy mean sa nine yea rold ch lid t

n e s e r p e r t a h t e l a m s i h c i h

w s bythemaincharacteroft henovel ,named Bruno o r

.l e u m h S

.

5 TheStripedPajamas

o t g n i d r o c c

A Oxford Advanced Learner’ s Dicitonary, the stirped i s s

a m a j a p e li h w , s e p ir t s f o n r e tt a p h ti w d e k r a

m i sal oosej acke tand rtousers/pant s

h t o b f o m il s u M y b n r o w , t s i a w e h t d n u o r a d e it s t n a p / s r e s u o rt e s o o l r o d e b n i n r o w

l e v o n e h t n o d e s a B . s e ir t n u o c n a i s A e m o s n i s e x e

s The Boy in the Striped

s a m a j a

P by John Boyne ,the stirped pajama smean sa pai ro fclothes worn by

n i p m a C n o it a rt n e c n o C e h t e d i s n i e l p o e

p O -ut Wtih( Auschwtiz) sa t heunfiorms fo .s

(21)

.

6 O -ut Wtih

t u

O -Wtih si at ermr efers to Auschwtiz . tIi salocated in Poland ,abou t37 n

a m r e G n i s a w t I . w o k a r K f o t s e w s e li

m -occupied Poland from 1939-1945.

. n w o t e h t r o f e m a n n a m r e G e h t s i z ti w h c s u A

(h ttp://wik.ianswer .scom/Q/Where_is_Auschwtiz,r et irevedon15J anuary2011).

, l e v o n e h t n o d e s a b e li h

W O -ut W (tih Auschwtiz)mean sBruno’ spercepiton e

l p o e p f o p u o r g a e r e h w m r a f a f

o worn the stirped pajama sinside .However ,

s i t i y ll a u t c

a t he name o fa Concenrtaiton Camp where Bruno’ sfathe ri sthe

.t n a d n a m m o

C

.

7 TheFury

e h

T Fury i s a term refer sto t eh Führer .I ti sa itlte dedicated to Adol f r

e lt i

H atfert hedeatho fGermanPresiden tPau lvonHindenburg .

(http://www.history.com/this- yd - na i -history/hilter-becomes-fuhrer , retireved on 15 )

2 1 0 2 y a

M .

n i d e t a c i d n i s a e li h

W thenove,l t heFurymean sBruno’ sfather’s l eade r s

a h t a h

t promoted himt o beanew Commandanti naConcenrtaiton Campthati s

n i d e t a c o

(22)

7 I I R E T P A H C

E R U T A R E T I L D E T A L E R F O W E I V E R

f e h t n o s u c o f s i r e t p a h c s i h

T oundaiton o fthe selected topic tha ti sthe r

u t a r e ti

l esource related t o t he study .I ti sdivided i nto t hree subdivision sof t he d n a s e ir o e h t d e t a l e r f o w e i v e r e h t ,s e i d u t s d e t a l e r f o w e i v e r e h t e r a h c i h w , y d u t s

. k r o w e m a r f l a c it e r o e h t

.

A Reviewof RelatedStudies

d e lt it n e y d u t s e h t f o e c n e r e f e r r e h t o e h t s n i a l p x e t r a p s i h

T Telilng

n o it u ti t s n

I a lCruetlyt oCh lidrent hroughLtierature :aStudyonJohnBoyne’ sThe s

a m a j a P d e p i rt S e h t n i y o

B byGideonWidyatmoko,t heEngilshLette rstuden to f .

y d u t s s i h t h ti w d e r a p m o c , y ti s r e v i n U a m r a h D a t a n a S

n i n a f o s i s y l a n a e h t t u o b a s n i a t n o c y d u t s e v o b a t a h

T sttiuitona lcruetly

e m a s e h t , y d u t s e h t f o t c e j b o e m a s e h t m o r f d e t n i o p p a s a w t a h t n e r d li h c s d r a w o t

d e lt it n e l e v o

n TheBoyi nt heStripedPajamasbyJ ohnBoyne .

s u o i v e r p e h t f o l a o g e h t h ti w t n e r e f fi d s i y d u t s s i h t f o l a o g e h t ,r e v e w o H

c e h t s i t a h t e v o b

a ruetly toward schlidren .Thi sstudy conduct sto the goa lo f h ti w s y o b d l o s r a e y e n i n o w t n e e w t e b s r e t c a r a h c s ’ n e r d li h c f o s i s y l a n a e h t g n it t e g

(23)

.

B Reviewof Related Theories .

1 Theoryo fCharacterandCharacteriza iton k

o o b e h t o t g n i d r o c c

A Reading and Wriitng abou t Ltierature by d

n a r e g r e b r h o

R Woods( 1971 ,)t hemeaningo fcharacteri sapersonwhoi nvolve s c il f n o c f o d n i k e m o s , ) g n it t e s ( e c a l p d n a e m it r a l u c it r a p a n i t u o g n it c

a tin a

( s t n e v e f o n r e tt a

p p .20) . tIi sdescirbed i nto t wo catego irzed, t he lfa tand r ound . e

n o e r a s r e t c a r a h c t a l

F -sided ,whereasr oundcharacter saremany-sided. k

o o b s i h n i , r e t s r e F , y a w r e h t o e h t n

I Arguing through ltierature :A d

n a y g o l o h t n A c it a m e h

T Guide(1947 )noted t hatt het wo t ype so fcharacter sare , s ti a rt o w t r o e n o y b d e n if e d t a h t r e l p m i s e b o t d n e t s r e t c a r a h c t a l F . d n u o r d n a t a lf

r e h t o e m o s r o , r e d n e g , c i n h t e n a y d o b m e r o , y l d e t a e p e r g n i h t e m a s e h t y a s

d s r e t c a r a h c d e d n u o r s a e r e h w , e p y t o e r e t

s e ifned a smorecomplex, t end t o havea h c a e h ti w t c il f n o c n i n e v e s p a h r e p , s n o it c a r o , s g n il e e f , s t h g u o h t f o e g n a r r e ll u f

( g n i h t e m o s n r a e l r o , e g n a h c , w o r g t h g i m d n a , r e h t

o p .8 1 .)

t u o b a y d u t s a s i e r e h t , k r o w r e h t o e h t n

I TheCharacte randPersonailite s of t he Peoplei n a Novel by M .J .Murphy t hati sproduced i nto a book enitlted

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 o t n o it c u d o r t n I n a : s n e e s n U g n i d n a t s r e d n U

s t n e d u t S s a e s r e v O r o

f (1972) .Thi sstudyconcenrtatesf o rstudyingt hecharacter s s

e it il a n o s r e p d n

(24)
(25)
(26)

h t a h t e l p o e p e h t f o s r e t c a r a h c d n a s e it il a n o s r e p e h t f o e r a w a r e d a e r s i h s e k a

m e

( s k o o b s i h n i t u o b a s e ti r

w p .1 -61 173 .)

n

I Reading and Wriitng Abou tLtierature by Rohrberge r and Woods s e t a e r c r o h t u a n a h c i h w y b s s e c o r p a o t s r e f e r n o it a z ir e t c a r a h c t a h t s e il p m i ,) 1 7 9 1 (

h c a e r i e h t n o d e s a b s r e t c a r a h c r e h t o m o r f m i h h s i u g n it s i d o t r e d r o n i r e t c a r a h c a

( s e t u b ir tt a l a c i s y h p d n a s e it il a n o s r e

p p .20) .There are two p irncipa lway san a

c r o h t u

a n characteirze .Frist ,by using driec ttha tmean sto descirbe physica l w o h s o t s n o it a u ti s n i m i h g n i c a l p s n a e m t a h t c it a m a r d g n i s u y b , n e h T . e c n a r a e p p a

.s k a e p s r o s e v a h e b e h s y a w e h t y b s i e h s t a h w

.

2 Theoryo fMo itva iton d e lt it n e k o o b e h t n

I Theorie sand Personaltiy ,Feis tand Feis tstates t ha t (

n o it a v it o M f o w e i V s ’ w o l s r a M e h

T 2009 )asf ollow:

.

1 Ho ilsitcapproacht omoitvaiton

. d e t a v it o m s i , n o it c n u f r o t r a p e l g n i s y n a t o n , n o s r e p e l o h w e h t o t s r e f e r tI .

2 Mo itvaitoni susuallycomplex o s r e p a t a h t s n i a l p x e t

I n’ sbehavio rmay sp irng from severa lseparate .s

e v it o m

.

3 Peopleareconitnuallymoitvatedbyoneneedo ranothe r

s e s o l y li r a n i d r o t i , d e if s it a s s i d e e n e l p o e p n e h w t a h t e g a s s e m e h t s g n ir b t I

. d e e n r e h t o n a y b d e c a l p e r n e h t s i d n a r e w o p l a n o it a v it o m s ti

o e h

T the r assump iton concerning moitvaiton s i s tha t need s can be y

h c r a r e i h a n o d e g n a r r

(27)
(28)

l w o n k e h

t edge tha tother shold them in high esteem .In the othe rwords ,sefl .

s n o i n i p o ’ s r e h t o n o y l e r e m t o n d n a e c n e t e p m o c l a e r n o d e s a b s i m e e t s e

.

5 S -eflActuailzaitonNeeds fl

e

S -actuailzaitonneedsi ncludes efl-fulifllmen,tt her eailzaitono fal lone’ s ,

l a it n e t o

p andadesriet obecomecreaitvei nt hef ulls enseoft heword. ,

n e h t , e v o b a t n e m e t a t s e h t m o r

F the autho ro fthe book states tha tthe a d e ll a c g n i h t e m o s e v e i h c a o t n o s r e p a f o y ti v it c a e h t s i n o it a v it o m f o g n i n a e m

ti v it c a e h t s i ti , d r o w r e h t o e h t n I .l a o

g yo fbeingengagedt owardst heacitvtiyt ha t o t d e t c e p x e e r a t a h t s e it i v it c a d i o v a d n a s e m o c t u o e l b a ri s e d e v a h o t d e t c e p x e s i

y b t n a e m s i t a h w e s o o h c o t e m it e h t s i tI .s e m o c t u o e v i s r e v a r o t n a s a e l p n u e v a h

. n o i s r e v a d n a e ri s e d

.

3 Criitca lApproach e g r e b r h o

R rand Wood s(1971) in t hei rbook ,Reading and Wriitng Abou t e

r u t a r e ti

L ,s tatet hatt hereare ifveciritca lapproache sprovidedt ha tcanbeuseda s

y d u t s a f o n o it a l u m r o f m e l b o r p a e z y l a n a o t s e h c a o r p p a e h

t (pp .6- )1 . 5

h ti w d e n r e c n o c t a h t h c a o r p p a n a s i s i h T . h c a o r p p a t s il a m r o f e h t s i t s ri f e h T

. t n e m p o l e v e d y r a r e ti l e h t f o y ti r g e t n i l a t o t e h

t I texamine sthe ltierary piece e h t f o e r n e g e h t o t e c n e r e f e r t u o h ti w , e fi l s ’ r o h t u a f o s t c a f e h t o t e c n e r e f e r t u o h ti w

o t r o e c e i

p ti splace in the developmen to fthe genre o rin ltierary history ,and u

e il i m l a i c o s s ti o t e c n e r e f e r t u o h ti w

e h t h c i h w n i h c a o r p p a n a s i s i h T . h c a o r p p a l a c i h p a r g o i b e h t s i d n o c e s e h T

a e h t f o y ti l a n o s r e p d n a a e d i e h t t u o b a g n i n r a e l e h t s a h c u s , s e s u r e d a e

(29)
(30)
(31)
(32)

f o y r o t s i h e h t f o e g a s s e m e h t d e h s il o b a t u o h ti

w Holocaust in Naz ipe irod unde r

h

(33)

8 1

I I I R E T P A H C

G O L O D O H T E

M Y

t s ri f e h T . y d u t s e h t f o s n o i s i v i d b u s e e r h t o t n i d e d i v i d s i r e t p a h c s i h T

e h t f o n o it p ir c s e d e h t t u o b a s s u c s i d d l u o w t I . y d u t s e h t f o t c e j b o e h t s i tr a p

d e lt it n e , l e v o

n TheBoyi n t he Striped Pajamas by John Boyne ,a swel la s s

t n e m e l e e h

t o f pubilcaiton .The second i sthe approach o fthe study .I t s

e s u c o

f on the approach u ses in this study .The l ast ,i sthe method o fthe .l e v o n e h t g n i z y l a n a n i d o h t e m f o e s u e h t n i a l p x e d l u o w t r a p s i h T . y d u t s

.

A Objec to fTheStudy

r o h t u a h s ir I n a , e n y o B n h o J y b l e v o n a s e t a r o b a l e y d u t s s i h

T ofThe

s a m a j a P d e p i r t S e h t n i y o

B .I twa spubilshed by David Fickilng Books i n 5 n a h t e r o m d l o s s a h t I .s e g a p 6 1 2 f o s t s i s n o c t I . e g a u g n a l h s il g n E n i 6 0 0 2

w e h t d n u o r a s e i p o c n o il li

m o lrd and spen tmore t han 80 week sa tnumbe r o s l a s a w t I .t s i L r e ll e s t s e B s e m i T k r o Y w e N e h t t a d e p p o t e h t , d n a l e r I n i e n o

d n a r a e Y e h t f o k o o B o t s i B e h t ,s d r a w A s k o o B h s ir I 2 n o

w wa ssho trilsted

w y r o t s s i h t ,r e v o e r o M . s d r a w a l a n o it a n r e t n i f o t s o h a n o w r

o a salsoadapted

e i v o m a o

t tha thas the same itlte a sthe nove,l The Boy in the Striped s

a m a j a

P . tI wa sreleased in Septembe r2008 by Mriamax flim wtih Mark .r

(34)

i l e v o n s i h

T sthe sixth nove lby John Boyne beside shis others , e

r a h c i h

w TheThie fo fTime( 2000) ,TheCongres so fRoughRiders( 2001) , e h T , ) 8 0 0 2 ( y t n u o B e h T n O y n it u M , ) 6 0 0 2 ( n i K f o t x e N , ) 4 0 0 2 ( n e p p i r C

) 1 1 0 2 ( t s it u l o s b A e h T , ) 9 0 0 2 ( e s o p r u P l a i c e p S f o e s u o

H andt wo novelsf o r

e r a h c i h w , s r e d a e r r e g n u o

y The Boy in the St irped Pajama s(2006 )and .)

0 1 0 2 ( y a w A s n u R r e t a w y e l r a B h a o N

u o y a s ll e t y r o t s s i h

T ngboy named Bruno ,anineyearold boyf rom e m a s e h t h ti w y o b a , l e u m h S d e m a n d n e ir f t s e b a s a h e h , e r e H . y n a m r e G

h t e m it t s ri f e h t e c n i s d n e ir f e b y e h T . d n a l o P m o r f h tr i b f o s e t a

d ey mee,t i n

. e s u o h w e n s ’ o n u r B f o d r a y k c a b e h

t Beforestayt here,Bruno ilvesi nBeriln. n a s a h e H . y n a m r e G m o r f t n a d n a m m o C i z a N a f o n o s a s i o n u r B

n i d o o g t o n s m e e s s g n il b i s s a p i h s n o it a l e r r i e h T . l e t e r G d e m a n r e t s i s r e d l o

i m a

f ly .Bruno love sto cal lher a sthe Hopeles sCase .I trefer sto Grete l t

n a s a e l p n u r e h f o e s u a c e

b behavioura sas isteri nBruno’ smind. e

e r h t s a h o n u r B , l o o h c s n

I bes tfirend snamed Ka lr ,Daniel ,and s

r a e y 9 , m i h f o s e g a e m a s e h t n i e r a m e h t f o e e r h T . n it r a

M o fage .However ,

e m it e h

t ha spassedby,t herei sagood new scomef rom Bruno’sf ather .Hi s d

n a m m o C i z a N w e n a s a d e t o m o r p s i r e h t a

f an tbyt heFury(Führer). They n

il r e B m o r f y a w a r a f e s u o h w e n a o t e v o m o t e v a

h t hat i sin O -utWtih

(Auschwtiz) .Living i n thi snewareamake sBrunof ee lsad .Hehast ol eave w e n s i h t n I . n il r e B , n w o t e m o h y l e v o l s i h s a l l e w s a s d n e ir f t s e b e e r h t s i h

y n a d n if t o n n a c o n u r B , e s u o

(35)

g n ir o l p x

e there ilke sin hi sold house .Hi shou se in Beriln i svery huge . e

r e h

T a re ifve lfoor .s I tconsist so fsomer oomst ha toneoft hemi sasecret m

o o

r . I t canno t b e explored ye.t tI si hi s father’ s room namely No r

e h t O r o f n o it p e c x E o N d n a n o i s s i m r e

P .However ,Bruno also ha saroom o

m s e v o l e h t a h

t s.tI ti son t het op lfoo roft hehouse .Het hink s tii sanice e

s u a c e b , m i h r o f m o o

r therehecoulddohi sexplo irng to watch t hescenery n

il r e B f

o .Beside ,st hemosti nteresitnggameherei splayingbanister .Bruno o

d r o o lf p o t e h t m o r f ti e d il s o t s e v o

l wnt ot hebasement . n

i d e t a c o l s i e s u o h w e n e h

T O -utW (tih Auschwizt.) tIi san areao f C

n o it a rt n e c n o

C amp where there i sno neighborhood around . tI i ssmalle r e

h t n a h

t o ldhousei nBeriln . tI consists fo three lfoors .Thiss tiuaitonmake s l

e e f o n u r

B unhappy to move .He i s very disappointed because he canno t d

n

if anything to explore .Moreover ,he doe sno thave any firend to play .

t s o m s e t a h e h t a h t r e t s i s s i h t p e c x e , h ti w

s w e n s i h e d i s t u o e r o l p x e o t s e ir t o n u r B , y a d e n

O mal lhouse .He

t c e p x e t o n s e o

d to ifnd somethingi nteresitng t here .Howeve ,rhecould ifnd t

s e r o f

a int hebackyardo fhi snewhouse .Hei shappy .Het hink stha t ifnally d

n if d l u o c e

h something morei nteresitng t here .He explores the forest .He l

it n u e n o l a e r e h t s n u r d n a s k l a

w he faces et h tal land wide fences ful lo f s

r e d r o b t I . d n u o r a y ti c ir t c e l

e some hut sinside . Thi si sthe end o fhi s n

i g n ir o l p x

(36)

l o P a s i l e u m h

S ish .He bef irend s wtih Bruno since thei r fris t n

i g n it e e

m fron to fthebordered f ence .Theyt hink t hatt hey havet hesame y

e h T . s c it s ir e t c a r a h

c fee l comf o tr each other . Everyday become s theri y

e h T . ti a w o t e m it y l e v o

l stli lfunwtiht hei rplaying ,atlhough t hewideand s

e t a r a p e s e c n e f ll a

t mthe ineachs ide.

One day ,a bad news comes fo rBruno .Hi sfathe rtold h im tha t ri

e h

t famliy has to leaveO -ut W (tih Auschwtiz) and go back toBeriln .They e

v a

h to movet o thei rold housebecause o fsomereasons .Bruno fellssad . s

i h s k n i h t e

H firendship wtih Shmue.l Thi s i s a bad new s fo r thei r ,

y ll a n i F . p i h s d n e ir

f hes ays goodbyet oShmuelwtihou tmakinghimf ells ad. p

l e h o t s t n a w e

H Shmueli nlooking f o rhisf ather .Shmue’lsf athe rdoe snot t

s i x

e fo rsomer ecen tdays .Besides ,thi soppo truntiy would eb thef ris t itme ir

e t n e o n u r B r o

f ng t he fence .Thi smoment i salso the fris t itme fo rBruno .

r e h t e g o t e s o l c d n a t s l e u m h S d n

a Unfo trunately,t hei rplant o ifndShmue’l s r

e h t a

f do no tgive good resu tl .Moreover ,they have to follow a march C

a n i r e b m a h c s a g e h t s d r a w o

t oncenrtaiton Camp t ha t ifnally b irngst hem .

r e h t e g o t l a ir u b

b a s ll e t y r o t s s i h t , tr o h s n

I ou ttwo boys ,Bruno and Shmue lwho o

w t m o r f e m o

c conrtary background soff amiiles .TheyareaGerman anda w

e

J .Those two dfiferen tcommuniites w ere in confilc tin the peirod o f d

lr o

W Wa rII .The supeiro rwa sfo rGermany under theauthortiyo fAdol f f

o e n o s a e v ï a n , r e v e w o H . r e lt i

(37)

. l e u m h S d n

a They do no tunderstand wha thappens among t hei rseparated . y ti c ir t c e l e f o l l u f h ti w e c n e f h g i h d n a e d i w a y b d e r e d r o b s i tI . d n u o r g y a l p

y a l p o t e l b a s i o n u r

B aroundf reelyoutsidet hef ence ,wherea sShmue li sno t l

e e f ll it s y e h T . e c n e f e h t r e v o o g o t e l b

a goodatlhoughwideandhighf ence gappingt herif irendship’sr elaiton .

,l e v o n s i h t f o r o h t u a e h

T John Boyne ,stated tha the had related ,

l e v o n h t x i s s i h t g n it ir

w The Boy in the Striped Pajamas ,a swel la shi s s d r a w o t y ti li b a g n it ir w s i h s e n i b m o c e H . y r o t s s ’ n e r d li h c g n it ir w n i t s e r e t n i

s i

h chlidhood expe irence when a tthe fris t itme he ha sthe oppo truntiy to d

a e

r The S live rSword by Ian Serailler ,the heroic story abou tchlidren g n it ir w f o y ti li b a s i h , e m it t a h t e c n i S . I I r a W d lr o W g n ir u d d n a l o P g n i e e lf

e v o l s i h f o e s u a c e b d e v l o v n i n e e b s a

h to t heheroic and adventuresto ires , f o e n o h c i h w , e n il y r o t s e h t s ll e t d n a s e ti r w e h y a w e h t d e c n e u lf n i r e t a l t a h t

f o l e v o n e h t s i

ti TheBoyi nt heSt irpedPajamas.

.

B Approacho fT eh Study e h t , y d u t s s i h t g n i o d n

I wrtier consider s to use psychologica l k

o o b e h t n o d e s a B . n o i s s u c s i d e h t e z y l a n a o t s e h c a o r p p

a Reading and

e r u t a r e ti L t u o b A g n it i r

W by Rohrberge randWoods(1971), themeaning o f n e m l l a o t n o m m o c e r a h c i h w s l o b m y s f o t e s a s i h c a o r p p a l a c i g o l o h c y s p

e h t f o t h g il n i d e t e r p r e t n i e b n a c h c i h w d n

(38)

e h t , e r o f e r e h

T wrtie rtend sto focu son the discussion abou tthe characte r . o n u r B d n a l e u m h S , y r o t s e h t f o s e r u g if n i a m o w t f o n o it a z ir e t c a r a h c d n a

.

C Method fo TheStudy

e h T . y d u t s y r a r b il s i y d u t s s i h t f o d o h t e m e h

T wrtiergatheredallt he

l e v o n e h t s i a t a d y r a m ir p e h T . s e c n e r e f e r e h t s a s e c r u o s o w t m o r f a t a

d The

s a m a j a P d e p i rt S e h t n i y o

B by John Boyne .Thesecondary dataareallt he d n a y r a r b il e h t m o r f d e il p p a s e ir o e h t e h t o t d e t a l e r s e c n e r e f e r e r u t a r e ti l

.t e n r e t n i

s u c o f o t r e d r o n

I f or theanalysi ,s t he wrtier u ses somestep sast he e h t f o t c e j b o e h t s a l e v o n e h t g n i s o o h c s i t s ri f e h T . d e il p p a e b o t e r u d e c o r p

. s i s y l a n a e h t n i d e s s u c s i d e b o t c i p o t n i a m e h t g n i s o o h c s i d n o c e s e h T . y d u t s

‘ e h t g n i n i m r e t e d s i d ri h t e h

T Ttilte” of t he study .The fou trh i scollecitng t

a h t t e n r e t n i d n a y r a r b il e h t m o r f a t a d e m o

s a re related to the topic o f e h t o t d e t a l e r s e ir o e h t e t a ir p o r p p a e h t g n i s o o h c s i h tf if e h T . s i s y l a n a

f o c i p o t e h t h ti w s e ir o e h t e h t g n ir a p m o c s i h t x i s e h T . s i s y l a n

a discussion .

(39)

4 2

V I R E T P A H C

S I S Y L A N A

t n a tr o p m i e m o s s e d u l c n i h c i h w , s tr a p o w t o t n i d e d i v i d s i r e t p a h c s i h T

t s ri f e h t n i d e t a t s s a s n o it a l u m r o f m e l b o r p e h t n i s r e w s n a e h t d n if o t s t n i o p

a p t s ri f e h T . r e t p a h

c r tdescirbest hemaincharacteroft henovel ,Brunoa sdepicted

f o g n i n a e m e h t s n i a l p x e t r a p d n o c e s e h t e li h w , l e v o n e h t n

i rebelilous act s

o n u r B y b d e t c u d n o

c inJ ohnBoyne’ sTheBoyi nt heStripedPajamas.

.

A TheDescrip itono fTheMainCharacter s i l e v o n e h t n i r e t c a r a h c e h t g n i z y l a n

A an essenital t hing t o do . tI i s t he

f o g n i n a e m e h t g n i w o n k y B . r e h tr u f p e t s r e h t o e h t g n i o d e r o f e b o d o t t c e p s a e s a b

n i r e d a e r e h t r o f e l b a d n a t s r e d n u e r o m e b o t d e t c e p x e s i l e v o n e h t ,s r e t c a r a h c e h t

e h t , tr a p s i h t n I . y r o t s e h t g n i w o ll o f d n a g n i d n a t s r e d n

u wrtier wli lfocu so n the

discussion oft hemain characterin t henovel .Theanalysi swli luset het heory o f

n o d e s a b y d u t s s i h t f o o w t r e t p a h c n i t n e s e r p s a n o it a z ir e t c a r a h c d n a r e t c a r a h

c M .

k o o b s ’ y h p r u M .

J UnderstandingUnseens :anI nrtoducitont oEngilshPoetryand 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 .Thereareninewaysi nwhich an autho r

, r e d a e r s i h , r o f e v il a e m o c d n a , o t e l b a d n a t s r e d n u s r e t c a r a h c s i h e k a m o t s t p m e tt a

t s a p , h c e e p s , r e h t o n a y b n e e s s a r e t c a r a h c , n o it p ir c s e d l a n o s r e p e h t e r a h c i h

w lfie ,

s m s ir e n n a m d n a , s t h g u o h t ,t n e m m o c t c e ri d , s n o it c a e r ,s r e h t o f o n o it a s r e v n o

c (pp .

(40)
(41)
(42)
(43)

.

c EasliySurprised

t l e f e H . O n a f o e p a h s e h t e d a m h t u o m s i h d n a e d i w d e n e p o s e y e s ’ o n u r B “

d e s ir p r u s g n i h t e m o s r e v e n e h w d i d y e h t e k il s e d i s s i h t a t u o g n i h c t e rt s s m r a s i h

6 . p p ( ” m i

h -7) .Oneo fhi shabtisi ssomeitmesi ndicated by hi sbehavewheneve r

c a f o d e s ir p r u s s t e g e

h etraint hingt ha thei sno twisht obe .Hel ovest os ayOand

w e n e h t o t g n i v o m f o s w e n s t e g e h n e h w s e k il s e d i s s i h n i s m r a s i h t u o h c t e rt s

n i e s u o

h O -ut Wtih (Auschwtiz) from hi smothe rbecauseo fh fi s ather’ snew duty .

b o j

‘Andhowf a raway tii s? ’heasked .

’ ? y a w a e li m a n a h t r e h tr u f s i tI . n a e m I , b o j w e n e h T ‘

. h g u a l h ti w r e h t o M d i a s ’, y m h O ‘

. d i a s e h s ’, o n u r B , s e Y ‘

e ti u Q . y a w a e li m a n a h t e r o m s ’t I

‘ al o tmoret hant ha,ti nf act ’(p .6 .)

t s ri f e h t t a n e h w n o it c a s i h t s e o d o n u r B , n o it i d n o c r e h t o e h t n i , y a w y n A

n i e s u o h w e n e h t t a d e v ir r a s a h m e h t s g n ir b t a h t r a c e h t e m

it O -utWtih

(Auschwtiz) .“When hefris tsaw t hei rnew houseBruno’ seye sopened wide ,hi s h

d n a O n a f o e p a h s e h t e d a m h t u o

m i sarm ssrtetchedou ta thi sside sonceagain”

n o i s s e r p x e s i h T . ) 1 1 . p

( i sthe reaciton o fhi ssurp irse in getitng the unwliilng

. e s u o h w e n r i e h t f o e c n a m r o f r e p

e c a l p e t a l o s e d , y t p m e n a n i n w o s ti n o l l a d o o t s , r e v e w o h , e s u o h w e n e h T

h t o o n e r e w e r e h t d n

a e rhouse sanywhere t o be seen ,which meant t here i

w y a l p o t s y o b r e h t o o n d n a d n u o r a s e il i m a f r e h t o o n e b d l u o

w th ,netihe r

e l b u o rt r o n s d n e ir

f (p .11 .)

n i e s u o h w e n e h

T O -ut Wtih (Auschwtiz) i sdfiferen twtih the old one in c

a x e e h t e b o t d e m e e s t I . n il r e

B toppostie o fthei rold home .Hi sreaciton ha s

s a h e h t a h w h ti w t n e r e f fi d y r e v s i tI . e r e h t g n i v il f o t n e m e e r g a s i d s i h d e s s e r p x e

(44)
(45)
(46)

.

e Adventurous o n u r

B i sadventurous .Hestli lha sno t ifnished explo irng severa lmission s

“ . n il r e B n i e s u o h r e m r o f s i h n

i The house in Beriln wa senormous ,and even

s e i n n a r c d n a s k o o n d n if o t e l b a l li t s s a w e h s r a e y e n i n r o f e r e h t d e v il d ’ e h h g u o h t

n if y ll u f t’ n d a h e h t a h

t ishedexplo irngyet”( pp .11- )12 .Thehousei sverybig . tIi s

t h g ir e e s d l u o c e h e r e h w m o o r e lt ti l a s i r o o lf p o t y r e v e h T . s r o o lf e v if f o d e t s i s n o c

t p it s i h n o n il r e B s s o r c

a oes .Downf romt het op,i twa shi smothe randh fi s ather’ s

e r G s i e r e h t , r o o lf t x e n e h t o t n w o D . m o o r h t a b e g r a l e h t d n a m o o

r te’l sand hi s

w e r e h t r o o lf d n u o r g e h t o t n w o D . m o o r h t a b t s e ll a m s e h t d n a s a w m o o r n w

o ast he

s e c a f h c i h w m o o r g n i n i

d sh fi ather’ sof ifce, t heOu tO fBound sA tAl lTime sand s

n o it p e c x E o

N .

m o o r e l o h w n e v e e r e w e r e h T

“ – sucha sFather’ sofifce ,whichwa sO futO ll

A t A s d n u o

B Time sand NoExcepitons – tha thehadbarelybeeni nside”( p .12) . f

s i

H ather’ sofifcei sOu tO fBound sA t llA Time sand No Excepitons .This i sa e

r e h w m o o

r h fi s athe r puts sh i entrie work inside. Bruno ha s no t ifnished

e H . t e y g n ir o l p x

e hast oholdhi sdesriebecausehet hinkst hatt hesamer estirciton

w o ll a t o n l li w e n o d l o e h t s

a him to be inside ,excep tfo rsevera lsoldier swho

h ti w s s e n i s u b e v a

h hi sfather .

e m o s t a d e t n a l p n e e b e v a h t s u m t i d e d i c e d o n u r B t a h t d l o o s d e k o o l t I

i t n i o

p nt hel ateMiddleAges ,apeirod hehad r ecenltybeen studyingand g

n it s e r e t n i y r e v g n i d n if s a

w – paritculalry t hose pa tr sabou tknight swho g n i h t e m o s d e r e v o c s i d d n a s d n a l n g i e r o f o t s e r u t n e v d a n o f f o t n e w

n

i teresitngwhliet heyweret here(p .69 .)

o n u r

B love sknigh tand adventures .Thisi soneo fhisi magines whlie he

(47)
(48)
(49)
(50)
(51)

y l e m e rt x e e H . e r e h t g n i v il e r e w s e il i m a f s i h f o t s o M . e r e h t p u w e r g e H . s r a e y

. e c a l p t a h t s e s s i m

. n w o t e m o h s ’l e u m h S s i d n a l o

P tIi sacounrtyast hesizeo fNewMexico .

h tr o n n i d e t a c o l s i t

I -cenrta lEurope. The majortiy o f ti sciitzen i sJew .In the

I I r a W d lr o W f o d o ir e

p i(n 1939-1945) ,Jew swere the infeiro rcompared wtih

e h t s a e m a n n o m m o c s ti h ti w d e m a f o s l a s a w y n a m r e G . n a m r e

G Third Reich ro

f o r e d a e l d n a r e d n u o f e h t r e d n u y tr a p a s i i z a N . y n a m r e G i z a N s a n w o n k o s l a

e H . r e lt i H f l o d

A wa sthe Head o fState ,Supreme Commande ro fthe Armed

r o , ti ri p s g n i d i u g d n a s e c r o

F Fuhrer ,o fGermany' sThird Reich from 1933 to .

5 4 9

1 He wa swel lknown wtih hi sname a sthe Fury (Führer )a swha tBruno .

y r o t s e h t n i m i h s ll a c y l n o m m o c

o w e h s m r a s i h n O

“ re an armband wtih a sta ron ti” (p .106 .) I ti sthe

h ti w d n a b m r a n a e s u o t w e J a r o f n o m m o c s a w t i e m it t a h t t A . h s i w e J f o l o b m y s

a o n u r B d l o t l e u m h S n e h w r a t s a e k il d e b ir c s e d t I . y ti l a n o it a n s i h f o l o b m y s e h t

t

sory abou thi spas texpeirence .“‘And t hen oneday t hing sstatred t o change, ’he

t n o

c inued .‘ Icomehome from schoo land my mothe rwa smaking armband sfo r

n a h t o l c l a i c e p s a m o r f s

u d drawing a sta ron each one” (p .126 .) Thestari st he

.s w e J f o l o b m y s

s ’t I . e c i n y r e v s ’t I . m r o fi n u s i h n O ‘ . o n u r B d i a s ’ , o o t s r a e w r e h t a f y M “

h ti w d e r t h g ir

b ablack- da -n whtiedesignon i .t ’Using hi s ifnge rhedrew anothe r

e c n e f e h t f o e d i s s i h n o d n u o r g y t s u d e h t n i n g i s e

d ” .( p 127 .)Brunoi sproudt ohi s

(52)
(53)
(54)
(55)
(56)
(57)

2 4

V R E T P A H C

N O I S U L C N O C

s tr a p o w t o t n i d e d i v i d s i r e t p a h c s i h

T .The fris tpatr i st heconclusion o f n

i a t n o c t a h t y d u t s e h

t s theanswers oft het woproblemf ormulaitoninchapte rone . n

o it s e g g u s e h t h ti w s l a e d d n o c e s e h

T s for t hereade rof t his t hesist o do fu trhe r a s a l e v o n e h t f o t r a p n o it a t n e m e l p m i e h t o d d n a l e v o n e m a s e h t f o h c r a e s e r

g n i h c a e t e h t n o s n o it s e g g u s e h t s e d u l c n i o s l a t I . a i d e m g n i h c a e

t -learning acitvtiy

n

i Basic Reading II using the nove lThe Boy in the St irped Pajamas by John .

e n y o B

.

A Conclusion

a p s i h

T r tpresentst heconclusion o fanalysisi n chapte rfou rbased on t he o

w

t quesiton sin problem formulaiton .A tfe ranalyzing the nove lcompared by e

h t , o w t r e t p a h c n i s e ir o e h t l a r e v e

s wrtiercan concludet he answers .Thefristi s e

h

t descirpitono fBruno’ scharacter ,whliet hes econdi st hemeaningofrebelilous o

n u r B y b d e t c u d n o c s t c

a inJ ohnBoyne’ sTheBoyi nt heSt irpedPajamas.

.

1 Bruno’ sCharacters

s i s y l a n a e h

T using fou rway sof Murphy’st heory ,which aret he persona l m s ir e n n a m d n a , n o it c a e r d n a , h c e e p s , r e h t o n a y b n e e s s a r e t c a r a h c , n o it p ir c s e

d to

e n i m r e t e

d the characters o fBruno in The Boy in the Striped Pajamas yb John e

Figur

Memperbarui...

Referensi

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