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a s n a i k i m e d n a g n e D . ) a d a a li b ( n a k u lr e p i d g n a y t a k g n a r e p a tr e s e
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u a t a t e n r e t n i i d a y n n a k i s a k il b u p m e m n a d , s a t a b r e t a r a c e s n a k i s u b ir t s i d n e m , a t a d
n e p e k k u t n u n i a l a i d e
m itngan akademi s tanpa pelru meminta iijn dar i saya a y a s a m a n n a k m u t n a c n e m p a t e t a m a l e s a y a s a d a p e k i tl a y o r n a k ir e b m e m n u p u a m
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ii v T C A R T S B A . g n e j a h a R a ti s a r a W a y d i W , i d
A (2012) . A Study o f Dara’ s Personaltiy s a t n e m p o l e v e
D Seeni nMinfongHo’ sTheClayMarble .Yogyakarta :Engilsh , m a r g o r P y d u t S n o it a c u d
E SanataDharmaUniverstiy. y d u t s s i h
T analyze sDara’ spersonaltiy developmen ta sseen in Minfong s
’ o
H TheClayMarble .Cambodiawa sa twa,r f orcing t housand so f ti speoplet o i a h T e h t n o s p m a c e e g u f e r e h t o t e e
lf -Cambodianborder .Amongt hemwereDara , r a D . n u r a S , r e h t o r b r e d l o d n a r e h t o m r e
h ai st hef ocu soft hiss tudy .Shewas a 21 -r
a e
y - do l gilr ,who wa sseparated from he rfamliy .In the srtuggle to ilve in the s p i h s d r a h e h t g n ir u d n i a g a r e h t e g o t d e v o l e h s e l p o e p e h t r e h t a g d n a p m a c e e g u f e r . n o s r e p r e tt e b a e b o t d e p o l e v e d a r a D , r a w f o s i h
T study aim sa tansweirng t he research problem which i s ,“How doe s y ti l a n o s r e p s ’ a r a
D develop in Minfong Ho’ sThe ClayMarble? .” To answert he e h t f o s e c r u o s o w t e r a e r e h T . y d u t s y r a r b il d e t c u d n o c r e h c r a e s e r e h t , m e l b o r p c e s d n a e c r u o s y r a m ir p y l e m a n , y d u t
s ondary source .The p irmary source i s s ’ o H g n o f n i
M The ClayMarble ,wh lie t hesecondary source sarerelevan tbook s t
u o b
a theo ire so fpsychologica lapproach to ltierature ,theo ire so fcharacte rand . t n e m p o l e v e d y ti l a n o s r e p f o s e ir o e h t d n a , n o it a z ir e t c a r a h c s g n i d n if e h
T include two majo rpa trs ;they are Dara’ spersonaltiy a tthe y r o t s e h t f o d n e e h t t a d n a g n i n n i g e
b by using Murphy’st heory o fcharacte rand t n e m p o l e v e d y ti l a n o s r e p s ’ a r a D , n e h T . n o it a z ir e t c a r a h
c i sanalyzed by using
t s ri f e h T . y r o e h t s ’ k c o lr u
H ifnding menitonsDara’ spersonaltiy at t hebeginning , n e h T . fl e s r e h n i t n e d if n o c n u d n a t n e it a p m i , d e li o p s , e r u t a m m i s a y r o t s e h t f o , t n e d n e p e d n i , e v a r b , e r u t a m o t n i s e g n a h c y r o t s e h t f o d n e e h t t a y ti l a n o s r e p s ’ a r a D n i d n if d n o c e s e h T . m ri f d n a , l u ft h g u o h
t g state s the changes , process , and . t n e m p o l e v e d y ti l a n o s r e p s ’ a r a D f o e c n e u lf n
i Dara’ spersonaltiy developmen ti s .t n e m n o ri v n e d n a y li m a f r e h y b d e c n e u lf n
i Based on Hu lrock’ s theory , the
it i d n o c e e r h t y b d e c n e u lf n i e r a s e g n a h c e h t t a h t t u o s d n if r e h c r a e s e
r ons .Theyare
p t n a c if i n g i s n i s e g n a h
c eople , srtong moitvaiton , and change s in roles . The a r a D t a h t s e d u l c n o c r e h c r a e s e
r who ha ssome immature personailite sa tthe . y r o t s e h t f o d n e e h t t a n o s r e p e r u t a m a e b o t s p o l e v e d y r o t s e h t f o g n i n n i g e b : s d r o w y e
ii i v K A R T S B A . g n e j a h a R a ti s a r a W a y d i W , i d
A (2011) . A Study o f Dara’ s Personaltiy s a t n e m p o l e v e
D Seen in Minfong Ho’ s The Clay Marble . Yogyakarta : s i r g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r
P ,Universtia sSanataDharma.
m a l a d t a p a d r e t g n a y a r a D n a i d a b ir p e k n a g n a b m e k r e p i j a k g n e m i n i i s p ir k S l e v o
n The Clay Marblekarya Minfong Ho .Kamboja sedang t ejrad ipeperangan , i d i s g n u g n e p n a h a m e k r e p e k i ri d n a k ir a l e m k u t n u g n a r o n a u b ir a s k a m e m d n a li a h T n a s a t a b r e
p -Kamboja .D iantaramereka adalah Dara, i bunya dan kakak i
k a
l -lakinya ,Sarun .Dara menjad ifoku sdalam stud iini .Dia berusia 12 tahun , i d p u d i h n a h a tr e b k u t n u k u t n u a y n n a g n a u jr e p m a l a D . a y n a g r a u l e k i r a d h a s i p r e t a l e s a y n i a t n i c i d g n a y a g r a u l e k i l a b m e k n a k u t a y n e m n a d n a i s g n u g n e
p ma perang
. k i a b h i b e l g n a y g n a r o i d a j n e m g n a b m e k r e b a r a D , g n u s g n a lr e b , h a l a s a m n a s u m u r b a w a j n e m k u t n u h a l a d a i n i i s p ir k s i r a d n a u j u T l e v o n m a l a d i d g n a b m e k r e b a r a D n a i d a b ir p e k a n a m i a g a B
“ TheClayMarblekarya
k a t s u p i d u t s n a k a n u g g n e m i ti l e n e P . ” ? o H g n o f n i
M a untuk menjawab petranyaan
n a d a m a t u r e b m u s u ti a y , i n i i d u t s m a l a d i a k a p i d g n a y r e b m u s a u d a d A . t u b e s r e t l e v o n h a l a d a a m a t u r e b m u S . a u d e k r e b m u
s TheClayMarblesendi ir ,sedangkan u k u b h a l a d a a u d e k r e b m u
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a yangdianailsi smenggunakant eor ikarakte rdankarakteirstik n a i d u m e K . y h p r u
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Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
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T N E M E G D E L W O N K C
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1 R E T P A H
C INTRODUCTION 1
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v it c e j b O 3 .
1 oft heStudy ... 5 4
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1 Benefti soft heStudy ... 5 5
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F O W E I V E R 2 R E T P A H
C RELATEDLITERATURE
s e ir o e h T d e t a l e R f o w e i v e R 1 .
2 ... 8
2.1.1Psychologica lApproach ... 8
ii x
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s r o W s u s r e V r e tt e B 1 . 1 . 3 . 1 .
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if i n g i S n i s e g n a h C 3 . 3 . 3 . 1 .
2 an tPeople... 1 9 e
r u s s e r P l a i c o S n i s e g n a h C 4 . 3 . 3 . 1 .
2 ... 1 9
e l o R n i s e g n a h C 5 . 3 . 3 . 1 .
2 ... .. 1 9 n
o it a v it o M g n o rt S 6 . 3 . 3 . 1 .
2 ... 2 0 t
p e c n o C f l e S n i s e g n a h C 7 . 3 . 3 . 1 .
2 ... 2 0 y
p a r e h t o h c y s P f o e s U 8 . 3 . 3 . 1 .
2 ... 2 1 l
a c it e r o e h T 2 .
2 Framework... 21
Y G O L O D O H T E M 3 R E T P A H C
1 .
3 Objec toft heStudy ... .. 2 3 2
.
3 Approachoft heStudy ... 2 6 3
.
ii i x S
I S Y L A N A 4 R E T P A H C
y ti l a n o s r e P s ’ a r a D n o s i s y l a n A e h T 1 .
4 ... 2 9 y
r o t S e h t f o g n i n n i g e B e h t t a y ti l a n o s r e P s ’ a r a D 1 . 1 .
4 ... 3 0
e r u t a m m I 1 . 1 . 1 .
4 ... 3 0 d
e li o p S 2 . 1 . 1 .
4 ... 3 4 t
n e it a p m I 3 . 1 . 1 .
4 ... 3 5 4.1.1.4Uncon ifdenti nHersefl ... 3 6
y r o t S e h t f o d n E e h t t a y ti l a n o s r e P s ’ a r a D 2 . 1 .
4 ... 3 8
4.1.2.1Mature ... 3 8 4.1.2.2Brave ... .. 4 1 4.1.2.3I ndependent ... 4 2 4.1.2.4Though ftul ... 4 3 4.1.2.5Frim ... .... 4 6 2
.
4 Dara’ sPersonaltiyDevelopment... .. 84
C N O C 5 R E T P A H
C LUSIONS,I MPLICATIONS ,ANDSUGGESTIONS s
n o i s u l c n o C 1 .
5 ... 5 7 2
.
5 Imp ilcaiton s ... 5 9 5.2.1Educaitont ha tTeache saboutt heValueo fRice ... .. 16
5.2.2Educaitont ha tTeache saboutt heValueo fFamliyand
F irends hip ... .. 26 3
.
5 Suggesitons... 6 5
S E C N E R E F E
R ... 66 S
E C I D N E P P
v i x
S E C I D N E P P A F O T S I L
e g a P A
x i d n e p p
A :TheSummaryo fTheClayMarble ... 6 9 B
x i d n e p p
A :TheBiographyo fMinfongHo ... 7 1 C
x i d n e p p
A :ThePicture so fNongChanRefugeeCampi n1980 ... 8 2 D
x i d n e p p
A :ThePicture so fKhao IDang ... 8 5 E
x i d n e p p
1 1 R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T h eas if v patrs .They are background o fthe study, problem n
o it i n if e d d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a l u m r o
f oft erms .
n
I t hefris tpar,t theresearcherdiscussesthebackground knowledgeoft hestudy , n
o s a e r e h
t f or choosing the novel, and the impo trance o fthe topic .The second tr
a
p presentsther esearch problem analyzed i n t hi sstudy. Thethrid p atr explains e
h
t purposeoft hestudy .Thefourt h par tgivesexplanaiton on thesigniifcance fo i
h
t sstudy . The las tpatr ,the researcher discusse sthe deifniiton o fsome terms y
d u t s e h t o t d e t a l e
r toavoidmisunderstanding.
.
1 1 Backgroundoft heStudy
e n o s i ) 3 . p , 7 8 9 1 , s b o c a J & s tr e b o R ( ” n a m u h s u e k a m o t s p l e h e r u t a r e ti L “ f
o the signiifcances at th people can ge tby reading ltierary works .There are s
u o r e m u
n othe rsigni ifcances. tIi sno tonlyf o rpleasureassomepeoplet hink ,bu t e
r u t a r e ti
l discovers many things .People wli len irch thei rknowledge by reading s
k r o w y r a r e ti
l . Moreover ,people also have vairous oppo truniite sto learn abou t . y ll a u t c e ll e t n i d n a y ll a n o s r e p h t o b , w o r g o t s u s p l e h e r u t a r e ti L . s e u l a v l a r o m
s m a r b
A (1981 )states in A Glossary o fLtierary Terms tha t“Ltierature a san t
f o n o it a t n e s e r p e r r o , n o it c e lf e r r o , n o it a ti m
i he wo lrd and human lfie” (p .36) . m
o r
F t hisstatement, i tcanbeconcludedthatl tieraryworkist heporrtayalofr ea l .
e fi
t I . ti d a e r y e h t n e h w s n o it o m e d n a s g n il e e f r i e h t e s u o r a n a
c offer shappiness ,
e c n e ir e p x e n a o t n a m u h g n ir b l li w t I .t e r g e r o s l a d n a , r e t h g u a l ,r a e f , e p o h , s s e n d a s
h c i h w s k r o w y r a r e ti l h g u o r h
t arecloselyr elatedt ohumanl fie .Ltierarywork salso t
n e s e r
p stiuaitons in human society .There are many aspect so flfie which are d
n a , e r u tl u c , y g o l o h c y s p s a h c u s ,s k r o w y r a r e ti l n i d e s s u c s i
d alsohistory .
, y rt e o p , n o it c if e s o r p e r a e s o h T . s e p y t r o s e r n e g n i a m e e r h t s a h e r u t a r e ti L
s b o c a J d n a s tr e b o R o t g n i d r o c c A . a m a r d d n
a (1987) inAnI ntroducitont oReading g
n it i r W d n
a ,“prose ifcitonwhich i si n prosef orm ,consist so fnovel ,shor tstory , a
p , h t y
m rable,r omance ,andepic” .( 3p ) .Nove lbecomest hesubjec toft hi sstudy e
z y l a n a o t g n it s e r e t n i s i l e v o n e s u a c e
b . DavidCeclisayst hat ,“A noveli sawork i
s a r a f o s n i tr a f
o ti nrtoduce susi ntoa ilvingwo lrd;i nsomer espectsr esembilng n
w o s ti f o y ti l a u d i v i d n i n a h ti w t u b , n i e v il e w d lr o w e h
t ” (a sctiedi nMukhejree ,
. p , 1 9 9
1 )8 . 2 I tprovest ha tnoveli scloselyr elated t o humanl fiea sstatedbefore . y
r a n o it c i D s ’ s n il l o
C deifnes a nove la As “ ifcititou sprose t ale deailng wtih t he f o n o it p ir c s e d e h t y b , y a rt r o p o t s a o s s n o s r e p y r a n i g a m i f o s g n il e e f r o s e r u t n e v d a
s e it e ir a v e h t ,t h g u o h t d n a n o it c
a o fhumanl fieandcharacter” (a sctiedi nBoutlon , ,
5 7 9
1 p 1 .1 .) Since nove li sa kind o fltierary works ,so we can see tha tthe e
r u t a r e ti l f o e c n a c if i n g i
s i sproved here .Nove lexercise sour feeilngs .Atlhough l
e v o
n i s ifcititous ,bu t tii san accoun to fhuman l fie ;which r evealst hatt he rtuth s
s e c e n t o n , e fi l o t e u rt s i l e v o n f
o arliy to the wo lrd o fhisto irca land scien itifc .
s t c a f
e h t , y d u t s s i h t n
I researcher si interested i n analyzing Minfong Ho’ sThe e
l b r a M y a l
r e ti r w e h
t , spent mos t o f he r chlidhood in Thaliand , neighbo r counrty o f t
y lt s o m s k r o w y r a r e ti l r e H . a i d o b m a
C a dlke abou tsrtongf emaleprotagonist swtih s
t n e v e l a e r f o p o r d k c a b e h t t s n i a g a s d n e ir f d n a s e il i m a f ri e h
t .Someoft hemw ere
r e H . s e ir t n u o c e m o s n i d a h e h s t a h t s e c n e ir e p x e f o e s u a c e b n e tt ir
w fris tnovel ,
, n w a D e h t o t g n i
S won the fris tp irze from t he Counci lo fInterracia lBook sfo r
. 3 7 9 1 n i n e r d li h
C She fris t statred w iritng atfe r she lef t home , to comba t .
s e t a t S d e ti n U e h t n i g n i y d u t s e li h w s s e n k c i s e m o
h Sing to the Dawn and he r
d n o c e
s novel ,Rice wtihou tRain, ea r se tin the counrty o fhe rch lidhood .Five s
r a e
y atfert ha,t Ho pub ilshed hert hrid book ,TheClayMarble. Thi snoveli st he i
a h T n i n r u o j o s r e h f o t l u s e
r -Cambodianborde ra sanut iritonis twtiht housand so f e
t o r w o s l a e h s s e d i s e B . s e e g u f e
r Interracia lBooksf o rChlidrenBulleitn,t heTwo d
n a , s r e h t o r
B Brothe rHabti :A Cambodian Tale .Then ,she became a rtanslato r r
e li p m o c d n
a Maplesi n t heMist :Chlidren' sPoemsf rom t he Tang Dynasty .She u
b ir t n o c o s l a s a
h tedi nSchoo lLibraryJournalandKirku sReview. e
s u a c e
B ltierary work is t he po trrayal o freal l fie ,people could discove r e
fi l y li a d n i a n e m o n e h p y n a
m which are also presented in a novel .One o fthe t
n e m p o l e v e d y ti l a n o s r e p s i s e l p m a x
e .Theresearcher nwa tst oanalyzethecenrta l r
a h
c acter’ spersonaltiy developmen twhich i s in lfuenced by some factors .There e
r a y e h T . y ti l a n o s r e p s ’ e n o e m o s p o l e v e d n a c h c i h w s r o t c a f o w t e r
a interna land
. s r o t c a f l a n r e t x
e In thi s study, the researcher found tha t t he personailty e
h t f o t n e m p o l e v e
d cenrta lcharacte ri n thi snovel ,D , ara i sin lfuenced by three s
n o it i d n o
c ,they are change sin signi ifcan tpeople ,change sin role sand srtong n
o it a v it o
e e g u f e
r who i f s orced to lfee in 1980 from camp to camp wtih he rmothe rand .
r e h t o r
b A tNongChan ,oneoft hecamp ,ss hem ets a e f irendnamedJ antu.J antui s a
m o h w n o s r e p e h
t ke saclaymarblefo rDara .D arabeileves thatt heclay marble s
a
h been invested wtih Jantus' m cagi and g sive he rcourage to ge tthrough he r .s
l a e d r
o Whent hecampi sbombed, D sarai separated f romherf amliyand Jantu . e
h
S i sforcedtos rtugglewtihhe rowneffo trt o ifndt hemandr eturnt ot hei rhome . y
ti l a n o s r e p s ’ a r a D , r a w f o s p i h s d r a h e h t h g u o r h
T develops.
t n e m p o l e v e d y ti l a n o s r e
P i schosen a sthe focu so fthi sstudy because o f t
i ,t s ri F . s n o s a e r o w
t i san interesitng aspec tof t he nove.l The researcherfound y
ti l a n o s r e p s ’ a r a D t a h
t developed . The hardship s o f wa r changed Dara’s .
y ti l a n o s r e
p The othe rcharacter sin t he nove lalso in lfuenced eh rpersonaltiy in e
h s h c i h
w developed to be better .Second ,The Clay Marble sh a drawn the r
e h c r a e s e
r ’ s atteniton t o l earn aboutl fie and t hesrtuggle of l fie .By reading The e
l b r a M y a l
C novel ,theresearcher al ne r t aboutl fiet hrought hecenrta lcharacter’ s y
ti l a n o s r e
p development .The researche rreailzed tha teverybody change sand r
e p g n i d n a t s r e d n u y B . s e s s e r g o r
p sonaltiy developmen ,t t heresearcheralso l earnt e
r a e r e h t t a h
t numerous factor swhich can determine individua’l spersonaltiy t
n e m p o l e v e
d . Many studie s have analyzed abou t personaltiy , bu t here the r
e h c r a e s e
r aw ntst o ilmtit hestudy on Dara’ spersonaltiy developmen ta sseen i n s
’ o H g n o f n i
2 .
1 ProblemFormula iton
u o r g k c a b e h t n o d e s a
B nd stated above ,t he quesiton o fthe problem to e
z y l a n
a canbes tatedas : w
o
H doesDara’ spersonaltiydevelopinMinfongHo’ sTheClayMarble?
3 .
1 Objecitve oft heStudy
y d u t s s i h t f o e v it c e j b o e h t , e v o b a n o it a l u m r o f m e l b o r p e h t n o d e s a
B mai s
t o ifndou thowDara’ spersonaltiydevelops inMinfongHo’ sTheClayMarble.
4 .
1 Benefti soft heStudy
s a h s k r o w y r a r e ti l f o y d u t s e h
T al o tofbeneftis .Thi sstudyhopefullycan e
h t o t s ti f e n e b e v i
g researcher and absolutely thereaders .In analyzing Minfong ’
o
H sTheClayMarble,t heresearcheraim sa ott w benefti soft hi sstudy .Fris,tt hi s y
d u t
s aims t o maket hereader sof t hist hesi sfamiila rwtih Minfong Ho’ swork . e h t d n a t s r e d n u s r e d a e r e h t e k a m n a c t i e s u a c e b g n i d a e r h tr o w s i l e v o n s i h T
n i d e il p m i s e g a s s e
m thi snovel ,whichoneoft hemi st eachi ngust obesrtonge rto e
c a
f thedfiifculitesi nl fie .Thes econdi st oshareknowledgeandunderstandingo f o
H g n o f n i
M and he rworks .Thi sstudy hopefully can giveaddiitonali nformaiton y
d u t s o t t n a w o h w s r e d a e r r o
f ltierature especially abou t the personaltiy t
n e m p o l e v e
5 .
1 Deifniitono fT me s r
e h t , g n i d n a t s r e d n u s i m d i o v a o t r e d r o n
I researcherdeifne sthree mter s tha t e
r
a usedi nt hi sstudy. .
1 Personaltiy
1 ( h s il a h K . A d r a h c i
R 973 )state spersonaltiya s“thedynamicorganizaiton l a u d i v i d n i e n o g n i h s i u g n it s i d d n a r o i v a h e b o t g n i d a e l s e t u b ir tt a s c it s ir e t c a r a h c
n i d n a l a u d i v i d n i l a t o t e h t o t s r e f e r t I . ) 1 5 . p ( ” s l a u d i v i d n i r e h t o m o r
f clude s
s d o h t e m , s e v it o m , s d e e n
“ o fadjusitng, t emperamen tquailites ,sefl-concepts ,role s
e it il i b a d n a , s e u l a v , s e d u ti tt a , s r o i v a h e
b ” (p . 52) . According to Hjelle in s
e ir o e h T y ti l a n o s r e
P (1981) ,personaltiy represents “an evolving proces ssubjec t n
i d u l c n i ,s e c n e u lf n i l a n r e t x e d n a l a n r e t n i f o y t e ir a v a o
t g geneitc and biologica l
. p ( ” s e c n a t s m u c ri c l a t n e m n o ri v n e g n i g n a h c d n a s e c n e ir e p x e l a i c o s , s e it i s n e p o r p
t I . s n o it i n if e d e e r h t e h t s e d u l c n i y ti l a n o s r e p f o n o it i n if e d e h t , y d u t s s i h t n I . ) 7
t a h t s n a e
m Dara’ saciton stoward he rlfie tha tmake he rdfiferen tfrom othe r e
l p o e
p are in lfuenced by both i nterna land externa laspect ,s i ncluding he rneeds , fl
e s , s e v it o
m -concepts , behaviors , atttiudes , abiilites , socia l expe irence s and s
e c n a t s m u c ri c l a t n e m n o ri v n
e changes.
t n e m p o l e v e D . 2
m r e t e h
T “development”, according to Pikuna s(1976), means “al lthe s a r a e p p a d n a d l o f n u s e it il a it n e t o p s ’l a u d i v i d n i n a h c i h w y b e g n a h c f o s s e c o r p
g n o l e h t s e d u l c n i tI . s c it s ir e t c a r a h c d e t a l e r d n a , s ti a rt , s e it il i b a , s e it il a u q w e
n -term
d n
achievement”( p .23 .)I nt hi sstudy ,developmentr eferst ot heproces so fchanging d
e n e p p a h t a h
t toDara,t hecenrta lcharacter .Dara’ spersonaltiyatt hebeginningo f o
t s e h
t ry which develops i nto dfiferent personaltiy att heend oft hestory ,show s r
e h t a h
t individua’l spotenitailite sappea ra snewquailitesand rtatis .
3 .PersonaltiyDevelopment
e b n a c t i , t n e m p o l e v e d d n a y ti l a n o s r e p f o n o it i n if e d s u o i v e r p e h t m o r F
t n e m p o l e v e d y ti l a n o s r e p t a h t d e d u l c n o
c mean sallt heproces sofchangeo fone’ s n
o it c
a s toward his/he r lfie tha t make him/he r d fiferen t from othe r people ,
s t c e p s a l a n r e t x e d n a l a n r e t n i h t o b y b d e c n e u lf n
i including him/he r needs ,
fl e s , s e v it o
m -concepts , behaviors , atttiudes , abiilites , socia l expe irence s and e
g n i g n a h
c nvrionmenta lcricumstances .Accordingt oHu lrock ( 1974) ,personaltiy e h t n o d e s a b s p o l e v e d d n a s e g n a h c y ti l a n o s r e p e h t y a w e h t “ s n a e m t n e m p o l e v e d
ll i w t a h t s e g n a h c r o f e l b i s n o p s e r e r a t a h t s r o t c a
f affec tsomeone’ slfie” .In thi s e
h t , y d u t
8 2 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
, y d u t s s i h t g n it c u d n o c n
I thi schapte rencompasse st wo subtopics .Frist ,
n i h c r a e s e r s i h t tr o p p u s o t s e c n e r e f e r s a s e ir o e h t t n a v e l e r s e d i v o r p r e h c r a e s e r e h t
s e z ir a m m u s r e h c r a e s e r e h t , d n o c e S . n o it p ir c s e d l a c it e r o e h
t and synthesize sal l
. k r o w e m a r f l a c it e r o e h t n i h c r a e s e r s i h t n i d e s u s e ir o e h t t n a v e l e r
1 .
2 Reviewo fRelatedTheories t
r a p s i h
T presentstheo iresr elated t ot hestudyt ha twli lbeusefult o r evea l
d n
a analyze the informaiton tha ti sused to answe rthe problem. Thi ssubtopic
s e d u l c n
i thet heoryo fpsychologica lapproacht ol tierature,t heoryo fcharacte rand
o it a z ir e t c a r a h
c n ,andt hetheoryo fpersonaltiydevelopmen.t
1 . 1 .
2 PsychologicalApproach n i s d o o W d n a r e g r e b r h o
R Reading and Wriitng abou tLtierature (1971 ) e
v if h s i u g n it s i
d ciritca l approaches . Those are “ the formails t approach , the
biographica l approach , the sociocutlural-histo irca l approach , the mythopo eic
e h t d n a , h c a o r p p
a psychologica lapproach” ( .p )3 .Amongt hose ifveapproache ,s
psychologica lapproachist heonewhicht heresearcherappiled int hi sstudy .The
psychologica lapproachi sanapproachwhichusespsychologicalpoin to fview sa
n i a m e h
t c iritcism ot analyze et h story and characters’ personaltiy .Psychology
h t s i fl e s
ti escienitifcstudyo fbehavio rand thebehavio rwhichmos tpsychologis t
.r o i v a h e b n a m u h s i y d u t
s Thepsychologica lapproachi nvesitgatest hecharacters ’
r o i v a h e
e d s ti d n a y ti l a n o s r e p s ’ r e t c a r a h c n i a
m velopment .Rohrberge randWood sexplain
t a h t :
b h c a o r p p a l a c i g o l o h c y s p e h
T ir s ng u s to the exploraiton o f the ,
d n i m n a m u h e h t f o s u o i c s n o c n
u tha tledhim to t heconclusion t hati twa s r o f y ti c a p a c s i h , n o it a n i g a m i h c ir n a m f o g n ir p s ll e w s a w t a h t a e r a s i h t
creaitonandt hecomplextiyo fhist hought ,behavior ,andt hatt hecontent s s t h g u o h t , s d r o w c il o b m y s n i n o i s s e r p x e d n u o f d n i m e h t f o n o i g e r s i h f o
n o it c a d n
a (p .13 .)
h c a o r p p a l a c i g o l o h c y s p e h
T i susedtodiscussthepersonaltiydevelopmen t
f
o themaincharacterint hi snovelt hroughhert hought sandaciton .Daiche sstate s
n a c e W “ t a h
t lookatt hebehavio ro fcharactersi nanove lo raplayi n t he ilgh to f
p n r e d o
m sychologica lknowledge”( p .337).I tprovestha tpsychologica lapproach
t a ir p o r p p a t s o m e h t s
i eapproachwhichconsist sofvairoust heo ire so fpsychology
e z y l a n a o t r e d r o n
i the character’ s personaltiy and personaltiy development
. y r o t s e h t n i n e tt ir w
2 . 1 .
2 CharacterandCharacteriza iton
s t a p t n a tr o p m i e h t f o e n o s i r e t c a r a h c
A in a story .Abram s(1981 ) as sy
t a h
t character sare“personsi n adramaitco rnarraitvework ,endowed wtihmora l
l a n o it i s o p e d d n
a quailitest ha texpressi nwhatt heys ay– dialogue– andwhatt hey
o
d – aciton” (p . 21). Fu trhermore , Abram also state s tha t characte r which
i d e r a e p p
a n nove l“posses ssome characteirsitc swhich are simlia rto human
d lr o w l a e r e h t n i s g n i e
b ”(p .21) .Thet heory o fcharacte rwli lhelp t heresearcher
n i s r e t c a r a h c e h t d n a t s r e d n u o
t The Clay Marble ,especially Dara a sthe main .
l e v o n e h t n i r e t c a r a h
s i h d n a , h c e e p s r e h r o s i h e c n e ir e p x e , n o it c a r e h r o s i h h g u o r h t e fi l f o y ti l a u q e h t
t n e m g d u j r e h r
o ” (p .20 .)
( e l k n e
H 1977 )point soutt ha t“acharacte rcan be divided i nto t wo patrs ,
m s i e n o t s ri f e h
t ajo rand the second i ssecondary character” (p .87) .Majo r
. y r o t s e h t n i r e t c a r a h c t n a c if i n g i s t s o m e h t s i r e t c a r a h
c Heexplainst ha t“themajo r
m r o f r e p y e h t e s u a c e b n o it n e tt a t s e ll u f s ’ r e d a e r e h t d e e n y l e t e l p m o c l li w s r e t c a r a h c
n o it c n u f l a r u t c u rt s y e k
a ”(p .179) .TheClayMarble involve smanycharacter sand r
e t c a r a h c r o j a m e h
t o fthe story i sDara .Forste rin Aspec to fthe Novel (1974 ) t
a lf , s d n i k o w t o t n i s r e t c a r a h c e h t s e d i v i
d and r oundcharacter .A lfa tcharacteri s
“buli taround “single idea o rqualtiy” and i spresented in outilne and wtihou t
e l g n i s a n i d e b ir c s e d y l e t a u q e d a y lr i a f e b o s d n a , li a t e d g n i z il a u d i v i d n i h c u m
e c n e t n e s r o e s a r h
p ” (p .47) .Whliear ound characteri s“complexi n t emperamen t
n e c s e lt b u s e h t h ti w d e t n e s e r p e r s i d n a n o it a v it o m d n
a e s”(p .4 )7 .Dara’ scharacter
y r o t s e h t f o r o h t u a e h t y b d e p o l e v e d y ll u f s i e h s e c n i s r e t c a r a h c d n u o r a o t s g n o l e b
s a d e r e d i s n o c d n
a adynamiccharacter ,whichdemonsrtatehe rcapactiyt ochange
s r e t c a r a h c r e h t o o t d n a s t n e v e d r a w o t n o it c a e r r e h s a w o r g r
o .
e r a l e v o n e h t n i s r e t c a r a h c e h t e r e h w s s e c o r p a s i n o it a z ir e t c a r a h C
n I . d lr o w l a e r e h t n i e v il y e h t d n a e l p o e p l a e r e r a y e h t f i s a d e y a rt r o p
e h t n i s e it il a n o s r e p r i e h t d n a s r e t c a r a h c e h t g n i d n a t s r e d n
u novel ,the researche r
e lt it n e k o o b s ’ y h p r u M s e s o o h
c Under tsanding Unseen : An Introduciton to s
t n e d u t S s a e s r e v O r o f l e v o N e h t d n a y r t e o p h s il g n
E (1972) .In thi sbook ,he
o r
p vide s n ine way s which a re used to present the character s in the nove l
y l b a d n a t s r e d n
e b ir c s e d o t d e s
u t “he character’ sappearanceand clothes”(p .161). Thi smethod
e u l c a s e v i
g t othepersonthroughh isappearanceandclothes.
t u a e h t t a h t s n a e m t I .r e h t o n a y b n e e s s a r e t c a r a h c s i y a w d n o c e s e h
T ho ro f
a e b ir c s e d n a c l e v o n
a characte r“through the eye sand opinion so fanother”
n o s r e
p (p .162) .Anothe rperson’ scaptureand t hough ttoward h ischaracte rgive s
. y ti l a n o s r e p s ’ r e t c a r a h c e h t t u o b a r e d a e r e h t o t n o it a m r o f n
i The thrid way i s
e h t t a h t n o it a n a l p x e n a s e v i g y h p r u M . h c e e p
s reader scan understand someone’ s
e h t t a h t s l a e v e r t n e m e t a t s e h T . ) 4 6 1 . p ( ” s y a s n o s r e p t a h t t a h w “ h g u o r h t r e t c a r a h c
r e d a e
r cangetsomecluet os omeone’ scharacte r“throught hewayoft hecharacte r
b d n a , n o it a s r e v n o c a g n i v a h , g n i k a e p
s irngingf orwardanopinion”( p .164 .)
. e fi l t s a p h g u o r h t s i y a w h tr u o f e h
T Inusingt hi smethod, t her eader shave
. l e v o n e h t n i n e tt ir w e fi l t s a p s ’ r e t c a r a h c e h t d n a t s r e d n u o
t “By l etitngt he r eade r
n r a e
l somethingabou taperson’ spastl fie,t heautho rcangivet her eade racluet o
r e t c a r a h c s ’ n o s r e p a e p a h s o t d e p l e h e v a h t a h t s t n e v
e ” (p .166). Theperson’ spas t
. y ti l a n o s r e p s ’ r e t c a r a h c e h t n o s tl u s e r h c i h w e fi l t n e s e r p s i h o t d e t c e n n o c s i e fi
l I t
e b n a
c shown no “ad riec tcommen tby t heauthor ,throughtheperson’st houghts ,
n o s r e p r e h t o n a f o m u i d e m e h t h g u o r h t r o n o it a s r e v n o c s i h h g u o r h
t ” (p .166). The
. s r e h t o f o n o it a s r e v n o c s i y a w h tf
if The clue which makes the reader sge tthe
r e h t o f o s n o it a s r e v n o c e h t “ h g u o r h t s i r e t c a r a h c s ’ n o s r e p a t u o b a n o it a m r o f n i
i h t e h t d n a e l p o e
p ngst heys ayabou thim”( p .167 .) tIs howst hatt her eaders hould
n o it n e tt a y a
p t o the othe rpeople ’conversaiton and thing sthey say abou thim
e v i g o s l a n a c r o h t u a e h t e c n i
. s n o it c a e r s i y a w h t x i s e h
T “Theautho rcanalsogivether eade racluet oa
s u o ir a v o t s t c a e r n o s r e p t a h t w o h w o n k r e d a e r e h t g n it t e l y b r e t c a r a h c s ’ n o s r e p
s t n e v e d n a s n o it a u ti
s ” (p .168). The reader scan ifnd ou tthe person’ scharacte r
e u
d to t he reaciton swhich expilcilty shows the personaltiy .The seventh way i s
. t n e m m o c t c e ri
d A commen tfrom t he autho ron a person’ scharacteri sdrieclty
n i n w o h
s anovel( p .170 .)I tmeanst hatt her eaders knowhi scharacteirsitc seasliy
t n e m m o c r o n o it p ir c s e d s ’ r o h t u a e h t g n i d a e r y
b int henovel.
t h g i e e h
T h way i st hrough thoughts .Thi smethodi snealry thesameas the
a t a h w f o e g d e l w o n k t c e ri d “ r e d a e r e h t s e v i g r o h t u a e h t h c i h w n i e n o s u o i v e r p
. ) 1 7 1 . p ( ” t u o b a g n i k n i h t s i n o s r e
p The autho ’r sdescirpiton o fthe person’ s
h g n i d n a t s r e d n u n i t o l a s r e d a e r e h t s p l e h t h g u o h
t i scharacteirsitc ssincet her eade r
. r e t c a r a h c e h t f o t h g u o h t t s o m n i e h t w o n k o t e l b a s
i Thel as twayi smanne irsms .
s m s ir e n n a
M o “ r habtis” o fonecharacte rcandescirbehi scharactert ot her eader s
p ( .173 .)
3 . 1 .
2 PersonaltiyDevelopment e lt it e h t g n ir e d i s n o
C and t heapproache sused i n t hestudy, t heresearche r
e h t p l e h o t t n e m p o l e v e d y ti l a n o s r e p h ti w d e t a l e r s e ir o e h t e m o s s t n e s e r
p researcher
. t n e m p o l e v e d s ti d n a y ti l a n o s r e p s ’ a r a D d n a t s r e d n
u There are numerous
s n o it i n if e
d o fpersonaltiya sAllpo tri denitifedalmos t50 deifniiton so fpersonaltiy
. y a d o t e r o m s s e lt b u o d e r a e r e h t d n a e r u t a r e ti l e h t n
i Mos to fthe deifniiton s
c i m a n y d e h t s i y ti l a n o s r e P “ : s ’t r o p ll A n o d e n r e tt a p e r a y a d o t d e t p e c c a
o h c y s p e s o h t f o l a u d i v i d n i e h t n i h ti w n o it a z i n a g r
” t h g u o h t d n a r o i v a h e b c it s ir e t c a r a h c s i h e n i m r e t e
d (a sctied byHu lrock ,1974 ,p .
)
7 .Heexplainestha t“psycho-physica lsystem acomposiiton o fhabtis ,atttiudes ,
y l n o t o n e r a , f e il e b d n a , s e v it o m , s t n e m it n e s , s e t a t s l a n o it o m
e psychologica lbu t
v a h o s l
a ea physica lbasis i n each i ndividual” (a sctied by Hu lrock ,1974 ,p .7) .
s u h
T ,psycho-physica lsystem sare t he produc tofl earning and t hey deirve from
. l a u d i v i d n i e h t f o s e c n e ir e p x e e fi l e h t
e d n a e u q i n u s i y d o b y r e v
E achperson ha shi sown personaltiy .A sAllpor t
a
s sy ,each person i sa “unique and never-repeated phenomenon” (a sctied in
, k c o lr u
H 1974 ,p .8) .Fu trhermore ,he descirbes t ha t“each personaltiy pattern i s
n o it a z i n a g r o d n a n o it a n i b m o c e h t n i s n r e tt a p r e h t o l l a m o r f s r e f fi d t i h c i h w e u q i n u
ti f
o sconsttiuen trtati ,s i n t hesrtength ,oft hedfiferen t rtatis ,and i n ti score– the
fl e s m i h f o t p e c n o c s ’ n o s r e
p ” (a sctied i n Hu lrock ,1974 ,p .8) .No oneha sexaclty
. y ti l a n o s r e p e m a s e h
t Phare sin Introduciton to Personaltiy (1984 )state stha t “pattern o fcharacteirsitc ,s t hought ,s f eeilng sandbehaviorst hat persistove r itme
, s n o it a u ti s d n
a disitnguishes one person from another” (p . 678) . Personaltiy
d n a s g n il e e f , s t h g u o h t , s c it s ir e t c a r a h c e h t m o r f r e h t o n a m o r f e n o s e h s i u g n it s i d
t o n o d h c i h w s r o i v a h e
b only haveaposiitvevalue ,bu talso negaitve .Personaltiy
. s n o it a u ti s d n a e m it r e v o s t s i x e t i ; c i m a n y d s i
, ) 0 9 9 1 ( s ir r o M o t g n i d r o c c
A “personaltiydoe sno talwaysi ncludeposiitve
e it il a u q l a n o s r e p e v it i s o p s a l l e w s a e v it a g e n s e d u l c n i ti t u b , s e it il a u
q s” (p .450) .
d n a , e r a c , e v o l s a h c u s s ti a rt e v it i s o p f o t s i s n o c y l n o t o n s e o d y ti l a n o s r e
P paitence .
e w s A . s s e n e ti l o p m i d n a y t s e n o h s i d , y s u o l a e j s a h c u s , s e n o e v it a g e n e h t e b n a c t I
s a l a i c o s d n a l a u d i v i d n i : s t c e p s a o w t f o s t s i s n o c e fi l n a m u h t a h t w o n k l l
y ti l a n o s r e p s ’l a u d i v i d n i d n a s e g n a h c l a c i s y h p h ti w s n r e c n o c t c e p s a l a u d i v i d n i e h T
. t n e m p o l e v e
d Morirs( 1990)add s“individua’l spersonaltiydevelopmenti susually
r e h n i h ti w e c n e ir e p x e y lr a e s ’l a u d i v i d n i e r a h c i h w , s r o t c a f o w t y b d e c n e u lf n i
a y li m a
f nd t hei mpo tran teventst ha thappens outside homeo rpeoplecallt hi sa s
” t c e p s a l a i c o s e h
t (p .19-20) .
f o y r o e h t e h t o s , y d u t s s i h t f o c i p o t n i a m e h t s i t n e m p o l e v e d y ti l a n o s r e P
i s s u c s i d e h t d r a w o t n o it u b ir t n o c t a e r g a s e v i g t n e m p o l e v e d y ti l a n o s r e
p on o fthe
m r e t e h T . m e l b o r
p “development” meanst hechanging o fsomeone’ spersonaltiy .
, ) 6 7 9 1 ( s a n u k i P o t g n i d r o c c
A “developmenti sasequence fo changest hatl ead t o
y ti r u t a
m ” (p .56). A sweal lknowt ha tactually no tonly maturtiy which become
t u b , s e g n a h c e h
t o fcoursewidert han t hat . tI i smoreabou tappeairng new rtati s
. s e it il i b a d n
a Developmen tproces shappenst hroughal fieitme. I tdoe sno tstop a t
. e m it n i a tr e c
a Developmen t i s also iden itca l wtih someone’ s learning
. s e c n e ir e p x
e Papaila and Wendkos-Old s states tha t “developmen t conitnue s
” s e c n e ir e p x e r u o h g u o r h t e ri u q c a e w e s o h t y b … d e c n e u lf n i s i d n a , e fi l t u o h g u o r h t
. s e c n e ir e p x e s ’ e n o e m o s f o t l u s e r e h t s i t n e m p o l e v e d e h t t a h t r a e l c s i tI . ) 4 . p (
Personaltiy developmen ti san individua lproces so fchanging in growth .
, tr o p ll A o t g n i d r o c c
A “personaltiy change sfrom itme to itme ,from stiuaiton to
n o it a u ti
s ” (a sctied by Hu lrock ,1974 ,p .7) .Thus , ti can be concluded tha t
m o r f d n a e m it o t e m it m o r f s e g n a h c y ti l a n o s r e p e h t s i t n e m p o l e v e d y ti l a n o s r e p
ti
s uaiton to stiuaiton since personaltiy developmen t can be interpreted a s
1 . 3 . 1 .
2 Characterisitcs o fChangei nPersonaltiy
e e r h t o t n i n r e tt a p y ti l a n o s r e p e h t n i s e g n a h c s e z ir e t c a r a h c ) 4 7 9 1 ( k c o lr u H
e h t r o f e r a s e g n a h c e m o s , t s ri F . s e ir o g e t a c r o j a
m bette rand some are fo rthe
e m o s , d ri h T . e v it a ti l a u q e r a e m o s d n a e v it a ti t n a u q r o f e r a e m o s , d n o c e S . e s r o w
. y l d i p a r e m o s d n a y l w o l s r u c c o
1 . 1 . 3 . 1 .
2 Betterversu sworse
e h t r o f r o r e tt e b e h t r o f s e g n a h c h c i h w y ti l a n o s r e p t a h t s e t a t s k c o lr u H
s t c e lf e r “ e s r o
w thekindofl fieadjustmentst hei ndividuali smaking att he itme”
e h t t n e s e r p e r s t n e m t s u j d a e fi l f o d n i k e h T . ) 0 2 1 . p
( developmen twhich may
s n e p p a
h t oaperson .Ift hepersons ucceedsi nadjusitnghimsel fwtiht hecondiiton
l li w “ e h , s n e p p a
h improves sh i s -eflconcep tand exhib ti sgreate rpoise ,sefl
-fl e s d n a , e c n e d if n o
c -assurance” ( .p 120) .The successfu ladjustmen tmeans tha t
e li h w n a e M . r e tt e b e h t r o f s e g n a h c n o s r e p e h
t ,i fthe person fali sin adjusitng
“ t i , fl e s m i
h wli l lead to deteiroraiton in the sefl-concep t and to feeilng s
, n o it c a e r e v i s n e f e d , m s i n o g a t n a n i d e s s e r p x e e r a h c i h w y ti r o ir e f n i d n a y c a u q e d a n i
l a n o s r e p r e r o o p n e v e o t d a e l h c i h w s n r e tt a p r o i v a h e b r e h t o y n a m d n a , n o i s s e r p e d
t n e m t s u j d a l a i c o s d n
a ” ( .p 121) .
2 . 1 . 3 . 1 .
2 Quanttia itveversu squailta itve k
c o lr u
H explains tha t moslty change s are quanttiaitve and the
t a h t c it s ir e t c a r a h
c i sarleadypresen twli lber einforced ,srtengthened ,o rweakened
( .p 121) .Fu trhermore ,she adds tha t“there i sonly a ltilte evidence tha tany
c o e g n a h c y r a n o it u l o v e
r c ” ( .urs p 121 .) A person doe sno tchange totally into
. t n e r e f fi d y l e t e l p m o c s i o h w e n o e m o
t a h t s w o h s e g n a h
c “there i salway sa reason fo rthe change sthough i tmay no t
. ) 1 2 1 . p ( ” d e z i n g o c e r e b s y a w l
a Hu lrockstates tha t“whenapersonatler shi ssefl
-c n o
c ep tso radically , he wli laffect the qualtiy o fhi sadjustment” ( .p 121) .S he
, s e g n a h c e v it a ti l a u q t a h t s n i a l p x
e “etihe rcompleter eplacemen to radesriable rtai t
ll a m r o n t o n o d , a s r e v e c i v r o e n o e l b a ri s e d n u n a y
b yoccu reveni nt heealryyear s
e fi l f
o ” ( .p 121) . nI othe rwords ,qualtiaitve change rarely happens because a
r e h t a r , r e t c a r a h c t a h t n e k a e w r o x if o t d n e t ll i w r e t c a r a h c d a b a s a h o h w n o s r e p
. ti e v o m e r o t n a h t
3 . 1 . 3 . 1 .
2 Slowversu srapidchanges k
c o lr u
H classiife s tha tchange s regarded a sslow i f “they are barely
y ti l a n o s r e P . ) 2 2 1 . p ( ” ll a o t t n e r a p p a y li d a e r e r a s e g n a h c d i p a r e li h w , e l b it p e c r e p
t n e m p o l e v e
d normally happen sin a slow pace ,because “every developmen t
s e v l o v n
i n ew habtis tha tarleady ha sbeen l earnt” ( .p 122) .In othe rword ,s t hese
s ti b a h w e
n aredfiifcutlt o bel earnti nashor t itme. Meanwhlie, r apid change i sa
f o n g i
s danger . tIi sbecause“achangei nashor tduraiton i susually duet o some
n o s r e p e h t s e s u a c h c i h w n o it a l u m it s l a i c if it r
a to forge thi ssefl-concep tand see
e b o t e k il d l u o w e h s a f l e s m i
h ” ( .p 122) .
. 1 .
2 3.2 Varia itoni nPersonaltiyChange
e g n a h c f o s d n i k d n a r e b m u n e h t t u o b a e r a e g n a h c y ti l a n o s r e p n i s n o it a ir a V
.s e ir o g e t a c e e r h t o t n i d e d i v i d s i n o it a ir a v s i h T . n e p p a h t a h
t They are age so f
t a h t n r e tt a p y ti l a n o s r e p e h t f o s a e r a d n a , e g n a h c o h w e l p o e p f o s d n i k , s e g n a h c
1 . 2 . 3 . 1 .
2 Age so fChange k
c o lr u
H statest ha t“a sonegrow solder ,thehabi toft hinkingo fonesefli n
h ti w e c n a d r o c c a n i g n it c a f o d n a y a w r a l u c it r a p
a thi ssefl-concep tbecome smore
tl u c if fi d e r o m s e g n a h c y ti l a n o s r e p d n a d e t o o r y l m ri
f ” ( .p 122) .I tmeanst hatt he r e g n o l a s e ri u q e r d n a t l u c if fi d y l g n i s a e r c n i s e m o c e b “ g n it c a d n a g n i k n i h t f o t i b a h
l u d a d n a e c n e c s e l o d a o t n i d o o h d li h c m o r f s s a p e l p o e p s a e m
it thood”( p .122) . tIi s
t t a h t n e e s y lr a e l
c he younge rperson wli lbe easie rto change hi scharacterisitc s
l li w t i e c n i s n o s r e p r e d l o e h t n a h
t harderf o rthemt ochange.
2 . 2 . 3 . 1 .
2 Kind so fPeople “ , s n i a l p x e k c o lr u
H those who are other-directed , who are highly , s e v il r i e h t n i e l p o e p t n a c if i n g i s f o s e d u ti tt a e h t d n a s e r u s s e r p l a i c o s o t e l b it p e c s u s
fl e s r i e h t e g n a h
c -concept sandpattern so fadjusitvebehavio rmoreo tfenandmore
r e n n i n a h t y ll a c i d a
r -driected people-those who are governed more by thei rown
s e u l a
v andgoals”( p .122) .Somepeoplealway swantt odevelopt hei rcharacteri n
r e d r
o tohelpt heril fie .Wh liesomeothe rpeople, t endt oresis tanddo no twantt o
e g n a h
c becauset heyt hinkt hatt heyarleadyhaveagoodl fie .A sHu lrock( p .123 )
s y a
s tha tapersonwhoi ss aitsifedwtihhimsel fhasl tiltemoitvaitont ochange.
3 . 2 . 3 . 1 .
2 Area so fPersonaltiyPa ttern a
e r a e r e h
T rea so fpersonaltiy pattern which canno tbechanged, t hey are
“ fls -e concept ,atttiude ,beilef ,value sand aspriaiton” ( .p 123) .Whlie the othe r
a e r
a s ,which can be changed o rremain stable ,consist o f rtatis related to socia l
p i h s n o it a l e
r s .Hu lrock states tha ta sthe individua’l sexpeirence sbroaden ,he
d e v o r p p a s i d e r a t a h w d n a , d e v o r p p a e r a s ti a rt t a h w f o e r a w a y l g n i s a e r c n i s e m o c e b
. 1 .
2 3.3 Condiiton sResponsiblef orPersonaltiyChange y
ti l a n o s r e p f o s e s u a c e h t f o e n
O developmen ti sthe condiiton around a
e h t s r e g g ir t h c i h w , n o s r e
p persont ochangehi so rherpersonaltiyfo rbette rorf o r
s e t a t s k c o lr u H . e s r o
w tha tpersonaltiy ed velopmen ti s“the resul to fmulitple
g n il e e f d n a s t h g u o h t e h t n i s n o i s i v e
r s related t o t he person’ sconcep to fsel f(p .
e r o m r e h tr u F . ) 4 2
1 ,sheexplain sabout eightcondiitons which are responsiblefo r
y ti l a n o s r e p e h
t development .Thosecondiiton sarestatedasf ollow:
1 . 3 . 3 . 1 .
2 Physica lchange s e g n a h c l a c i s y h
P in lfuence sa person’ ss -eflconcept .Hu lrock states tha t
“when the physica lchange enable shim to approximate hi sconcep to fhi sidea l
fl e s l a e r s i h n o t c e f f e e h t ,f l e
s -concep twli lbef avorable” ( .p 124) .Inothe rwords ,
s r e p a p l e h l li w e g n a h c l a c i s y h p e v it i s o p
a on to bulid a good sefl-concept .
, e li h w n a e a
M a negaitve physica lchange wli lmake a person dfiifcul tto bu lid a
fl e s d o o
g -concept a smeniton sby Hu lrock that ,“illness ,overweight ,grandula r
disturbances ,o rbilndness ,o tfen r esutli n personaltiychange sbecauset heyaffec t
fl e s s ’ n o s r e p e h
t -concep tunfavorably”( p.124 .)
2 . 3 . 3 . 1 .
2 Changesi nenvironment s
i t n e m n o ri v n
E no tdfiferen twtih physica lchange swhich may produce
s ’ n o s r e p e h t n i s e g n a h
c s -eflconcept .Hu lrock says tha t“whethe ra changed
t n e m n o ri v n
e leading to an improvemen to fthe personaltiy pattern wli ldepend
s ti h ti w m u ir b il i u q e e h t d r a w o t s e v o m y ti l a n o s r e p e h t r e h t e h w n o y l e g r a l
i v n
e ronment” ( .p 125) . Therefore , i t can be said tha t the change s in the
s ’ n o s r e p e h t t c e f f a l li w t n e m n o ri v n
3 . 3 . 3 . 1 .
2 Changesi nSigniifcan tPeople
s ’ n o s r e p e h t e c n e u lf n i o
