ABSTRACT
Dewantari, Meilinda Ayu. (2015). The Influence of Torey Hayden’s Teaching Styles on Sheila’s Personality Development as Revealed in Hayden’s One Child. Yogyakarta: Teachers Training and Education Faculty, Department of Language and Arts Education, English Language Education Study Program, Sanata Dharma University.
This study discusses Torey Hayden’s novelOne Child. The analysis of this study focuses on Sheila’s major character. She is a six-year-old girl who has emotional and behavioral problems. The novel was written based on a true story experienced by Torey Hayden. She was a teacher who was teaching Sheila in a “garbage class”, which consisted of children who were unclassifiable from being placed in the regular special education classrooms.
There are two research problems discussed in this study. The first is how Sheila’s characteristics are described in Torey Hayden’sOne Child. The second is how Torey Hayden’s teaching styles influence Sheila’s personality development.
This study used psychological approach as the main approach. In addition to the theory of character and characterization, the writer uses the theory of aggression. The primary source is the novel, One Child. The other sources are taken from the Internet, books on literature and psychology. These sources are used because the research focuses on the influence of Torey’s teaching styles on Sheila’s personality development.
The result of the study showed that the teaching styles from Torey influenced Sheila’s personality development. Before learning in the special class, Sheila’s characters were sadistic, anti-social, uncontrolled, and she was a destructive little girl. After learning in the special class, Sheila became polite, cooperative, curious, and responsible. From Sheila’s personality changed, this study found that Sheila’s personality developed positively as the influence of Torey’s teaching style.
At the end of this thesis the writer presented suggestions for future researchers who are interested in analyzing the same novel. The writer provided a lesson plan and learning material for teaching Basic Reading II.
ABSTRAK
Dewantari, Meilinda Ayu. (2015). The Influence of Torey Hayden’s Teaching Styles on Sheila’s Personality Development as Revealed in Hayden’s One Child. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Skripsi ini membahas sebuah novel berjudul One Child, karya Torey Hayden. Pembahasan dalam skripsi ini difokuskan pada karakter utama yaitu Sheila. Sheila adalah seorang gadis berusia enam tahun yang mengalami gangguan secara emosional dan tingkah laku. Novel ini ditulis berdasarkan kisah nyata yang dialami oleh Torey Hayden sebagai guru saat mengajar Sheila di kelas sampah, yang berisi anak-anak yang tidak masuk klasifikasi dari kelas regular pendidikan khusus.
Terdapat dua masalah yang dibahas dalam skripsi ini. Masalah pertama ialah bagaimana karakter Sheila dideskripsikan di dalam novel One Child karya Torey Hayden. Kedua ialah bagaimana pengaruh dari cara mengajar Torey Hayden pada perkembangan kepribadian Sheila.
Skripsi ini menggunakan pendekatan psikologi sebagai pendekatan utamanya. Disamping teori karakter dan karakterisasi, penulis juga menggunakan teori agresi. Sumber utama penulisan skripsi ini adalah novel One Child. Sumber-sumber lain diambil dari Internet, buku tentang pendekatan kesusasteraan dan pskilogi. Sumber-sumber tersebut digunakan karena skripsi ini tertuju pada pengaruh cara megajar Torey terhadap perkembangan kepribadian Sheila.
Hasil dari skripsi ini menunjukkan bahwa cara mengajar dari Torey mempengaruhi perkembangan kepribadian Sheila. Sebelum belajar di kelas khusus, karakter Sheila adalah sadis, anti sosial, tidak terkontrol, dan merupakan gadis kecil yang perusak. Setelah belajar di kelas khusus, Sheila menjadi sopan, menjalin kerja sama, ingin tahu segala hal, dan bertanggung jawab. Dari perubahan kepribadian Sheila, skripsi ini menunjukan bahwa kepribadian Sheila berkembang secara positif atas pengaruh dari cara mengajar Torey.
Pada akhir bagian skripsi ini penulis memberikan saran bagi penulis-penulis selanjutnya yang tertarik untuk menganalisis novel yang sama. Penulis menediakan Rencana Pelaksanaan Pembelajaran dan materi pembelajaran untuk mengajar Basic Reading II.
THE INFLUENCE OF TOREY HAYDEN’S TEACHING
STYLES ON SHEILA’S PERSONALITY DEVELOPMENT AS
REVEALED IN HAYDEN’S
ONE CHILD
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Meilinda Ayu Dewantari Students Number: 111214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE INFLUENCE OF TOREY HAYDEN’S TEACHING
STYLES ON SHEILA’S PERSONALITY DEVELOPMENT AS
REVEALED IN HAYDEN’S
ONE CHILD
ASARJANA PENDIDIKANTHESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By
Meilinda Ayu Dewantari Students Number: 111214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
With Much “Love”
The rest came
they tried to make me laugh
they played games with me
some games for fun and some
for real and for keeps.
And then they went away
leaving me in the ruin of the games
not knowing which were for fun
and which were for keeps and
leaving me alone with the echo
of laughter which was not mine.
Then you came
with your funny way of being
not quite human
and you made me cry.
And you didn’t seem to mind if I did
you just said that the games are over
and waited
until all my tears turned into
Joy.
Sheila
vii ABSTRACT
Dewantari, Meilinda Ayu. (2015). The Influence of Torey Hayden’s Teaching Styles on Sheila’s Personality Development as Revealed in Hayden’s One Child. Yogyakarta: Teachers Training and Education Faculty, Department of Language and Arts Education, English Language Education Study Program, Sanata Dharma University.
This study discusses Torey Hayden’s novelOne Child. The analysis of this study focuses on Sheila’s major character. She is a six-year-old girl who has emotional and behavioral problems. The novel was written based on a true story experienced by Torey Hayden. She was a teacher who was teaching Sheila in a “garbage class”, which consisted of children who were unclassifiable from being placed in the regular special education classrooms.
There are two research problems discussed in this study. The first is how Sheila’s characteristics are described in Torey Hayden’sOne Child. The second is how Torey Hayden’s teaching styles influence Sheila’s personality development.
This study used psychological approach as the main approach. In addition to the theory of character and characterization, the writer uses the theory of aggression. The primary source is the novel, One Child. The other sources are taken from the Internet, books on literature and psychology. These sources are used because the research focuses on the influence of Torey’s teaching styles on Sheila’s personality development.
The result of the study showed that the teaching styles from Torey influenced Sheila’s personality development. Before learning in the special class, Sheila’s characters were sadistic, anti-social, uncontrolled, and she was a destructive little girl. After learning in the special class, Sheila became polite, cooperative, curious, and responsible. From Sheila’s personality changed, this study found that Sheila’s personality developed positively as the influence of Torey’s teaching style.
At the end of this thesis the writer presented suggestions for future researchers who are interested in analyzing the same novel. The writer provided a lesson plan and learning material for teaching Basic Reading II.
viii
ABSTRAK
Dewantari, Meilinda Ayu. (2015). The Influence of Torey Hayden’s Teaching Styles on Sheila’s Personality Development as Revealed in Hayden’s One Child. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Skripsi ini membahas sebuah novel berjudul One Child, karya Torey Hayden. Pembahasan dalam skripsi ini difokuskan pada karakter utama yaitu Sheila. Sheila adalah seorang gadis berusia enam tahun yang mengalami gangguan secara emosional dan tingkah laku. Novel ini ditulis berdasarkan kisah nyata yang dialami oleh Torey Hayden sebagai guru saat mengajar Sheila di kelas sampah, yang berisi anak-anak yang tidak masuk klasifikasi dari kelas regular pendidikan khusus.
Terdapat dua masalah yang dibahas dalam skripsi ini. Masalah pertama ialah bagaimana karakter Sheila dideskripsikan di dalam novel One Child karya Torey Hayden. Kedua ialah bagaimana pengaruh dari cara mengajar Torey Hayden pada perkembangan kepribadian Sheila.
Skripsi ini menggunakan pendekatan psikologi sebagai pendekatan utamanya. Disamping teori karakter dan karakterisasi, penulis juga menggunakan teori agresi. Sumber utama penulisan skripsi ini adalah novel One Child. Sumber-sumber lain diambil dari Internet, buku tentang pendekatan kesusasteraan dan pskilogi. Sumber-sumber tersebut digunakan karena skripsi ini tertuju pada pengaruh cara megajar Torey terhadap perkembangan kepribadian Sheila.
Hasil dari skripsi ini menunjukkan bahwa cara mengajar dari Torey mempengaruhi perkembangan kepribadian Sheila. Sebelum belajar di kelas khusus, karakter Sheila adalah sadis, anti sosial, tidak terkontrol, dan merupakan gadis kecil yang perusak. Setelah belajar di kelas khusus, Sheila menjadi sopan, menjalin kerja sama, ingin tahu segala hal, dan bertanggung jawab. Dari perubahan kepribadian Sheila, skripsi ini menunjukan bahwa kepribadian Sheila berkembang secara positif atas pengaruh dari cara mengajar Torey.
Pada akhir bagian skripsi ini penulis memberikan saran bagi penulis-penulis selanjutnya yang tertarik untuk menganalisis novel yang sama. Penulis menediakan Rencana Pelaksanaan Pembelajaran dan materi pembelajaran untuk mengajar Basic Reading II.
ix
ACKNOWLEDGEMENTS
I would like to express my greatest gratitude to Jesus Christ for giving me a great opportunity to study in English Language Education Study Program of Sanata Dharma University. Jesus helped me to find a way, and He gave me strength to finish this thesis. I would never accomplish this thesis without His blessing.
I would like to convey my appreciation to my advisor, FX. Ouda Teda Ena, M.Pd., Ed.D. for giving me sincere guidance and suggestions during writing this thesis. I thank him for his willingness to check, to read, to give feedback for me to accomplish this thesis. I also thank all lecturers of English Language Education Study Program, for guiding and sharing their knowledge during my study in Sanata Dharma University, all PBI secretariat staff, and library staff of Sanata Dharma University for helping me during the study.
My deepest gratitude goes to my beloved family. I thank my father, Nanang Dwi Arijanta and my mother Sri Lestari S.Pd., also my only sister Melfiana Ayu Cynthia, for their never ending love, prayer, patience, financial support, encouragement, and understanding. My special gratitude goes to Hudha Prakoso for coloring my life with his love, patience, care, and support. I also thank my priest Bapak Pdt. Harjono, S.Th. for always asking me about my thesis progress.
I would like to thank my best friends Anna, Mentari, Mira, Bekar who have shared laughter, madness, happiness, and pain with me. I also thank my awesome classmates Hani, Tiara, and CL, who always support, help, and motivate me.
Last but not least, I would like to thank all people that I cannot mention one by one who have also been parts of the process of completing this thesis.
x
STATEMENT OF WORK’S ORIGINALITY ...v
PERNYATAAN PERSETUJUAN PUBLIKASI ...vi
A. Background of the Study ...1
B. Problems Formulation ...5
C. Objectives of the Study ...6
D. Benefits of the Study ...6
E. Definition of Terms ...7
CHAPTER II REVIEW OF RELATED LITERATURE ...9
A. Review of Related Studies ...9
B. Review of Related Theories ...11
1. Psychological Approach ...11
2. Theory of Character and Characterization ...12
a. Character ...12
b. Characterization ...14
3. Theory of Aggression ...16
a. Instrumental Aggression ...16
xi
4. Theory of Teaching Style ...18
5. Theory of Personality Development ...19
C. Theoretical Framework ...21
CHAPTER III METHODOLOGY ...23
A. Object of Study ...23
B. Approach of Study ...24
C. Methods of Study ...25
CHAPTER IV ANALYSIS ...27
A. Characteristics Description of Sheila ...27
1. Sheila’s Characteristics before Learning with Torey Hayden ...28
a. Sadistic ...28
b. Anti-social ...30
c. Uncontrolled ...31
d. Destructive ...32
2. Sheila’s Characteristics after Learning with Torey Hayden ...33
a. Polite ...33
b. Cooperative ...35
c. Curious ...36
d. Responsible ...37
B. Torey Hayden’s Teaching Styles in “Garbage Class” ...38
1. Acknowledging What Children Do or Say ...39
2. Giving Specific Feedback Rather than General Comments ...40
3. Modelling Attitudes, Ways of Approaching Problems, and Behavior ...41
4. Demonstrating the Correct Way to Do Something ...42
5. Creating or Adding Challenge ...44
xii
7. Giving Assistance (Such as Cue or Hint) to Help Children Work on the
Edge of Their Current Competence ...45
8. Giving Directions to Children’s Action or Behavior ...46
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ...48
A. Conclusions ...48
B. Implications ...49
C. Suggestions for Future Researchers ...50
REFERENCES ...52
xiii
LIST OF APPENDICES
Appendices ...Page
1. The Summary of One Child ...55
2. The Biography of Torey Hayden ...57
3. The Lesson Plan of Basic Reading II ...59
1 CHAPTER I INTRODUCTION
This chapter consists of five parts. Namely the are background of the study, the problems formulation, the objectives of the study, the benefits of the study, and the definition of terms. The background of the study discusses the reason of choosing this topic. The problems formulation consists of two questions that should be answered. The objectives of the study aim to answer the questions stated in the problems formulation. The benefits of the study explain the advantages and importance of this study. The last, the definition of terms provides explanation about some of the important terms used in the study.
A. Background of the Study
Education is important for many people in this world. The educators have the important roles in promoting the teaching and learning process. It is important for educators or teachers to give an appropriate style of teaching to the students. The style of teaching is an important part to build the students’ interest in joining teaching and learning activity.
personality development means the way personality changes and develops based on the factors that are responsible for changes that will affect someone’s life. It means that personality development is the changes of someone’s characteristics to the worse or better ones. Hence, the teachers have an important role in changing the students’ personality positively.
From the issue above, the writer chooses literature to conduct the study. The writer prefers to use a novel to be analyzed based on the issue above. Reading and analyzing some literature works, especially novels, are not only a pleasure to understand what the story is about, what is the moral message, and what the characters are in the novel, but also look at human beings and living creatures, and look at life. Novels always present life and problems of life in a direct way. Novels make people who read novels take apart in the characters’ life, because the characters’ life is not far from the human beings, although sometimes the story is fiction. By reading, understanding, and analyzing a novel, they will let the journey begin. According to Kennedy and Gioia (1947), literature reflects life. The story in the novel is a reflection of a real life. Through literature, people can enrich their knowledge and experience since literature may contain special information of life which is useful to be learned.
reflects education which is not only delivering the knowledge but also developing the students’ personality in positive ways. Torey taught a special education class consisted of eight children. The novel mostly tells about a little girl namely Sheila as a student at an extraordinary school called “garbage class”. Sheila suffered from malnutrition with the characteristics of matted hair, hostile eyes, and a very bad odor when she arrived into the classroom.
The relationship between Torey and Sheila began when Torey read an article in a newspaper. The article was about a six-year-old girl who kidnapped her neighbor’s child. From the article, she led the child into the woods, tied him to a tree, and burned him. Besides, Sheila destroyed a lot of stuff in her previous school. She also flooded the basement of her school. She expressed her feeling through actions of terrorism or damaging something. The government in that country could not put Sheila in a jail because she was a kid. Yet, while the state awaited room for children in rehabilitation, they decided to put her in Torey's special education classroom.
According to Abrams, quoted in Nurgiyantoro (2000, pp. 2-4), the elements of a fiction novel ─ the characters, plots, events, setting are created and
made similar to the real situations based on the author’s point of view. A fiction story does not have to be in accordance with the laws, moral or values of the real world. It does not have to be truth and even sometimes, it does not make sense. Whereas, nonfiction novels can be called as true stories, since nonfiction novels bring truth from the content itself.
One of the intrinsic elements in the literary work is a character. Studying about characters is really important. Therefore, the researcher is going to analyze a character in the novel, because the character has a big role in the novel. A good novel must have characters in it. Without characters the novel is flat and less of interesting. According to Abrams (1993) character is:
The person presented in a dramatic or narrative who are interpreted by the readers as being endowed with moral and disposition qualities that are expressed in what they say (dialogues) and by what they do (action) (p. 20).
According to Murphy (1972, pp. 161-172) describes nine ways to reveal the characterization of the character which were made in attempts to be understandable and alive for the reader. Those are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism.
well. These reasons make the writer interested in reading and analyzing the novel from the psychological perspective because the novel is concerned with Sheila’s behavior which is unique.
In One Child, the readers are going to be informed about knowledge related to an interesting teaching and learning process. The novel is worth to be discussed because the teaching points are different from other schools. The writer is interested in the way Torey Hayden thinks and gives perspective to the children, especially Sheila as the main character in the story. This study discusses the influence of Torey Hayden’s teaching strategies on Sheila’s personality development in Hayden’sOne Child.
From this novel, the researcher is going to analyze the characteristics of main character in the story, Sheila, before and after she attended the Torey’s class. The writer also analyzes how the teaching styles from Torey affect the personality development of the main character as revealed in this novel.
B. Problems Formulation
Based on the background of the study, there are two problems that can be formulated as follows.
1. How are Sheila’s characteristics before and after learning with Torey described in Torey Hayden’sOne Child?
C. Objectives of the Study
The objectives of this study are to answer those two formulated problems. The first is to explain not only the characteristics, but also attitude and behavior of Sheila as the main character in Hayden’sOne Childbefore and after learning with Torey Hayden as her teacher. The second is to find out the influence of Torey’s teaching styles towards Sheila’s personality development after learning with Torey.
D. Benefits of the Study
There are some benefits in this study. The first benefit of this study is for teacher trainees and teachers. Hopefully, this study will help teacher trainees and teachers to be more sensitive and wise in facing students with extraordinary needs. A teacher can also give appropriate treatment for students who have emotional and behavioral disorder. The writer expects that the teacher should love their job to create students’ interest in teaching and learning activity.
The second benefit is for future researchers and teachers. The writer hopes that this study can be used as a reference and support knowledge to the future researchers who are interested to conduct research on the same topic. This novel can also be used to teach Basic Reading II for the second semester at English Language Education Study Program.
development. The readers may also give more perspectives on a child’s personality development and how to handle a special child in an appropriate way.
E. Definition of Terms
There are some definitions to be clarified to avoid misunderstanding. They are definition of character, teaching style, and personality development.
1. Character
According to Abrams (1981, p. 20), character is described as “an imagined person who inhabits a story and it shows a distinctive type of person”. In addition, Roberts and Jacobs (1992, p. 63) define characters as people in stories who are drawn from life and they face a major problem in the stories. Stories, like drama, are about characters who though not real people, are drawn from life. A character is in reasonable facsimile of a human being, with all the good and bad treatments of being human. A story is usually concerned with a major problem that a character must face. They may involve interaction with another character, with a difficult situation, or with an idea or general circumstances that force action. The character that is going to be analyzed is Sheila who always comes out from the beginning until the end of the story.
2. Teaching Style
Mosston and Ashworth (1990) state that teaching style is a plan of action that defines the specific decisions of the teacher and the learner for the purpose of accomplishing objectives in subject matter and behavior. In this study, the style of Torey Hayden’s teaching is used to find out the influence on Sheila’s personality development.
3. Personality Development
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into three sections of theories that are used to analyze the novel. They are the review of related studies, the review of related theories, and the theoretical framework. There are some related studies from some researchers which discuss same topics. The review of related theories presents theories of literature related to the problems formulation. Meanwhile, the theoretical framework reviews some theories which are given as guidance in focusing the analysis of the subject in the study.
A. Review of Related Studies
In this novel, Sheila was a six-year-old-girl who came into a special class, was abused, victimized and rejected by her family. She learned in a class with Torey Hayden. In order to support the study, it is necessary for the researcher to discuss the previous studies that have been done related to the topic of this study.
There is a researcher from University of Muhammadiyah Malang that conducted her study using the same novel. She is Nurul Azmi, a student of English Language Education in 2007. She wrote a study entitled A Study on Sheila’s Psychological Conflicts and Autism Child in Torey Hayden’s Novel “One
10
were feeling guilty and confused. She felt guilty when she was abandoned by her mother. She blamed herself as the cause of her mother left her behind. The confusion happened when Sheila was to decide to stay in a special education class or to join a regular class which means that she had to separate from Torey. On the other hand, joining in the regular class was her dream. Furthermore, her research findings showed that there were some causes of Sheila’s psychological conflicts. First, Sheila was a girl who used to make troubles due to her mental disorder. Secondly, she did not want to be separated from Torey because she loved her so much. However, Sheila had to obey the rule of the school.
In her study, Azmi (2007) said that there were some effects of Sheila’s psychological conflicts. First, Sheila became a little girl who was afraid of failure, of disappointing someone, or even of making a little mistake. Second, she became destructive to express her anger. Besides, Sheila became upset because of being separated from Torey.
11
Consequently, she behaved as a disturbed child who likes to destroy other’s precious things. She concluded that Sheila had mental disorders.
Quite in opposition to the previous studies, this study discuses the influence of teaching styles on personality development. The writer uses the same novel, Torey Hayden’s One Child in which no one has ever discussed yet the influence of Torey’s teaching styles on Sheila’s personality development.
B. Review of Related Theories
This part deals with some theories that are suitable in order to support the analysis in this study. They are the theory of psychological approach, the theory of character and characterization, the theory of aggression, the theory of teaching style, and some reviews on personality development.
1. Psychological Approach
In analyzing literary work, the writer needs to consider about the basic theory that supports the story and needs to find the appropriate approach that suits to the analysis. Rohrberger and Woods (1971, pp. 1-5), say that in order to understand and apprehend the aesthetic values of literary work, the critical approach should be applied. It will lead the readers to get a better understanding of its nature, function, and positive values. There are five kinds of critical approach, namely formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach, and psychological approach.
12
is used because it concerns with personality development of a child. In this approach, the writer emphasizes on human psychology which consist of creativity, behavior, motivation, and thought aspects that influence the literary work. The analysis of this study is mainly on the characters, the teaching style, and the personality development underlying the characters’ action. Those three elements are subordinate to the psychology field. Rohrberger and Woods (1971) say that the proponent of this approach insists on the idea that each character’s behavior refers to the psychology of human being.
2. Character and Characterization
In understanding any literary work, especially a novel, the readers should have their own ideas about the story. A story cannot be separated from its elements, including character and characterization. Therefore, the writer discusses the theory of character and characterization in this part. These theories are to find out the characters of the main character in the novel.
a. Character
Every story has some important elements. One of the important elements in the story is character. Therefore, the theories of character and characterization are needed to conduct this study.
13
Character in a story can be categorized into two types, major character and minor character. According to Stanton (1965), major character is a character that may dominate the whole story and is frequently presented in it. Meanwhile, minor character is presented in order to explain and help the others character, especially the major character (pp. 17-18).
Perrine (1974) classifies fictional characters into static and dynamic character. Static characters are character that changes little in their outlook or personalities during the course of the study. They are described without many details and they are not changed by circumstances. Dynamic characters are those who undergo changes in some aspects of their characters, personalities or outlook from the beginning to the end of the story. The changes could be for better or for worse and may be a large or small one, but it is something that is important and basic, and more than a minor change in opinion (p. 71).
14
b. Characterization
In order to make the analysis of the character of Sheila much easier, there are several ways needed to be conducted. Murphy (1972: pp. 161-172) explains that there are nine ways to know the characterization.
The first way ispersonal description. Personal description is the way the author describes the physical appearance and clothes of the character. It is intended to help the reader to visualize the characters based on what they wear or they look. In knowing the characterization of a character, the reader can see from other characters’ eyes and opinion about him or her. The encounters between one character and other characters will open a chance for the other character to explain and judge the characteristics of a character. It means that the reader will know the characteristics of acharacter as seen by another.
15
a conversation between two people about someone and they say their opinion about someone.
Reaction is the next way of characterization from Murphy (1972). In analyzing a person’s character, the author gives a clue to the reader to know a person’s character through the person’s reaction to various situations and events. The way a person responds to something helps the reader to see his/her real character. It is also possible for the author to describe or comment on a person’s character in the story directly. The author will describe a person’s character based on his or her point of view towards the character. The character of a person can be analyzed through the character’sdirect comment.
16
3. Theory of Aggression
In this study, the writer applies the theory of aggression to answer the formulated problems. The theory is used to find out Sheila’s characteristics before and after learning in the special education class with Torey, her teacher. This theory is used to find out the Sheila’s aggressive behavior changes into non-aggressive behavior as the influence of Torey’s teaching styles.
According to Freud as cited in Bandura (1973, p. 13) aggression is a result of the antagonist influence of the life instinct. The people are forced to behave destructively in order to protect themselves from destruction. Furthermore, the aggressive behavior according to Bandura (1973, p. 2) is behavior to dominate by hurting others or destroying objects. Bandura also views (1973, p. 5) aggression as “behavior that is likely to produce aversive consequences, such as physical assaults, humiliation, and social rebuffs.”
Berkowitz (1995, p. 4) says “aggression is the behavior that is aimed to physically and mentally injure of someone to achieve their own goals or desires. Berkowitz (1995, p. 14) mentions two types of aggression where the intension is not aimed to hurt others, namely, instrumental aggression and emotional aggression.
a. Instrumental Aggression
17
is carried out principally to achieve a goal other than the target’s injury, such as acquiring a desired resource.
Taylor et al (2000, p. 394) explain that instrumental aggression is not always committed with angry feelings. The aggressors are motivated by power, their intention is not to destroy objects or hurt others. This theory of instrumental aggression is needed to analyze the Sheila’s character that include to this classification.
b. Emotional Aggression
According to Feshbach in Berkowitz (1995, p. 15) emotional aggression is known as “Hostile Aggression”, it is considered as a type of “anger” because it happens when someone is offended and intends to hurt other when they feel unpleasant. Berkowitz (1995, p. 15) says that aggression is a natural emotion. Aggressors will do the aggressive behavior when they feel unpleasant in a certain situation.
18
find out Sheila’s aggressive behavior which is done by her using her emotional feeling.
4. Teaching Style
This research attempts to study how teaching style influences someone’s personality development. Therefore, the theory of teaching style is discussed. According to Schoville (2004) style is “the way or manner (method) in which something is said or done.” Teaching style can be meant as “a set of teaching tactics” (Galton et al, 1980) which is needed in some circumstances in facing the different kinds of characteristics of the students.
Excellent teachers’ theory from Copple and Bredekamp (2009) is used to categorize the influence of Torey’s teaching styles in Sheila’s personality development. Copple and Bredekamp (2009) aim to integrate the school with society and the processes of learning with the actual problems of life. There are ten characteristics of excellent teachers teaching style from Copple and Bredekamp.
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approaching problems, and behavior toward others, showing children rather than just telling them. Fifth, teachers demonstrate when they show the correct way to do something. This procedure usually needs to be done in a certain way. Sixth, teachers create or add challenge so that a task goes a bit beyond what the children can already do. In other cases, teachers reduce challenge to meet children where they are. Seventh, teachers ask questions that provoke children’s critical thinking. Eighth, teachers give assistance (such as a cue or hint) to help children work on the edge of their current competence. Ninth, teachers provide information, directly giving children facts, verbal labels, and other information. Last, the teachers give directions for children’s action and behavior. It will make the children do something in appropriate ways.
Excellent teachers can be an effective guide for the teachers to help the students how to make the better decisions in the next time. They can make positive relationship in order to recognize children’s conflict and misbehavior as learning opportunities.
5. Personality Development
This study focuses on the development of the main character’s personality after joining Torey’s class. Therefore the personality development theory is used to analyze the character.
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personality, character relates to behavior that is regulated by personal effort and will” (p. 4). Allport in Hurlock (1974) clarifies that personality development is “a stage in growth of a constantly changing and evoking process within an individual” (p. 7). This process becomes more complex because it is related to patterning one’s self-concept, habits, attitudes, emotional states, sentiments and motives. It determines his or her uniqueness in speech and in actions to others, in mannerism, in fantasy, and in other ways directed toward the specific goal to adjust to his environment (8).
Many people will change their personalities when they come into adulthood. The stage of development itself will influence their basic personalities from childhood into adulthood. There are many factors that contribute to the personality development such as their own willingness and their environment aspect. Based on Hurlock (1972) the school influences the child’s developing personalities both in the area of traits and in the information of the self-concept. At school, the teacher’s personality is more important than her knowledge or teaching skills. In the following, Hurlock states the direct and indirect importance of the teachers (p. 478).
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the child’s attitude and behavior. Authoritarian discipline makes the child tense, nervous, resentful, and antagonistic; democratic discipline gives the child a feeling of self-worth and encourages him to be happy, relaxed, cooperative, trustworthy, and fair; permissive discipline leads to lack of responsibility, lack of respect for authority, and egocentrism. Fourth, the school is more important than the home. School is a transmitter cultural value, and the child accepts the cultural values from it as a price for social acceptance. Fifth, the teacher’s favorite becomes conceited, arrogant, and self-centered. Non favorites become resentful, antagonistic, troublesome, hypercritical of school, and plagued by feelings of martyrdom. Sixth, grade placement is important whether in a slow or fast section-promotion are the criteria by which the child assesses his academic achievement. Success is ego-bolstering; failure is ego-deflating. Seventh, the child measures his social achievement in terms of social acceptance and the holding of leadership roles. The more value the school places on extracurricular achievements, the more influence these criteria of achievement have on the child’s self-concept.
C. Theoretical Framework
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23 CHAPTER III METHODOLOGY
This chapter serves as the basis for the protocol taken by the writer in conducting the study, which divided into three parts. The first is the object of the study, which describes the novelOne Childand provides the synopsis of the novel in correlation with the focus of the study. The second is the approach of the study which explains the literature approach to analyze the novel. The last is the method of the study. It explains the steps used in conducting an analysis on the novel.
A. Object of Study
The object of this study is a novel entitled One Child by Torey Hayden. It was first published in the US by Avon Books HarperCollins Publishers, in 1980. It was also published in the UK by Souvenir Press Ltd in 1981. The writer uses the novel edition published by HarperElement, an imprint of HarperCollins Publishers, 77-85 Fulham Palace Road, London W6 8JB, in 2004. This novel consists of 324 pages and is divided into twenty chapters. This book has been translated into 27 languages and dramatized as an interactive opera. In 1994, the story was adapted as a made-for-television movie on Lifetime, entitled "Untamed Love".
under the poverty line, but also grew up without love. She also had an experience of child abuse. As a result, she was a child that often expressed her feeling through act of terror, aggression, damaging something, and she was a destroyer. Torey as the teacher came to Sheila’s life to change her personality.
B. Approach of Study
In order to have an exact and an accurate analysis on the topic, the writer uses the appropriate approach in analyzing the study. The psychological approach is chosen to analyze the influence of Hayden’s teaching style toward Sheila’s personality development.
According to Rohrberger and Woods (1971, p. 12), the psychological approach is to explain human motivation, personality, and behavior patterns written in literary object, therefore, knowledge of psychology ground is important in order to understand the literary works.
C. Methods of Study
In writing this thesis, the writer used a library study. Since this study was a literature study, it was done by using references from various sources on the field of psychology. In the library research, the study was done by reading and collecting data from certain books and other writings as materials that support the subject of the research. The primary source that was used in this study was a novel entitledOne Child written by Torey Hayden. Besides, the secondary data was the theory of character and characterization, the theory of aggression, the theory of teaching style, and the theory of personality development which were taken and summed up from some books.
There were some steps that the writer took in doing this study. The first step was reading summaries of several novels before deciding which novel to analyze. Then, the writer started to read and understand the selected novel several times, looked for information, and took notes of things that would be analyzed in this study. After that, the writer focused on the main character in the story, namely Sheila. Next, the writer decided to analyze the influence of teaching styles of Torey to the main character, and also formulated problems into questions. Having decided the topic, the writer had consultation with the thesis advisor in order to discuss the topic.
work that were needed to analyze the novel. The theory of character and characterization were used to answer the first problem. In answering the second problem, the writer used the theory of psychological approach, the theory of teaching style, and the theory of personality development to find out the influence of teaching points by Torey to Sheila.
27 CHAPTER IV
ANALYSIS
This chapter consists of two parts. The first part is the characteristic descriptions of Sheila as the major character in Torey Hayden’sOne Childbefore and after learning with Torey. The second part is Torey’s teaching style and its influence on Sheila’s personality development.
A. Characteristics Description of Sheila
Based on Murphy (1972), there are nine ways of characterization to understand the characters in the novel, namely, personal description, character as seen by another, speech, past life, conversation of others, reaction, direct comment, thoughts, and mannerism. Some of them will be applied to find out the Sheila’s characteristics description.
1. Sheila’s Characteristics before Learning with Torey Hayden
In revealing Sheila’s characteristics, the writer applied the theory of Characterization from Murphy (1972) and the theory of Aggression from Bandura (1973). The following section is Sheila’s characteristics before learning with Torey:
a. Sadistic
TheCambridge Advanced Learner’s Dictionarydefines sadist as “a person who gets pleasure, sometimes sexual, by being cruel to or hurting another person”. Sheila was a sadist little girl. She kidnapped and almost killed a three-year-old boy. She tied him in a tree and burned him. Sheila was punished by the court for her behavior. Sheila’s sadistic character was seen by Torey who read an article in a newspaper about the incident of killing a boy.
It told of a six-year-old girl who had abducted a neighborhood child. On that cold November evening, she had taken the three-year-old boy, tied him to a three in a nearby woodlot and burned him. The boy was currently in a local hospital in critical condition. The girl had been taken into
custody (p. 5).
Sheila’s behavior was so bad. She did not only do crimes to people, but also destroyed things or objects. She burned the migrant camp where she lived and smeared feces in the restroom of a bus station. She was caught by the police three times.
When she came to the new school for the first time, Sheila gave first bad impression. She began to terrorize the class because she felt uncomfortable with the situation of the classroom. Sheila plucked the eyes out of all the goldfish with a pencil. The other students were shocked. They cried and screamed seeing Sheila hurt the students’ pets.
Sheila stood defiantly on the chair by the aquarium. She had apparently caught the goldfish one by one and poked their eyes out with a pencil. Seven or eight of the fist lay flopping desperately on the floor around the chair, their eyes destroyed. Sheila clutched one tightly in her right fist and stood poised threateningly with the pencil in the other (p. 39).
Sheila’s characteristics can be classified into an aggressive behavior. She was able to injure people and animal, and also broke objects without fear and hesitation. Sheila showed those behaviors with no doubt or fear. According to Bandura (1973, p. 2) aggressive behavior is behavior to dominate by hurting others or destroying objects.
b. Anti-social
The Cambridge Advanced Learner’s Dictionary defines antisocial as a behavior that “often avoiding spending time with other people”. Sheila was a new student in Torey’s classroom. On the first day, she refused to speak. She did not want to talk anything to anybody. When Torey greeted her friendly, Sheila just kept in silent.
“Hi, my name’s Torey,” I said in my friendliest teacher’s voice while reaching for her hand. But she did not respond (p. 18).
The class was started with a “topic” discussion. Usually the topic explored feelings, situations, and problem solving. The discussion time was held to make sure that everyone had a chance to participate. Sheila did not want to join the discussion. She did not take a role. Her friend was curious if she was mute.
“How’s this make you feel?” I asked her at last. There was a long silence, pregnant with our waiting. The other children became impatient. “Don’t she talk?” Guillermo asked (p. 22).
Besides her silence, she also refused to do any assignment that given by Torey in the class. She just sat and looked to the wall and did not move.
According to Murphy (1972), Sheila’s characters description above was seen through her reactions, Torey’s personal descriptions, and Guillermo’s comment on Sheila’s behavior.
c. Uncontrolled
Berkorwitz (1995, p. 15) says that the aggressors will do the aggressive behavior when they feel unpleasant in a certain situation. The aggression is considered as an anger feeling because of something. When Sheila’s father was asked to answer a questionnaire about her, he said that Sheila was an uncontrollable. Sheila spoke erratically at home when she got angry.
She had attended three schools in her short education history, not including the one she was in now. All the moves had resulted from her
uncontrollable behavior ... She spoke erratically at home, usually only when she was angry (p. 34).
Mr. Collins, the headmaster of the school stated that Sheila was uncontrollable.
In no uncertain terms Mr. Collins wanted Sheila out of the school. The child was violent, uncontrolled, dangerous and destructive (p. 129).
Torey as Sheila’s teacher also described her as an uncontrolled child. Sheila became mad when Torey did not attend the class for two days. Sheila expressed her anger by disrupting the class with her behavior.
According to Murphy (1972), Sheila’s character was seen through the author’s personal description and Mr. Collins’ description. Her character was also described by Sheila’s father as an uncontrolled child.
d. Destructive
Taylor et al (2000, p. 400) explain that when someone is angry, frustrated or annoyed by someone and she or he cannot directly express these feelings to the person angry at, because the person may be too powerful or not available, usually the aggressors expresses their aggression against a substitute target. In Sheila’s previous school, she often destroyed things if her teachers did not pay attention to her. It was seen by Mrs. Barthuly as her previous teacher.
I’ve never seen such a child. Destructive, oh my gosh, every time I took my eyes off her she destroyed something. Her work, the other’s children work, bulletin boards, art displays, anything. One time she took all the other kids’ coats and stuffed them down the toilets in the girls’ lavatory. Flooded the entire basement (p. 53).
Sheila also destroyed Mrs. Holmes’ room at lunch time. Mrs. Holmes was one of the teachers in her school. Sheila knew that nobody would pay attention to her at lunch time. Sheila destroyed Mrs. Holmes’ room because she had ever warned her. Sheila felt angry and offended. She was mad at Mrs. Holmes.
Sheila performed displaced aggression when she destroyed Mrs. Holmes’ room. The displaced aggression was an emotional aggression because it was motivated by anger. According to Vanden Bos (2006, p. 30), emotional aggression can be displaced in to other objects or others because the source of anger cannot be achieved.
According to Murphy’s (1972), Sheila’s character was seen by conversations of other, other’s comment, and the personal descriptions of author. Sheila’s character was seen by the conversation between Mrs. Barthuly and Torey.
2. Sheila’s Characteristics after Learning with Torey Hayden
In analyzing the changes of Sheila’s characteristic, the writer applied the theory of Characterization from Murphy (1972) and the theory of Personality Development from Hurlock (1972). The following section was Sheila’s characteristic changes after learning with Torey:
a. Polite
Sheila. Sheila, just a little girl who never got affection from her parents felt that Torey did something good to her. She felt very happy to have a teacher like Torey. She tried to make Sheila to be a better child. Torey’s approach made Sheila told anything about her father to her nicely.
“How come you do this?” “Do what?”
“Be nice to me?”
I looked at her in disbelief. “Because I like you.”
“Why? I be a crazy kid; I hurt your fishes. Why do you be nice to me? (p. 87).
After all finished, Sheila took her coat hook and ready to go home. Sheila behaved nicely. She smiled at Torey and said good bye to her politely. “Bye, teacher” (p. 90).
According to Murphy (1972), personal traits of character can be seen through his or her speech. Sheila spoke nicely and politely to Torey during the brushed time. Sheila also said good bye to Torey when she was going to go home.
b. Cooperative
According to Hurlock (1972, p. 478), the school influences the child’s developing personalities both in the area of traits and in the information of the self-concept. The teacher’s personality is more important than her knowledge or teaching skills. Torey applied a method of sharing to others. After the entire student finished their assignments, they should share their work to the other students. It made up a good sharing or communication of each child. Sheila and Sarah had become friends and were beginning to share the typical pleasures of small girls’ friendship. Each day she showed more improvement. She also became friend with Guillermo.
Sarah and Sheila had become fast friends and I caught them sending notes during class occasionally. Sheila had gone home with Sarah to play on several occasions after school before her bus came. And Sheila and Guillermo played together at the migrant camp (p. 185).
Sheila also had made communication with Chad, Torey’s husband. They met before and after the judicial. Chad was a kind man who helped Sheila not to be put in the state hospital. They won the right and they celebrate it. Chad bought her a big pizza and three dresses. Sheila became energetic of it. Chad also surprised Sheila and carried her a big box of dress for her because she had a play.
“What are you doing here? I asked, surprised to see him. “I came to see Sheila.”
Excitedly, Sheila leaped down from the chair she was standing on and ran over.
According to the theory of characterization from Murphy (1972), Sheila’s personal trait can be seen through the personal description from the author and through Sheila’s mannerism. Torey described that Sheila had become friends with the other children. Her communicative manner was showed when she got a gift from Chad and it made her not afraid of Chad.
c. Curious
The Cambridge Advanced Learner’s Dictionary defines curious as “interested in learning about people or things around you”. On that March, the crocuses and daffodils bloomed at the school. Sheila was fascinated by the flowers. She had never seen such kind of the beautiful flowers in the migrant camp. One morning, Torey bought a huge bouquet from her garden into class. Sheila was surprised and so excited to the flowers. She told her teacher that she only had ever seen the flowers in a book. Sheila proposed many questions about the flower to Torey. She wanted to have one of the flowers.
“What them things be?” she gurgled through the toothpaste. “... Them be real flowers?”
“Sure they’re real. Touch them.”
Putting down her toothbrush, she cautiously reached out, touching the edge of one flower with her fingertip. “Oooooh!”
... “They do be so soft. Let me touch them.” ... “I wanna hug them.” ... “I can have one?” ... “Could it really be mine?” (pp. 194-195).
with her curiosity of something which is interesting, she is considered as a curious girl. Sheila was curious about the flower that she had not ever seen before.
Before Sheila was taught by Torey, she was an uncontrolled child. Sheila expressed her unpleasant feeling through anger. After Sheila was getting closer to Torey, Sheila never showed the uncontrolled behavior. The uncontrollable of Sheila changed into curiosity because she was a child who could not be calm in everywhere. She could control herself through asking to Torey if she did not understand about something or situation.
d. Responsible
Hurlock (1972) states that the teacher affects the child’s self-concept by her attitude toward his academic work and his school behavior directly. The students in Torey’s class had never been forced to finish their work. Whenever they wanted to finish, it was all up to the students. Sheila was one of the students who showed a personality development. Sheila was a smart child actually. She got 182 for her IQ test. Yet, she never wanted to do the paperwork, writing, or exercised math. After a few days learning in that class, she became excited if she was given many tasks. She loved exercise math. She had ever asked Torey to give a paper to do paperwork. She was able to finish written assignments.
Academically Sheila sailed. She willingly did almost anything I gave her to do (p. 185).
of the students who had a chance to participate on the play. She played as Dorothy on the play. She sang a song and said a poem.
“I’m gonna be a Dorothy and Torey’s gonna braid my hair up in pigtails. An’ I’m gonna sing a song and say a poem, and my Pa’s gonna be here and watch me!” (p. 276).
According to Murphy (1972), personal traits of the character can be seen through the author description and her speech. From Sheila’s act in dealing with her action, she is considered as a responsible little girl.
B. Torey Hayden’s Teaching Style in “Garbage Class”
A school that was led by Mr. Collins as the headmaster was a living institution of knowledge for the special children. There were classes for the emotionally disturbed, classes for the physically handicapped, classes for the behaviorally disordered, classes for the learning disabled, and a class for students who were not included in the classification namely “garbage class”. It was the Torey’s class.
The teaching points of the school were much different from the conventional schools. In the “garbage class”, Sheila had a freedom to study. Torey as the teacher valued naturalness and wanted to let children’s develop as naturally as possible. Her aim was to uncover and develop their good nature, so that the children would grow into people with individuality.
own characteristics. The eight teaching styles of excellent teachers from Copple and Bredekamp (2009) were used to analyze the data.
1. Acknowledging What Children Do or Say
According to Copple and Bredekamp (2009), the teachers acknowledge what the children do or say. It means that the teachers let the children know that giving children positive attention, sometimes through comments or just sitting nearby and observing can build the students interest to join the class activity. Sheila arrived at the new school. She met Torey as the teacher in her new class. Something unexpected had happened. In the first meeting, Torey did not ask anything about her. She gathered the children around her. They began the class with a morning discussion. One by one of the children gave comments about the topic that Torey gave, except Sheila. Torey just let Sheila listen to the morning discussion in the class.
“Now, who’s got a topic?”
Everyone sat around me on the floor. No one spoke.
“No one has a topic? Well then, I’ve got one: what do you suppose it feels like when you’re new and don’t know anyone, or maybe you just want to be part of a group and no one wants you? How’s that feel inside?” (p. 20).
rules. First, the children could not hurt anybody there. Second, the children should always try to do the best job.
“Come over here.“ I tugged her to the table and set her down in a chair opposite me. “You and I have something to get straight.” ... “There aren’t a lot of rules in this room. There are just two rules, unless we need to make special rules for special times. But generally there are just two. One is that you can’t hurt anybody in here. Not anybody else. And not yourself. The second is that you always try to do your best job” (pp. 26-27).
Sheila had a freedom for herself, but she should be cooperative with the class. Torey put a big trust to Sheila. Torey gave a responsive act. She taught about how to be responsible about something.
2. Giving Specific Feedback Rather than General Comments
Every Wednesday, the class made something to eat. They had variety recipe. On that afternoon, they made chocolate bananas with topping and frozen. Most of the students could manage themselves. Sheila wanted to join the cooking time. She took the banana and gripped it tightly. She began to make the chocolate banana and added with toppings she liked.
Sheila hesitated to join in, clutching her banana tightly and watching from the sideline as the others babbled gaily ... Once Sheila started, she became fully absorbed and began trying to roll all four different toppings onto her sticky banana (pp. 72-73).
had finished all the actions of the song. Tyler said to jump up and down after Torey suggested for new actions.
When we had finished all the actions, the buses still had not arrived so I asked for suggestions for new actions. Tyler said, “If you’re happy and you know it, jump up and down.” So we sang a verse using Tyler’s action (p. 96).
The students felt happy when they sang the song with some actions. Yet, Sheila did not join to sing the song of “If You’re Happy and You Know It, Clap Your Hands”, she just stood on the edge of the group. Torey asked for new actions again to kill the silence. It was the first time Sheila spoke up and gave her idea. All of the children and also Torey were surprised about it. They began to song with the action from Sheila’s idea.
... Again I asked for new actions. From her corner Sheila shyly raised her hand ... To see this little kid─who thus far had never spoken to other children, who came in with a history of uncooperativeness─standing there with her hand up was a heart stopper.
“Sheila, do you have an idea?” “Turn around?” she said diffidently.
And we sang our song turning around (p. 96).
... “How come Tyler gets so many notes?” she asked. “She gets more than anybody else does. Do you give them to her?”
“No, you know that. Everybody writes out notes.” “How come she gets more?” ...
“Well, I considered the matter a moment. For one thing, she’s polite. When she wants something she asks, and almost says please. And thank you” (p. 106).
Sheila thought that there was unfairness in the class, between Torey and the other children. She did not understand about how to be kind or polite or considerate in order to get more notes for herself. She was never told by anybody. Sheila never heard those words in her environment. Torey told her that saying those words to a person made the person feel like helping or being with her, because she makes the person feel good.
“I’m sorry, Sheila. I thought you knew.”
“I don’t. I can say them if I know you want me to.”
I nodded. “I do. They’re good words to use, because they make other people feel good. That’s important. People like you better for it.”
“Will they tell me I’m a nice girl?” “It’ll help them see that you are” (p. 106).
Sheila began to attend to what others were doing to be kind and considerate. She asked to Torey if she did not understand about something or situation. Sheila became a nice girl to other people.
4. Demonstrating the Correct Way to Do Something
children felt uncomfortable in the class. One day, when the other children had left the school, Torey came to Sheila and asked her to have a beauty session. Torey kept a comb and brush in her cupboard. She also bought a little package of hair clips.
“They’re for you, sweetheart. I thought we could comb your hair out nice and put clips in it. Like I’ve got in mine.” I showed her my hair (p. 87).
On the next afternoon, Torey came to the class and she brought towels, a bar of soap, shampoo, and a bottle of baby lotion. She prepared the sink of water in the back of the classroom, since the class lacked of shower facilities. Sheila saw it and came trotting over. “That was the fastest I had seen her move toward me since she had come” (p. 92). Torey showed to Sheila how to wash her hair and her body, pulled the lotion to her body, and brushed her teeth. Torey also gave some clothes to Sheila because Sheila never changed her T-shirt and pants.
“... But first we’re going to give you the full beauty-shop routine. We’re going to wash you top to bottom. ... I found some clothes for you to wear. Then Whitney can take your overalls over to the Laundromat when she comes this afternoon” (p. 92).
Sheila did not stink so much anymore. All in all, she became a beautiful cleaned up child. She accustomed to clean her up every morning before the class was started.
5. Creating or Adding Challenge
Teachers create or add challenge so that a task goes a bit beyond what the children can already do. In other cases, teachers reduce challenge to meet children where they are. Sheila never did any task that was given by Torey. Whereas, the other children were excited when they were given a task or did math. Torey tried to have math test for Sheila. They sat down on the floor and spilled out the blocks. Sheila showed that she was capable in doing the math. Torey tried to increase the number. Surprisingly, Sheila did it well.
... “Show me three blocks.”
Cautiously she picked out three.
“Show me ten.” Again ten cubes were lined up on the rug before me. ... “I’m going to make it harder. Count me out twenty-seven.” Within seconds twenty-seven blocks appeared (p. 70).
Torey could not tell if she actually knew the answers or was solving them as she went along. She continued the test and switched it to subtraction. Sheila showed her smile to the others that almost never appeared before. Sheila increased her capability and her confidence to do the task given by Torey.
6. Asking Questions that Provoke Children Thinking
discussion came from the children’s suggestion. Torey always made sure that everybody in the class had a chance to participate in the discussion. She wanted something would stimulate communication and develop verbal understanding.
In the beginning I had brought all the topics in, but after the first month or two the children had their own suggestions and I had not started the discussion in ages (p. 19).
On that day, the students did not have a topic to be shared. Torey came with a topic based on children’s feeling. It was about somebody who wanted to join a group but no one accepted him or her. Then one by one the students raised their hand and answered the question based on their feelings.
“No one has a topic? Well then, I’ve got one: what do you suppose it feels like when you’re new and don’t know anyone, or maybe you just want to be part of a group and no one wants you? How’s that feel inside?” (p. 20).
7. Giving Assistance (Such as Cue or Hint) to Help Children Work on the Edge of Their Current Competence
In Torey’s class, the students learned what they wanted to learn. It was based on their desire. They liked to write freely and creatively. The function of the writing was to express their feelings. The children had learned that one place for expression was in the journal.
I encouraged a great amount of creative writing in class. The children kept journals in which they recorded what they felt, things that happened to them and other important events in their lives (p. 154).
written. It was an ideal way for teachers to understand more about their students and find out their real characters. They got freedom to write anything they like. Sheila enjoyed the class situation and behaved nicely in the classroom. She was able to finish two or three written assignment without Torey or Anton, instead of destroy the paper.
She became able to do two or three written assignment without supervision. Occasionally she would slip back and destroy the paper partway through the assignment or after completing it, especially those that were difficult for her (p. 159).
8. Giving Directions to Children’s Action or Behaviour
Lunch time was the important moment for the children and the most dangerous time for the teachers. Sheila had destroyed Mrs. Holmes completely. She did that because Mrs. Holmes yelled at her at lunch time. Immediately, Torey came and picked Sheila up to her room. She asked why she did that. Torey did not want to give such punishment to her. She gave an advice to Sheila’s behavior.
“I don’t want to punish you. Mr. Collins did that already. I want a way to make it better for Mrs. Holmes. I want to fix up what happened in there.” “... But what about being sorry? Could you apologize?” (p. 128).
Torey told Sheila that apologizing could make people feel better because it was a good thing to do. Through Sheila’s action, Torey taught her that she had to apologize to someone who had been hurt by her. Sheila was influenced by Torey’s saying.
48 CHAPTER V
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This is the last chapter of this study. This chapter presents the conclusions, the implications, and the suggestions. The conclusions deal with the two research problems of this study. The implications present the possibility of implementing this literature in teaching literary work. The suggestions are conducted for future researchers who might use the same novel to conduct the study.
A. Conclusions
This study deals with two research problems. The first problem aimed to find out Sheila’s character description as the main character before and after learning with Torey. Based on the analysis using the theory of character, Sheila’s character before learning with Torey can be classified as sadist. She had kidnapped and burned a three-year-old boy. She was considered as an anti-social in the school and in her environment. She never talked to anybody and never participated in a group. Her emotion was uncontrolled when she felt unpleasant. Her behavior in destroying things or objects was made her considered as a destructive little girl.
others and also how to have a good behavior. Sheila had changed her character of aggressive became polite. She became cooperative to the other students and people around her. Sheila is considered as a curious girl because she got many interesting things from the school. She also tried not to destroy others or things and doing anything responsibly.
The second research problem of this study dealt with how Torey’s teaching styles influence Sheila’s personality development. The study found that Sheila’s personality developed positively as the influence of Torey Hayden’s teaching styles. In her teaching, Torey applied morning discussion, classroom meetings, peer tutoring, movement experiences, imagination activities, closing activities, painting, role playing, cooking, caring for plants and animals, and doing field trips. By having the knowledge and styles of teaching in the classroom, Torey could win Sheila’s trust. What Sheila learned from being a part of the classroom can be applied to other settings, as she developed the skills to make new friends, became a member of other activities, and to serve others.
B. Implications
