THE INFLUENCE OF THE MATRIARCHAL FAMILY ON TOM’S CHARACTER DEVELOPMENT IN WILLIAMS’
THE GLASS MENAGERIE
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
BLASIUS DHEDI RIAWAN Student number: 031214138
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATETEMENT OF WORKS’ ORIGINALITY
I honestly declare that this thesis, which I wrote, does not contain the work or part of the work of other people, except those cited in the quotation and the references, as a scientific paper should.
Yogyakarta, 12 January, 2009
The Writer,
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama : BLASIUS DHEDI RIAWAN
Nomor Mahasiswa : 031214138
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
THE INFLUENCE OF THE MATRIARCHAL FAMILY ON TOM’S
CHARACTER DEVELOPMENT IN WILLIAMS’ THE GLASS MENAGERIE
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, me-ngalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Yogyakarta, 21 Februari 2009
Yang menyatakan
v
ACKNOWLEDGEMENTS
On this page, I would like to deliver my deepest gratitude. First of all, I would
like to thank Jesus for his path of salvation, blessing, strength to undergo everything
and the like. I also thank Him for lighting the darkness and shining me a spot of light of
hope to the point of finishing my thesis.
Secondly, I would like to thank V. Triprihatmini, S.Pd., M.Hum., M.A. as my
sponsor for helping me with her helpful suggestions and criticism on my thesis. I also
thank her for making me enjoy the hard time during the accomplishment of my thesis. I
thank Drs. YB Gunawan, M.A. for being kind. Here, I am also thankful to all lecturers
in English Language Education Study Program and all staff of Sanata Dharma
University.
My deepest gratefulness goes to my late mother in heaven. I thank her for her
constant praying to God for me. I particularly thank my father, B. Sagiyo, for his
support. He is everything for me. I thank them for ‘everything’. I love them so much.
I am very thankful fo r all my friends. I thank Singgeh_SD, Willi, Andri, Timur,
Cipok, Tedy, Yoyok, Widia, Lia, Winni (big), Siwi, Deni, Sindhu, Uri, Upik and all of
them I cannot mention here exclusively. I thank Roy who has given me the soft copy of
Williams’ The Glass Menagerie. I also would like to deliver my special thankfulness to
Dono and Joe for being my companion in many cases in Sanata Dharma University. I
thank them for being very patient to me as well. May God always bless them.
vi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
PAGES OF APPROVAL ... ii
STATETEMENT OF WORKS’ ORIGINALITY ... iv
ACKNOWLEDGEMENTS ... v
TABLE OF CONTENTS ... vi
ABSTRACT... vii
ABSTRAK ... viii
CHAPTER I: INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Problem Formulation ... 4
1.3 Aim of Study... 4
1.4 Benefits of the Study ... 4
1.5 Definition of Terms ... 5
CHAPTER II: REVIEW OF RELATED LITERATURE ………. ... 9
2.1 Theory of Critical Approach to Literature ... 9
2.2 Theory of Character and Characterization ... 11
2.3 Human’s Relationship and Family ... 14
2.3.1 Human’s Maturity: Emotion and Motivation ... 14
2.3.2 Parents’ Role in Educating Children ... 17
2.3.3 The Function of the Family ... 20
2.3.4 The Influence of Divorce toward Children ... 21
2.3.5 Family Members Relationship: Character Development ... 23
vii
CHAPTER III: METHODOLOGY ... 28
3.1 Subject Matter ... 28
3.2 Approaches ... 29
3.3 Procedures ... 29
CHAPTER IV: ANALYSIS ... 31
4.1 Tom’s Personality Traits When He was Raised in a Complete Family ... 31
4.1.1 Tom is Affectionate ... 32
4.1.2 Tom is Patient ... 33
4.1.3 Tom is Honest ... 33
4.1.4 Tom is Introverted ... 34
4.2 Tom’s Life in the Matriarchal Family ... 36
4.2.1 The Reason Why the Family is Called Matriarchal ... 36
4.2.2 Tom’s Relationship in the Family ... 38
4.2.2.1 Tom’s Relationship with Laura ... 38
4.2.2.2 Tom’s Relationship with Amanda ... 39
4.3 Tom’s Character Development under the Influence of the Matriarchal Family ... 46
4.3.1 The Influences of Tom’s Relationship with Laura on his Character Development ... 47
4.3.2 The Influences of Tom’s Relationship with Amanda on his Character Development ... 50
4.3.3 Tom’s Personality Traits after being Influenced by the Matriarchal Family ... 54
4.3.3.1 Tom is Discriminative ... 60
4.3.3.2 Tom is Temperamental ... 62
4.3.3.3 Tom is Untruthful ... 64
viii
4.3.3.5 Tom is Revengeful ... 68
4.3.3.6 Tom is More Introverted ... 71
4.3.3.7 Tom is Adaptive ... 72
4.3.4 Tom’s Final Action as a Result of the Suppressing Condition in the Matriarchal Family ... 73
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 76
5.1 Conclusion ... 76
5.2 Suggestions ... 79
5.2.1 Suggestion for Further Research ... 79
5.2.2 Suggestion for Implement ing William’s The Glass Menagerie in Teaching- Learning Process ... 80
REFERENCES ... 82
APPENDICES APPENDIX A: Lesson Plan to Teach Advance Learners in Drama Class ... 85
APPENDIX B: Scene one of Williams’ The Glass Menagerie ... 87
ix
ABSTRACT
Riawan, B. Dhedi. 2008. The Influence of the Matriarchal Family on Tom’s Character Development in Williams’ The Glass Menagerie. Yogyakarta: English Language Education Study Program, Department of Language and Art Education, Faculty of Teachers Training Ed ucation, Sanata Dharma University.
The study discusses the character development of Tom in William’s The Glass Menagerie as he is influenced by the matriarchal family. Referring to Tom as the centre of discussion of the study, the play is about a family which is left by the father because of another woman. Here, Tom is the one who supports the economy of the family by working at the warehouse. Unexpectedly, he is often treated inappropriately by his mother, Amanda. This condition has changed his persona lity and his manner of responding to certain events.
The study aims to answer the question in the problem formulation. The first question is how Tom’s character described in Williams’ The Glass Menagerie. The second question is how Tom’s character develops under the influence of a matriarchal family. Referring to the problem formulation questions, the two main aims of the study are to discover how Tom’s characters are described and how he is influenced by the matriarchal family. In order to find the intended answers, the psychological approach was employed to go deeper to the character’s feeling and thinking. The theory of character was used to study carefully the way to comprehend the character and to comprehend the character himself. The approaches required the presence of any other sources. The drama script of Williams’ The Glass Menagerie was the primary source and the other books related to the study were the secondary ones.
x
ABSTRAK
Riawan, B. Dhedi. 2008. The Influence the Matriarchal Family on Tom’s Character Development in Williams’ The Glass Menagerie. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Departemen Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Studi ini membahas perkembangan karakter Tom dalam karya William yang berjudul The Glass Menagerie sebagaimana dipengarui oleh keluarga matriarkal. Mengacu pada karakter Tom yang menjadi pembahasan utama dalam studi ini, drama ini mengisahkan tentang sebuah keluarga yang ditinggal pergi oleh seorang kepala keluarga karena tertarik pada wanita lain. Dalam studi ini, Tom adalah seorang yang menopang ekonomi keluarga dengan bekerja di warehouse. Walaupun begitu, dia sering mendapat perlakuan yang tidak sepantasnya dari ibunya sendiri yaitu Amanda. Keadaan seperti ini telah mengubah kepribadian dia dan bagaimana dia menaggapi berbagai peristiwa.
Studi ini bertujuan untuk menjawab pertanyaan-pertanyaan dalam formulasi masalah. Pertanyaan pertama adalah bagaimana karakter Tom digambarkan dalam karya William yang berjudul The Glass Menagerie. Pertanyaan kedua adalah bagaimana karakter Tom berkembang dalam pengaruh keluarga matriarchal. Mengacu pada pertanyaan-pertanyaan dalam formulasi masalah, ada dua tujuan utama dalam studi ini yaitu menemukan bagaimana karakter Tom digambarkan (melaui kata-kata) dan bagaimana dia dipengaruhi karena hidup dalam keluarga matriarkal. Agar dapat menemukan jawaban-jawaban yang dimaksud, pendekatan psikologis diterapkan untuk mengetahui lebih dalam apa yang dirasakan dan dipikirkan oleh karakter. Teori tentang karakter digunakan untuk menelaah cara memahami karakter dan untuk memahami karakter itu sendiri. Pendekatan-pendekatan tersebut memerlukan sumber-sumber lainnya. Naskah drama dari karya William yang berjudul The Glass Menagerie adalah sumber utama dan buku-buku yang lain adalah referensi kedua.
1
CHAPTER I INTRODUCTION
This chapter is divided into five different parts. The first part is the
background of the study. It contains the reason why the study is conducted. The
second part is the aim of the study. It gives details about the intended purposes of the
study. The third part is the problem formulation. This part contains two questions
related to the study. The fourth part is benefits of the study. This part explains the
hopefully obtained advantages for thesis readers. The very last part of chapter one is
the definition of terms. This part lists important terms related to the study.
1.1 Background of the Study
Everybody in this world is a character that represents someone and undergoes
roles for others. There is no one in this world that has no role. Everyone is
interrelated to one another. Nevertheless, one and all are frequently encountering
some challenges or things to be carried out that unavoidably influence everything
around them.
Every human, as a character in this world, experiences various occurrences.
As long as human is interacting to one another, there is always an action taken. As in
written drama, when readers pay close attention to characters, they will discover
their motives. Furthermore, so as to know the characters’ motivation, they are to
identify what the characters do and how they do it (Guth, 1997: 69).
In fact, drama is related to the characters interaction amongst others. Short
(1996: 168) states that “drama largely consists of character-to-character interaction”.
Synonymously, the writer can utter that there will be various contacts whether they
are direct or not. Take for examples, through touches or words.
Referring to the two former paragraphs, all living inhabitants in earth cannot
avoid doing interaction. The identical reason for doing interaction is that humans
need others to survive. Humans need others and each of them holds different interests
and motivations to do particular things. The similar things also happen in drama: the
characters in drama are interacting to one another; they are holding interests and
motivation behind what they are doing.
Specifically, in the play of Williams’ The Glass Menagerie (1945), Amanda is
a mother who is passionate to take care both of her children, Laura and Tom.
However, as an ordinary human, she often does mistake in directing them. For
example, she uses unacceptable manner to communicate her advice to Tom so that he
is feeling look down upon. Responding to such treatment, Tom frequently does
actions that are affected by her mother’s saying. He can go out of control at the
moment and release his uncomfortable feeling by doing something unworthy. For
instance, he goes out every single night. Additionally, Tom’s behaviors are also
family, he does not have a figure of a father as the guidance for his life, whereas his
mother often cannot understand his feelings.
Based on the above elucidation, I notice the awfully complex relationship
between Tom and his mother. I am interested to comprehend the matriarchal family
influences on how Tom is doing certain things and how he reacts to particular
happenings. By doing so, I can notice Tom’s changes. The relationship between
Amanda and Tom relate to his character development. Of course, there are many
other influences to Tom’s character development to be in the matriarchal family.
Furthermore, I believe that there are many valuable values in the Williams’ The Glass
Menagerie (1945) that can be revealed. In addition, there is no smoke if there is no
fire—in relation with the study, it means that the matriarchal family led by Amanda
as a mother causes Tom to act in different manners.
Williams’ The Glass Menagerie (1945) illustrates how the characters are
trying to affect the others. For example, the mother, Amanda, is trying to influence
Tom to think that Laura will be better if she has got boyfriend by telling him that he
will be so much easier to go out (Williams 1712). Knowing the fact that the
matriarchal family led by Amanda as a mother has great influences toward Tom’s
1.2 Problem Formulation
Based on the above background, I would like to formulate the problems as
guidance in doing the study as follows:
1. How is Tom’s character described in William’s The Glass Menagerie?
2. How does Tom’s character develop under the influence of a matriarchal
family?
1.3 Aim of the Study
Since the study aims at observing and answering the formulated problems,
there will be two main aims to execute the study in order to find the intended
answers. The first is to describe or to explain in words Tom’s characters in
general. It also gives detail on how the character can emerge. The second is to
examine Amanda’s matriarchal family that influences Tom’s character
development. By figuring out the answer of the last question in the problem
formulation, the study meets the intended answer.
1.4 Benefits of the Study
A number of benefits hopefully will be gained for English Language
Education Study Program students, readers and other researchers. Firstly, this
study is hopefully beneficial for students of English Language Education Study
Program of Sanata Dharma University. Since the study is mainly about the
influence of the matriarchal family on Tom’s character development in
of the play. For that reason, the study is a good source to help them to refer to a
high-quality reference in a literature class.
Secondly, readers of The Glass Menagerie by Tennessee Williams will gain
better understanding about the play. This study will also help them to go deeper into
the essence of the influences of being in the matriarchal family to Tom.
Finally, the study is expected to be a good reference for other researchers who
would like to conduct literature analysis particularly about Williams’ The Glass
Menagerie.
1.5 Definition of Terms
To provide clarity and to avoid misunderstanding, this study provides some
related terms definition as listed. All the terms definitions below are in the same
meaning with the writer’s intention to define the term. They represent what the study
is about.
1. Character
Abrams (1981: 23) confirms that “characters are the person presented in a
dramatic or narrative work, who are interpreted by the readers as being
endowed with moral, dispositional, and emotional qualities that are expressed in
what they say—the dialogue—and by what they do—the action”
2. Development
Hornby (1995: 318) defines Development (N) as the action or process of
Development (N) as formation or change (of personality overtime). In the study, those words also refer to the change of behavior.
3. Influence
The Webster’s Newworld Dictionary of the American Language (1979: 722)
defines Influence to be three parts that each of them is relatively related to the study.
a). The power of persons or things to affect others, seen only in its effect.
b). The ability of a person or a group to produce effect indirectly by means of
power based on the wealth, high position.
c). Implies the power of persons or things (whether or not exerted consciously
or overtly) to affect others.
In the study, the word influence carries a very significance meaning since it transmits to the readers the power of a person to make the other one follow what
she or he is saying.
4. Matriarch and Matriarchal Family
Hornby (1995: 723) defines matriarch (N) as the female head of family or
tribe—matriarchal (A). According to Nair (www.rise-of-womanhood.org), concept of a matriarchal society is “when women have taken up collective
leadership and actively engaged in economic or social developmental activity”.
It leads to intense changes in the society. From what Nair says, I can narrow
matriarchal family is when a woman has taken up a leadership in a family and
become dominant in the family decision making. It leads to intense changes in
the family. In this study, I combine the ‘matriarch’ definition and the concept of
a matriarchal family. Referring to the combination, matriarchal family is
therefore any family that is led by a mother. The leadership happens when a
father does not control the family but the mother does.
Referring to the thoughts above, I have decided to use the term of ‘matriarchal
family’ to illustrate Tom’s family. The decision has been taken because
Amanda is the leader of the family since Tom’s father’s leaving.
5. Character Development
Based on the definition above, I would like to define what is meant by character
development in this study. In connection with the study, the term of character
refers to the person represented in the play. It also confirms the person of
having equipped with moral, inherent qualities of mind, and emotional qualities
that are expressed in what he says and what he does. The term of development
in this study is referring to the continuous progressive changes happen to the
character.
Referring to the definition above, character development in this study is defined
as the continuous progressive changes happen to the character in the play which
can be identified by analyzing the character’s saying and doing. Of course, the
action taken by the character interrelates with the relationship amongst
The term of character development is used instead of personality development
because of five reasons. First, the use of personality development term will only refer
to the changes of the character’s personality traits, but I cannot emphasize on the
character himself. Second, the use of the character development term will also
emphasize to the analysis of the character as well as the character’s personality traits.
Third, if I use the personality development term, I will only emphasize it, not the
character development of Tom in the play. Fourth, in the study, the character
development term is the cover term for personality development. Fifth, in general,
when we talk about a character in the drama, we will also talk about the character’s
personality traits. Conversely, when we talk about a character’s personality traits, we
9
CHAPTER II
REVIEW OF RELATED LITERATURE
The theories mentioned below will help to have a foundation for the analyses
in the study. This chapter provides a literary theory and some thoughts that the writer
will apply to analyze the formulated problems in the problem formulation. They are
theory of critical approach to literature, theory of character and characterization,
human’s maturity and family, parents’ roles in educating children, the function of the
family, the influences of divorce toward children, family members relationship:
character development, and theoretical framework.
2.1 Theory of Critical Approach to Literature
According to Rohrberger and Woods (1971: 6-15), there are five types of
critical approach in literature namely the Formalist Criticism, the Biographical
Approach, the Sociocultural- Historical Approach, and the Mythopoeic Approach, as
well as the Psychological Approach. In this study, I only use the Psychological
Approach. Psychological approach is a critical approach that “involves effort to
locate and demonstrate certain recurrent patterns” (Rohrberger and Woods, 1971: 13).
It means that one main reason to do something is coming from the result of human’s
thoughts that follow certain patterns. I believe that someone cannot understand truly
what the other wants without trying to understand the psychological situation. The
understanding above, I consider the Psychological approach the most appropriate
approach to help to analyze Tom’s character development in the play.
In order to assist the psychological approach, I provide some thoughts of
psychological criticism by Kennedy and Gloia (1999: 1947). Here, I would like to
utter their thoughts in accordance with the study. First, it investigates the creative
process of a character. It relates to normal mental function of a character.
Synonymously, it relates to how a character thinks about something. The creative
process of the character shows how he tries to achieve something through what he is
doing. Second, it employs the psychology to understand character’s motivations and
behaviors. Every human has certain things to encourage him to do something. Here,
the psychology can investigate what is the reason of the character to do certain things.
Moreover, it can also investigate how the character reacts to certain phenomena.
Third, it uses the modern insight of human behaviors in real condition to investigate
the fictional characters’ act. This thought carries the human behavior in real condition
or in real world to investigate the character’s traits in the play—by doing analogy.
Moreover, the thought of creative process relates to what Lillie (1961: 21) says about
mental process. He says that by explaining the action someone is doing, her or his
2.2 Theory of Character and Characterization
Specifically, Murphy (1972: 161-173) has presented nine ways of observing
characters. These references will exclusively guide the analyses of the characters in
the study.
1. Personal description
“The author describes a person’s appearance and clothes”. Here, the author can
describe the person’s appearance through describing the person’s tallness, body
weight, and hair. The author can also describe the type of clothes the person
wears. The description of the type of clothes will make readers notice what kind
of person he is—the job.
2. Character as seen by others
Characters in the play do interact with other characters. The person’s trait can
be described through the opinion of the other ones. For example, when Jim
talks about Laura (Williams 1737) in Williams’ The Glass Menagerie, the
author indicates Laura’s traits—shy.
3. Speech
Through speech of characters, readers can gain insight into the characters
through “what he says, whenever he speaks, whenever he is in conversation
with other, whenever he puts forward an opinion”. The character’s responses to
4. Past life
Past life of a character can give clues to events that have helped to shape a
person’s character. The person’s character can be showed through direct
comment of the author himself. The author can give comment related to the
person’s character. Through the thoughts of the person while dealing with
something, the author can indicate the person’s character. In the play,
conversation to one another are irresistible, it also shows the person’s character.
5. Conversation of others
The clues of a person’s character can be gained through the conversation of
other character and through the things they say about him. Commonly, “people
do talk about other people and the things they say often give a clue to the
character of the person spoken about”. Synonymously, when characters talk
about the other, the things they say often indicate the characters’ traits.
6. Reaction
The way characters react to certain events or situation give clues to readers
about the persons’ characters. For example, when parents are talking to each
other, the child who passes will bow slightly (Javanese tradition). This example
shows how the author lets reader know that the character is polite.
7. Direct comment
The author describes or gives direct comment to characters. The author
describes the character’s traits directly. For example, the author can directly say
8. Thoughts
Here, the author knows the mind of the character. He can tell direct knowledge
to readers about what she or he is thinking about. Since the author can do the
thing readers cannot do in real life, he can describe what different characters are
thinking about. Moreover, he has a sort of listening device to the characters so
that he knows everything about them.
9. Mannerism
A person’s mannerism, habits or idiosyncrasies that probably contain something
about the character can be described by the author. Character in the play will
always show certain behavior that is easy to be identified. For example, a
character in the play likes to stand and laugh alone. This is one of many ways
the author shows the character’s trait.
In literature, the term of flat and round character are often heard. According to
Pickering and Hoeper (1986: 28-29), flat character is the one who has limited
qualities of traits and ideas. This type of character is simple and static. On the
contrary, round character is the one who has a lot of qualities of traits and ideas. This
type of character has the ability to develop himself. Similarly, Perrine (1974: 71)
states about the static and dynamic character. Static character refers to the one who
does not make any change. This type of character possesses similar traits from the
beginning of the story until the end of it. The fact that the static character does not
refers to the characteristics. In detail, character has different traits from the beginning
of the story until the end of it. For example, Lawrence used to be a shy girl. At the
end of the story, she becomes a talkative pretty girl.
From the elucidation of how to observe the character from Murphy (1972:
161-173) above, the process of how to create a character is shown in several ways.
The way to do so is called characterization (Rohrberger and Woods, 1981: 20). It also
refers to the techniques used by the author to give an idea about the character—for
example, what he likes and dislikes (Murphy, 1972: 52). Here, characterization is the
mean used by the author to let readers know the character in the literature work.
Furthermore, it is also used to describe the character so that he will be understood by
readers.
2.3 Human’s Maturity and Family
2.3.1 Human’s Maturity: Emotion and Motivation
In order to identify the characters in the play, I need some references. By
referring to the references below, I can figure out Tom’s reasons of behaving.
Lawlor (1963: 18) states that people require personal experiences to become
organized in doing various things. Then, she affirms that “control and balance are
what characterize emotional maturity, not total detachment” (Lawlor, 1963: 38).
Additionally, she clarifies what is suggested by the word maturation. “Maturation
refers to something which appears late in the life of organism but as a direct result of
growing teeth or reaching sexual maturity” (Lawlor,1963: 38). Later, the
understanding will assist to identify Tom’s final character development.
As illustrated below, Claninger (2004: 11) presents a sample of hypothesis
that eventually will be useful to analyze Tom’s reasons of behaving. The hypothesis
will also serve as the way to analyze the reason of Tom’s behaving in certain
manners.
Hypothesis Derived from a Theoretical Proposition
Claninger (2004: 11)
In order to be able to identify what stimulates Tom when he does actions, I
provide myself with some understandings about human’s emotion as well human’s
motivation that can help me to recognize Tom’s reasons in behaving.
Theoretical Constructs + Frustration + Aggression
Theoretical Proposition + Frustration leads to aggression
Operational Definition:
Frustration + Losing 75 cents in a soda machine + Failing an exam
+ Loosing one’s job
Aggression = Kicking the soda machine
= Rating the instructor as poor = Beating one’s spouse
Hypothesis
1. Subject who loses 75 cents in a soda machine (which is rigged by experimenter) will kick the soda machine more often than the control group which loses no money.
2. Students who are told they have failed an exam will rate their instructor lower than students who are told they have passed the exam.
Related to human’s emotion, Lawlor (1963: 30) states that “emotion
mobilizes and organizes us rather than needs, drives or instinct”. Moreover, there are
two matters that motivate human behavior. First, referring to what has been
concluded by Hergenhahn & Olson (2007: 7) from many experts, he confirms that
hedonism or the tendency to seek pleasure and avoid pain is one of matters that
motivate human behavior. Second, Hergenhahn & Olson (2007: 7) has concluded
from many experts that self-actualization or the impulse to realize one’s full potential
is the matter that motivates human behavior.
Wiwoho (2004: 61) gives new point of view to value human’s motivation. He
argues that human possesses two sources of motivation namely internal and external.
Moreover, he explains the decision to do something is made inside or outside
someone. Wiwoho (2004: 61-62) gives some characteristics of people with internal
and external motivation. People with internal motivation tend to have source of
motivation and standard of evaluation inside themselves. These kinds of people are
having a hard time to accept opinions and orders from others. They are also question
opinions from criticizer which is relatively negative because they think that they have
done the work well. Basically, people with internal motivation want to gather
information from outside, but they have their own internal standard to decide what to
do. In contrast, people with external motivation need opinions, instructions, and
responses from other parties to be constantly motivated. For instance, these kinds of
people need responses while they are working—they do not know whether they are
motivation do not have self standard. Since they do not have it, they will get confused
if there is no assistance from others. The standard is obtained from outside world.
In addition, Wiwoho (2004: 71) confirms that people who have standard
motivation are not egoist ones who do not want to listen to others. They still gather
information, but by using their own standard they make decisions.
2.3. 2 Parents’ Roles in Educating Children
In fact, parents have many roles in the family. One of them is to take care of
children. Here, I provide some roles to be taken by parents in taking care of their
children. In order to help to analyze deeply about the influences, the writer will use
some key terms about children from Joseph and Bird (1972: 29-45).
1. Omniscience
Children need to believe their parents can answer all their questions so that they
can pass the new world, but the parents are also to make sure their children have
found answers. This answer is important to encourage them to have purposes in
their life.
2. Responsibility
Reaching the age of adulthood, children are hoped to have formulated goals. The
goals are in extended span of time, and by practicing to be responsible they will
be able to reach it. Here, family plays a very important role because the family is
interpersonal responsibility. They will also learn about the rights and obligation in
the relation with others.
3. Coping
Parents’ role to be children’s role model to cope with frustration is
unquestionably needed. Undeniably, children are great imitator in almost
everything. Parents are to act nicely because what they are doing will be imitated
by their children. Parents are to show calmness when they are dealing with
problems.
4. Strength
Children need good figure of parents to rely on. They must figure out that their
parents possess the strength of conviction because their knowledge about it will
help them to build their own conviction as they mature.
5. Security
Parents have to be able to make their children feel secure emotionally, physically,
and financially. As omniscience role for parents, they are to give the children security. This condition will encourage them to grow normally—no psyche
disturbance. Moreover, children will feel more comfort to live in the family.
6. Self-image
Parents must provide information to their children that they have special values in
their life. If a child is valued positively, he will grow up with positive self- image.
self- image the children acquire will also determine their motivation and behavior
to step forward to their future.
7. Limits
Children need structure, direction in their lives and they need to know what kind
of outcome will be from their actions. From the points, they can understand the
limits. Parents cannot always allow their children to do anything they want.
Occasionally, parents are to restrict the children to do useless or dangerous things
affectionately. The affectionate manner in restricting the children will not hurt
their feelings.
8. Role Identity
To be mature parents, people are to learn many roles. They need to consider many
aspects of family values. By knowing them, parents know the worthy things to do.
Children need parents or someone who can fill the role of parents. Children
need to go out of their vulnerability so that they can be self-sufficient. Identically,
before reaching the ages when they are able to be self-sufficient, they will depend
physically and emotionally towards their parents (Joseph and Bird, 1972: 28).
Joseph and Bird (1972: 100) state that parents are to “learn to converse with
their children in psychological language expressive of empathy and acceptance,
something called ‘childrenese’”. Furthermore, they state that it is an obligation for the
Specifically, in the family, a father plays a very crucial role in educating
children. Dagun (1990) presents an understanding about father’s role in the family.
The understanding is very helpful to assist the analysis of why Tom behaves
uncontrollably in the matriarchal family. Specifically, the understanding will be the
reference in interpreting the need of a figure of a man for Tom.
Dagun (1990: 17) states that a father has very important direct roles in his
child development—he can fondle, organize language contacts, and talk as well as act
playfully with. He adds that a father can direct and manage his child activities so that
she or he will be able to determine how she or he can act properly in their social
intercourse.
2.3. 3 The Function of the Family
Referring to the points below, I will be able identify the lack of the family in
Williams’ The Glass Menagerie (1945) and to compare it. Soekanto (1990: 85)
mentions four fundamental functions of nuclear family:
1. As the place of primary socialization. The children are taught to understand and
follow principles in society.
2. As a unity to control proper sex relationship.
3. As a unit of social-economic that form the basic children’s social-economic.
4. As a shelter so that family’s life is in order and peaceful. They can also live in
Similarly, Parsons (1987: 122) confirms three function of a family:
1. A direct source of interpersonal involvement.
2. A context for the acquisition of interpersonal skills and facilitative attitudes.
3. A secure base from which to establish peer relationships.
2.3. 4 The Influences of Divorce toward Children
Separatio n in the family will influence something. Since the situation of the
matriarchal family in Williams’ The Glass Menagerie (1945) is similar to the
situation of divorce family, I believe that the influences of matriarchal family toward
Tom can be identified through referring to the thoughts below.
I believe that divorce will influence the children. In relation to the divorce
toward children, Pohan (1972: 177) states
Primus inter pares or father and mother as duumvirate in the family are taking really important responsibility and role in the family life. They determine every step and attitude that is going to be taken for the family’s benefit, solve every problem and be the pillar of all the family’s members, especially the children. They also determine to what direction and how the children are carried to the adultness.
On the contrary and in relation with the study, children absolutely need the presence
of their parents to be their guidance in all cases. If children lose one of them, it will
degrade the children’s contentment in learning new things for their life.
The next theory is about the direction of the children. Pohan (1972: 177)
states that children who are left by one of their parents will lose the direction to go
balance”. Children are not administered properly if they loose their direction makers.
“If children are allegorized as chicks, they loose their mother”. Furthermore, Pohan
(1972: 176) confirms that children personalities are determined by both of parents,
mother and father, as inseparable duumvirate.
Pohan (1972: 195) verifies the impact of children being separated from their
parents. The separation can cause the disturbance of behavior and the emerging of
psyche disturbance. The disturbance especially tends to about anti-social behavior,
depression, and naughtiness that lead to criminal action. Pohan (1972: 195) argues
that the naughtiness happens because basic education, the intimacy tied in the relation
between parents and children in the family, is cut. In addition, the psyche
development and personality formation of children are truthfully depending on how
the relation between parents and children: how the relationship between them is
perceived by children.
I also refer to Dagun (1990) as my reference. Hetherington et al (as cited by
Dagun, 1990: 149-151) say more specifically about the influence of children being
raised by a mother. They state that the divorce cause psyche disorganization for
children. The family uncertain condition makes parents are not holding an effective
role—they do not have full responsibility in raising children. This situation make
parents loose their wise strictness in training their children to be responsible.
Hetherington et al (as cited by Dagun, 1990: 152) state that “for a mother,
adds that a boy is more influenced by the divorce. The family conflict and divorce
cause children, especially a boy, disturbed in his social intercourse.
2.3. 5 Family Members Relationship: Character Development
Each member of the family relate to one another. It creates a kind of
relationship. The references below will help to value the influences of the absence of
Tom’s father. It is also useful to analyze the factors that influence Tom’s character
development.
Dagun (1990) provides several statements about family’s relationship. Dagun
(1990: 19) states that when a husband and a wife have a good relationship, they will
support each other in nursing their children. For example, when a husband support his
wife while she is feeding her baby, she will be more effective to feed him. This
situation is on the contrary with strain relationship between them. Moreover, in
family’s life, husband and wife are alternately supporting and filling in handling
some works (Dagun, 1990: 150). In general, the growing children need the existence
of their father to guide them in developing their competence whether it is in the social
intercourse or in knowing new situation (Dagun, 1990: 96).
A baby will cry in a longer time if she is not accompanied by his father when
she is bathed, changed clothes etc. (Dagun, 1990: 97). Apart from all thoughts above,
Gunarsa and Gunarsa (1990: 7) utter a thought related to the study. The figure of a
responsibility in love atmosphere—when a milieu of child is getting larger, there will
be more figures to her or his inner self filler.
When parents take good care of their children, the warmth relationship is
built. On the contrary, when a parent is “alternately affectionate and violent, caressing
him one minute and throwing a piece of furniture at him at the next, the child will
become an impulsive and an emotional temperament” one (Pressey et al, 1939:
445-446).
Bursteln (1990: 264-267) states some thoughts related to communication in
the family. The thoughts as listed below are very useful to analyze the whys Tom does actions in particular ways in the play.
1. Good communication between parents and children make them feel supported
or spirited to find solution they face.
2. Through good communication, parents can notice personalities of their children
so that they can be more appreciative to them.
3. Parents’ comments that tend to exhort their children will only teach them to be
afraid and hate.
Related to the term of family relationship, Parsons (1987) present some
understanding about it. Parents’ roles are very important. Parents are to guide their
children to develop. Hall (as cited by Parsons, 1987: 23) conceptualizes that
“adolescent as a period of storm and stress, a period characterized by a lack of
emotional steadiness, violent impulses, unreasonable conduct, lack of enthusiasm,
spending more time outside the family and by holding the information. Here, the
family functions as the institution to erase the negative impact of being lonely
(Parsons, 1987: 121). If there is no good communication, youths tend to erase their
painful feeling by retreatism which can direct them to do drug (Parsons, 1987: 124).
Once they do not feel comfort at home, they will run away. They satisfy their desire
to do adventure and leave the intolerable home life. Furthermore, the act of leaving
home is based on the inability to do communication (Parsons, 1987: 124).
In term of communication, Hurlock (1974: 352) adds that communication
influences personality development. She clarifies that the influences are coming from
the unconscious attitudes imitation. Of course, the relationship and communication in
the family will influence the member of it. Hurlock (1980: 2-3) defines what is called
by development. It is succession of progressive changes happen because of maturity
process and experience. Then, she affirms the intention of development. It is intended
to enable oneself to adapt to the environment where she or he lives.
In term of development, parents take a big role in it. Watson & Lindgreen
(1973: 300) verifies about the parental influences: “personality pattern that persist are
set by the way in which parents characteristically restrict, comfort, admonish,
instruct, and express acceptance and worth”.
As stated above, the act such as restricting, comforting, and admonishing will
form a relationship between parents and children. Hurlock (1974: 355) confirms that
the relationship formed in the family will influence the personality pattern of the
toward the member must also consider the type of relationship existing amongst the
members of the family.
2.3 Theoretical Framework
The theories and the thoughts above are to help the analyses of the problems
to find out the intended answers. I used the psychological approach to go deeper to
the mind of the characters so that I can gain some key ideas to reveal the points I
want to utter.
In order to identify Tom’s personality traits, I use the theory of character
(Murphy, 161-173) to identify Tom’s personality traits in the complete family. Tom’s
personality traits in the matriarchal family are analyzed by using some thoughts about
character development such as Watson & Lindgreen (1973: 300) and Hurlock (1974:
355). Moreover, the use of the drama script as the primary source functions as the
main reference in doing the study.
To discover the intended answers, the influences of being in the matriarchal
family to Tom, the thoughts presented above can be the references to analyze Tom’s
behaviors in the play. Through analyzing Tom’s behaviors in the play, I can conclude
the intended answers. The thoughts will direct to the answers since they are
describing about family members relationship, the influences of loosing one of
As the final point, Tom’s character development under the influences of the
matriarchal family will be determined by referring to the analyses of the previous
ideas. Additionally, the analyses will also refer to the relationship between Amanda
28
CHAPTER III METHODOLOGY
The methodology employed in this study is described in this chapter. It
consists of four primary parts. The first is subject matter which communicates the
focus of the study. The second is approaches which explain the steps in acquiring the
intended answers in the problem formulation. The third is procedure which
exemplifies the manner of the study is conducted. The fourth is sources which states
the primary source and secondary sources the study used.
3.1. Subject Matter
Tennessee Williams’ The Glass Menagerie (1945) is the object of this study.
The drama script is available in a book by Hans P. Guth and Gabriel L. Rico (1997:
1693-1742). It consists of seven scenes. In 1945, Williams’ The Glass Menagerie
won the Drama Critic’s Circle Award and accomplished spectacular commercial
success. Additionally, most of Williams works are based on his family atmosphere
(Hans P. Guth and Gabriel L. Rico, 1997: 1693).
There are, at least, four characters in the play that are equally important. They
are Amanda, the mother of the family, Laura, Amanda’s daughter, Tom, Amanda’s
son, and Jim O’Connor, the gentlemen caller. The four characters are interrelated to
3.2. Approaches
The Psychological approach by Rohrberger, and Woods, Jr. (1971: 13) was
the approach implemented in this study. According to them, psychological approach
is a critical approach that “involves effort to locate and demonstrate certain recurrent
patterns”. In this study, it would help to know character’s main reason to do certain
thing from her or his thoughts that follow certain patterns.
Through this approach, I could analyze more deeply about Tom’s thoughts,
manner of behaviors and how he reacted to certain phenomena. Explicitly, the
approach helped to analyze Tom’s character development in the play. Moreover, the
approach could direct to observe and discover the influences of being in the
matriarchal family on him. They were the reasons why the psychological approach
was chosen.
Since the study was about the matriarchal family, the psychological approach
was used to investigating Tom’s reason of behaving. Tom’s reason of behaving must
follow his thoughts that follow certain patters. In this study, the approach will be the
strong background for analyzing Tom’s reason of behaving.
3.3. Procedure
The method implemented in this study for data gathering was library research.
I referred to several books as guidance in doing the study. So as to be able to find the
source several times. The knowledge gained from reading it would not be valid and
credible for readers unless I really understood it and then shared it. By doing so, I
believed that the data achieved would be reliable for the study and I could gain
enough knowledge to do theoretical study as well as analyses. Second, I was able to
find out the noteworthy information related to the Problem Formulation by being
assisted with the knowledge after reading the primary source several times. This was
done by analyzing the drama script. Third, I had to do theoretical study to reaffirm
and confirm my analysis in order to be more reliable. The literature references were
also giving new point of view in the analysis. Fourth, the psychological approach was
very helpful to analyze the whys Tom’s behaviors. They led to the finding of Tom’s character development in the play. Fifth, I comprehended Tom’s personality traits.
Sixth, I had to understand the literature reference about the influences of being in the
matriarchal family to Tom. Seventh, assisted with the literature references, Tom’s
Personality Traits, the influences of the matriarchal family on Tom, I was to analyze
and to discover Tom’s character development under the Influence of being in the
31
CHAPTER IV ANALYSIS
Four main parts in this chapter are related to the study. They are Tom’s
personality traits when he was raised in a complete family, Tom’s life in the
matriarchal family, Tom’s character development under the influences of the
matriarchal family, and Tom’s final character development. The first part presents the
analysis of Tom as the character when he was raised in the complete family. The
second part presents the analyses of Tom’s life in the matriarchal family. This part
begins the analysis by firstly explaining the background setting of the matriarchal
family. The fourth part determines the analyses of Tom’s character development
under the influences of the matriarchal family. Finally, the final part concludes Tom’s
final character development from the various changes he has experienced.
4.1 Tom’s Personality Traits When He was Raised in a Complete Family
Psychological criticism from Lillie (1961: 21) is employed here to know the
character’s way of thinking. Explicitly, it will give valuable reference to do analysis.
This study also uses some of nine ways of understanding character from Murphy
(1972: 161-173) to gain Tom’s personality traits. From the viewpoint of characters in
the play interact to one another, I judge Tom’s personality traits based on the analysis
of the dialogues. Here, the nine ways of understanding character from Murphy (1972:
4.1.1 Tom is Affectionate
Tom’s affectionate feeling mainly refers to Laura. This can be observed
through what he says (Williams 1718).
Tom: Laura seems all those things to you and me because she’s ours and we love her. We don’t even see she’s crippled anymore.
He does not consider Laura’s defect. From Tom’s saying, it also justifies what
Murphy (1972: 164) says that author can give clue to the person’ character through
speech. Tom’s saying indicates that he has affectionate feeling toward his sister.
Tom actually possesses an affectionate feeling to his mother as well. He feels
that he wants to take care of his mother (Williams 1710).
TOM [hoarsely]: Mother. ! - I apologize, Mother. [AMANDA draws a quick, shuddering breath. Her face works grotesquely. She breaks into childlike tears.] I'm sorry for what I said, for everything that I said; I didn't mean it. AMANDA [sobbingly]: My devotion has made me a witch and so I make
myself hateful to my children!
TOM: NO, you don't.
AMANDA: I worry so much, don't sleep, it makes me nervous!
TOM [gently]: I understand that.
AMANDA: I've had to put up a solitary battle all these years. But you're my
right- hand bower! Don't fall down, don't fail! TOM [gently]: I try, Mother.
From the above dialogues, I consider how the response Tom gives to his mother is the
representative of his affectionate feeling to his mother. Amanda feels guilty because
she is devoted to his son but it makes him uncomfortable. Then, Tom tries to make
his mother feels comfortable. He ensures his mother that she does not make him
know that he will struggle for her.
4.1.2 Tom is Patient
According to Murphy (1972: 171), an author can give clue about the character
through mannerism. Tom’s being patient is shown clearly when he talks to his
mother. Although he has just conflicted with her (Williams 1698), he keeps on
listening to her (Williams 1699).
AMANDA: Sometimes they come when they are least expected! Why, I remember one Sunday afternoon in Blue Mountain.
TOM: I know what's coming
LAURA: Yes. But let her tell it.
TOM: Again?
LAURA: She loves to tell it.
AMANDA: One Sunday afternoon in Blue Mountain, your mother received seventeen! gentlemen callers! … TOM: How did you entertain those gentleman callers?
Tom’s patient is also showed by his willingness to respond to Amanda’s story about
the gentlemen callers. Tom’s patience to listen and respond to his mother, although
he has just conflicted with her, indicates that when he was raised in the complete
family he is patient.
4.1.3 Tom is Honest
A person’s character can be shown through the responses he gives. This detail
is inline with Murphy (1972: 171). He says about one of the ways to understand a
that. He confirms that by explaining the action someone is doing, her or his mental
process can be understood.
Tom is advised to eat properly by his mother, but the way to do so is
unacceptable according to him (Williams 1698). He is furious about that. Tom’s
response to his mother shows his honesty (Williams 1698).
TOM: I haven't enjoyed one bite of this dinner because of your constant directions on how to eat it. It's you that makes me rush through meals with your hawk- like attention to every bite I take. Sickening - spoils my appetite - all this discussion of - animals' secretion - salivary glands – mastication!
Tom’s frank response to the unacceptable manner of advising shows his honesty. He
used to be honest so that he says frankly what is in his mind. This fact will change if
Tom used to be a liar. It is very possible he will say with higher tones, “I enjoy every
bite of this dinner because of your constant direction on how to eat it. With your
hawk-like attention to every bite I take, you spoil my appetite”. Although he responds
with his uncomfortable feeling but he shows his honesty. Additionally, Tom’s
response explains his mental process that he is honest. He does not hide anything.
4.1.4 Tom is Introverted
Murphy (1972: 167) says that an author can give clue to a person’s character
through the conversation of other character statements about someone else. In detail,
Laura says that Jim is a very popular boy when he was in the senior high
school and everybody liked him (Williams 1733).
LAURA: You were always surrounded by your own friends so much that I never had a chance to. JIM: You should have just
LAURA: Well, I - thought you might think I was -- JIM: Thought I might think you was - what?
LAURA: Oh
JIM [with reflective relish]: I was beleaguered by females In those days. LAURA: You were terribly popular!
Jim’s being popular is also admitted by Tom as well (Williams 1719). He knows
various things about Jim when he was in the senior high school. For example, Tom
knows about Jim’s being a leader in debate club, basketball captain, president of the
senior class and the like (Williams 1719).
TOM: ... In high school Jim was a hero. He had tremendous Irish good nature and vitality with the scrubbed and polished look of white chinaware. He seemed to move in a continual spotlight. He was a star in basket-ball, captain of the debating club, president of the senior class and the glee club and he sang the male lead in the annual light operas. He was always running or bounding, never just walking. He seemed always at the point of defeating the law of gravity. He was shooting with such velocity through his adolescence that you would logically expect him to arrive at nothing short of the White House by the time he was thirty. …
On the contrary, Tom does not know Jim as a close frie nd, but he knows him as a
common one. Instead of knowing Jim as a close friend, he knows him as a popular
boy. He can get a lot of information from his friends in the senior high school or from
the hearsay. Here, Tom’s being introverted can be deduced from what Jim says. He
indicates that Tom is an introverted person at that time. He does not share things with
friend.
JIM: Shy, huh? It's unusual to meet a shy girl nowadays. I don't believe you ever mentioned you had a sister.
TOM: Well, now you know. I have one. Here is the Post Dispatch. You want a piece of it?
4.2 Tom’s life in the Matriarchal Family
In order to give background viewpoint of the analysis of Tom’s life in the
matriarchal family, this part will firstly exemplify the reasons why the family is
called matriarchal family. Then, the relationship in the matriarchal family will be
analyzed to know Tom’s life. By knowing the relationship in the family, I can
conclude Tom’s life.
4.2.1 The Reason Why the Family is called Matriarchal
The description of the matriarchal family is a path to the analyses of Tom’s
life the matriarchal family. This description will exemplify the ideas that later will be
the starting points or references to do the analyses. Additionally, by referring to this
description of the matriarchal family, I can enlighten more clearly and meaningfully
the ideas I would like to utter.
The family consists of the father of the family, Amanda, the mother of the
family, Laura, Tom’s elder sister, and Tom himself. They live in an apartment which
The Wingfield apartment is in the rear of the building, one of those vast hive-like conglomerations of cellular living-units that flower as warty growths in overcrowded urban centers of lower-middle-class population and are symptomatic of the impulse of this largest and fundamentally enslaved section of American society to avoid fluidity and differentiation and to exist and function as one interfused mass of automatism.
The apartment faces an alley and is entered by a fire-escape, a structure whose name is a touch of accidental poetic truth, for all of these huge buildings are always burning with the slow and implacable fires of human desperation. The fire-escape is included in the set - that is, the landing of it and steps descending from it. …. Downstage is the living-room, which also serves as a sleeping-room for Laura, the sofa is unfolding to make her bed.
The father of the family has left the family for a long time. He used to work as
a telephone man and he felt in love with long distances. Then, he left the job from the
company, and he went out of town for the woman he had dreamt of. The family only
notices his last message through a picture post-card from Mazation, on the Pacific
coast of Mexico, saying only two words “Hello—Goodbye!” (Williams 1698).
After the father’s irresponsible leaving, Amanda is the one who is in charge to
lead the family. It is proven by her dominancy in the family. For example, when she
orders Tom, the family breadwinner, to eat properly but in unacceptable manner
according to him (Williams 1698).
AMANDA [to her son]: Honey, don't push with your fingers. If you have to push with something, the thing to push with is a crust of bread. And chew! chew!. ….
For sure, only a woman who has authority can do such a thing—a leader does. She is
dominant because she controls and decides matter in the family. For instance, she
asks Tom to find a gentlemen caller for Laura so that she will have someone to take
AMANDA: Will you? [He opens door. Imploringly.] Will you? [He starts down.] Will you? Will you, dear? TOM [calling back]: YES !
Another example that Amanda decides matter in the family is that when she insists
Laura to use ‘Gay deceivers’ (Williams 1720).
LAURA: Mothe r, what are you doing? AMANDA: They call them 'Gay Deceivers'! LAURA: I won't wear them!
AMANDA: YOU Will!
Amanda’s dominancy in the family indeed leads to intense changes of the family,
especially to Tom’s character traits.
The leaving of the father is the beginning of the problems in the matriarchal
family because the fundamental function of the family as stated by Soekanto (1990:
85) cannot be afforded by Amanda. She cannot fulfill simultaneously her roles as a
mother and a father. Since she is not the breadwinner of the family, she does not
have full control of the family (in term of sincere willingness: Amanda’s children
hardly ever do what she wants sincerely).
4.2.2 Tom’s Relationship in the Family 4.2.2.1 Tom’s Relationship with Laura
Basically, Tom relationship with Laura is only a common one, because there is
no special interrelatedness between the two of them. This reason is reasonable because
Tom and Laura spend most of their time in their own world. For sure, Laura is busy with
warehouse and his world of movies—he watches movies every night (Williams
1706).
AMANDA: … I don't believe that you go every night to the movies. Nobody goes to the movies night after night. ….
However, one thing for sure about Tom is that he loves and cares about her.
Tom agrees with Amanda’s wanting to find a gentlemen caller for Laura (Williams
1712-1713). It proves that he loves and cares about her.
Though they have a common relationship, but they care to each other. Laura
does not want to see any longer the ruin relationship between Tom and his mother.
She is a very shy girl. She is also very introvert and she suffers from inferiority
complex, when someone low-rates himself (Williams 1734), but she cares for the
existence of good relationship between a son and a mother (Williams 1709).
Laura: If you just say you’re sorry she’ll start speaking. Laura: (---, pleadingly glancing at Tom: stage direction)
Laura (at door): Do what I asked you, Will you, will you, Tom?
It is obviously seen from what Laura says to Tom that she wants Tom to apologize to
Amanda. She cannot see their ruin relationship anymore. At this point, Laura can
illustrate that she closes to Tom because she can make sure or encourage him to
apologize to Amanda.
4.2.2.2 Tom’s Relationship with Amanda
The meaning of “Fluctuate” is the depiction of the relationship between To m
time together. The relationship between them is merely a son and a mother. This can
be proven by the conflicts emerge easily because they cannot express their wishes
properly and in acceptable manners. Sometimes, they do not try to understand each
other.
The first conflict appears easily is when Amanda advises Tom to eat
appropriately, but in unacceptable manner according to Tom (Williams 1698).
Amanda does not have any consideration that the way she advises Tom will not make
him happy. As a mother, Amanda should notice the right manner of advising her son,
but she cannot implement it. This indicates that their relationship is merely a son and
a mother. I consider that To m only needs a little attention which is appropriate from
his mother. He is a work man and he can figure out the manner of eating well with
simple advice. The manner Amanda expresses her attention to Tom is excessive and
childish.
In view of the fact that the relationship is merely a son and a mother, they tend
to oppose anger with anger. One of them cannot response wisely against provoking
situation (Williams 1705).
TOM: What in Christ's name am I— AMANDA [shrilly]: Don't you use that - TOM: Supposed to do!
AMANDA: Expression! Not in my - TOM: Ohhh!!
AMANDA: Presence! Have you gone out of your senses? TOM: I have, that's true, driven out!
From the dialogues above, I can notice the increasing tension after Tom has said
“What in Christ name am I”. How can a gentle mother say “IDIOT” to his son? Here,
Amanda is excessive to express her dislike to Tom. Amanda and Tom are not able to
control their emotion. This is getting worse when Amanda uses rude word to
admonish Tom. Again, one of them cannot act wisely to confront the increasing
tension that can be controlled if they are patient.
The relationship actually can be built to be more welcoming if both of them
want to understand each other. On the contrary, Amanda does not start to do it. Based
on the analysis, I can confirm that she is a type of mother who cannot touch his son’s
heart (Williams 1706).
AMANDA: You will hear more, you -
TOM: No, I won’t hear more, I'm going out! AMANDA: You come right back in -
TOM: Out, out, out! Because I'm -
AMANDA: Come back here, Tom Wingfield! I'm not through talking to
you!
Based on the dialogue above, Amanda keeps insisting Tom to pay attention to her. It
can be inferred that the words used by Amanda are in high tones. The using of high
tones in speaking is carrying negative feelings. Furthermore, it will not create a good
atmosphere in their relationship.
Apart from all the conflicts, Amanda can also act sufficiently well to Tom.
Amanda’s acts make Tom a little relieved while talking to her (Williams 1710).
AMANDA [sobbingly]: My devotion has made me a witch and so I make
myself hateful to my children!
AMANDA: I worry so much, don't sleep, it makes me nervous! TOM [gently]: I understand that.
AMANDA: I've had to put up a solitary battle all these years. But you're my right- hand bower! Don't fall down, don't fail! TOM [gently]: I try, Mother.
AMANDA [with great enthusiasm]: Try and you will SUCCEED! [The
notion makes her breathless] Why, you - you're just full of natural endowments! Both of my children - they're unusual children! Don't you think I know it? I'm so proud! Happy and - feel I've - so much to be thankful for but - Promise me one thing, Son!
TOM: What, Mother?
