Kimberly solves her third intrapersonal conflict by using know who is involve
. It is suitable for those who want to face the conflict rather than to escape. Finally, Kimberly chooses to fight Luke. She h
as considered about Luke’s emotion and character, the impacts of Luke challenge toward herself, the reaction
of the people around her, and so forth. The fourth conflict resolution is know who is involved. She decides to
study at the private school. She consults her problem to Mrs. LaGuardia. Kimberly uses determine the conflict source and distributive negotiation as to
solve the fifth conflict. Kimberly knows that her her conflict is caused by different habits. In Hongkong, girls do not change their clothes together. Kimberly also
uses distributive negotiation. Kimberly also forces her mother to buy her new underwear so that her friends do not ridicule her anymore. The sixth conflict
resolution is know who is involved . After knowing about the “key players” she
decides to tell her feeling to Matt. Fortunately, Matt has the same feeling as her. Kimberly uses determine the conflict source and know who is involved as
the conflict resolution for her seventh intrapersonal conflict. Conflict can be caused by various things. However, the common cause is communication
differences or personal differences. Kimberly faces both communication and personal differences. After she understands the causes of her conflict, she chooses
to stay and face her exhauting life cycle. Instead of running away, Kimberly comforts herself with car and motorcycle magazines.
The eight conflict resolution is know who is involved. This conflict resolution used by the individual who wants to face the conflict rather than to
escape. Kimberly chooses to keep struggling for the oral examination rather than to run away. Next is the last conflict resolution. Kimberly uses mediation as the
conflict resolution to solve her intrapersonal conflict. Kimberly shares her problem with Curt, Annette, and her mother. They can be good mediators for
Kimberly. They help Kimberly to see objectively and give her a greater responsibility to decide the solution. Finally, Kimberly chooses to keep her baby.
B. Implications for English Teaching Learning Activity
English teachers can use literature to teach their students. they can apply literature as a technique to teach English skills, grammar and pronunciation.
Hismanoglu 2005 says that “ the use of literature as a technique for teaching both basic language skills i.e.reading, writing, listening and speaking and
language areas i.e. vocabulary, grammar and pronunciation is very popular within the field of foreign language learning and teaching
nowadays” p.54. the an example of litearture that can be used in the class is novel. using novel to teach
students in the class brings some advantages. Here are some advantages of using novel based on Hismanoglu 2005, p. 63:
1. Develops the advanced level readers’ knowledge about different
cultures and different groups of people 2.
Increases students’ motivation to read owing to being an authentic material
3. Offers real life real life like settings
4. Gives students the opportunity to make use of their creativity
5. Improves critical thinking skills
6. Paves the way for teaching the target language culture
7. Enables students to go beyond what is written and dive into what is
meant. An issue of intrapersonal conflict in Girl in Translation novel can be used
as speaking topic. However, the writer thinks that the issue of intrapersonal conflict is too difficult for Senior High School students. Therefore, the writer
suggests applying this to 1
st
semester students. The use of intrapersonal conflict as speaking topic can be interesting. The
teacher can improve students’ speaking skills. The teacher can devide them into several groups to dicuss the topic. In Group discussion they will learn about
cooperation. The teacher can also ask them to present their works in front of the class. It can increase their confidence. The following are reading activities and
speaking activities that can be used by the teacher: 1.
The teacher selects a part from the novel to be used to teach speaking skill and makes some related questions.
2. The teacher distributes the first handouts and explain briefly about
expressing opinions . 3.
The teacher asks the students to practice the conversation. 4.
The teacher distributes the second handouts about the passage of Girl in Translation
novel pages 35-36. 5.
The teacher divides the students into several groups
6. The teacher asks the students to discuss related questions based on the
text in group. 7.
After the students finish the assignment, the teacher asks them to present their works in front of the class.
C. Suggestions for Future Researchers
Jean Kwok’s Girl in Translation is a novel about a Chinese young girl who moves to America after her father’s death. Her name is Kimberly. In her new
place, Kimberly faces many conflicts. This novel tells about her conflicts and how she deals with them. However, the writer focuses on the conflict within the main
character herself. Girl in Translation is a rich novel because this novel does not only talk about conflict. Therefore, the future research can develop the study into
more interesting topics. The future reasearch can analyze intrapersonal conflict and culture differences, interpersonal conflict, personality development, and many
more.
