84 Papalia, Olds, and Feldman 2007, children develop skills needed for sociability
and intimacy, they enhance relationships, and they gain a sense of belonging. They are motivated to achieve, and they attain a sense of identity. They learn
leadership and communication skills, cooperation, roles, and rules. The peer who influences Scout‘s personality development is Charles Baker Harris Dill.
a. Charles Baker Harris
Charles Baker Harris or Dill is a friend of Jem and Scout. He is about Scouts age. Scout learns from Dill that people are living in this world to make
others happy. She knows that this world needs someone like his best friend, Dill. Dill does want to be someone special. He just wants to be a clown, because he
does not do anything except making others happy and laugh. ―I think I‘ll be a clown when I get grown,‖ said Dill.
Jem and I stopped in our tracks. ―Yes sir, a clown,‖ he said. ―There ain‘t one thing in this world I can do
about folks except laugh, so I‘m gonna join the circus and laugh my head off
‖ p.247. Dill realizes that he does not have any opportunity to fight against racism in
Maycomb County but entertains all people around him by becoming a clown. He thinks that by being a clown it will at least make other people feel happy.
Dill is a kid without a father who befriends with Jem and Scout. On the day Dill came to the Maycomb Court, he was crying because he saw Tom
Robinson was treated unfairly by the people. Dill and Scout attended the court to see Atticus and Tom Robinson. They found that the real mockingbird is really
hated by the people and treated very unfairly.
85 For some reason Dill had started crying and couldn‘t stop; quietly at first,
then his sobs were heard by several people in the balcony. ―It was just him I couldn‘t stand,‖ Dill said.
―Who Tom?‖ ―That old Mr. Gilmer doin‘ him that away, talking so hateful to him..―
―Well, Dill, after all he‘s just a Negro.‖ ―I dont‘t care one speck. It ain‘t right, somehow it ain‘t right to do ‗em that
way. Hasn‘t anybody got any business talkin‘ like that – it just makes me sick‖ p.226.
Scout sees that Dill is vomiting and crying while they are watching Tom Robinson. Scout knows that Dill feels disturbed, but the adults do not have a
feeling of empathic. Scout understands that children still have the empathic feeling like what Dill feels. She believes that children are actually innocent and
expressive. They can express their feeling sincerely and when they know something that is not right happens, they cry. From Dill, Scout sees that children
actually still have their conscience. Dill teaches Scout to be more adventurous, open minded, and less afraid of
Boo Radley. Before Dill came, Scout and Jem should walk the long way around Radley‘s house. After Dills influence, they learn so many new things, become
unafraid of Boo and have a very close relationship with him in the end. But by the end of August our repertoire was vapid from countless
reproductions, and it was then that Dill gave us the idea of making Boo Radley come out. The Radley Place fascinated Dill. In spite of our
warnings and explanations it drew him as the moon draws water, but drew him no nearer than the light-pole on the corner, a safe distance from the
Radley gate p.9.
Dill also teaches Scout that Boo Radley is not a bad person. The only reason Scout and Jem think that Boo is such a bad person is because of the
people ‘s saying in the town. The people of Maycomb County only hear what they
86 want to hear. After noticing how nice Boo is, Scout realized that she should not
judge people because of what other say.
87
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections. The first section presents the conclusion of the whole analysis of the formulated problem and the second one is
the suggestion. The conclusions present the answer of problem formulation. The second part is the suggestion. This part contains of suggestion for future
researcher and suggestion for teaching prose.
A. Conclusions
From the analysis, the researcher finds the answer of the problem formulated in the first chapter. The only one problem is
how Scout‘s personality development is revealed in Lee‘s To Kill a Mockingbird. To answer the problem
formulation, the researcher applied library study. From the application of Murphy‘s 1972 theory of characterization, the
researcher finds that there are seven characteristics of Scout. They are tomboy, respectful, high-tempered, tough, intelligent, persistent, and curious.
By applying Erikson‘s theory of personality development, the researcher concludes that Scout successfully passes the first four psychosocial stages. Scout
can pass the first stage with the sense of truth in herself. In the second stage, Scout successfully develops her autonomy on expressing her opinion. She develops
more autonomy than shame and doubt feeling during the stage. On the third stage, the crisis resolved positively because Scout leaves the stage with a healthy sense
