Emotional Aggression Theory of Aggression

21 21 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

Based on two formulated problems, the first problem is describing the main character before and after learning with Hayden. In this study, the writer presents the theory of character as stated by Abrams, Stanton, Perrine, and Foster. Besides, the theory of character and characterization by Murphy 1972 are also used to analyze the main character of the story. By applying the theory, the writer is able to describe the characterization of the main character. 22 22 Theory of aggression from Bandura 1973 is used as the introduction to find out the Sheila’s personality development. The theory of excellent teacher is used to find out and categorize teaching style done by Torey Hayden. Theory of personality development is used to see how Torey Hayden’s teaching style affects of Sheila’s personality. The writer applies theories of character and characterization, psychological approach, and personality development in order to support the finding result on how Torey’s teaching style influence Sheila’s personality development. By using those theories, this study analyzes the influence of Sheila’s personality development after learning in a special class with Torey, as the second problem.