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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.
Sheila and I did go to Mrs. Holmes’ room and Sheila apologized and offered to pick up p. 129
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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. The study also found the description of Sheila’s character after
learning with Torey. She became polite, communicative, curious, and responsible. Sheila got a new experience on how to be cooperative with
49 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
There are many sources that can be used as the materials for teaching literary work. One of them is novel. The novel One Child can be used by the
teacher to teach English. An English novel can improve students’ inputs as it presents some vocabularies, phrases, and sentences. By reading this novel, the
