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b. Cooperative
According to Hurlock 1972, p. 478, the school influences the child’s developing personalities both in the area of traits and in the information of the
self-concept. The teacher’s personality is more important than her knowledge or teaching skills. Torey applied a method of sharing to others. After the entire
student finished their assignments, they should share their work to the other students. It made up a good sharing or communication of each child. Sheila and
Sarah had become friends and were beginning to share the typical pleasures of small girls’ friendship. Each day she showed more improvement. She also became
friend with Guillermo. Sarah and Sheila had become fast friends and I caught them sending notes
during class occasionally. Sheila had gone home with Sarah to play on several occasions after school before her bus came. And Sheila and
Guillermo played together at the migrant camp p. 185.
Sheila also had made communication with Chad, Torey’s husband. They met before and after the judicial. Chad was a kind man who helped Sheila not to
be put in the state hospital. They won the right and they celebrate it. Chad bought her a big pizza and three dresses. Sheila became energetic of it. Chad also
surprised Sheila and carried her a big box of dress for her because she had a play. “What are you doing here? I asked, surprised to see him.
“I came to see Sheila.” Excitedly, Sheila leaped down from the chair she was standing on and
ran over. “... But I brought you a good-luck present for your debut.”
Sheila’s eyes widened. “Me?” p. 276.
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According to the theory of characterization from Murphy 1972, Sheila’s personal trait can be seen through the personal description from the author and
through Sheila’s mannerism. Torey described that Sheila had become friends with the other children. Her communicative manner was showed when she got a gift
from Chad and it made her not afraid of Chad.
c. Curious
The Cambridge Advanced Learner’s Dictionary defines curious as “interested in learning about people or things around you”. On that March, the
crocuses and daffodils bloomed at the school. Sheila was fascinated by the flowers. She had never seen such kind of the beautiful flowers in the migrant
camp. One morning, Torey bought a huge bouquet from her garden into class. Sheila was surprised and so excited to the flowers. She told her teacher that she
only had ever seen the flowers in a book. Sheila proposed many questions about the flower to Torey. She wanted to have one of the flowers.
“What them things be?” she gurgled through the toothpaste. “... Them be real flowers?”
“Sure they’re real. Touch them.” Putting down her toothbrush, she cautiously reached out, touching the
edge of one flower with her fingertip. “Oooooh” ... “They do be so soft. Let me touch them.” ... “I wanna hug them.”
... “I can have one?” ... “Could it really be mine?” pp. 194-195.
According to Murphy 1972, the author gives clues about the character’s personality through the reaction of the character. From Sheila’s reaction in dealing
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