Conclusions CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

63 Hamalian, L., Karl, F. R. 1978. The shape of fiction: British and American short stories. New York: McGraw - Hill Book Company. Harvey, J. H. 2002. Perspectives on loss and trauma: Assaults on the self. London: SAGE Publications. Hayden, T. 2006. Just another kid. London: HarperCollins Publisher. Hayden, T. n.d.. Torey hayden. Retrieved November 14, 2015, from: www.torey-hayden.com Henkle, R. B. 1977. Reading the novel: An introduction to the techniques of interpreting fiction. New York: Harper Row Publishers. Isenhart, M. W., Spangle, M. 2000. Collaborative approaches to resolving conflict. Thousand Oaks, CA: SAGE Publications, Inc. Knellwolf, C., Norris, C. 2008. The Cambridge history of literary criticism: Twentieth century historical, philosophical and psychological perspectives. Cambridge: Cambridge University Press. Meredith, R. C., Fitzgerald, J. D. 1972. Structuring your novel: From basic idea to finished manuscript. New York: Barnes Noble Books. Murphy, M. J. 1972. Understanding unseens: An introduction to English poetry and the English novels for overseas students. London: George Allen and Unwin. National Alliance of Mental Illness. 2016. What is mental illness: Mental illness facts. In About Mental Illness section. Retrieved April 10, 2016, from: http:www2.nami.orgPrinterTemplate.cfm?Section=About_Mental_Illness Template=ContentManagementHTMLDisplay.cfmContentID=80734 Parritz, R. H., Troy, M. F. 2011. Disorders of childhood: Development and psychopathology. Wadsworth: Cengage Learning. Rohrberger, M., Woods, S. H. Jr. 1971. Reading and writing about literature. New York: Random House. Schoonderwoerd, N., Laar, E. V. D. 1969. An approach to English literature. Brooklyn: L. C. G Malmberg. Scott, M. J., Stradling, S. G. 2001. Counselling for post - traumatic disorder 2 nd ed.. London: SAGE Publications. Zed, M. 2004. Metode penelitian kepustakaan. Jakarta: Yayasan Obor Indonesia. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 64 APPENDICES 65 Appendix 1: The Summary of Just Another Kid novel by Torey Hayden Just Another Kid Torey Hayden was a special education teacher before she decided to be a full-time writer. She had not meant to be teaching again until a director of a special education school contacted her. At that time, she was waiting for a permanent British visa. She took an offer to be a substitute teacher for six months before her visa came out. Actually, Hayden only had three students in the beginning. They were Leslie Considyne, Mariana Gilchrist, and Dirkie. Leslie was an untrained autistic girl with diabetes. Mariana was an overaggressive child with borderline IQ and a history of precocious sexual behavior. Dirkie was a schizophrenic child with assortment of obsessions. Geraldine and Shemona McCulley arrived a week after the class started. Geraldine was eight years old and Shemona was five years old. Both came from Northern Ireland where a war between the Catholics and the Protestants happened. Shemona was mute and Geraldine was her private spokesperson. Hayden‟s story of the daily activity in her class portrayed the students‟ disturbances; Dirkie with his obsessions, Mariana with her overaggressive behavior, Leslie with her blankness, and Shemona with her muteness. Mariana and Geraldine were the only two who completed the daily assignment in the class. Considering the condition, Hayden decided to see their parents or relatives. She met Mrs. Lornho Geraldine and Shemona‟s aunt and Mr. Tom Consydine Leslie‟s father. Hayden gained information that she needed from them. She also got additional information about Ladbrooke Leslie‟s mother from Mr. Tom Consydine. As Hayden continued the daily activity, she began to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI