The influences of family and environment characters on Margaret’s personality development in Elizabeth Gaskell’s North and South - USD Repository
THE INFLUENCES OF FAMILY AND ENVIRONMENT CHARACTERS ON MARGARET’S PERSONALITY DEVELOPMENT IN ELIZABETH GASKELL’S NORTH AND SOUTH AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By
DIAN WIDYAWATI
Student Number: 014214073
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2009
YOU MUST AND
YOU CAN!
(Widi BP)
ACKNOWLEDGEMENTS
First of all, I would like to give my greatest gratitude to Allah SWT.
Without His blessing, I will not be able to finish my undergraduate thesis writing.
I also give my best gratitude to my beloved Ibu and Bapak, my sister Mba Sari,
my brother Dik Soni and Bu Puni for all their greatest support and understanding.
My great gratitude goes to my advisor Gabriel Fajar Sasmita Aji, S.S.,
M.Hum., for all his advices, ideas, and being so patient in reading and guiding
during the process of undergraduate thesis writing. I thank my co-advisor, Drs.
Hirmawan Wijanarka, M. Hum. for his carefulness in reading and checking my
mistakes. I also thank my academic advisor, Dewi Widyastuti, S.Pd., M. Hum.,
for her support and guidance during my study.I would like also give many thanks to my great friends Amanda, Wulan,
Prima, Methy, Sinda, Ian, Monda, Ayu, Sandi, Ferry, Imbik, Endra, Erna, Lina
Indriani, Vera, Dwike, Shinta, Lina ‘Solo’ and Bungky for all your greatest
support.I give my special thank to Mas Imam who always encourages and supports
me and for giving wonderful moments in my life. Last but not least, to them who I
cannot mentioned one by one, thank you for the spirit I can learn.Dian Widyawati
TABLE OF CONTENTS
TITLE PAGE ................................................................................................... i
APPROVAL PAGE ......................................................................................... ii
ACCEPTANCE PAGE .................................................................................... iii
STATEMENT OF WORK’S ORIGINALITY ................................................ iv
MOTTO PAGE ............................................................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH UNTUK KEPENTINGAN AKADEMIS ......................................... vi
ACKNOWLEDGEMENTS ............................................................................. vii
TABLE OF CONTENTS ................................................................................. viii
ABSTRACT ..................................................................................................... x
ABSTRAK ....................................................................................................... xi
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Study ............................................................................. 1B. Problem Formulation ................................................................................... 3
C. Objective of the Study ................................................................................. 3
D. Definition of Terms ..................................................................................... 4
CHAPTER II THEORETICAL REVIEW .................................................. 6
A. Review of Related Studies .......................................................................... 6B. Review of Related Theories ........................................................................ 7
1. Literary Theories ..................................................................................... 7
a. Theory of Character ............................................................................ 7
b. Theory of Characterization ................................................................. 9
2. Psychological Theories ............................................................................ 11
a. The Factors Influencing Children Personality Development .............. 11
b. Stages in Social Interaction ................................................................. 13
c. Child Development Sequence ............................................................. 15
C. Theoretical Framework ............................................................................... 16
CHAPTER III METHODOLOGY .............................................................. 18
A. Object of the Study ...................................................................................... 18B. Approach of the Study ................................................................................. 18
C. Method of the Study .................................................................................... 19
CHAPTER IV ANALYSIS ........................................................................... 21
A. The Characteristics of Margaret Hale ......................................................... 21B. The Characterization of the Other Member of Margaret’s Family ............. 27
1. The Characteristics of Mr. Hale .......................................................... 27
2. The Characteristics of Mrs. Hale ........................................................ 29
C. The Characterization of Margaret’s Environment ...................................... 30
1. The Characteristics of John Thornton ................................................. 31
2. The Characteristics of Mrs. Thornton ................................................. 34
D. The Influences of Margaret’s Family .......................................................... 36
1. The Influence of Mr. Hale .................................................................... 36
2. The Influence of Mrs. Hale .................................................................. 38
E. The Influence of Margaret’s Environment to the Development
of Her Personality ....................................................................................... 40
1. The Influence of John Thornton ........................................................... 40
2. The Influence of Mrs. Thornton ........................................................... 42
F. Margaret Hale’s Personality Development under the Influence
of Her Family and Environment ................................................................. 43
CHAPTER V CONCLUSION ...................................................................... 48
BIBLIOGRAPHY .......................................................................................... 51APPENDIX ..................................................................................................... 53
Summary ......................................................................................................... 53
ABSTRACT
DIAN WIDYAWATI. The Influences of Family and Environment Characters
on Margaret’s Personality Development in Elizabeth Gaskell’s North and
South. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University, 2009.
This thesis discusses Gaskell’s novel entitled North and South. This novel tells
about the life of Margaret Hale that is full of struggle. All the struggles in her life
is caused by the treatment from people in her surrounding. Through the main
character in the novel, Margaret Hale, the writer wants to study deeply the
influences of family and environment people on Margaret’s personality
development.There are three questions concerning the topic of the thesis. The first
question is about the characterization of Margaret Hale. The second question is
about the characterization of other member of the Hales and environment. The
third question asks Margaret’s personality development under the influence of her
family and environment.There were two kinds of sources used, namely, primary and secondary
sources. The novel North and South is used as the primary source, and some
relevant references such as psychological theories, literary theories and theory of
critical approach as the secondary approach. Those theories are used to analyze
the novel. The approach applied was psychological approach because it is the
most appropriate one to observe personality.From the analysis it is found that family and environment have
contribution in child’s personality development. Margaret’s different conditions
influence her in developing her personality. A warm family/environment causes
her to become a kind person, while her environment causes her to become a tough
person.
ABSTRAK
DIAN WIDYAWATI. The Influences of Family and Environment Characters
on Margaret’s Personality Development in Elizabeth Gaskell’s North and
South. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University, 2009..
Skripsi ini membahas novel karya Gaskell yang berjudul North and South. Novel
ini menceritakan tentang kehidupan Margaret Hale yang penuh dengan
perjuangan. Semua perjuangan di dalam hidup Margaret disebabkan oleh
perlakuan dari orang-orang di sekitarnya. Melalui tokoh utama di dalam novel
yaitu Margaret, penulis ingin mempelajari lebih jauh mengenai pengaruh keluarga
dan lingkungan dalam pembentukan kepribadiannya.Dalam skripsi ini terdapat tiga permasalahan.yang diutarakan. Permasalahan
pertama mengenai penggambaran tokoh Margaret. Permasalahan kedua
menanyakan mengenai keluarga dan lingkungan Margaret. Permasalahan ketiga
menanyakan bagaimana perkembangan kepribadian Margaret dibawah pengaruh
keluarga dan lingkungannya.Dalam pencarian data, skripsi ini menerapkan penelitian pustaka. Ada dua macam
sumber yang digunakan yaitu primer dan sekunder. Novel North and South
merupakan sumber primer, dan beberapa teori yang terkait seperti teori psikologi,
teori literatur dan teori pendekatan sebagai sumber sekunder. Teori-teori tersebut
digunakan untuk menganalisa novel. Pendekatan yang digunakan yaitu
pendekatan psikologis karena pendekatan inilah yang paling tepat untuk
menganalisa kepribadian.Berdasarkan analisa, penulis menyimpulkan bahwa keluarga dan lingkungan
mempunyai andil dalam perkembangan keribadian anak. Kondisi yang berbeda di
sekitar Margaret mempengaruhinya dalam perkembangan kepribadiannya.
Keluarga yang hangat membuat dia berkembang menjadi anak yang patuh, namun
lingkungan yang sebaliknya membuat anak menjadi lebih tangguh.CHAPTER I INTRODUCTION This chapter consists of four parts. Those are the background of the study,
problem formulation, objective of the study, and definitions of terms. First part,
the background of the study presents, presents the writer opinions about literature
and also explains the reason in using the novel. In problem formulation The writer
present three problems to discuss and the objective of the study is presented after
this. The last part is definition of terms which presents some words that are
needed to be clarified.A. Background of the Study
Reading a literary work will entertain ourselves because we can get many
enjoyable things from it. Through literature also we may be introduced of new life
which has new values. This, will enrich or knowledge and experience of life. We
cannot experience every moment that exist in this life, but we can get all those
things through literature.Little (1981: 1-2) says that literature is the chief art of mankind because it
can effectively express one’s idea to others. He also says that by reading a work of
literature we could add our understanding about life and about people’s thought.
From his statements we can conclude that literature contains many ideas and there
are many ways to express the ideas. The ideas or even values that we get from
literature can be applied in our real life.There are many types of literary works, such as short story, novel, poetry
and drama. Literary work that I would like to discuss here is novel. Van De Laar
(1957: 163) and Schoonderwoerd say “ A novel is a work of art in so far as it
introduces us into a living world we live in…”. A novel itself is an amazing
product of literature. When we read a novel and try to study it, the story arouses
our feelings and emotions since what exists in a novel is derived from our real
world. It may resemble the world we live in. In a novel we can also learn how to
face and solve a problem.The writer encouraged herself to analyze a novel entitled North and South
by Elizabeth Gaskell. Her literature works mostly concern to social issues. This
novel, North and South is the fourth novel from her works. The writer chose this
novel because it describes the differences of Margaret’s environments clearly.The writer is interested in analyzing this novel because it tells about a
young child who live in two different environments – spends her life mostly in a
Southern, and then moved to Northern. The family has to move to Northern
because the father lost in faith. Meanwhile, at new place, she finds friends and
love. These two different environments have contribution in shaping her
personality. Therefore, through the character of Margaret Hale, the writer want to
study deeply (in order to understand) the influence of family and environment to
Margaret Hale’s personality development.Interesting point from this novel that we can learn, that is, we can see the
psychological sides of human being. As a human being, one has his or her own
personality and it is influenced by the environment. This is the point that will be
discussed in this thesis. Moreover, this novel is worthwhile to discuss because it
talks about a child who lives in two different environments. These two
environments have different situations and they are the factors that influence the
child in forming the personality. We can say that one’s personality develops from
childhood and the experience in childhood will influence him or her when he or
she becomes an adult. The situations of her environments will also take part in
forming her personality. She cannot avoid this because she lives in those
environments. Besides, this novel gives two different environments in which both
of them influence the child’s personality. Moreover, the novel also gives us
something to learn from, that is, children education. No matter how formal or
informal it is, education is very important to their personality development.B. Problem Formulation
In this part, the writer formulates three problems to discuss. They are:
1. What is the characterization of Margaret Hale?
2. What are the characterization of family members and environment characters?
3. How do the family members and environment characters situations influence Margaret Hale’s personality development?
C. Objectives of the Study
Based on the formulation, the objectives of this study are: 1. To find out Margaret characterization.
2. To find out the Hales family and environment characters characterization.
3. To find out the influence of family members and environment characters situations to Margaret Hale’s personality development.
D. Definitions of Terms
In analyzing a novel we may find some words that need to be clarified in
order to help understand the content of the analysis. In this thesis those words are:
1. Influence As Hornby says, influence is defined as the power to affect somebody’s action, character or beliefs, especially by providing an example for them to follow, winning their admiration or making them afraid to disagree (1995: 611).
2. Personality Kalish (1973: 52) states “personality is its nature and development, the way it adjust to the world, is feelings, its values, its problem, and the ways in which it deals with these problems”. From this statement we can say that personality is one’s action toward his/her life that makes him/her different from other people.
3. Family Beebe (1996: 376) states that family is a social group having specified role and statues (e.g. husband, mother, son, and daughter) with ties of blood, marriage or adoption, which usually share a common residence and cooperate economically.
4. Environment
Based on Webster’s Ninth New Collegiate Dictionary, environment is the social and cultural conditions around us that influence our life (986: 416).
To be more specific, in this study, environment refers to the community or people outside the house.
5. Development
As Justin Pikunas says, development is a kind of processes of growth, maturation, learning and achievement (1976: 23). Development cannot be achieved in one step, but it is a process happening in one’s life.
CHAPTER II THEORETICAL REVIEW In this chapter, Review of Related Studies, Review of Related Theories,
and Theoretical Framework are presented. Review of Related Studies is presented
in order to give information on the work analyzed. Review of Related Theories is
presented in order to give the theories that are used in analysis. Theoretical
Framework provides the usage of the theories presented before.A. Review of Related Studies
When a work of literature is published and read by public it might arise or
evoke some comments from the people. There are many people who give
comment, suggestion or even criticism of the novel. The comments, suggestions,
or criticisms considered are from an article and also from sources in the internet.
Joseph Kestner, http://www.victorianweb.org/authors/Gaskell/charov.html
from Protest & Reform: The British Social Narrative by Women, stated that
Margaret Hale travels in North and South to resolve both social and religious
doubts. In the novel it is described about how Margaret feel toward the two
different situations (Helstone – South and Milton – North).A professor of English in University of Hartford, Catherine Barnes
Stevenson, says that like her author who tries to make readers see both sides of an
argument, Margaret attempts to educate each side in the labor dispute about the
others’ point of view. She cites Nicholas Higgins’ opinions to Thornton and vice
versa.Andrew Sanders says that North and South does not sound optimism,
however, compromise on social issues. Sanders says that as its title implies, it
contrast the snobberies, chivalries, and artificially of the country gentry of the
South of England with the distinctive energetic anti-gentlemanly world of self-
made manufactures of the North. He also adds that Margaret Hale may at first be
shocked by a market economy which works ‘as if commerce were everything and
humanity nothing’ but she is later impressed by a dinner at which Manchester men
‘talked in desperate earnest, - not in the used-up style that wearied her so in the
old London parties’ (1996: 410).In this undergraduate thesis, the writer wants to examine psychological
principles in detail through the main character of the novel, Margaret, her
behavior and her way of thinking. The writer will explore a specific psychological
study that is reflected by Margaret.B. Review of Related Theories
1. Literary Theories
In this literary theory, the writer is presenting theory of character which
gives an explanation about the type of characters and the theory of
characterization which gives explanation of how the character is developed
through a story.a. Theory of Character
A novel may contain many characters. These characters are presented by
the author by describing their physical or psychological appearances. The
characters are described through their dialogues, behavior and thought to make
them just like ordinary human beings. Abrams (1981: 21) defines characters “are
the persons presented in a dramatic or narrative work, who are interpreted by the
readers as being endowed with moral and distortional qualities that are expressed
in what they say – the dialogue – and by what they do – the action.” A novel is written to reveal characters. This means that in a novelcharacters are projected and described through the story by describing their
physical and psychological appearances. Not all characters play an important role.
At least one character appears to be the center of the story. Milligan (1983: 155)
divides characters based on their importance, namely main/major characters and
minor character. A major character is the center of the story and the most
important character in the story. On the other hand minor characters appear only
once or twice in the story and their roles are less important than the major
character.Based on their psychological behaviors, Perrine (1974: 71) divides
characters in a novel into round character and flat character. Round characters
often appear as the center of the story. They are complex, dynamic and less
predictable. They look like real human beings with their complex attributes such
as temperaments and sometimes they surprise the readers by their unexpected
behavior just like our friends whose intention we cannot predict. They are
dynamic, change during the story, and are complex. Compared with the round
character, flat character are not described as fully as the major. They are static and
simple. They do not grow or change in the story.Rohberger and Woods (1971: 31), present the terms protagonist and
antagonist. The protagonist is the chief character or in traditional fiction, it is the
hero or the heroine. This character is a good person and mostly becomes the
center of the story. The opponent character is called the antagonist. As readers, we
often recognize this character as a bad person and this character is the enemy of
the protagonist.b. Theory of Characterization
According to M.J. Murphy in his book Understanding Unseens: An
Introduction to English Poetry & Novel for Overseas Student (1972: 161-173),
there are nine ways to represent the characters.First, Personal description. Personal description means that the author
tries to describe the character through his physical appearances. The author can
describe a person’s appearance and clothes such as his build, his skin-colour, his
hair or his face.Second, Character as seen by another. Using this way means that the
author can describe the character through the eyes and opinions of another. They
will give explanations, comments or opinion about what character is like. Their
opinions can help the reader to understand a character.Third, Speech. The author can give the reader insight into the character of
one of the person in the book through what the character says. Whenever a person
is speaking, he is giving the reader some clue to his character (Murphy,
1972:162).Fourth way is Past Life. The author can give the reader a clue to events
that has helped to shape a person’s character by learning about a person’s past life.
This can be done by direct comment by the author, through the person’s thought,
through the conversation or through the medium of another person.Fifth, Conversation of others. It means that the author can give the reader
clues to a person’s character through conversations and things they say about him.
People talk about other people and things they say often give the reader a clue to
the character of the person spoken about.Sixth, Reaction. The readers will know a person’s character through seeing how he reacts to various situations or events.
Seventh, Direct comment. The author can describe or comment on a person’s character directly.
Eighth, Thoughts. The author give the reader direct knowledge of what a
person is thinking about. In this respect, he is able to do what we cannot do in the
real life. He can tell the reader what different people are thinking. In the novel we
accept this. The reader then is in privileged position; he has, as it were, a secret
listening device plugged in to the inmost thoughts of a person in a novel (Murphy,
1972:171).The last way is Mannerism. The author may describe a person’s
mannerism, habits or idiosyncrasies that may also tell the reader something about
his character.These are the ways used by an author to help his/her reader analyze the
characters that he/she writes in his/her novel. An author, usually, will not use all
of the ways, but only prefer some of them.2. Psychological Theories
There are four theories concerning about child psychological development
in this chapter. First, is theory of personality which gives an explanation about the
definition of personality by Guilford and Hurlock. Second, are the factors
influencing children personality development which explain the influence of the
family and environment to children personality development. Third, are stages in
social interaction according to Erikson that contain eight stages. Fourth, is child
developmental sequence according to Piaget.a. The Factors Influencing Children Personality Development
Hurlock (1974: 234-352) states that one’s personality develops under the
influence of people around him or her. Hurlock also states that family and
environment have a role in forming a child’s personality.1. The Influence of Family
When we talk about family, directly our mind goes to a husband, a wife,
their children and sometimes some relatives. Children will receive their first
training in their home, such as socialization, doing housework, and taking some
responsibilities. Kalish (1973: 55) states that parents and other significant figures
probably have the greatest influence on the formation of values and attitude
because first, parents have the authority in estimating the children’s attitudes.
They may give reward for the attitudes they like or give punishment for the
unacceptable attitudes. Second, parents provide models that their children
consciously and unconsciously copy. Third, parents live in such a way that the
children internalize their values regarding education, God, humanity, and work.
Since a child hears his parents’ ideas and other relatives’ even in a limited portion
in his first few years, he tends to internalize these ideas without much conflict.
Moreover, parents and other significant figures are the closest people who have
interaction with children and it is easier to take their values rather than other
people’s values.Lester D. Crow and Alice Crow (1958: 190-191), state that a child is
helped in his interaction with larger social group if he gets family cooperation. On
the contrary, parents who do not give cooperation for their children will make
their social interaction hindered.Furthermore, they say that the pattern of personality is composed of traits
which show the individual’s uniqueness as shown in his behavior and thought.
The development of human’s personality is the most remarkable during the
childhood years and is determined largely by the parent – child relationship.It is also true that parents are regarded as the most influential figures in the
personality development of a child. This is because the child’s first social
environments is the home in which he lives. The home and the family will
determine his first attitudes toward people and social activities. Therefore, parents
lay the dominant role in shaping the children’s personality patterns.2. The Influence of Environment
Besides the influence of family, one’s personality is also shaped and influenced by their environment in which the individual lives.
Social attitudes and behavior of children may be influenced by people they
associate. Carver and Scheier (1996: 146) state, “Peers are important influences
on growing children”. The differences in peer group may cause people to become
different. If that happens, it is an environmental influence, that is not shared by
siblings. They also state adults outside the home may also influence young
children’s social attitudes and behavior when children associate with them. They
will strive to keep up with them, and by doing so, they develop more mature
patterns of behavior than their mates of their age.b. Stages in Social Interaction
Erikson as quoted by Worchel, Stephen, and Shebilske (1989: 341-342)
emphasizes the importance of individual’s interaction with social environment in
shaping personality. He divides the devilment into eight stages as follows: (1) Stage I (0 – 1 years old)During this year a baby spends most of the time eating, sleeping, and depending on his or her mother. The ability to do all these things may develop a sense of basic trust.
(2) Stage II (2 – 3 years old) During these years of life, the crisis of autonomy against a tendency to feel ashamed and doubtful of one’s own power occurs. The child learns to control himself. If he succeeds, he will feel proud but if he fails, he will feel ashamed and doubtful, which lead the child to leave this stage with a sense of insecurity.
(3) Stage II (4 – 5 years old) The ego quality of initiatives enables the child to plan and set about tasks. He begins to master skills and tries hard to perform well. The danger of this stage is development of guilt. The child has already begun to learn what is forbidden. However, his ambitions are unlimited and he may become aggressive and manipulative in trying to achieve his goal.
(4) Stage IV (6 – 12 years old) Child interest in laying is surpassed by a concern to produce and to learn how to use the tools of work. The danger in this stage is that if the child fails to master the tasks of school and home, this may develop a lasting sense of inferiority. (5) Stage V (13 – 19 years old) This stage is just the beginning to form an identity. Adolescent begin to sense their individuality. They become aware that they have the strength to control their own destiny and to define themselves and their goals.
(6) Stage VI (20 – 30 years old) Young adults are ready and eager to unite their identities with those of others.
They seek relationship of intimacy – friendship and work relationship as well as loving. They are ready to develop the strengths. They will need to fulfill commitments to others even though commitment needs some sacrifice and compromise.
(7) Stage VII ( 31 – 65 years old) This is the stage of the development of generativist. It concerns with establishing and guiding the next generation. In general, this means that adults want to have children to whom they can transmit their values. More broadly, generativist, one risks stagnation, in which personality becomes impoverished and regresses into self concern.
(8) Stage VIII (66 years – on) People in this stage perceive that others have lived differently and they are prepared to defend the dignity of their own life styles. One creates one’s own life style within the culture or civilization in which one lives.
c. Child Development Sequence
According to Piaget in Worchel, Stephen and Shebilske’s book
Psychology: Principles and Application (1989: 317-320), there are four major stages of intelligence and thought progress, namely: (1) Sensorimotor Stage (0 to two years). This stage is the coordination of motoric activities with sensory inputs (perceptions). During this period, babies are able to grasp and walk. They learn that their hands or foot are parts of themselves, whereas their toys are not.
(2) Preoperational Stage (from two to seven years). Children recognize the world through the use of symbols. Children form a mental image about food when they can eat it and unable to form it when the object is absent. (3) Stage of Concrete Operations (during elementary school; seven to eleven years old). During these years, children may solve the conservation problems. It is the recognition of a quantity of something in different positions.
(4) Stage of Formal Operations (from age eleven on). It is the highest level in the development of intelligence from infancy to adulthood. In this stage, children or adolescent are able to face complex problems and capable in imagining various situations.
Those four stages of intelligence and thought progress, or we may call
them as cognitive process, are used in order to know how human beings get
information from their environment and how they make decision about what to
say and do.C. Theoretical Framework
Theory of character and characterization are used to give explanation of
how the character is developed through a story. Theory of character by Perrine
(1974: 71) may help the writer to understand the characters of Margaret Hale and
people around her. Meanwhile, the theory of characterization proposed by
Murphy (1972: 161-173) is used to get better understanding about the characters’
personality and may help the writer in understanding those characters in a novel.
Blair’s and Holman and Harmon’s theory of setting is used to understand
Margaret Hale’s environment in this case means the place where she lives at and
the condition of the environment means the society.In understanding Margaret Hale’s personality development, the writer
applies some psychological theories. To analyze family and environment
influence to Margaret Hale’s personality, the writer applies Hurlock’s theory of
factors that influence one’s personality (1974: 234-352). Hurlock’s theory shows
that family and environment have the great influence in shaping one’s personality.
Piaget’s (1989: 167-169) theory in Worchel, Stephen and Shebilske’s
book Psychology: Principles and Application of intelligence and thought process
is used in order to understand the character’s deed when they have to make
decisions.CHAPTER III METHODOLOGY A. Object of the Study The type of literary work in this study is a novel by Elizabeth Gaskell. This novel published by Wordsworth Editions Limited in 1994, but firstly published in 1855. This novel used in this thesis is the fourth literary works of Elizabeth Gaskell. The novel consists of 417 pages and is divided into fifty two chapters. Chapter One until Chapter Six describes Margaret Hale and the family when they
were still live at Helstone. In these chapters we can see Margaret Hale’s life in her
house. These chapters also describe the attitude of the family toward toward.
Chapter Seven until Chapter Thirteen describe how Margaret Hale adaptations in
new environment, and also feel under pressure of her mother’s illness. These
chapters describe Margaret Hale’s effort to make her family enjoy and
comfortable. In these chapters, for the first time Margaret Hale meets John
Thornton the owner of a local mill who also his father’s friend. Chapter Fourteen
until Chapter Thirty describe Margaret Hale’s day-to-day living in the new
environment and also when her mother died. Chapter Thirty one until Fifty two
describe her romance with John Thornton.B. Approach of the Study
Considering on the topic of this thesis, I employed the Psychological
Approach. Psychology is knowledge about man and the condition of his psyche.
This approach will be used to analyze Margaret Hale’s personality development,
the main character of Gaskell’s North and South, which is influenced by her
family and environment.In analyzing an individual’s personality development, it is necessary to
deal with a psychological aspect. Thus it will be proper to apply the psychological
approach because a better understanding of a human’s personality can be
achieved. Moreover, personality is one of the subjects of Psychology. It involves
patterns of behaviors, thoughts and feelings. The Psychological Approach,
therefore, will help me to reveal the issue of this study because it views a literary
work based on psychological interpretation.C. Method of the Study
In this thesis, the writer has two problem formulations to discuss. Before
analyzing each problem of this thesis, some theories have to be presented first.
These theories are divided into two parts. The first part is the literary theories
which contain theory of characterization. The second part is the psychological
theories which contain theory of personality, the factors influencing children
personality development, stages in social interaction, factors forming one’s
values, and child development sequence. There is also theory of critical approach
to get the best approach to analyze the novel.In analyzing data, the characters representing Margaret Hale’s family were
taken into consideration first. The characters consist of Mr. Hale, and Mrs. Hale.
The writer continued with the characters representing Margaret Hale’s
environment that is new environment where she lives, Milton. In the new
environment, she meets with the characters of John Thornton, Mrs. Thornton, and
Bessy Higgins. The next discussion of the analysis was the influence of Margaret
Hale’s family and environment to the development of Margaret Hale’s
personality. The last discussion was to find out the influence of these situations
toward Margaret Hale’s personality development.