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 ............................................................................. 1

B. Problem Formulation ................................................................................... 3

C. Objective of the Study ................................................................................. 3

D. Definition of Terms ..................................................................................... 4

CHAPTER II THEORETICAL REVIEW .................................................. 6

A. Review of Related Studies .......................................................................... 6

B. 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 ...................................................................................... 18

B. Approach of the Study ................................................................................. 18

C. Method of the Study .................................................................................... 19

CHAPTER IV ANALYSIS ........................................................................... 21

A. The Characteristics of Margaret Hale ......................................................... 21

B. 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 .......................................................................................... 51

APPENDIX ..................................................................................................... 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 novel

characters 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.