The idea of being adolescent on Alice`s characterization in Lewis Carrol`s Alice`s Adventures in Wonderland - USD Repository

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  THE IDEA OF BEING ADOLESCENT ON ALICE’S CHARACTERIZATION IN LEWIS CARROL’S ALICE’S

ADVENTURES IN WONDERLAND

  AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

CATHARINA RISA DANIATI

  Student Number: 014214009

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

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  THE IDEA OF BEING ADOLESCENT ON ALICE’S CHARACTERIZATION IN LEWIS CARROL’S ALICE’S

ADVENTURES IN WONDERLAND

  AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

CATHARINA RISA DANIATI

  Student Number: 014214009

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

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  The disciple is not above his master, But every one that is perfect shall be as his master.

  (Luke 6:40)

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ACKNOWLEDGEMENTS

  My deepest gratitude goes to my Lord, Jesus Christ, who has given me His blessings and has guided me in finishing this undergraduate thesis.

  I would also like to thank Gabriel Fajar Sasmita Aji, S.S., M.Hum. as my advisor, “Thank you for your time and advice, Sir. I could not be able to finish my undergraduate thesis without your help”. Not to forget Ms. Elisa Dwi Wardani, S.S., M.Hum. as my co-advisor, “Thank you thank you”.

  Very big thanks I give to my parents who have given me their best love and guidance to me and to my family. I thank my brothers, om’io and Aniki my sister te’i, “May God bless you all and bring the happiness for you. I love y’all”.

  To all English Letters lecturers and staff, librarians, and security men, “Best regards for you all because without your helps I would not be able to finish my study here”.

  My friends of 2001, especially Dita, Sindha, Olin, Endra, and Aryo, “Keep the friendship, guys. Thank you for our cheerful days and a lot of laughter”.

  The last but not least, for those whose names cannot be mentioned here, thank you for all the help given.

  Catharina Risa Daniati

  TABLE OF CONTENTS

  TITLE PAGE…………………………………………………………………. i APPROVAL PAGE…………………………………………………………… ii ACCEPTANCE PAGE……………………………………………………..… iii MOTTO PAGE…………………………………………………………..…… iv ACKNOWLEDGEMENTS………………………………………………….… v TABLE OF CONTENTS…………………………………………………..… vi ABSTRACT……………………………………………………………….…. viii ABSTRAK……………………………………………………………….…… ix

CHAPTER I: INTRODUCTION A. Background of the Study………………………………………… 1 B. Problem Formulation…………………………………………….. 4 C. Objectives of the Study…………………………………………… 4 D. Definition of Terms……………………………………………… 4 CHAPTER II: THEORETHICAL REVIEW A. Review of Related Studies……………………………………….. 6 B. Review of Related Theories……………………………………… 8

  1. Personality Theory…………………………………………….. 8

  2. Character and Characterization Theory………………………... 11

  3. Biosocial Theory of Personality………………………………. 13

C. Theoretical Framework………………………………………….. 16

  CHAPTER III: METHODOLOGY A. Object of the Study……………………………………………… 17 B. Approach of the Study…………………………………………..

  18 C. Method of the Study…………………………………………….

  19 CHAPTER IV: ANALYSIS.……………………………………………….. 20

  A. The Analysis of Alice’s Characterization…………….………….. 20

  1. As A Child…………………………………………………….. 20 2. As An Adolescent…………………………………………….

  27 B. The Analysis of the Factors Influence Alice’s Characterization Changes…………………………………. 42

  

CHAPTER V: CONCLUSION…………………………………………….. 49

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APPENDIX………………………………………………………………….. 54

  A. Summary………………………………………………………….. 54

  B. Major Character…………………………………………………… 56

  C. Author Biography…………………………………………………. 59

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  ABSTRACT

  Catharina Risa Daniati (2008). The Idea of Being Adolescent on Alice’s

Characterization in Lewis Carroll’s Alice’s Adventures in Wonderland.

Yogyakarta: Departement of English Letters, Faculty of Letters, Sanata Dharma University.

  Human can be changed by the surroundings and experiences. Lewis Carroll’s Alice’s Adventures in Wonderland tells the reader Alice’s changes from a child into an adolescent. She experiences many things that seem not to happen in children world and bring her into the idea of being adolescent.

  The objectives of this study are to find out Alice’s personality in the story when she first comes as a child in Wonderland and after she becomes an adolescent and also to find out what factors that make Alice’s personality changes.

  This study applies library research method and uses a psychological approach. This study also applies three related theories related to the topic. They are theory of character and characterization, theory of personality, and biosocial theory.

  The result of the analysis shows that Alice’s changes in biological and social matters bring her into adolescent world in Wonderland. Being in the Wonderland makes her stronger than before, so she starts to leave children world and move to adolescent world with its new and strange experiences.

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  ABSTRAK

  Catharina Risa Daniati (2008). The Idea of Being Adolescent on Alice’s

Characterization in Lewis Carroll’s Alice’s Adventures in Wonderland.

Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.

  Manusia dapat berubah karena lingkungan sekitar dan berbagai pengalaman. Alice’s Adventures in Wonderland karya Lewiss Carroll menceritakan pada pembacanya perubahan – perubahan yang dialami Alice dari anak – anak ke remaja.. Dia mengalami berbagai macam hal yang tidak biasa dialami di dunia anak – anak dan membawanya ke pengertian menjadi remaja.

  Tujuan dari penelitian ini adalah untuk mencari taukepribadian Alice dalam cerita tersebut saat pertama kali dia datang ke Wonderland dan setelah dia menjadi remaja dan juga untuk mengetahui faktor – faktor apa yang membuat kepribadian Alice berubah.

  Penelitian ini mengaplikasikan metode penelitian pustaka dan menggunakan pendekatan psikologi. Penelitian ini juga mengaplikasikan tiga teori yang berkaitan dengan topik. Teori – teori tersebut adalah teori karakter dan karakterisasi, teori kepribadian, dan teori biososial.

  Hasil dari analisa menunjukkan bahwa perubahan biologis dan sosial pada Alice membawanya pada dunia remaja di Wonderland. Berada di Wonderland membuatnya lebih kuat daripada sebelumnya, dia mulai meninggalkan dunia anak – anak dan pindah ke dunia remaja dengan segala pengalaman yang baru dan tidak lazim.

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CHAPTER I INTRODUCTION A. Background of the Study Reading a work of literature is an activity that gives readers not just information and amusement but also enjoyment and knowledge as well.

  “Literature also gives us a special knowledge of life that is not identical with that of real intellectual and critical values. It is actually possible for a well-read person to make mature of life without having great deal experience” (Grace, 1965:7).

  The readers learn how to face the life by the reflection of the conflicts or the problems which appear in the works which are sometimes similar to the problems that appear in the real life. The readers can also understand and study the characteristics of the people in literary works. “Literature has a special value over other disciplines because it puts ideas in a human context” (Henkle, 1977:86).

  By reading, readers might discover the hidden fears, desires, and nervousness from the imaginational world of literary works. The reader can also use their imagination to see, hear and feel what a character experiences in the story.

  From Penelope Lively’s introduction in Lewis Carroll’s “Alice’s

  

Adventures in Wonderland and Through the Looking Glass” the researcher found

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  January 27, 1832, in Daresbury, in England's Cheshire County and died on January 14, 1898 in Guilford, England.

  Carroll’s best remembered stories are Alice's Adventures in Wonderland, which was illustrated by John Tenniel and published in 1865, and the sequel of

  

Alice, appeared in 1871, entitled Through the Looking-Glass and What Alice

Found There. The dream world of Alice became a part of English literature as

  Shakespeare.

  By the time of Carroll’s death 180,000 copies of Alice’s Adventures in

  Wonderland had been sold, and by by 1898 the Pall Mall Gazzete,

  conducting an inquiry into the popularity of children books was able to point out that only Shakespeare was quoted in the daily press more frequently than the two Alice’s books (Lively, 1993: xxiii) Created in an afternoon boating, Lewis Carroll’s Alice’s Adventures in

  

Wonderland tells the readers about Alice’s adventure in her dream world, fantasy

  world with fantasy creatures. Penelope Lively states in her introduction of Lewis

  

Carroll’s Alice’s Adventures in Wonderland and Through the Looking Glass that

  Dodgson recounted to the children an exuberant fantasy about exotic creatures in a dreamlike setting (1993: xix) Lewis Carroll’s Alice’s Adventures in Wonderland is a story about a young girl named Alice who is very bored and sleepy while sitting with her older sister outside. When she fall a sleep, she comes into a dream world and falls into a rabbit hole. There, inside the rabbit hole, she found strange things that she never before seen. Alice learns what is right or wrong and good or bad while she

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  way. Her body change in size as she eat or drink something, confuse with her own identity and also she met unusual creatures. One experience continued to another make Alice’s personality in her dream world change.

  From the story, Lewis Carroll wants to tell not only children but also adult about self-changes that happen to children during their changes into adulthood affected by ones personality. By studying the self-change, the readers can acquire the idea of adolescence.

  Human are changeable. That is why the changes that are happen to Alice’s personality will also be used by the researcher to support the finding of the idea of adolescence.

  “Human beings are notoriously ambivalent and changeable, and literature’s strength, as I have said, is its ability to present people in their complexity” ( Henkle, 1977:18) Lewis Carroll’s literature work Alice’s Adventures in Wonderland has attracted many researchers and critics because of its fame. Therefore, the fluctuation of the body and personality of Alice as the main character attracts the researcher to use the novel and search deeper about the idea of adolescence appear in this story with The Idea of Being Adolescent on Alice’s

  

Characterization in Lewis Carroll’s Alice’s Adventures in Wonderland as the title

of the thesis.

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  B. Problem Formulation

  Based on the background study, the researcher formulated these questions to help the researcher analyze the story.

  1. How is Alice’s characterization as a child and as an adolescent in the dream world in Lewis Carroll’s Alice’s Adventures in Wonderland?

  2. What factors infuence Alice’s changes throughout her journey that leads her to be adolescent?

  C. Objective of the Study

  The aim of the study is to give answers to the question that have been formulated in the problem formulation. The objective of the study based on the problem formulation is to find out Alice characterization as a child in the story and as adolescent in dream world. This objective of the study is to make the main purpose of the thesis, which is to find out the factors that influence Alice’s characterization changes can lead to the idea of being adolescent appears in Lewis Carroll’s Alice’s Adventures in Wonderland easier to be answered.

D. Definition of Terms

  In this part, the researcher would like to define some terms that need to be explained to give the readers better understanding of what will be analyzed in this

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  1. Dream Worlds Dream worlds are a generally used plot devices in fictional works, most notably in science fiction and fantasy fiction. The use of a dream world creates a condition whereby a character (or group of characters) is placed in a fabulous and unpredictable environment and must overcome several personal problems to leave the dream world.

  2. Characterization Characterization is representation of a character or characters in writing, especially by imitating or describing actions, gestures, or speeches.

  Characterization can reflect on a variety of aspects of a character, such as appearance, age, gender, educational level, vocation or occupation, financial status, marital status, social status, cultural background, hobbies, sexual orientation, religious beliefs, ambitions, motivations, and personality.

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CHAPTER II THEORITICAL REVIEW A. Review on Related Studies Alice’s Adventures in Wonderland is a novel for children by Charles Lewis Dodgson writing under the pen name of Lewis Carroll. Lewis Carroll was a

  respected mathematician and logician, a member of the Oxford academic community, and yet a talented writer and enthusiastic photographer. His most remembered stories are Alice's Adventures in Wonderland and the sequel Through the Looking-Glass and What Alice Found There.

  He is best known for Alice and its sequel, Through the Looking-Glass and

  What Alice Found There. These two books broke from traditional

  children's literature, which was expected to be realistic, educational, and above all, moral. In most children's books before Alice, authors condescended toward their young readers and did not provide much opportunity for a child to use his or her imagination. Carroll encouraged imagination and was quite determined that Alice's Adventure's in Wonderland would not have a moral purpose. ( http://www.bookrags.com/notes/aiw/ ) Although intended mainly as a tale of fantasy story for children but it is also a book for adult because the story is tell the reader about adult world with its rules and regulations made by the adult which is unusual for children.

  Basically, Alice's Adventures in Wonderland is a graphic account of the adult world as viewed by a child. Alice examines the conventions of the adult world and finds this world abounding in rules and regulations, many of which nonsensical. (D’Ambrosio, The English Journal Vol. 59, 1970).

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  The book also achieved great popularity among adults. Alice's Adventure's

  

in Wonderland takes place during a dream; she follows a white rabbit into a rabbit

hole and finds herself in a bizarre irrational world peopled by fantasy living thing.

  Keunjung Cho characterizes Lewis Carroll’s works as fantasies work. There are talking animals, a Queen that made from card, and other creatures which are presented in order to show fantasy world.

  Fantasy is often characterized by a departure from the accepted rules by which individuals perceive the world around them. Wonderland and the Looking-Glass House, inhabited by talking animals, chess-pieces, and playing cards, reflect the vivid and playful imagination of a child. (Keunjung Cho, English 151, Brown University, 2003). Even though many people like Alice’s stories, some people dislike it. The book, although generally and constantly received in a positive light, has also caught a large amount of mockery for its strange and arbitrary tone.

  One of the best-known critics is fantasy writer Terry Pratchett who has openly stated that he dislikes the book. L.Frank Baum, the author of The Wizard of Oz series, likewise disliked having his stories compared to Carroll’s, saying his books were fantasy “with purpose” while the Alice stories were just “nonsense”. ( http://www.solarnavigator.net/www.arabiantents.com/alice _in_wonderland.htm ).

  The researcher finds that Lewis Carroll’s works are a lifetime story for children which brings Alice as the main character, a little girl who get into the dream world, the fantasy world with its fantasy creatures and environment. Alice struggles to find out who she is and to question her identity. The researcher considers her questioning her identity not Alice is stupid but because Alice is

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  starting to enter the adolescence world, a new world where a child no longer child but not yet an adult.

B. Review on Related Theories

  This part contains theories to help the researcher answer the problems that have been formulated in the problem formulation. The theories are theory character and characterization as the part of theories of literature, and personality theory and biosocial theory as part of theories of psychology.

1. Theory of Personality

  To begin with, there are a lot of definitions for personality. Calvin S. Hall and Gardner Lindzey classify personality in their book, Theory of Personality, as the unique or individual aspects of behavior (1966:9). Still in the same book, Allport defines personality as the dynamic organization within the individual of those psychophysical systems that determine his unique adjustments to his environment (1966:262). Personality is dynamic because it is develop and change through time. Each individual adjust the environment differently one another, that’s why no individual has same personality. Carl Gustav Jung sees personality as the person lives by aims as well by causes (1966:78).

  Personality has systems that interact one to another. According to Jung, the systems are the ego, the personal unconscious, and the collective unconscious.

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  1.1 The Ego

  The ego is the rational, civilized, reality oriented part of man (Thornburg, 1982:33). According to Jung, the ego is the conscious mind that made up of conscious perceptions, memories thoughts and feelings (Hall & Lindzey, 1966:79). The ego is in charge for one’s feeling and controls action, selects the features of the surroundings to which it will respond and also decide what and how instinct will be satisfied.

  According to Erikson, generally task of the individual is to get a positive ego identity as he or she moves from one stage into another. The stages of each individual are: - Infancy: achieving trust versus mistrust.

• Early childhood: achieving autonomy versus shame and doubt.
• Play age: achieving initiative versus guilt.
• School age: achieving industry versus inferiority.
• Adolescence: achieving identity versus identity confusion.
• Young adult: achieving intimacy versus isolation.
• Adulthood: achieving generativity versus stagnation.
• Mature age: achieving ego integrity versus disgust, despair.

  1.2 The Personal Unconscious

  The personal unconscious consists of experiences that used to be conscious but than have been forgotten because it was too weak to be

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1.3 The Collective Unconscious

  The collective unconscious is the psychic residue of man’s evolutionary development that accumulates as a consequence of repeated experiences over many generations (Hall & Lindzey, 1966:80). Individual inherited the experiences from others surround him and repeated the experiences over and over.

  What individual experience and learns is influenced by the collective unconsciousness. In Hall and Lindzey’s Theory of Personality mentioned that the structural components of the collective unconsciousness are called archetypes, a universal idea which holds a large part of emotion that formed from experience that repeated constantly for generations.

  Archetypes consist of systems; the persona, the anima and animus, the shadow, the self, the attitudes, and the functions.

• The Persona The persona or the public personality which is born because of the demands of one’s environment,
• The anima and Animus The anima and animus is the feminine and masculine archetype in man and woman which is conditioned by sex and racial experiences of interaction between man and woman. In other words, man and woman give influenced one to another. Man influenced by woman’s feminity

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• The Shadow The shadow consists of animal instinct of human that responsible for the appearance in conscious and unpleasant behavior that may be hidden by persona.
• The Self The self holds the systems together and provides the personality with unity and stability
• The Attitude There are two major attitudes of personality, extraverted attitude which orients to the objective world, and introverted attitude which orients to subjective world.
• The Functions There are rational and irrational functions. Rational feeling consists of thinking and feeling while irrational function consists of sensation and intuition.

  The examples of archetypes materials based on Jung’s theory are myths, dreams, vision, rituals, neurotic and psychotic symptoms and works of art that existing birth, rebirth, death, power, magi, unity, the hero, the child, god, the demon, the old wise man, the earth mother and the animal.

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2. Theory of Character and Characterization

  Between many elements of the novel – plot, setting, theme, and point of view – character is the most important aspect in the novel. Abrams in A Glossary

  

of Literary Terms states character as a literary genre, a short, and usually witty,

  sketch in prose of a distinctive type of person’. Further he states that a character is the person presented in a dramatic or narrative work. The characterization of one’s character can be expressed by their dialogue, what they say, and by the action they do.

  In literature, there are two sorts of characterization, which are stable and change character. Stable character is the character that doesn’t experience important change in his outlook and disposition, he remaining essentially the same from beginning to the end of the story. Change character, in contrast, is the character that experience important change in the story, “either through a gradual development or as the result of an extreme crisis” (1957: 20).

  Human characteristic is different one to another. Every stage of human life also has different characteristic. Based on Justin Pikunas’ Human Development:

  

An Emergent Science, there are six stages of human life; they are prenatal,

  infancy, childhood, adolescence, adulthood, and senescence. Each stage has different characterization. Here, the childhood and adulthood stage are highlighted as the discussed stages.

  Person who is in the childhood stage is characterized as a person who

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  who format their self-concept and gains in communication skills and autonomy. Interacting with those outside the home make them realize their role. Childhood stage also characterized as a group-mindedness person.

  The person who is in adolescence stage described as a person who has increase his self-awareness and personality reorganization. They also develop in terms of peer relation which resulting many ambiguities and conflict. This stage also characterized as a stage to prepare an adult life with its greater responsibilities.

3. Biosocial Theory in Personality The first person who introduced biosocial theory is Gardner Murphy.

  According to Murphy, to be adolescent, an individual must come to pass two aspects; inner and outer pressure aspects. The outer aspects that influence one transformation are the environment and other adult people around. An inner aspect consists of changes in human body size and other biological changes that happen in the body. These outer and inner pressures acting within and upon organic matrix form the adult personality (Hall & Lindzey, 1966: 506).

  Individual can be transform into adult personality because of interaction with the outer world and also because of its own dynamic in him. In other words, the adult personality is biological and social. That is why Murphy called this theory as biosocial theory.

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  Adolescence is the period of transition from childhood to early adulthood that occupies changes in biological changes and social development. According to Rice in The Adolescent: Development, Relationships, and Culture, ‘people disagree about when it begins and ends’ (1996: 3). The transition from one stage to the others is uncertain and gradual. The development is depending on such varied factors as the surroundings, culture and biological.

  Biological changes include sexual maturation and physical growth. Individual must learn to adjust his own changing body. In order to adjust to the changes, the adolescence is often struggling within himself.

  Social development is how individual understand their eventual function as adult in society. To understand their function in society individual learns directly from experience but because the experiences of adolescents are rapidly increased, they sometimes find themselves without the necessary skills to cope with new experiences. An individual have to struggle in order to find their function in society which have positive and negative side.

  The positive (or syntonic) side of the struggle is a sense of identity – a sense of continuity and consistency of the self over time. The negative) or dystonic) side is a sense of confusion about one’s identity or role – a lack of certainty about who one is, or about the part one is playing in the scheme of life (Kimmel&Weiner, 1985:34). One of the social development aspects is emotional growth. Many adolescents’ behaviors are motivated by emotional energy. Entering the adolescence world, a child as individual must fit himself into new surroundings

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  they live. Individual in order to be suitably socialized must be able to develop their emotion to others and to adapt the norms, values, ideas and also rules of his culture.

  Emotions are compounded by the fact that adolescents generally mature more slowly emotionally than they do physically, intellectually, and socially. This causes many of their behaviors to seem immature. Subsequently, many behaviors are emotionally upsetting because an adolescent does not have the emotional skills to deal with many situations encountered (Thornburg, 1982:71). The young adolescents usally begin to feel confident in his mental and intellectual ability. He begins to value his aspirations and eager to realize some of them. Young adolescents also increased his desire to show off skill.

  The central developmental task of adolescence is the formation of a coherent self-identity. There are four basic identity statuses.

• Identity diffused is the normal characteristic of early adolescents. They are lacking self-confidence and mask their feelings with an expression of apathy.
• Forclosure is the adolescents who become what others order them to become without really deciding for themselves.
• Moratorium is when the adolescents seem confused, unstable, and discontented.
• Identity achieved is the adolescents who have highly motivated to achieve and able to make their own decision for their own.

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C. Theoretical Framework

  The reviews and theories mentioned above are needed in order to answer the problem formulation. The reviews will be applied as the references toward the analysis and the theories will be applied as the basic understanding to analyze the problems. Both are important and support one another.

  To answer the first problem formulation, that is how Alice characterization as a child is and as an adolescent in Lewis Carroll’s Alice’s

  

Adventures in Wonderland character and characterization theory and personality

theory will be applied.

  The biosocial theory in personality will be needed to answer the second problem formulation which is to understand why Alice’s personality changes through her journey in Lewis Carroll’s Alice’s Adventures in Wonderland can bring the idea of being adolescence.

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CHAPTER III METHODOLOGY A. Object of the Study The object of the study is Alice’s Adventure in Wonderland by Lewis Carroll. The story written by Lewis Carroll, pseudonym of Charles Lutwidge Dodgson, was first published in 1865 and it was an immediate success. First

  published as Alice's Adventures Under Ground (1863) and was motivated by a boating party with Alice Liddell and her sisters change into Alice’s Adventure in

  Wonderland. The revised text also included illustrations by John Tenniel.

  Alice was a publishing sensation, beloved by children and adults alike. Lewis Carroll’s Alice's Adventures in Wonderland has been translated into 125 languages, including Japanese, Latin, Esperanto and Faroese. Now, there have been over a hundred editions of the book. Translated into languages ranging from Swahili to Esperanto, her fairy tales are go beyond only by Shakespeare and the Bible for expressions that have entered the English language

  Beside translated into many languages, Alice’s Adventures in Wonderland has also adapted into movies and live performances including plays, operas, ballets, and pantomimes. The first Alice movie is directed by Cecil M. Hepworth in 1903.

  The story that is used in this study was taken from Lewis Carroll’s Alice’s

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  published in Everyman by J.M. Dent Ltd in 2004. Alice’s Adventures in

  

Wonderland itself consists of 98 (ninety – eight) pages and divided into 12

(twelve) chapters with illustration by John Tenniel.

  Lewis Carroll’s Alice’s Adventures in Wonderland is a story about a

  young girl, named Alice, and her journey into a dream world. Alice follows a white rabbit into a rabbit hole and finds herself in a strange world and meets with strange characters. There, she struggles to adapt with the creatures around her and also to find her identity because she starts to change sizes and she cannot identify who she was or who she is.

B. Approach of the Study

  For the approach, the researcher uses the psychological approach because it is the suitable approach to answer the questions stated in the problem formulation. Since the researcher tends to analyze the personality and changes into adolescence, the psychological approach provides suitable explanation.

  Psychological approach is very useful to analyze the personality of the main character and to analyze the changes that can bring the researcher into the idea of being adolescence.

  By ‘psychology of literature’ we may mean the psychological study of the writer, as type as individual, or the study of the creative process, or the study of the psychological types and law present within works of literature, or, finally, the effects of literature upon its readers (Wellek and Warren, 1956).

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C. Method of Study To collect the data for this study the researcher uses the library research.

  Taken as the sources, the data are divided into two categories. They are primary and secondary data.

  The primary data is a story by Lewis Carroll entitled Alice’s Adventures in

Wonderland taken from Everyman by J.M. Dent Ltd, which is object of the study.

  Some of the secondary data used by the researcher were taken from Theories of

  

Personality by Calvin S. hall and Gardner Lindzey, Hershel D. Thornburg’s

nd

  

Development Adolescence 2 Ed., Pikunas’ Human Development : An Emergent

Science, Adolescence: A Development Transition by Douglas C. Kimmel and

  Irving B. Weiner, Abram’s A Glossary of Literature Terms, Wellek and Warren’s

  

Theory of Literature, Wilferd Guerin’s A Handbook of Critical Approaches to

Literature, Grace J. Craig Human Development, The researcher also takes data

  from internet to find some information that cannot be found in those books.

  To help analyze the thesis, the researcher used several stages. The first stage was to read Alice’s Adventures in Wonderland by Lewis Carroll repeatedly.

  The next step was to find out the interesting object to analyze. After the second stage was completed, the researcher formulated the problems into problem formulation and figured out the appropriate approach for the analysis and continued with finding the theories to support the analysis. After all of those stages had been completed, the researcher started to analyze the story and as the

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CHAPTER IV ANALYSIS This chapter contain of the analysis of the study. The first analysis will

  discuss the characterization of Lewis Carroll’s main character in Alice’s

  

Adventures in Wonderland as a child and as an adolescent. The second analysis

  will talk about how Alice’s characterization changes through the journey can bring the idea of adolescent.

  The researcher analyzes the character of Alice, as the main character, only in her dream world because the story basically happens when Alice fall a sleep.

  The entire quote in this chapter taken from Lewis Carroll’s Alice’s Adventures in

  

Wonderland and Through the Looking Glass, the ninth edition, published in

Everyman by J.M. Dent Ltd in 2004.

A. The Analysis of Alice’s Characterization

1. As a Child

  Alice in Alice’s Adventures in Wonderland is the main character in Lewis Carroll children book. Alice is a young little girl who gets into the fantasy world through a rabbit hole. As a young little girl, she has a good personality and acts like any ordinary little girl. She tends to be polite to another, and talks to her self which represents her loneliness. Alice is also curios about almost everything, she

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  wonders about the things she never knew before. That is why she asks a lot about anything.

a. A Polite Girl It is obviously shown by the writer that Alice is described as a polite girl.

  There are many explicit words that say that Alice is a polite girl or act as a polite girl such as: `I'm afraid I can't put it more clearly,' Alice replied very politely,’ (Chapter V, Page 41), `I don't know of any that do,' Alice said very politely, feeling quite pleased to have got into a conversation,’ (Chapter VI, Page 54), `My name is Alice, so please your Majesty,' said Alice very politely;’ (Chapter VIII, Page 69).

  One of the words that show politeness is the word ‘please’. As a polite girl, Alice always uses the word ‘please’ as her way to show her politeness like shown in chapter II when Alice said ‘If you please,sir-‘ (Chapter II, Page 15) to the Rabbit.

  Besides using the word ‘please’, the way Alice shows her politeness is by seize herself not to laugh in front of the person who does silly things. Doesn’t want to hurt anyone, Alice tries not to burst in laugh when she thinks that the Dodo and his friends do silly things which is unusual things for her.

  Alice thought the whole thing very absurd, but they all looked so grave that she did not dare to laugh; and, as she could not think of anything to say, she simply bowed, and took the thimble, looking as solemn as she could. (Chapter III, Page 23).

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  For Alice, what they did is such a silly things and makes her want to laugh but because she wants to be polite Alice prefers to keep silent instead of laughing in front of the others in order not to hurt others feeling. It also happens when she has conversation with the footmen.

  Alice laughed so much at this, that she had to run back into the wood for fear of their hearing her; and when she next peeped out the Fish-Footman was gone, and the other was sitting on the ground near the door, staring stupidly up into the sky (Chapter VI, Page 54).

  When the fish-footman and the frog-footman give invitation from the Queen to the Duchess they do such a silly thing. Alice considers it as a funny thing that she wants to laugh. Fearing she will be heard by the others and try to be polite, she runs to the wood and burst in laugh.

  Alice always tries not to hurt anyone, and she manages it by being polite as far as she can.

  Alice did not much like keeping so close to her: first, because the Duchess was very ugly; and secondly, because she was exactly the right height to rest her chin upon Alice's shoulder, and it was an uncomfortably sharp chin (Chapter IX, Page 76).

  It is described that Alice doesn’t like to be to close to the Duchess because she feels uncomfortable. Nevertheless, in order not to hurt the Duchess, Alice choose to keep silent and try her best to overlook her dislike, ‘However, she did not like to be rude, so she bore it as well as she could’ (Chapter IX, Page 76). Her silence is her way to not offended the Duchess and try to being polite.

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b. A Lonely Girl

  Just like any ordinary little girl, Alice sometimes feels lonely without friends. She feels that she has no friends and she can do nothing but crying when she feels lonely.

  When Alice is confused about her own identity she feels that she is all alone without friends and she is tired of being alone.

  "--but, oh dear!' cried Alice, with a sudden burst of tears, `I do wish they

  would put their heads down! I am so very tired of being all alone here!' (Chapter II, Page 15).

  After finally Alice has friends, the Mouse, the Dodo and friends, she makes mistake by telling them story about her cat, Dinah which makes them leave ‘…and Alice was soon left alone’ (Chapter III, Page 27).

  Alice begins to feel lonely again and nothing she can do but cry: ‘And here poor Alice began to cry again, for she felt very lonely and low-spirited’ (Chapter III, Page 27).

  Being adolescence means not a young little girl anymore but not yet adult. This part of lifecycle makes Alice too old to stay in her children community but too young to stick around with the adults. It cause the feeling of loneliness because she doesn’t accepted by both community. It makes her feel lonely because she start to leave old community but not yet accepted by the new one.

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  c. A Curious Girl

  Alice is a curious girl and it is obviously written in the text that Alice is a curious child. “…, for this curious child was very fond of pretending to be two people” (Chapter I, Page 12).

  Alice follows the white rabbit into the hole because of her curiosity. Alice goes through the rabbit hole because she sees the talking rabbit with human attribute which is a never before seen creatures for her.

  …, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat pocket, or a watch to take out of it. And burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge (Chapter I, Page 7-8). When Alice falls into the rabbit hole she’s wondering she will fall through the earth: ‘I wonder if I shall fall right through the earth! (Chapter I, Page 8).

  As a young little girl, Alice tends to be a ‘want-to-know everything’ girl. She always want to know something that unusual for her and never been seen in her life.