Factors influencing the main character`s personality development in The Boy in The Striped Pajamas.

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FACTORS INFLUENCING THE MAIN CHARACTER’S
PERSONALITY DEVELOPMENT IN THE BOY IN THE
STRIPED PAJAMAS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yohanes Gabriel ArisWidana Putra
Student Number: 091214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

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FACTORS INFLUENCING THE MAIN CHARACTER’S
PERSONALITY DEVELOPMENT IN THE BOY IN THE
STRIPED PAJAMAS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Yohanes Gabriel ArisWidana Putra

Student Number: 091214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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STATEMENT OF WORK’S ORIGINALITY

I honestly declare this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as scientific paper should.

Yogyakarta, 15 August, 2013
The writer

Yohanes Gabriel Aris Widana Putra

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama

: Yohanes Gabriel Aris Widana Putra

Nomor Mahasiswa

: 091214096

Demi pengembangan Ilmu pengetahuan saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul :
Factors Influencing the Main Character’s Personality Development
in The Boy in the Striped Pajamas
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas,
mempublikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian surat pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal: 15 Agustus 2013
Yang menyatakan,

(Yohanes Gabriel Aris Widana Putra)

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“A friend is God’s way
of showing you that He
doesn’t want you to walk
alone”
This thesis
is dedicated
to my beloved :
Mama Giovani Geriwiwin
Papa Yulius Aris Triwidono
Adek Margaretta Maria Beppi Arista

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ABSTRACT
Putra, Yohanes Gabriel Aris Widana. (2013). Factors Influencing the Main
character’s Personality Development in The Boy in the Striped Pajamas.
Yogyakarta: English Language Education Study Program, Department of
Language and Arts Education, Faculty of Teachers Training and Education,
Sanata Dharma University.
This study analyses the factors influencing Bruno’s personality
development in the novel entitled The Boy in the Striped Pajamas by John Boyne.
This novel tells about the life of a boy named Bruno who moved in the military
camp and forge a forbidden friendship with a Jewish boy named Shmuel. In his
new environment and friendship, there is an interesting process of Bruno's

personality development. This study identifies the factors that influenc a
character’s personality development named Bruno.
There are two questions in this study: (1) How is Bruno portrayed in the
novel? and (2) What are the factors influencing Bruno’s personality development?
There were two sources that were used in this study to answer both questions. The
primary source was the novel The Boy in the Striped Pajamas itself, while the
secondary source were the relevant books on the theories of psychological
approaches in literature, theories about the character and characterization, and
theories about the influence of personality development.
The findings of this thesis are divided into two major parts; they are
Bruno’s personality at the beginning and at the end of the story by using
Murphy’s theory of character and characterization. Then, Bruno’s personality
development is analyzed by using Hurlock’s theory. The first finding mentions
Bruno’s personality at the beginning of the story as a polite, honest, obedient and
extrovert boy. Then, Bruno’s personality at the end of the story changes into a
disobedient, secretive, and liar boy. The second finding states the determinants
influencing Bruno’s personality development. Based on Hurlock’s theory, the
researcher finds out that the changes are influenced by three determinants. They
are the family, social and intellectual. The researcher concludes that Bruno’s
personality development is influenced by the development of his intellectual

mindset and his interaction with his family and social environment.
Keywords : personality development, Bruno

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ABSTRAK
Putra, Yohanes Gabriel Aris Widana. (2013). Factors Influencing the Main
character’s Personality Development in The Boy in the Striped Pajamas.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan
Bahasa dan Seni, Fakultas Keguruan dan Ilmu pendidikan, Universitas Sanata
Dharma.
Penelitian ini menganalisis faktor-faktor yang mempengaruhi
perkembangan kepribadian Bruno dalam novel berjudul The Boy in the Striped
Pajamas oleh John Boyne. Novel ini bercerita tentang kehidupan seorang anak

bernama Bruno yang pindah di kamp militer dan menjalin persahabatan
terlarang dengan seorang anak Yahudi bernama Shmuel. Di lingkungan barunya
dan persahabatannya ini, ada proses yang menarik, bagaimana perkembangan
kepribadian Bruno. Penelitian ini akan mengidentifikasi faktor-faktor yang
mempengaruhi perkembangan kepribadian dengan berfokus kepada karakter
bernama Bruno.
Ada dua pertanyaan dalam penelitian ini: Bagaimana Bruno digambarkan
dalam novel? dan Apa faktor yang mempengaruhi perkembangan kepribadian
Bruno? Ada dua sumber yang digunakan dalam penelitian ini untuk menjawab
kedua pertanyaan. Sumber utama adalah novel The Boy in the Striped Pajamas
sendiri, sedangkan sumber kedua adalah buku-buku yang relevan pada teori
pendekatan psikologis dalam literatur, teori tentang karakter dan karakteristik,
dan teori tentang pengaruh pengembangan kepribadian.
Hasil dari penelitian ini dibagi menjadi dua bagian besar, yaitu
kepribadian Bruno di awal dan di akhir cerita dengan menggunakan teori
Murphy karakter dan karakterisasi. Kemudian, perkembangan kepribadian Bruno
dianalisis dengan menggunakan teori Hurlock. Temuan pertama menyebutkan
kepribadian Bruno di awal cerita sebagai sopan, jujur, patuh dan ekstrovert.
Kemudian, kepribadian Bruno di akhir cerita berubah menjadi taat, perahasia,
dan pembohong. Temuan kedua menyatakan faktor penentu yang mempengaruhi

perkembangan kepribadian Bruno. Berdasarkan teori Hurlock ini, peneliti
menemukan bahwa perubahan tersebut dipengaruhi oleh tiga faktor. Mereka
adalah determinan keluarga, determinan sosial dan determinan intelektual.
Peneliti menyimpulkan bahwa perkembangan kepribadian Bruno dipengaruhi
oleh perkembangan pola pikir intelektual dan interaksi dengan keluarga dan
lingkungan sosial.

Kata kunci: Personality development, Bruno

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ACKNOWLEDGEMENTS

It is amazing that after all struggles and pain, I can finish this thesis.
Through this thesis I can learn that everything needs a process. During the
process, I need to give my best efforts to make this thesis become the best.
Therefore, I would like to convey my greatest gratitude to Jesus Christ and
Mother Mary for their blessing and guidance so that I could accomplish this
thesis.
I would also like to convey my deepest gratitude to my supervisor, Henny
Herawati, S. Pd., M. Hum., for the time that has been given to me in guiding me
with her patience, giving me suggestions, and supporting me in finishing this
thesis. I also would like to thank Angga Benedikto and Adesti Komalasari,
S.Pd., M.A., for their willingness to be my proof readers. I thank them very much
for checking my grammar and language and giving me suggestions. My gratitude
also goes to all lecturers of English Education Study Program especially to Carla
Sih Prabandari, S.Pd., M.Hum. for being my academic advisor. Then, I would
like to say thanks also to Mba’ Dhanniek and Mba’ Tari for their help during
my study.
My sincere love and gratitude are also expressed to my beloved parents,
Giovanni Geriwiwin and Yulius Aris Triwidono. I thank for their prayers,
support, love, and patience. I also thank my beloved sister Margareta Maria
Beppi Arista for her support and prayer. I also would to thank Bong Mui thin,

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Bong ku cai, Tjen Kang ho and Bong Mui Fa for the support, affection, and
prayers so that I could be tough in facing my hard times.
I also give big thanks to my best friends, Yosafat, Antonius Wisnu Yoga,
Stephanus Dio, Elisabeth, Agustina Hana, Sinta, Ambar, Siska Galih and
Esther Siahaan for the support, affection, and prayers so that I could be tough in
facing my hard times. I sincerely thank all the people whom I cannot mention one
by one for helping and supporting me in finishing my thesis.

Yohanes Gabriel Aris Widana Putra

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TABLE OF CONTENTS

Page
TITLE PAGE....................................................................................

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APPROVAL PAGES .......................................................................

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STATEMENT OF WORK’S ORIGINALITY .............................

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PERNYATAAN PERSETUJUAN PUBLIKASI .............................

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DEDICATION PAGE......................................................................

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ABSTRACT .....................................................................................

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ABSTRAK ........................................................................................

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ACKNOWLEDGEMENTS ...........................................................

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TABLE OF CONTENTS ................................................................

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LIST OF APPENDICES..................................... .............................

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CHAPTER 1 INTRODUCTION
1.1 Background of the Study .....................................................

1

1.2 Problem Formulation ...........................................................

3

1.3 Objective of the Study..........................................................

3

1.4 Benefits of the Study ...........................................................

4

1.5 Definition of Terms .............................................................

4

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CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Review of Related Theories ...............................................

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2.1.1 The Critical Approaches towards the Literary Study..

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2.1.2 Character and Characterization...................................

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2.1.3 The relation of the Theory of Psychology and Literature. 13
2.1.3.1 Theories of Personality Development....................

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2.1.3.1.1 Variables in Personality..........................................

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2.2 Theoretical Framework ....................................................

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CHAPTER 3 METHODOLOGY
3.1 Object of the Study..................................................................

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3.2 Approach of the Study ............................................................. 21
3.3 Method of the Study ................................................................

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CHAPTER 4 ANALYSIS
4.1 The Description of Bruno’s Personality Development.............. 24
4.1.1 Bruno’s Personality before the Development................... 27
4.1.1.1 Polite........................................................................ 27
4.1.1.2 Honest..................................................................... 29
4.1.1.4 Extrovert................... .............................................. 30
4.1.2 Bruno’s Personality Development ................................... 31
4.1.2.1 Disobedient boy....................................................... 31
4.1.2.2 Liar.........................................................................
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4.1.2.3 Secretive.................................................................... 36
4.2 Factors affecting Bruno’s Personality Development............ 38
4.2.1 Factors Influencing Bruno’s Personality from
Obedient to be Disobedient.................................................... 39
4.2.2 Factors Influencing Bruno’s Personality from
Honest to be Liar....................................................................44
4.2.3 Factors Influencing Bruno’s Personality from
Extrovert to be Secretive.......................................................45

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ......................................................................... 49
5.2 Suggestions ......................................................................... 52

REFERENCES............................................................................................ 54
APPENDICES............................................................................................. 55

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LIST OF APPENDICES
Page
Appendix 1 : The Summary of The Boy in the Striped Pajamas..............

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Appendix 2 : The Biography of John Boyne….. ......................................

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Appendix 3 : Lesson plan………………………………………….........

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Appendix 4 : Material…………………………......................................... 61

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CHAPTER 1
INTRODUCTION
This chapter presents five parts, namely the background of the study, the
object of the study, the problem formulation, the benefit of the study and the
definition terms. The background of the study contains some reasons which serve as
the basis of writing this thesis and the importance of discussing the topic of the study.
The objective of the study part explains about the writer’s aims in conducting this
study. The problem formulation part explains about the problems which will be
analyzed in this study. The benefit of the study part states about the party who may
get the benefits from the study. The next part is the terms definition of the study; this
part gives some explanations about several terms that are related to the study. It is to
avoid misunderstanding of some terms.

1.1 The Background of the Study
This part explains about the reason why the topic and the novel are chosen for
this thesis. The explanation is related to the correlation among the novel to life and
also the daily life of Bruno, the main character in the novel. Literature has strong
connection with human life.
Literature is kind of reflection of a human’s life. It can be in a form of
personal experiences or anything else. It is also supported by Abrams (1981)
“Literature as an imitation, or reflection, or representation of the world and human

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life” (p. 36). Moreover, people also have various opportunities to learn about moral
values. By learning moral values through literature, it can help the readers to grow,
both personally and intellectually. Indirectly, the readers will learn something which
is related to the meaning of life. Some of the moral values are formulated in the form
of a written language like in the novel.
Literature has many kinds of form, such as novel, drama, novel, poetry and
etc. In this study, the writer is very interested in novels because the way how the
writer describes the human life into some characters and play the emotions of the
readers are very unique and interesting. Sometimes through novels, the writer can
bring the reader into the imaginary world and give the reader the messages of life.
The Boy in The Striped Pajamas is one of the novels which reflects the human
life through the main character’ life, Bruno. By reading this novel, the readers can see
what Bruno’s feeling, passions, dreams and his struggle to get the meaning of friends.
The Boy in The Striped Pajamas is just a simple story about life of Bruno, a
nine - years old boy whose father is a high ranking military officer. At that time there
is racial conflict between the Jews and also nazi. Bruno actually is a childish boy. He
is very difficult to get socialize with other people in his environment. Furthermore,
when Bruno’s father is in charge to move in a place Bruno calls out-with (Auschwitz,
an extermination camp which is located in Poland) to follow his father, Bruno feels
trapped in the solitude of his new house. The hostile military environment makes him
unsettled at home. Drawn by the feeling of lonely and curiosity, Bruno explores his
new environment and arrives in an extermination camp. In extermination camp,

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Bruno meets with Shmuel. Shmuel is Jewish who is imprisoned there along with
many Jews. Despite all the discrimination and accusations toward the Jews and also
the severe prohibitions from Bruno’s family to get socialize with Jews, Bruno makes
a big decision for his life to be friend with Shmuel although in the process of
maintaining his friendship, Bruno hurts Shmuel’s feeling. From this process, Bruno
makes a big change in behaviour and become mature enough until he died with
Shmuel together.
The most interesting part of this novel is on how Bruno, who is known among
his family as an obedient boy, change into disobedient in order to maintain his
friendship with his Jews boy in a frame of conflict between Russian and Jews. From
the process of finding and keeping the meaning of friendship, personality
development can be seen in Bruno. It makes the writer interested in writing a research
in finding the factors’ affecting the personality development of the main character,
Bruno.

1.2 Problem formulation
Based on the background stated above, there are two formulated problems
stated in the study.
1. How is Bruno portrayed in the novel?
2. What are the factors influencing Bruno’s personality development?

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1.3 Objectives of study
The objectives of this study are to answer the questions that are formulated in
the problem formulation above. There are two objectives in this study. The first is
describing Bruno’s personality development in the story. By describing the
personality development of Bruno, the answer to the second formulated problem will
be obtained. It is about finding the factors which are affecting the personality
development.

1.4 Benefits of the study
This study is expected to give contribution to the readers. By doing this study,
the writer expects that the reader can get a deeper understanding about personality
development. The writer also expects that this study can enrich students’ knowledge
and ability to get a better understanding about the novel. Meanwhile, in learning
English activity, teacher may use The Boy in The Striped Pajamas novel as their
teaching material. It may enrich the topic discussed in classroom concerning with the
value of life, friendship and loyalty. Furthermore, the writer hopes that this study can
bring the readers to the deeper understanding in reading this novel.

1.5 Definition of terms
In this part there are some terms from the thesis that are needed to be explain
clearly in order to avoid misinterpretation, they are :

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1. Influence
According to the Hornby (p.611), an influence is kind of power to affect
someone’s actions, character, or belief by providing them an example to follow,
winning their admiration, or making someone afraid to disagree. In this study, factors
influencing means the cause or the reason which makes Bruno’s personality develop.
2. Character
In general, a character can be described as a person who has a role in a story.
In Glosary Literary Terms, Abrams defined character as “the persons represented in a
dramatic or narrative work, who are interpreted by the reader as being endowed with
particular moral, intellectual, and emotional qualities that are expressed in what they
say and they do in the dialogue.
Meanwhile according to Stanton (1965), the term character may refer two
meanings. It may designate every individual who appears in a story and may refer to
the mixture of interest, desired, emotions and moral principal that make up each
individual (1965: 17)
Based on those two explanations about the character, in this study character is
defined as Bruno’s behaviour, feeling, and thinking in this novel.

3. Personality
According to Allport (1967), personality is the dynamic organisation within
the individual of those psycho physical systems that determine his unique
adjustments to his environment. According to Allport that personality refers to the

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organism behind the action such as needs, motives, role behaviour, value and
abilities.
According to Carver and Scheier (2000), personality is a dynamic
organisation, inside the person, of psychophysical systems that create a person’s
characteristic patterns of behaviour, thoughts, and feelings.
Based on those explanations about personality, it can be concluded that
personality is about motive, behaviour, need, or role behaviour which influence their
characteristic.

4. Development
According to Cambridge Dictionary (1977), development is defined as “when
someone or something grows or changes and becomes more advanced” . In other
definition according to the Lemme’s theory, the term development is “systematic
changes in behaviour overtime resulted from interaction between the individual and
the external environment”. In this study, the development of Bruno’s personality
means the systematic changes in Bruno’s behaviour as the result of interaction from
the environment surround him.
Based on those theories above about the influence, character, personality and
development, the writer defines the factors influencing the main character’s
personality development as the causes which influence the main character’s
behaviour changes.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, there are two major parts i.e. review of related literature
and theoretical framework. The review of related literature part consists theory of
literature, theory of psychology, and the critical approach. In the theory of
literature, there are explanations about the theories that are used as the basic
foundation to make a deep analysis and answer the problems formulation. Next in
the theoretical framework, there is a brief explanation of why and how those
theories are applied in order to answer the problem formulation questions.

2.1

Review Related Literature
This part presents theories related to the study that will be used to reveal

and analyze the novel to answer the formulated problems. This subtopic consists
of the critical approach towards the literary works, theories of character and
characterization, and theories of personality development.
2.1.1 Psychological Approach
According to the Rohbreger and Woods (1971) there are five kinds of
critical approaches which are usually used in the literary study, namely the
formalist, biographical, sociocultural historical, mythopoeic, and psychological
approach.
The Formalist Approach concentrates on the total integrity of the literary
works based on its aesthetic values. Then, the Biographical Approach analyzes a

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work of art through the biography of the author. Next, the Sociocultural Historical
Approach sees a literary work based on the sociocultural background which
happens at that time. The Mythopoeic Approach uses myth beyond the work of
art as the reference. Meanwhile the the psychological Approach explores a work
of art using psychology theories as the basic theory for analyzing.
Referring to the title of this study which is related to the personality
development of the main character, this study uses the psychological approach as
the most appropriate approach in order to interpret and analyze the content and
also the factors related with the personality of the main character in the novel. It is
because according to Rohberger and Woods (1971), the psychological approach is
used to discuss the personality development of the main character in the novel
through their action and thought. The proponent of this approach explains that
each character’s behavior could be referred to the psychology of human being. By
using the psychology approach, the character’s thought and behavior can be
analyzed deeper (p. 5).

2.1.2 Character and Characterization
Previously, we have known that this study is related to the characters. In
this part, there are theories, which are used to help the writer describe the
characterization of the characters in the The Boy in the Striped Pajamas.
According to Forster in (1974), there are two kinds of characters. It is flat
character and round character.

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a. Flat character
Flat character is presented without much individualizing details, therefore
it can be adequately described in singular phrase or sentence. It also remains the
same along the story. According to Froster (1974), flat characters can be
expressed in one sentence whether they are good or bad character. Forster calls it
as a flat character because we only see one side of him. In other words, the
character of flat character will never change and stay constant (p.45).
According to Forster (1974), there are two advantages of a flat character in
a story. The first advantage is that the characters are easily recognized whenever
they come in. They are not recognized by visual eyes which merely note the
recurrence of proper name but the reader’s emotional eye. Those explanations
mean that by seeing a part of a person’s character, the reader can get the whole
description of the character. The second advantage is that the readers are easily to
remember a flat character. It is because from the beginning of the story until the
end of it, the characters stay the same. The characters remain in the reader’s mind
as unalterable character for the reason they are not changed by the circumstances.

b. Round character
Round characters are little bit complex role in their emotion and also
motivation because of the development of the character. Forster (1974) says that
the reader can remember them with the connection of great scenes. They are very
difficult to be described as they have uniqueness just like human being in real life.

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The round character can be tested by whether it is capable of surprising the reader
in convincing way.
While, Henkle (1981) states that a character can be categorized into major
and secondary character.
a. Major character
Major characters are also known as a central character who has the most
important and complex role in a novel. It is supported by statement from Henkle
(1981) that the major characters deserve the readers’ fullest attention and if the
readers understand them, the readers are presumably the focal experiences of the
novel. The major characters also perform key structural functions: upon them the
readers build expectations and desires, which in modification, shift or establish
our values. According to Henkle (1981), major characters are created because they
are given the amplitude and attention to present convincing dramatizations of the
human issues of the novel. In other words, if they fail in this role, the book
essentially fails. It means that the core of the story is highlighted through this
character experiences.

b. Secondary character
Secondary characters are also known as the minor characters. According to
Henkle (1981), secondary characters have a limited function in ways that the
major characters are not. Secondary characters are less sophisticated; his response

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to experience is less complex, drawn in shallower relief, present what is often only
one side of the experience.
Furthermore, Murphy (1972) proposes nine ways in which an author
attempts to describe his characters can be understandable and more alive for the
reader, namely:
a. Personal description
The author describes the characters in the novel from their personal
appearance like their eyes, body, skin, hair and etcetera.
b. Character as seen as by another
The author uses another character’s view in the story to give description
toward the character that the author wants to expose. In this case, a character in
the novel tells the readers about what they see and encounter from each other
characters.
c. Speech
Speech can be one of important ways to describe the characters. The
author gives us an insight into the characters one person in the literary works
through what the person says. Whenever a person speaks, whenever he is in
conversation with another, whenever he puts forward an opinion, he is giving us
some clue to the characters.
d. Past life
The characters’ past life can give a clue to the readers the important clue to
know about the character. It is because the author sometimes gives the reader a

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clue to an event that has helped to shape a person’s character. This can also be
done by direct a comment through the person’ thought or their conversation
e. Conversation of others
The author can also give the readers clues to a person’s character through
the conversations of other people. In other words, people talk about other people
and the things that they say often give as a clue to the character of the person
spoken about.
f. Reactions
The author can give us a clue of a person’s character by letting the
readers know how the character reacts to various situations and events. In other
words, different characters will react differently towards a certain situation. From
that reaction, it can show a clue towards the character of the person.
g. Direct comment
Direct comment is different with personal description. It is because in
direct comment, the author describes or comments on a person’s personality
directly.
h. Thought
The author gives the readers direct knowledge of what a person is
thinking about. In this respect, the author is able to do what the readers cannot do
in the real life. The author can tell the readers what different characters are
thinking. In the novel, the readers accept this. The readers are then in a privileged

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position; he has, as it were, a secret listening device plugged in to the inmost
thoughts of a characters in novel.
i. Mannerism
The author describes a person’s mannerism, habits or idiosyncrasies which
may also tell us something about his character. Here, the author will reveal the
habit of the character positively and negatively.

2.1.3 The relation of the Theory of Psychology and Literature
One of the psychology fields concerns the human characteristics, through
the study of mind and how it works. It can be related to the literature that also
deals with the analysis of the characters’ characteristics and how they are
characterized in the novel. It is also supported by the statement from Stanton
(1965), he implies that literature is a unique imitation of life. The serious author
takes life as his model. Instead of writing a “typical story” or a “typical war
story”, he writes of particular individual in particular situation. (p. 9).
Accoding to Stanton (1965), psychology is a body of knowledge which
studies about human psyche and the most related element of literature to
psychology of its human like the characters. Referring to Abram’s explanation
about character (1999), a character is a person represented in a dramatic or
narrative work, who is interpreted by the readers as being endowed with particular
moral, intellectual, and emotional qualities that are expressed in what they say and

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they do in the dialogue. It is obvious that characters are observable through
psychology, in terms that they consist of unique mental qualities (p.32).

2.1.3.1 Theories of Personality Development
Considering, the title and the approaches of this study concern about
psychology development. The writer presents some theories related to the
personality development to analyze Bruno’s personality and its factors affecting in
personality development. According to Branca (1964), general psychology is the
starting place and the core study of human behavior. Based on his statement,
Branca defines that psychology is the study related to the human’s behavior. The
definition of personality by Allport (1972) (in Pengantar Umum Psikologi) is the
dynamic organization within the individual which consists of systems of psychophysical. It determines how the unique adjustment of the individual's towards the
particular environment.
In order to link Allport’s theory with the relationship between Bruno’s
personality development and the factors affecting personality development,
Dewey & Humber (1951) state that personality is the product of interaction
process and is a dynamic concept, self-contained, one which is being a part of
social act rather than a part of an individual (p.236). Its study cannot be separated
from social interaction. It is meaningful to study personality in a social context,
which includes the active organism, the cultural and geographical environment,

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and other personalities. Then, in other words that personality cannot develop
individually because it needs interaction with the environment around.

2.1.3.2 Variables in Personality
In order to identify the personality factors, the writer uses the theory from
Hurlock’ (1974) about personality determinant. There are eight determinants
which can determine one’s personality development. They are physical,
intellectual, emotional, social, aspirations and achievement, sex, educational, and
family. According to Hurlock (1974), All of those determinants will give a direct
influence to someone personality. It is because almost all of those determinants
are closed to the daily life and we interact with them.
According to Hurlock (1974), physical determinant shows body size and
functioning is obviously influenced towards personality development either
directly such as effect of the body on activities, energy level, reactions to others.
Indirectly, it is such source of satisfaction (judgment by others and acceptance of
traditional belief) and dissatisfaction (deviation from age-mates and from body
ideal). The physical concept influences the self-concept when the person
compares his physique with the standard in the social group in a certain
environment. For example, physical defect affects the personality of human
personality development both directly and indirectly.
Intellectual determinant shows that intellectual capacities on person
influence their adjustment for the environment, people, and himself also. The
influence of intellectual can be directly and indirectly towards personality. When

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someone’s intellectual develops, the person will be aware of the world and his
perceptions of people, of situation, and of himself. The person’s intellectual can
grow because of some conditions such as the education and emotional states,
emotion, motivation and etc. (p. 173)
In the emotional determinant, the intensity and the duration of an emotion
will affect personality. Direct effect from emotion is the individual’s physical and
mental performance, attitudes, interest, and values. The indirect effects of the
emotions on personality come partly from the judgments others make to the
emotional behavior of the individual and the way they treat him. With the growing
of age, the effects of emotions on physical well-being increased, for example it
can help to form the emotional tolerance.(p.212)
Social determinant shows that a person can learn in accordance with his
developmental level because the social group sets developmental tasks or learning
experiences, which expect the person to master them at certain age. Social rates
become self-expectations as well as social expectations. It means that when a
person enter to a certain society and plunge into its internalization, that person has
to be ready to determine our steps in deciding whether take or leave that society
expectations, norms, and idealism. That is why social have big influence in
personality development because it is closed to daily life. The interaction with the
society and how the society treat them will shape their attitude and their emotion.
(p.234)

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Variations of what are included in this social determinant can influence
one’s personality, such as early social experiences, social deprivation, social
acceptance, prejudice and discrimination, group status, and social mobility.
Having high level of status in social experiences directly can be influence to
satisfaction and learning to be socialized in the different culture. (p. 265)
Aspirations and achievement determinant are related to the ego involved
goals of a person and also the success or failure of a person with his training,
experience, past achievement, flexibility, independence, risk taking and
motivation. The aspiration and achievement certainly can have good or bad effects
in one’s self concept or even one’s personality. The effects of achievement come
from how the person evaluates himself and how others evaluate them. Both of
them have greater impact on personality because normally the person expects
more of themselves than others expect of them. (p.265)
The attitude of the society environment toward sex differences, and
awareness of sex differences actually shows that sex determinant can determine a
person to show her academic abilities, interest, and attitudes. The effects of the
attitude of the society environment can be direct and indirect. The direct
influences of sexuality on personality come from the effects of a person’s
behavior. The Indirect influences are from the effect of cultural influence on the
sex drive, the attitudes of significant people, and their treatment toward the person
because of his sexuality (p.295).

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Educational determinant can be considered as the important determinant in
affecting one’s personality, because parents, schools, and colleges, and teachers
have great roles in shaping one’s early personality. The emotional climate of an
institution affects one’s self evaluation and the evaluation of others made on him
(p.323).
The last determinant is family determinant, it shows that relationships of a
person has with his family is the most important factor in his personality
development. The child raising/growing method and the communication of
interests, attitudes, values between family members, a person’s identification with
a family member they admire, respect, and love can highly influence one’s
personality development. Family determinant have concern about how family
members interact, treat, and communicate with another family members. The lack
communication, interaction and negative treatment from family also give direct
impact towards the personality (p.352).
The attitude of the society environment toward sex differences, and
awareness of sex differences actually shows us that sex determinant can determine
a person to show her academic abilities, interest, and attitudes. The direct
influences of sexuality on personality come from the effects of a person’s
behavior. The Indirect influences are from the effect of cultural influence on the
sex drive, the attitudes of significant people, and their treatment toward the person
because of his sexuality (p.295).

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2.2 Theoretical Framework
In order to answer the two formulated problem question, the writer uses
some theories to support the finding. The theories are the psychology approach,
character and

characterization,

psychology,

determinants

of

personality

development. In analyzing Bruno’s character, the writer applies the theory of
character and characterization by Murphy (1974) and psychology by Allport and
psychological approach. These theories will be helpful in analyzing the Bruno’s
character. Applying the theories also would answer the first problem formulation
proposed by the writer.
In answering the second problem formulation on what factors affecting the
main character personality development the writer uses the determinants of
personality development by Hurlock (1974). By using the theories, the writer can
analyze what factors influencing Bruno’s personality development.

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CHAPTER III
METHODOLOGY

This chapter deals with the methodology of the study which is used to
analyze the answer to formulated problems in this thesis. This chapter contains
three parts, namely the object, the approach and the method of study. In the object
of the study part, there is a review of the novel as the main source of the study and
also explanations about the author of the novel. In the approach, there are some
explanations about the relevant approach which is used in analyzing the novel. In
the method of study part, the writer explains about the step and the process of
completing this study.
.
3.1 Object of the Study
The novel used as the main source to be discussed in this thesis is The Boy
in the Striped Pajamas. It was written by Boyne in 2006 and published by David
Flicking in 2006. This literary work contains two hundred and twenty four pages
and is divided into twenty chapters.
Based on Boyne website (2013), The Boy in the Striped Pajamas is the
best novel that Jhon Boyne has ever written. Not only has the novel been sold
more than 5 million copies and translated into more than 30 languages, but this
novel was also chosen to be filmed by Miramax film production. This novel also
remained in the Irish as Bestseller’s List for over a year.
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The main character in The Boy in the Striped Pajamas is Bruno, a nineyear-old boy whose father is a Nazi officer. One day, Bruno’s father is promoted
to a higher position and this condition forces Bruno’s family to move to a place
near Auschwitz, an extermination camp. In this new house Bruno finds many
people dressed in striped pajamas. Being trapped in the feeling of lonely, boredom
and pressure in that isolated place leads Bruno to explore the path in the backyard.
In the process of doing exploration, he finds the extermination camp where he
meets Shmuel, the Jewish boy. Almost every day Bruno comes to that place to
meet Shmuel for chatting and sharing some foods. In his new environment with
his new friend, Bruno’s personality makes a big development because of some
factors, such as rude treatments from his sister and environment. Those factors
influence Bruno of helping Shmuel to find his father who is missing inside the
extermination camp. Bruno changes his dress with the striped pajama and enters
the camp through the hole under the fence. Both of them come to the camp to find
Shmuel’s father until both of them lose their lives in the camp because they are
trapped in the gas chamber.

3.2 Approach of the Study
The approach used in this thesis is a psychological approach. The
psychological approach is appropriate to describe the main character’s personality
development and analyze the factors affecting the main character’s personality
development. It is because the main character’s personality and the factor
affecting the main character’s personality are related to the psychology of human.

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According Branca (1964), “General psychology is the starting place and
the core study of human behavior,” Based on his statement, Branca defines that
psychology is the study related to the human’s behavior. In other sides, Allport
(1972) defines personality as dynamic organization within the individual which
consists of systems of psycho-physical and determine how the unique adjustment
of the individual's towards the particular environment. Based on those two
definitions, it can be concluded that the psychological approach is the appropriate
method to analyze the personality development, because psychological approach
has concerned more about the human behaviors.

3.3. Method of the Study
This thesis uses library research as the method of the study. Library
research was conducted by gathering sources for the study such as books and
journals from the library or the Internet access. The primary source of this study
was a novel from Boyne: The Boy in the Striped Pajamas. Then, the data from the
Internet and journals were considered as secondary sources. In doing this study, a
series of steps were taken.
The first step was reading the novel. In reading the novel, the writer read
the novel repeatedly in order to get the deeper understanding about the characters
in the novel and the storyline. While reading the novel, the writer highlighted
some important sentences.
The second step was choosing the title and problem formulation(s), aimed
to develop the questions that were going to be analyzed and answered in this

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study. This step was implemented after the writer found something important for
the development of this thesis writing.
The next step was collecting the data and the theories. The theories and the
data would be related to the title and problems formulation. After collecting the
data and the theories, the writer also quoted some important sentences from the
novel to support the data analysis.

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CHAPTER IV
ANALYSIS

This part consists of two sections, namely the description of Bruno’s
personality and the factors affecting Bruno’s personality development as reflected
in the novel The Boy in the Striped Pajamas. In the first section, there is an

explanation about Bruno’s personality before and after the development. The
second section is about the factors affecting Bruno’s personality development
which is concerning more on finding the factors.

4.1 The Description of Bruno’s Personality
In this section, there are two sections of discussion. In the first section, the
writer discusses Bruno’s personality at the beginning of the novel. In the next
part, the writer concerns more on the development of Bruno’s personality.
A character is one of the important things in a literary works. Abrams
(1999) defines character as “the person represented in a dramatic or narrative
work, who are interpreted by the readers as being endowed with particular moral,
intellectual, and emotional qualities that are expressed in what they say and they
do in the dialogue”. According to Henkle (1981), characters can be categorized
into major and secondary character. The major character of this novel is Bruno.
He plays the important role in this novel and always appears in some events of the
story. He is also the one who has the personality development in the story.

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According to Forster (1974), there are two kinds of characters. They are
flat and

round character. Round character is a figure that experiences the

personality changes and a flat character is a figure that remains stable. In the
novel, Bruno experiences the personality changes in his behaviors, thoughts, and
also feelings. From those changes, Bruno can be categorized as a round character.
In the previous research, cond