The motivation of Bruno and Shmuel in building friendship as portrayed in John Boyne`s The Boy in the Striped Pyjamas.

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THE MOTIVATION OF BRUNO AND SHMUEL IN BUILDING

FRIENDSHIP AS PORTRAYED IN JOHN BOYNE’S

THE BOY IN THE STRIPED PYJAMAS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

A. Armita Ekarista P

Student Number : 071214107

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

SANATA DHARMA UNIVERSITY 2012

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THE MOTIVATION OF BRUNO AND SHMUEL IN BUILDING

FRIENDSHIP AS PORTRAYED IN JOHN BOYNE’S

THE BOY IN THE STRIPED PYJAMAS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

A. Armita Ekarista P

Student Number : 071214107

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

SANATA DHARMA UNIVERSITY 2012

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ii A Thesis on

THE MOTIVATION OF BRUNO AND SHMUEL IN BUILDING

FRIENDSHIP AS PORTRAYED IN JOHN BOYNE’S

THE BOY IN THE STRIPED PYJAMAS

A.Armita Ekarista P Student Number: 071214107

Approved by

Advisor

Henny Herawati, S.Pd., M.Hum. Date 17 January 2012

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iii A Thesis on

THE MOTIVATION OF BRUNO AND SHMUEL IN BUILDING FRIENDSHIP AS PORTRAYED IN JOHN BOYNE’S

THE BOY IN THE STRIPED PYJAMAS

A. Armita Ekarista P Student Number: 071214107 Defended before the Board of Examiners

on 07 February 2012 and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. _______________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. _______________ Member : Henny Herawati, S.Pd., M.Hum. _______________ Member : Drs. Bambang Hendarto, M.Hum. _______________ Member : V. Triprihatmini, S.Pd., M.Hum., M.A. _______________

Yogyakarta, 07 February 2012

Faculty of Teachers Training and Education Sanata Dharma University

Dean

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that 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 a scientific paper should.

Yogyakarta, 7 February 2012 The Writer

A. Armita Ekarista P. 071214107

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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 : A. Armita Ekarista P

Nomor Mahasiswa : 071214107

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MOTIVATION OF BRUNO AND SHMUEL IN BUILDING FRIENDSHIP AS PORTRAYED IN JOHN BOYNE’S

THE BOY IN THE STIPRD PYJAMAS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Yogyakarta, 7 Februari 2012

Yang menyatakan

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When I'm alone and no one to hold, you're always beside me You'll be here when I'm insecure It makes me know that I'm always lovely You are the only thing that I got right now Thank you for being family, friends and dearest to me Thank you for always beside me YOU ARE THE BEST

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vii

“ You can count on me like one,two,three, i’

ll be there

and i know when i needed i can count on you like four,

three, two, and you’ll be there. That’s what friends are

supposed to do”

Bruno Mars-Count on Me

But I trust in your unfailing love. I will

rejoice because you have rescued me. I will sing

to the LORD because he is good to me.

Psalm 13:5

”Marilah kepada

-Ku, semua yang letih lesu dan

berbeban berat, Aku akan memberi kelegaan

kepadamu. Pikullah kuk yang Kupasang dan

bela-jarlah pada-Ku, karena Aku lemah lembut dan

rendah hati dan jiwamu akan mendapat

ketenangan. Sebab kuk yang Kupasang itu enak

dan beban-Ku pun ringan.”

Matius 11:28-30

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Viii ABSTRACT

Ekarista, A Armita P (2012): The Motivation of Bruno and Shmuel in Building Friendship as Portrayed in John Boyne’s The Boy in the Striped Pyjamas. Yogyakarta: English Education Study Program, Departement of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

Friendship is considered to be closer association, although there is a range of degrees of intimacy in both friendship and association. The most important thing to mantain a good and healthy friendship is trust and honesty (Kutcher:2000). The Boy in the Striped Pyjamas, a novel by John Boyne, which was written in 2006 is one of the novels that take friendship as the main issue. This novel tells us about friendship between Bruno and Shmuel, a great friendship they build until death parts them. This main issue of the novel encouraged the writer to choose this novel as a primary source of this thesis.

There are three problems concerning the topic of the thesis. 1). The first is how the character of Bruno is described, 2). The second is how the character of Shmuel is described, 3). The third is what motivate Bruno and Shmuel in building friendship between Bruno and Shmuel in The Boy in the Striped Pyjamas. The aims of this study are to provide some beneficial information.

This study employed library research. The writer employed some sources that supported the study. The writer used the novel itself as the primary data. The secondary data were gained from various books, electronic books and internet sources related to this study. The approach used in this study is psychological approach. The theories used are theory of character, theory of characterization, and theory of motivation. Those theories is used to analyze the characteristics of the major characters and motivation of Bruno and Shmuel in building friendship.

Based on the analysis, firstly it can be concluded that the character of Bruno are adventurous, admire, fanciful, curious and stubborn. Secondly, the characters of Shmuel are friendly, smart and open minded. Thirdly, the writer concludes that Bruno and Shmuel have different motivations to build friendship. Their motivations are based on their own needs. Bruno motivation is specific motivation. Specific motivation is only spontaneous motivation. Bruno’s motivations in building friendship are to fulfill his need to be loved by Shmuel and his belongingness to take care of Shmuel. Shmuel’s motivation in building friendship are to fulfill his physiological need that related to the need of foods and other bodily needs, his need to be saved from the soldier and his need to be loved by Bruno.

The writer has some suggestions for the future researchers. The next researchers who are interested in this novel can also discuss the personality development of the main character, the symbols or the sociocultural aspect of the novel. The writer also has some suggestions in the implementation of The Boy in the Striped Pyjamas in listening class. The writer suggests a sequence of activities which consist of pre-listening activity, whilst and post-listening activity.

Keywords: motivation, friendship

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ABSTRAK

Ekarista, A Armita P (2012): The Motivation of Bruno and Shmuel in Building Friendship as Portrayed in John Boyne’s The Boy in the Striped Pyjamas. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Membangun sebuah persahabatan tidaklah semudah yang kita bayangkan. Diperlukan kesetiaan, kejujuran, kepercayaan, perhatian, dan pengertian (Kutcher:2000). The Boy in the Striped Pyjamas, karya John Boyne, yang ditulis tahun 2006 adalah salah satu novel yang membahas persahabatan sebagai isu utama. Novel ini bercerita tentang persahabatan antara Bruno dan Shmuel. Isu utama tentang persahabatan tersebut mendorong penulis untuk memilih novel ini sebagai sumber utama di dalam penulisan skripsi. Dengan menganalisis karakter dari Bruno dan Shmuel, skripsi ini akan mencari motivasi apa saja yang mendorong Bruno dan Shmuel dalam membangun sebuah persahabatan.

Skripsi ini membahas tiga pokok permasalahan. Permasalahan yang pertama adalah bagaimanakah karakter Bruno digambarkan. Permasalahan yang kedua adalah bagaimanakah karakter Shmuel digambarkan. Permasalahan yang ketiga adalah motivasi apa saja yang mendorong Bruno dan Shmuel dalam membangun sebuah persahabatan.

Studi ini menggunakan metode penelitian pustaka. Penulis menggunakan beberapa sumber yang memperkuat penelitian ini. Penulis menggunakan novel itu sendiri sebagai sumber utama. Data sekunder diperoleh dari beragam buku elektronik maupun non-elektronik dan sumber-sumber internet yang berhubungan dengan studi ini. Pendekatan yang digunakan dalam studi ini adalah pendekatan psikologi. Teori-teori yang digunakan adalah teori karakter, teori karakterisasi dan teori motivasi. Teori-teori tersebut digunakan sebagai alat untuk menganalisis motivasi Bruno dan Shmuel dalam membangun persahabatan.

Berdasarkan analisa, dapat disimpulakan bahwa karakter Bruno adalah seorang anak yang memiliki jiwa petualang, pengagum, pemimpi, selalu ingin tahu dan keras kepala. Analisa kedua, karakter Shmuel adalah seorang anak yang ramah, pintar dan terbuka. Analisa ketiga, Bruno dan Shmuel memiliki motivasi yang berbeda dalam membangun persahabatan berdasarkan pada kebutuhan mereka pribadi. Motivasi Bruno merupakan motivasi spesifik atau khusus. Spesifik motivasi merupakan motivasi yang dilakukan secara spontan. Motivasi Bruno dalam bersahabat adalah memenuhi kebutuhan untuk dicintai oleh Shmuel dan rasa ingin memiliki Shmuel sebagai sahabatnya. Motivasi Shmuel dalam bersahabat adalah untuk memenuhi kebutuhan fisiologis, kebutuhan akan rasa aman dan kebutuhan utuk dicintai oleh Bruno.

Penulis memberikan beberapa masukan kepada peneliti selanjutnya yang tertarik pada novel ini. Mereka juga dapat membahas tentang perkembangan kepribadian dari tokoh utama, simbol-simbol, atau kebudayaan sosial dari novel

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ini. Penulis juga memberikan masukan bagi implementasi dari novel The Boy in the Striped Pyjamas pada pembelajaran di kelas listening. Pembelajaran tersebut mulai dari kegiatan pra pembelajaran, kegiatan utama dan kegiatan sesudah pembelajaran.

Kata kunci: motivasi, persahabatan

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ACKNOWLEDGMENTS

It is amazing that after all struggles and pain, I can finish my thesis. Through this thesis I can learn that every single thing does not come instantly. We need a process to create it. Therefore, I woud like to express my greatest gratitude to Jesus and Mother Mary, the creator of this incredible life, for this life and everything that goes with it. I praise Them for every single moment in my journey.

I would like to express my sincere gratitude to my major sponsor Henny Herawati, S.Pd, M.Hum. I thank her for the precious advice, criticism, support, patience, and also the time and energy to teach and guide me. Thank you so much.

This journey would mean nothing without those who always encourage me in every way and forgive me for every trouble I made. Therefore, I would like to thank my beloved family, my father Antonius Sigit Widianta, my mother Lucia Yuniarsih, my adorable brother Paskalis Difa Aprilino, my little brother Keane Aprilian Gunawan, mas frater Geovanni Doddy, Mbak Reny Swastika, mas Ernest Yulian, pakdhe Fx. Suharno, who always asks me “kapan lulus”, and my “twin” Anna Ekaningtyas Devintasari. I thank them for their endless affection, patience, prayer and supports.

My deep gratitude also goes to my dearest Laurensius Bretya Anindito, for being such a nice person. I thank him for all precious moment we have, for his patience, for his prayer, for being both brother and friend and for all the supports he has given during finishing my thesis.

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xii

I would never walk this far without any help, support, patience, love and friendship from Epiphana Ratri, Francisca Indra, Santi Duwi Putri Nugroho and Prisca Widyaningrum. I thank them for the good times, laughter, precious moment we have, for being my teacher of life, and for all their supports given to me. I really love you all.

Special thank to my beloved buddy Zoo Wee. I thank him for the good time, for precious moment we have along this one year. I thank him for teaching me loyalty, friendship and forgiveness. I thankhim for always beside and accompany me, for cheer me up and for everything we shared together. I know you are not in here, but your name and your spirit are always in my heart.

I appreciate the good times and laughter I shared with my second family Konco Kenthel Choir: Um De, mbak Sari, mas Toro, Bubund, mbak Echi, Inez, Seldi, mak Jin, Dita, bulik Maria, mbak Norma, mbak Dona, mbak Lia, Gita, Ncis, mak Eleng, Resmi, Brigit, Petra, mas Unang, mas Gembus, om Anton, Martin, Billy, mas Galih, Leo, Daniel, bang Wig, Deo, Mada, Hape, mas Anggo, and mas Dacil.

I would like to express my deppest appreciation to all PBI staffs and lecturers, especially Veronica Triprihatmini, S.Pd, M.Hum, M.A and Maria Septiyani, S.Pd. I thank them for their supports and sharing the knowledge. For all librarians and references in the library, I thank them for the exciting world of words.

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xiii

I would like to give a bunch of thanks and love to all my classmates (2007): Rina, Asep, Trek, Fendi, Nisa, Gwen, Mita, Asoy, Agung, Lita, Ayas, Wichan, mbak Lala, Hening, Bre and Desta. I thank them for being so friendly during four years.

Last but not least, many thanks are also for those people who are completing this part of my life, for those who have supported and encouraged me to finish this thesis. I thank them for everything they given. I love you.

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xiv

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

PAGE OF DEDICATION ... vi

ABSTRACT... viii

ABSTRAK_... _ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS... xiv

LIST OF APPENDICES ... xvii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Objectives of the Study ... 4

D. Benefits of the Study ... 4

E. Definition of Terms ... 5

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

A. Review of Related Theories ... 7

1. Psychological Approach ... 7

2. Theory of Character and Characterization ... 8

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a. Character ... 8

b. Characterization ... 10

3. Theory of Motivation ... 12

a. Definition ... 12

b. Kind of motivation... 13

c. The Hierarchy Needs of Motivation ... 13

A. Theoretical Framework ... 14

CHAPTER III METHODOLOGY ... 16

A. Object of the Study... 16

B. Approach of the Study ... 18

C. Method of the Study ... 18

CHAPTER IV ANALYSIS ... 20

A. The Description of Bruno ... 20

1. Physical Characteristics ... 21

2. Personality Characteristics ... 21

a. Adventurous... 21

b. Admireble ... 25

c. Imaginative ... 26

d. Curious... 28

e. Stubborn... 32

B. The Descrition of Shmuel ... 34

1. Physical Characteristics ... 34

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xvi

a. Friendly ... 35

b. Smart ... 36

c. Open minded ... 37

A. The Motivation of Bruno and Shmuel in Building Friendship ... 39

1. Bruno’s Motivation ... 40

2. Shmuel’s Motivation ... 44

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 47

A. Conclusions ... 47

B. Suggestions ... 48

1. Suggestions for Future Researchers ... 48

2. Suggestions for Teaching-learning Implementation Using Literary Work ... 49

a. The Implementation of Teaching Listening Using Literary Work ... 50

REFERENCES ... 52

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Appendix 1 Biography of John Boyne ... 54

Appendix 2 Summary of The Boy in the Striped Pyjamas ... 57

Appendix 3 Lesson Plan ... 60

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1 CHAPTER I INTRODUCTION

This chapter consists of five sections, namely background of the study, problem formulation, objectives of the study, research benefits, and definition of terms. The background of the study is meant to give a preceeding description of the study. The problem formulation contains a description of the problems that will be discussed. The objective of the study concerns the aims of conducting the study. The research benefits section states some benefits of the study. Finally, the definition of terms is aimed to avoid misinterpretation of some terms that are used in the study.

A. Background of the Study

In real life, we have someone to take care of, to share something or to go with. That is friend or we can say it as 'friendship.' in one side of our life, friendship can bring us so many life experiences. It means that friendship is a relationship which involves mutual knowledge, esteem, affection and respect. For many people friendship is nothing more than the trust that someone or something will not harm them. Friendship is considered to be closer association, although there is a range of degrees of intimacy in both friendship and association. The most important thing to maintain a good and healthy friendship is trust and honesty. Some of the characteristics of friendship are openness to our close friends, sharing what we want to share and giving support whenever it is needed (Kutcher:2000)

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Building friendship is not as easy as what we have imagined. It needs much time and strong effort. It also requires loyalty, equality, care, and understanding. Loyalty and trust are crucial and sensitive things in building a good friendship. Besides, care and understanding are very important parts in building a good friendship. According to Kutcher (2000) caring means showing or feel affection and concern for other people, whereas understanding means able to tolerate or show sympathy towards other's feeling and view.

The Boy in the Striped Pyjamas which was written by John Boyne is one of the novels that take friendship as its main issue. The setting is between 1930 -1940, when the Nazi regime was in power in that country (Germany). As we know it is a very cruel regime. The story is about friendship between Bruno and Shmuel as the main character. At that time, Germany is hit by the war. The people who live in the city evacuate from their homes. Likewise with the Bruno family and by chance his father who works as a soldier who is appointed as military commander and is assigned to an area named Auschwitz. Bruno does not like it. He does not want to leave their home in Berlin. He thinks if he left his home, he will also leave his friends (Karl, Daniel, and Martin), his three best friends for life.

Bruno is a boy that comes from a city named Berlin. Shmuel is a Polish and he lives in the hut near Bruno's house. The story begins when Bruno and Shmuel meet each other when Bruno is curious with something behind his house. He feels there is something strange about the camp he sees when he is in his sister's room (Gretel's room). All the people in that camp use the same shirt, Striped Pyjamas. Because of his curiosity, he went out from his house and tried to

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3 find the answer of it. Accidentally he met Shmuel, a Polish Boy who lived in the camp. From that meeting then he knows everything. He knows about the camp he saw from Gretel’_{s room where the Jews are gather. He knows the fact that not all} of them (People in the Striped Pyjamas) are wicked and weird like his father and mother have said to him. then finally he finds a boy who has the same birthday as himself and become someone who can replace his forever friend in Berlin (Karl, Daniel and Martin).

Having lots of friends is good. Having a real best friend is even better. However, it is difficult to find the best one. When we are down or in a trouble, our friends are not always around. Only best friend stay and support us with gentle touch. Best friends guide each other in facing troubles. Best friends stayed together with us in our ups and downs. That was what Bruno did to Shmuel. He always stay to listen, he keeps his commitment to help Shmuel to find Shmuel's father even though he has to sacrifice his life.

The Boy in the Striped Pyjamas is interesting to discuss because Bruno, as one of the main characters in the novel who has developed friendship, faithfulness, touches me deeply and gives me special meaning especially to become a loyal friend like he does. Bruno and Shmuel’s friendship is not an ordinary friendship. They have special friendship indeed. It is not like other friendship. As stated before Bruno and Shmuel have different backgrounds, status and races. Bruno is a German and Shmuel is a Polish (Jewish). Nazi regime was very cruel. They never permit someone or some people to reject or interupt their laws. As we see in the Nazi regime, racist policies that raise the Aryans

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(Germany) and other lower the races. Especially Jews were discriminated against and collect to be killed in concentration camps. Those explanation of Bruno and Shmuel, their differences and their special friendship bring me to discuss the motivations in building a good friendship like what Bruno and Shmuel have. What Bruno does to Shmuel makes the story of the novel more valuable.

B. Problem Formulation

Based on the information above, there are three questions to be discussed in this study:

1. How is Bruno’s character described? 2. How is Shmuel's character described?

3. What is the motivation of Bruno and Shmuel in building relationship in The Boy in the Striped Pyjamas?

C. Objective of the Study

The objectives of the study are: to describe the character of Bruno and Shmuel and to find out the motivation of Bruno and Shmuel in building friendship in John Boyne's The Boy in the Striped Pyjamas.

D. Benefits of the Study

The benefits of the study are to provide some beneficial information for everybody who reads this study especially for the readers and for the students who take the same study. First for the readers, they can learn many things about

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5 friendship including how to build good and healthy friendships and how to maintain them. Second is for students who intend to have a study literature, especially who have the same study. They can use this study as references.

E. Definition of Terms

To avoid misunderstanding about the content of this study, some literary terms used in the study are as follows:

1. Character

Characters are defined as "the person presented in dramatic or narrative work, which are interpreted by the reader as being endowed with moral and diposition qualities that are experienced in what they say the dialogue, and by what they do the action" (Abrams, 1981:20). Thus, in this study character means someone's personality which is refleccted in what they say the dialogue and by what they do the action.

2. Motivation

According to Huffman (1997) in his book Psychology in Action, motivation refers to Factors within an individual (such as need, desires, and interest) that activate, mantain and direct behavior toward a goal (364). In this study, motivation means the factors with in Bruno and Shmuel that activate, maintain and direct behavior in building friendship.

3. Friendship

In The Blackwell Encyclopedia of Social Psychology, friendship is defined as a special, familiar and highly valued type of human social relationship

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(Manstead and Hewstone 250). The writer defines the word friendship as follows: Friendship is a union between persons who, loving God with their whole hearts, souls, and minds, and loving each other as themselves, are joined for all eternity to each other. Thus in this study, friendship refers to the special, familiar and highly valued type of human relation with the whole heart, souls, and minds between Bruno and Shmuel.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the description of the literature that is related to this study. This chapter is divided into three parts. The first part is Review of related Theories that discuss about the theory of literature. The second part is Theoretical Framework. It explains the application of the theories in solving the problems; that is. Why they are needed and how they are applied in the study.

A. Review of Related Theories

In this part the writer employs some discussion on elements of literature which provide important information that guide the writer in analyzing the novel.

1. Psychological Approach

According to Rohrberger and Woods (6-15) there are five kinds of critical approaches. The writer used the psychologycal approach to analyze the problems. The psychological approach is based on the psychological theories. The psychological approach explores a work of art by using some psychological theories as the framework.

From those five approaches, the psychological approach is chosen to reveal the reason why Bruno and Shmuel build friendship. In John Boyne's The Boy in the Striped Pyjamas a friendship is presented by Bruno and Shmuel. They have different characters and personality that lead them into a peer relationship. This

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solid relationship drives Bruno to maintain his friendship with Shmuel. Therefore, some theories on friendship and character and characterization are needed.

The psychological approach employs theories of human psychology. People are developing from birth to death. People experience many things at certain ages and stages. As the framework of this study, the meaning of friendship is emphasized on seeing the reasons why the main characters of The Boy in the

Striped Pyjamas, Bruno and Shmuel maintain their friendship.

1. Character and Characterization a. Character

Character is one of the important elements in novel. Abrams (1981) in his book A Glossary of Literary Terms defines characters as the person presented in qualities that are expressed in what they say (the dialogue) and what they do (the action).

In order to understand how a character in literary work is described, we need to understand the theory of character. Through this theory we will understand the character which is created in a work of literature. Characters are crucial in the novel. They play an important role to determine the unity and sense of art of the story. Abrams defines characters as the persons presented in a dramatic or narrative work who are interpreted by the readers as being endowed with moral and disposition qualities that are expressed in what they say (the dialog) and by what they do (the action). He adds that the characters have some characteristics

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9 like real human beings. They have temperament, moral and social values that eventually become the motivation of their speech and actions. Characters may remain stable or undergo some changes during the story. They experience many things that could influence their thoughts, ideas, judgments about life and society (p.40).

E.M Forster in Aspects of The Novel (1985) says that character can also be categorized as flat or round. Flat character is introduced from the beginning until the end of the story in the constant condition and unchanged environment. The author can express the flat character just by one sentence and describes him completely. The advantage of this character is that the readers are able to recognize the character easily whenever he comes out. Since this character does not experience changes, it makes him easily to remember. While round character is more complex in temperament and motivation. Thus, an author will describe the character like real people who can give unpredictable actions.

Characters can be categorized as major and minor characters. Henkle (1977) states that major character is created to carry out ideas or messages in a story to readers through the character’s feelings, thoughts, actions, and reactions. A major character plays an important role in the story supported by one or more minor characters.

In Writing with a Purpose, Timmer and Sommets state that the minor

character may be essential to the main action of a story, or they maybe introduced for some special purpose to provide comic relief, to act as a mouth piece for author, or to provide a foil through which some quality of the major character is

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emphized.

Each character in a story has its own characteristics. They have their own personalities and physical appearences that differenciate them from another character. Timmer and Sommers say that a character is used in two senses in literature. First, is to identify the people who appear in the story, play, or poem; and second is to describe the personality of any of these people, especially those traits that affect the development of the work.

b. Characterization

The process by which an author creates a character is called characterization. According to Holman and Harmon (1986), characterization has a very important role in literary work, especially in narrative and dramatic works. Characterization is the creation of imaginary persons. They are created imaginatively, but they have to be seen real, so that they exist for the readers as life like.

Characterization can be applied into both direct and indirect ways. Each of them serves to show the reader the quality of the character told physically or psychologically. This quality will bring to the reader an image of the character that the author creates.

In understanding the characters’ personalities and physical attributes that make the characters have some differences, we need to know the way the author makes us understand their characteristics and personalities.

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11 are nine methods in which the readers can understand the character. The first one is personal description, the author describe the character by person’s appearances and clothes. Most of the time the way a person appears determines his character. The author usually uses adjectives in order to give him personal description of a character. The readers can get details from the physical view of a character. Such as from the character’s face, skin, eyes, hair, build, and cloth.

The second is character as seen by others, the author describes the character of the person through the other’s eyes and opinion. Here the opinion may come from people around the person about his personality and daily life which can also determine his characteristic.

The third is speech, the author can give us insight into the character of one of the persons in the book through what that 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 his character.

Fourth is past life, by letting the reader learn something about a person’s past life, the author can give the reader clue to events that have helped to shape person’s character. Through direct comment by the author, through the person’s thought, through his conversation or the medium of another person.

Fifth is conversation of others, the character is also described by the author through other people’s conversation and the things they say about him. What other people say and the things they say often describe the character of the person they talk about.

Sixth is reaction, the author also describes the character through the

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person’s reaction to various situation and events. Here readers can get a clue whether the person is temperamental or patient or whether he is a smart or slow thinker.

Seventh is direct comment, the author can describe or comment on the person’s character directly. The author tells the reader directly what the character is like by giving direct comments to the character. Eighth is thought, the author directly gives what the person is thinking about to give a clue to the reader about the person’s character. Nineth is Mannerisms, the author can describe a person’s mannerisms, habits or idiosyncries which may also tell us something about his character.

2. Motivation a. Definition

Here are many terms or definition of theory of motivation given by psychologist. Some of them state that motivation is a calculated process involving reason, whereas others notice as an attitude. Paul and Anne explain that motivation is a factor that causes a person to do something continually toward the goal to achieve. “Motivation is broadly concerned with the temporary determinants of choice (direction), persistence and vigor of goal-directed behavior (Jung:1978).

Motivation appears when people want to fulfill their needs, for example, having friends. Stanton (1996) states that a character has ‘reason for behaving or motivating.’ This motivation is divided into two types, specific motivation and

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basic motivation. Specific motivation is the immediate reason, perhaps

unconcious, for any particular speech or act. Basic motivation is an aspect of his general character.

b. Kind of Motivation

To sum up, motivation is divided into two types, specific motivation and basic motivation. Specific motivation is only spontaneous motivation and basic moivation is a deeper motivation which is a mixture of some specific motivations. Specific motivation appears to support basic motivation, which has a deeper influence on the person to act.

Huffman and Vernoy (2006) stated two forms of motivation that have surprising effect on achievement. Motivation is derived from the satisfaction arising out the behavior itself (377).

c. The Hierarchy Needs of Motivation

The hierarchy needs according to Maslow (1970) from the lowest level or the first level is: physiologimcal needs, safety needs, love and belongingness needs, esteems needs and self-actualization needs (38-43).

The first hierarchy is physiological needs. The basic need for human being is physiological for physical survival. It includes the deeds for food, water, sex, sleep, and oxygen.

The second is safety needs. Everybody needs to feel secure, safe and out of danger. People need for security and protection from pain, fear, anxiety, and disorder. The peaceful society makes its members feel safe.

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The third is love and belongingness needs. The need of love is true in the absence of friends, or a sweetheart, or a wife, or children. Love according to Maslow is not restricted to romantic love, but it includes the feeling closeness between two good friends, feeling closeness to the society and some community. It involves a hunger for affectionate relationship with others, a need to feel part of a group, or a feeling that one belongs. The love requires both receiving and giving of love, love from another and some to love.

The fourth is esteem needs. According to Maslow, the need for self-esteem motivates the individual to strive for achievement and the need of esteem from others involves a desire for reputation, status, recognition, attention, appreciation by others and a feeling importance.

The last hierarchy is self-actualization needs. At the self-actualization level, the person’s behavior is motivated by different conditions than at the lower levels. Self-actualization needs refer to desire for self-fulfillment. It values such as truth, honesty, beauty, goodness and they provide meaning to the life of self-actualized individual.

B. Theoretical Framework

This part describes some books and references that consist of theories employed to help analyze the novel. The theories support and strengthen the analysis. Each theory is used to answer the specified questions that have been formulated in the previous chapter. To analyze the first problem, how Bruno is described in the novel, the writer applies the theory of character by E.M Forster

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15 and Characterization by M.J. Murphy. Then to analyze the second problem, how Shmuel is descrobed in the novel, the writer applies the theory of character by E.M Forster and characterization by M.J Murphy. In order to analyze and find out the reason of Bruno and Shmuel in building friendship, theory of motivation by Huffman and Vernoy and The Hierarchy Needs of Motivation by Abraham Maslow are used.

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16 CHAPTER III METHODOLOGY

This chapter presents the description of the methodology used in study. It consists of three parts, namely, Object of the study, Approach of the study, and Method of the study. Object of the Study deals with major subject of the study, while Approach of the Study concerns with the literary approach applied in analyzing the novel and Method of the Study focuses on the method that is used to conduct the study.

A. Object of the study

The writer was interested in John Boyne's The Boy in the Striped Pyjamas, which was written in 2006 as a story for young readers. This novel has won the award from some countries such as, Irish Book Award Children’s Book of the Year, Irish Book Award People’s Choice Book of the Year, Bisto Book of the Year, Que Leer Award Best International Novel of the Year (Spain), Orange Prize Readers Group Book of the Year, Shortlisted for British Book Award, the Border's New Voices Award; the Ottaker's Children's Book Prize, the Paolo Ungari Literary Award (Italy), Irish Book Award Irish Novel of the Year Award; the Leeds Book Award; the North-East Book Award; the Berkshire Book Award; the Sheffield Book Award; the Lancashire Book Award; Prix Farniente (Belgium); Flemish Young Readers Award; Independent Booksellers Book of the Year; Deutschen

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17 Longlisted for the Carnegie Medal and the International IMPAC Literary Award.

The Boy in Striped Pajamas was made into a TV movie, which was aired during 2006 also, the same year as the novel was published. This novel is also available in many languages (43 languages), Chines, Italy, German, Japan, etc.

The Boy In The Striped Pajamas is presented as a fable that is intended to teach a moral lesson. Fable here means not based on fact or true story. It is flagging to the reader up front that one is expected to disengage ones normal sense of reality and accept the story as given, but in this instance, when dealing with such an emotive, well recorded and historically recent subject as the Holocaust, this is difficult to do. Everything hinges on the reader accepting Bruno's overwhelming naivety at face value. Is it really credible that nine-year-old Bruno, who lives and goes to school in Berlin and is the son of a senior SS officer, is oblivious to the war. When his family arrives at Auschwitz, Bruno and his 12-year-old-sister are conveniently the only children in the vicinity, other than those on the other side of the fence. This again stretches credibility because historical records show that about 6,000 SS officers were posted at Auschwitz, so it seems extremely unlikely that other children would not have been around. Then there is the issue of how Bruno could possibly have talked with his friend on the other side of the fence for months without being seen, or ever comprehending that Shmuel is starving (he absentmindedly brings him food from time to time but usually ends up eating most of it on the way). Not to mention the inconvenient detail that by 1942 most young children arriving at the camps were gassed on arrival.

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As a fable, this is a powerful tale, and if you can read it as such all well and good, but as a vehicle for explaining the defining tragedy of the 20th century to young people it falls embarrassingly short.

B. Approach of the study

A certain approach is employed in analyzing a literary work to find out some theories to discuss the study. It gave the writer background knowledge and helped to develop the analysis based on the problems. In this study the writer used the psychological approach in the analysis to discuss the issue stated in the problem formulated.

According to Rohrberger and Woods (12) the psychological approach tries to locate and demonstrate certain recurrent patterns from the knowledge of psychology. Since the presence of friendship, which is the main topic in this study, is related to psychological aspects of human beings, the psychological approach is suitably employed in this study. This is to explain human motivation, personality, behavior or emotion. Since friendship deals with emotion and motivation the use of psychological approach is suitable in discussing the problem formulation.

C. Method of the study

This paper used library research as the method of the study. The primary source was John Boyne's Boy in the Striped Pyjamas. The secondary sources were books, e-books, or websites, which provided the theories that, were needed in analyzing the novel.

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19 There were some steps to be done in this study. The first was reading the whole story to gain good understanding of the contents of the story. This study used one of the intrinsic elements to develop the analysis further.

The second was finding some theories or any sources that supported the analysis to identify the elements of the novel to be discussed. The source contained the supporting issues were collected and those became references to limit and develop analysis of this study.

The third step was identifying the elements of the story to be discussed. The element was the character. The writer focused the analysis on the character of the novel by making use of theory of character and characterization. The writer employed the bigger portion of psychological approach to analyze the third question in the problem formulation. In answering the first and second problems, the writer gathered information from the novel; from the author’s description. In answering the third question, the writer focused on the motivation of Bruno and Shmuel which serve as a basis for his action in building friendship.

Fourth, the writer searched for books about psychology especially on motivation. Read those books since in understanding human actions, thoughts and feelings psychological sides will give a clear and better understanding. Furthermore, every action conducted as a result of motivation from a person either the motivation comes from inside or outside the person. The books on personalities gave explanation to analyze character and books on motivation were employed to observe the reason why certain action is conducted.

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CHAPTER IV ANALYSIS

This chapter discusses the analysis of John Boyne’s The Boy in the Striped Pyjamas. It is divided into three sections. The first is the description of Bruno’s characters, one of the major characters. The second section is the description of

Shmuel’s characters, the major character in the novel. The third section discusses the motivation of Bruno and Shmuel in building friendship.

A. The Description of Bruno

Characters are the persons who are life-like, portrayed in a story and interpretable by the reader from their speeches, dialogues, and actions (Abrams 20). Henkle (1997) describes characters in two types. They are major character and minor (secondary) character. The major characters are characters observe most often in the novel and whose appearances are frequent (p.87). Bruno is one of the major characters in the novel. He becomes the centre who plays the important role of the story. Besides, Bruno is also considered as a round character. E.M Forster (1985) in Aspect of The Novel states that round character is more complex in temperament and motivation. Thus, an author will describe the character like real people who can give unpredictable actions.

According to Murphy (1971), the characteristics of each individual of the story can be seen through personal description, other character, character as seen by another, speech, past life, conversation of others reaction, direct comment,

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21 thought, mannerism (p.20). The description of Bruno can be seen from his personal description, his speech and his reactions.

1. Physical Characteristics

John Boyne describes Bruno‟s physical appearance by telling the personal description of Bruno. In this novel, Bruno is portrayed as a nine year old boy. He is a nice boy. He is small. He is not as tall as any other boys in his class.

This was true and a particular sore point for Bruno. It was a source of constant disappointment to him that he wants‟ as tall as any of the other boys in his class. In fact he only came up to their shoulders. Whenever he walked along the streets with Karl, Daniel and Martin, people sometimes mistook him for the younger brother of one of them when in fact he was the second oldest (p.22).

He has a short body, very short for a nine year old boy. He is not like other boys of his age. It can be seen when he is talking with his father and sitting face to face with his father, but he cannot reach the armchair. When he sits, his feet are not quite touching the floor (p. 46).

2. Personality Characteristics a. Adventurous

Murphy states that character can be seen through his past life, conversation of others and character as seen by another. It gives the writer some clues to shape the person‟s character. We often jugde a person by his past life, conversation of others and character as seen by another. Bruno‟s past life shows that Bruno is an adventurer. It can be seen also through his conversation of others and character as seen by another.

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Bruno likes school life much. He can meet his friends there, read some books about exploration, and go back to their house together. However, since he moves to Auschwitz he cannot do his exploration anymore. They call the teacher to come to their house.

Bruno likes reading some adventures and exploring books. He does not like reading science and history books. Sometimes he is asked to read science and history books by his teacher Herr Liszt, but he refuses it. “... and he was old enough to know that Out-With did not belong to them, despite all the land there. „Not very much,‟ he admitted finally. „Although i know quite a bit about the Middle Ages. I like stories about knights and adventures and exploring (p.97).”

That is one good thing that Bruno can get something from the lesson given by Herr Liszt. Herr Liszt has taught them about the history lesson related to his hobby and his dream to become an explorer or an adventurer. That is the history of Christopher Columbus and Amerigo Vespucci.

There was one good thing that Herr Liszt had taught him about their history lessons: men like Christopher Columbus and Amerigo Vespucci; men with such adventurous stories and interesting lives that it only confirmed in Bruno‟s mind that he wanted to be like them when he grew up (p.101).

Knowing that Bruno likes something about exploration and adventures, his mother buys him some books about exploration and adventures. He reads enough books about explorers to know all about exploration (p.104).

As Murphy said that we can gget a clue of the character through his or her conversation of others. Through his point of view, the writer gets some clues that

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23 Bruno likes exploring when he converses and chats to Shmuel and Pavel (his family servant). It is different time when Bruno has a conversation to Shmuel and Pavel. The topic is the same, asks about the future, about his passion to be an explorer when he grows up. “.... I‟m going to be an explorer when I grow up,” said Bruno, nodding his head quickly. “At the moment I can‟t do very much more than read about explorers, but at least that means that when I‟m one myself, i won‟t make the mistakes they did (p.113).”

From the conversation, the writer points that Bruno is adventurous. He has strong willing to be an adventurer like he says to Pavel that he wants to be an explorer or an adventurer grows from the time when he is still a small boy (p.83).

Knowing about a new place, Bruno has a good idea. He plans to go there to play and go exploring. No one knows about his idea. Here Bruno tries to go exploring. It can be found through his thought. Out of it, he has an idea and plans to go to a place doing some explorations.

He had walked slowly but once he left the room he went more quickly towards the stairs and then ran down them at a great pace, suddenly feeling that if he didn‟t get out of the house soon he was going to faint away. And within a few second he was outside and he started to run up and down the driveway, eager to do something active, anything that would tire him out (p.66).

Starting his exploration, Bruno leaves the house. He goes round the back and looks up towards his own bedroom window which, from down here, does not look quite so high anymore. He thinks of the risk if he goes there and jumps out of it, it can probably hurt him (p.100).

Another point of Bruno‟s thought shows that Bruno is adventurous can be

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seen when he runs out from his house, wants to go outside to explore the place behind his house. Here, he tries not to think about what his father and mother‟s prohibition which forbids him to walk anywhere near the fence or the camp and moat, particularly that exploration is banned at Out-With (pp.101-102).

The more he goes the more he is far from his house. When he looks back the house he is living in becomes smaller and smaller until it disappears from sight altogether. He does not see anyone there. There is no one living or walking around. Suddenly, he thinks that his exploration is going to be unsuccessful (p.103).

After walking for the best part of an hour and starting to feel a little hungry, he thought that may be that he was enough exploration for one day and it would be a good idea to turn back. However, just at that moment a small dot appeared in the distance and he narrowed his eyes try to see what it was (p.104).

Sitting alone in his room, Bruno thinks about all activities he likes to do when he was in Berlin and that the entire things he likes, but since they move to Out-With he cannot do it anymore. Yet, there is one thing that he is able to do on his own that he has done all the time in Berlin and that is explored (p.98).

He turns to remember his past life in Berlin, when he enjoys the exploration. Out of Bruno‟s past life, the writer learns and gets a clue which shows that Bruno is adventurous. He always remember his past life in Berlin. He says: “....When I was a child,” Bruno said to himself, “I used to enjoy exploring. And that was in Berlin, where I knew everywhere and could find anything I wanted with a blindfold on. I‟ve never really done any exploring here. Perhaps it‟s

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25 time to start (p.98).”

Being an adventurer is Bruno‟s dream since he is a small boy. he does not note his father‟s and mother‟s prohibition which is not allowed him to go outside. But, because of his willing and passion being an adventurer he does not think that he is in danger when he decides to runs out from Out-With.

b. Admireble

Bruno greatly admires his father. It can be found through his thought. Murphy (1972) states that we can see the characters of person through what the person is thinking about. It gives the writer a clue about the person‟s character (p.20). Through what Bruno is thinking about, the writer points that Bruno greatly admires his father. He is very proud of being his father‟s son. He is often jealous with his sister Gretel. He thinks that his father loves her more than he loves Bruno. He always kisses her before they go to sleep.

“You mean Father.”

“Of course,” said Gretel, who always spoke of father as he could never do any wrong and never got angry and always came in to kiss goodnight before she went to sleep which, if Bruno was to be really fair and not just sad about moving houses, he would have admitted father did for him too (p.25).

Bruno feels sad when his father ignores him when he tried to talk to him. He knows very much that he is very busy with his job. That is just one thing which Bruno wants very much. He wants his father to care for him like what he does to Gretel, his daughter (p.44).

Bruno always thinks about his father‟s job and he always wants to be like his father. Through what Bruno is thinking about, it can be seen that he admires his

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father. He always wants to be like him. He wants his father to care for him too. He wants his father to know that he greatly admires him no matter what people say. Even he tells to Shmuel that he wants to be like his father when he grows up. He wants to be a soldier. He says to Shmuel when they are talking about their future (p.138).

When his friend says that soldiers are not good, they are cruel. However, Bruno did not say so. He explains to Shmuel that his father is different. He is not the same as other soldiers in Auschwitz.

“There aren‟t any good soldiers,” said Shmuel. “Of course there are,” said Bruno.

“Who?”

“Well, Father, for one,” said Bruno. “That‟s why he has such an impressive uniform and why everyone calls him Commandant and does whatever he says. The Fury has big things in mind for him because he‟s such a good soldier.” (p.139)

Bruno does not care what people say or think about his father. In his mind father is a good man. He is a good soldier, that is why he can become a commandant. One thing which makes Bruno greatly admires his father is his father is a good soldier who loves his family so much.

c. Imaginative

Bruno is an imaginer. He likes to imagine about something new. It can be seen through his thought of something he saw. According to Murphy (20), thought is what the person thinks about to give a clue to the reader about the person‟s character.

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27 them in his memories and start to imagine that they are together. Do all activities they like; play at home, have three best friends for life, slide down banisters, try to stand on his tiptoes to see right across Berlin, but suddenly he realizes that he is stuck in a nasty house with three whispering maids and a waiter who was both unhappy and angry, where no one looked as if they could ever be careful again (p.15).

Bruno imagines, it can be nice when his family can gather in a place he saw. Then, there is a garden beneath Bruno‟s window, full of flowers where Gretel can imagine sitting in the sunshine and reading books. He starts his imagination.

It started off nicely enough. There was a garden beneath Bruno‟s window. Quite large one too, and full of flowers which grew neat orderly section in soil that looked as if it was tended very carefully by someone who knew that growing flowers in a place like this was something good that they could do, like putting a tiny candle of light in the corner of a huge castle on a misty moor on a dark winter‟s night.

Past the flowers there was a very pleasant pavement with a wooden bench on it, where Gretel could imagine sitting in the sunshine and reading a book. There was a plaque attached to the top of the bench but she couldn‟t read the inscription from this distance. The seat was turned to face the house-which, usually, would be strange thing to do but on this occasion she could understand why (p.31).

Daydreaming, is an activity which Bruno always does when he feels lonely and bored. He imagines if he can go to explore a new place he saw when he is in Gretel‟s room. He sees there is a very beautiful place. There is a fence on the other side of the garden and a huge wire fence that ran along the length of the house. The fence is very high and there is not any grass after the fence. Instead, the ground is made of a sand-like substance. Bruno and Gretel are still amazed of everything outside. Even, Gretel cannot find any words to express her surprise.

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Bruno thinks and imagines if he has a place like what he saw that must be good and he will be the king of everything.

“You see?” said Bruno from the corner of the room, feeling quietly pleased with himself because whatever it was out there- and whoever they were he had seen it first and he could see it whenever he wanted because they were outside his bedroom window and not hers and therefore they belonged to him and he was the king of everything they surveyed and she was his lowly subject (p.32).

Bruno likes to imagine about something. Through his thought (what he is thinking about), he always brings something in his imagination.

d. Curious

Although Bruno is a boy and his age is still nine years old, it does not mean that he is the same like other boys in his age. Bruno is different, he is smart and critical. Murphy states that character can be seen through his thought, conversation of others or the personal description. We can also jugde the characteristics by seeing his or her though and the conversation of others. Bruno‟s thought and the way he converses of others shows that Bruno is curious. He asks his father why they have to move to Out-with, their new home in Auschwitz. His father tries to explain that they must go because they are family. Bruno complains because he thinks that his grandfather and grandmother are also their family, but they do not move to Out-With.

“Come, come,” said Father, wanting to have none of that. “Let‟s have none of that,” he said. “A home is not a building or a street or a city or something so artificial as bricks and mortar. A home is where one‟s family is, isn‟t it right?” “Yes, but__”

“And our family is here, Bruno. At Out-With. Ergo, this must be our home.” Bruno didn‟t understand what ergo meant, but he didn‟t need to because he

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29 had clever answer for Father. “But Grandfather and Grandmother are in Berlin,” he said. “And they are our family too. So this can‟t be our home (p.47).”

Another point of view states that Bruno is curious can be seen through the conversation of others when he talks to Gretel (his sister) about the Out-With. Bruno considers Out-With as something horrible. He does not think that Out-With s the name of their new house. Then he asks about his curiousity of Out-With to Gretel.

“Well, yes,‟ said Gretel, acknowledging that. “It‟s horrible right now. But once the house is smartened up a bit probably won‟t seem so bad. I heard Father say whoever lived here at Out-With before us lost their job very quickly and didn‟t have time to make the place nice for us.”

“Out-With?” asked Bruno. “What‟s an Out With?”

“It‟s not an Out-With, Bruno,” said Gretel with a sigh. “It‟s just Out-With.” “Well, what‟s Out-With then?” he repeated. “Out-With what?”

“That‟s the name of the house,” explained Gretel. “Out-With (pp.24-25).” The Out-With is still horrible for Bruno, because it is so quiet and unpleasant. No one can explain to him why they have to move there, except the reason that his father has a very important job so they have to move there. No one can satisfy him with their answer. For the last time he tries to ask his family maid Maria, whether she likes or not living in the new home.

Bruno guesses Maria does not like and is unhappy living there, the same thing with Bruno. Maria seems to considered her response carefully, selects the right words, prepares to say them, and then thinks better and discards them altogether. When Maria tries to answer with a new question, Bruno replies with a slight laugh. He really hates living in Out-With. There is nothing to do, there is no one to talk to, nobody to play with. He is asking Maria again and again (pp.57-58).

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“So you don‟t like it here then?” asked Bruno. “You think it‟s as bad as I do?” Maria frowned. “It‟s not important,” she said.

“What isn‟t?” “What I think.”

“Well, of course it‟s important,” said Bruno irritably, as if she was just being deliberately difficult.

“You‟re the part of the family, aren‟t you?”

“I‟m not sure whether your father would agree with that,” said Maria, allowing herself a smile because she was touched by what he had just said (p.58).

Maria tries to convince Bruno not to worry. There is nothing different living in Berlin or living in Out-With. She likes both of them. Yet, it still makes Bruno curious. It seems to Bruno that Maria is really going to tell him what she is thinking about. He is still asking Maria about it. Then Maria tries to convince Bruno that everything what his father does is actually for the best and he has a certain reason why they have to move to Out-With. He does not really satisfy with Maria‟s answer. He is still curous and thinking that his father makes a terrible mistake has brought them living in Out-With (pp.58-59).

Maria is patient. That is why Bruno loves her much. In her confusion answering Bruno‟s question, she is still patient. Then she tries to explain why she can ignore or reject what Bruno‟s father says. She also shares about her past when her mother also worked for his father‟s family, grandfather and grandmother. She also says and explains how kind his father is. That is not Bruno if he does not want to know everything. He is still action his question.

“He has a lot so kindness in his soul, truly he does, which makes me wonder...” She drifted of as she watched them and her voice cracked suddenly and sounded as if she might cry.

“Wonder what?” asked Bruno. “Wonder what he... how he can...” “How he can what?” insisted Bruno.

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31 The noise of a door slamming came from down-stairs and reverberated through the house so loudly-like gunshot-that Bruno jumped and Maria let out a small scream... (p.62).

One evening, his father announced to everybody in their house that Thursday night there will be an important guest coming in their house and everybody have to cancel all plans if they have any. The Fury is name of the very important guest that will come. Father said that he wants to discuss something. Bruno does not know well who he is and how important he is. He just wonders that this person is really important for his family. It can be seen while Father is announcing that The Fury will come and everybody has to cancel their plans, mother just opens her eyes wide and her mouth makes the shape of an O. Than as usual, Bruno asks about The Fury to his father. Although, he does not know well about the pronounciation, but he still keeps in his question and he is still curious about it. Here, Gretel, his sister tries to disdain and insult him (pp.115-116).

“Who‟s the Fury?” asked Bruno.

“You‟re pronouncing it wrong,” said Father, pronouncing it correctly for him. “The Fury,” said Bruno again, trying to get it right but failing again.

“No,” said Father, “the___Oh, never mind!” “Well who is he anyway?” asked Bruno again.

Father stared at him, astonished. “You know perfectly well who the fury is,” he said.

“I don‟t,” said Bruno.

“He runs the country, idiot, said Gretel, showing off as sisters tend to do. (It was things like this that made her such a Hopeless Case.) “Don‟t you ever read newspaper?” (p.116).

Bruno is very different with some other boys in his age. Bruno is very critical and smart. When his father or mother gives him advice or asks him to do something he does not like, he tries to refuse or answer it and asks what is the reason he must do what his father and mother ask to him. He will keep on his

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question. It happens also when he finds something strange like the camp behind his house. He will find out and anwer his curiosity.

e. Stubborn

Bruno is also stubborn. He always thinks that his answer is the best answer. It can be found in his speech. According to Murphy (1972) in his book Understanding Unseen, speech (the third method) is the way to know the characteristics of the characters in the novel. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, it gives the writer clue to his characters.

Maria is the one whom Bruno believes much. He likes to share everything to her, about his hobby to explore the nature, his three best friends (Karl, Daniel and Martin), and also about his father‟s job. Once he asks Maria about his father‟s job. Maria tells Bruno that Father has very important job, a job that needs a very special man to do it. A very special job which makes them have to move away from Berlin. Here, Bruno, for the first time complains about his father‟s job.

“That‟s not for me to say, Master Bruno,” said Maria. “Your mother has explained to you about your father‟s job and ___”

“Oh, I‟m tired of hearing about Father‟s job,” said Bruno interrupting her. “That‟s all we ever hear about, if you ask me. Father‟s job this and Father‟s job that. Well, if Father‟s job means that we have to move away from our house and the sliding banister and my three best friend for life, then i think Father should think twice about his job, don‟t you?” (p.17)

Not only about his father‟s job that he asks and complains about, but also Lieutenant Kotler, one of his father‟s soldiers. Bruno does not like him because he is so serious and unpleasant. Maria tells him is not a big different from his father,

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33 he is as serious as his father. Maria says that Lieutenant Kotler has same character with his his father, so serious. However, Bruno does not think as Maria thinks. In Bruno‟s mind, they are very different. His father is supposed to be serious because he is a father, a breadwinner. His father is serious because it should be like that. It is because his father is a commandant but Lieutenant Kotler is not. Then, he should not be so serious like father does (pp.18-19).

For Bruno, living in Out-With is a big mistake his father has done. He remembers when he got punished when he did a mistake. He thinks that the rules that are always applied to children never seems to apply to grownups at all.

“I don‟t see why not,” said Bruno; he was a little ashamed of himself for having said it, but the last thing he was going to do was sit back and receive a telling off when no one seemed to care about his opinion anyway. “Because your father is a good man,” said Maria. “a very good man. He takes care of all of us.”

“Bringing us all the way out here, to the middle of nowhere, you mean? Is that taking care of us?” (p.59)

Another speech of Bruno which states that he is stubborn can be found when he talks to Pavel (family servant). At that time Bruno is helped by Pavel when he falls from the swing he makes. He got injured in his leg. He wants to go to the hospital because he thinks that it is very dangerous if he does not go to hospital soon. Pavel tries to convince him that he will be alright after Pavel treats him. Bruno does not know and believe that Pavel is a doctor before he moves to Auschwitz. This is the conversation of Bruno and Pavel. It can be seen how Bruno keeps his argument that Pavel is not a doctor: “...It could be worse than it seems.” “It‟s not,” said Pavel, who barely seemed to be listening to what Bruno was saying, the carrots were taking up so much of his attention.“Well, how do you

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know?” asked Bruno quickly, growing irritable now despite the fact that this was the same man who had come out to pick him up off the ground and brought him in and take care of him. “You‟re not a doctor.”....He sighed and seemed to consider it for quiet a long time before saying, “Yes I am.”

A. The Description of Shmuel

In John Boyne‟s The Boy in the Striped Pyjamas, Shmuel is categorized as a round character. Forster (1985) states that a round character is more complex in temperament and motivation.

Shmuel is portrayed as a major character. Murphy (1972) states that major characters are the centre and play an important role in the story. They deserve the fullest attention because they have a crucial role in shaping and making up the story.

1. Physical Characteristics

Murphy (1972), in his book Understanding Unseen stated the readers can get the details from the physical view of the characters such as the character‟s face, skin, eyes, hair, build and cloth. Shmuel is a nine years old boy. He has the same age and birthday with Bruno. He comes from Poland, a country near Germany. He is samller than Bruno. He is ugly. His skin is almost the colour of grey. He has very large eyes and the colour are caramel sweets. The whites are very white. It is an enermous pair of sad eyes

When Bruno first approached the boy, he was sitting cross-legged on the ground, staring at the dust beneath him. However, after moment he looked up and Bruno saw his face. It was quite a strange face too. His skin was

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35 almost the colour of grey, but not quite like any grey that Bruno had ever seen before. He had very large eyes and they were the colour of caramel sweets; the whites were very white, and when the boy looked at him all Bruno could see was an enermous pair of sad eyes staring back.

Shmuel is a Jew, where at that time, Jews were very discriminated. Even, they are forced to be seperated. This also happens to Shmuel. He had to be seperated with his mother because his mother was taken away from his family by the soldiers.

Shmuel is the youngest child of his family. He has one brother named Josef. Shmuel is friendly, smart, and open minded. It can be seen from his action and speech in this story.

2. Personality characteristics a. Friendly

Shmuel is friendly. He is not awkward when meeting new people. The writer found Shmuel is friendly through his reactions to various situations and events. It gives the clue of Shmuel‟s characteristics (Murphy, 40).

This is the situation which Shmuel meets Bruno for the first time in the side of the fence. The situation points out Shmuel‟s reaction, how friendly he is even though they just met each other.

“Hello,” said Bruno. “Hello,” said the boy.

The boy was smaller than Bruno and was sitting on the ground with forlorn expression. He wore the same striped pyjamas that all the other people on that side of the fence wore, and a striped cloth cap on his head. He wasn‟t wearing any shoes or socks and his feet were rather dirty. On his arm he wore an armband with a star on it.

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II. Listen carefully from the audio and fill in the blank with appropriate

words!

Chapter Two

The New House

When he first saw their new house Bruno’

s eyes opened wide,

his mouth made the shape of an O and his arms stretched out at his

sides once again. Everything about it __to be the _ opposite

of their old home and he couldn’s belive that they were really going

to live there.

The house in Berlin had stood on a quiet street and _________

it were a handful of other big houses like his own, and it was always

nice to look at them because they were almost the same as his

housebut not quite, and other boys ____ in them who he played with

(if they were friends) or ______ clear of (if they were trouble). The

new house, however, stood all on its own in an empy, desolate place

and there were no other boys to _________, neither friends nor

trouble.

The house in Berlin was ____________, and even though he’d

lived there for nine years he was still able to find _____ and crannies

that hadn’t fully finished exploring yet. There were even whole room

such as Father’s office, which was Out Of Bounds At All Times And

No _________that he had barely been inside. However, the new house

had only three floors: a top floor where all three bedrooms were and

only one bathroom, a ground floor with kitchen, a dinning room and a

new office for father (which, he , had the same as the

old one), and a basement where the servants slept.

All around the house in Berlin were other streets of large houses,

and when you walked towards the centre of town there were always

people __________ along and stopping to chat to each other or

rushing around and saying they had no time to stop, not today, not

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when they had a hundred and one things to do. There were shops

with _______________ fronts, and fruit vegetable stalls with big trays

pilled high with cabbages, carrot, ______________ and corn. Some

were overspilling with leeks and mushrooms, _______ and sprouts;

others with lettuce and green beans, _and ___.

III. State whether the statement is true (T) or false (F) based on the story.

1. Bruno’s new house consists of only two floors (T/F) 2. The new house is located in a crowded street (T/F) 3. The new house has the same atmosphere with the house in Berlin (T/F) 4. There are no other streets around the new house (T/F) 5. Karl, Daniel and Martin are Bruno’s new friends (T/F)

6. Bruno likes to live in his new house (T/F)

7. Maria is Bruno’s mother (T/F)

8. There are many boys who lives in the new house (T/F) 9. Bruno’s mother gets angry when Bruno does not want to help her (T/F) 10.There is no other servants who work in Bruno’s house except Maria (T/F)

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67 Bruno Mars - Count On Me

If you ever find ______ stuck in the middle of the sea

I'll ____ the world to find you If you ever find yourself lost _________ and you can't see I'll be the light to _____ you Find out what we're ____ of What we are _____ to help our friends in _____

Reff:

You can _____ on me like one, two, three

I'll be there and ______ when I need it

I can count on you like four, _____, two

And you'll be there 'cause _____ what friends

Are _______ to do, oh yeah, ooh, ooh

If you ____ and you turn and you just can't fall asleep

I'll sing a song beside you

And if you ever forget _______ you really mean to me

Everyday I will ______ you Find out what we're made of What we are called _____ our

friends in need

Reff:

You can count ____ like one, two, three

I'll be there and I know when ______ it

I can ____ on you like four, three, two

And you'll be there 'cause that's what _____

Are supposed to do, oh yeah, ooh, ooh, yeah, yeah

You'll always have ________ when you cry

I'll never let go, never say _______

Reff:

You can count on me like ____, two, three

I'll ______ and I know when I need it

I can count ______ like four, three, two

And you'll be there '_____ that's what friends

Are supposed to do, oh yeah, oohooh You can count on me 'cause I can count on you

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Viii ABSTRACT

Friendship is considered to be closer association, although there is a range of degrees of intimacy in both friendship and association. The most important thing to mantain a good and healthy friendship is trust and honesty (Kutcher:2000). The Boy in the Striped Pyjamas, a novel by John Boyne, which was written in 2006 is one of the novels that take friendship as the main issue. This novel tells us about friendship between Bruno and Shmuel, a great friendship they build until death parts them. This main issue of the novel encouraged the writer to choose this novel as a primary source of this thesis.

There are three problems concerning the topic of the thesis. 1). The first is how the character of Bruno is described, 2). The second is how the character of Shmuel is described, 3). The third is what motivate Bruno and Shmuel in building friendship between Bruno and Shmuel in The Boy in the Striped Pyjamas. The aims of this study are to provide some beneficial information.

The writer has some suggestions for the future researchers. The next researchers who are interested in this novel can also discuss the personality development of the main character, the symbols or the sociocultural aspect of the novel. The writer also has some suggestions in the implementation of The Boy in the Striped Pyjamas in listening class. The writer suggests a sequence of activities which consist of pre-listening activity, whilst and post-listening activity.

Keywords: motivation, friendship

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ABSTRAK

Ekarista, A Armita P (2012): The Motivation of Bruno and Shmuel in Building Friendship as Portrayed in John Boyne’s The Boy in the Striped Pyjamas. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

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ini. Penulis juga memberikan masukan bagi implementasi dari novel The Boy in the Striped

Pyjamas pada pembelajaran di kelas listening. Pembelajaran tersebut mulai dari kegiatan pra pembelajaran, kegiatan utama dan kegiatan sesudah pembelajaran.

Kata kunci: motivasi, persahabatan