The meaning of rebellious acts conducted by Bruno : the character of John Boyne`s The Boy in the Striped Pajamas.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S 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
Dian Yuanita Anggraini
Student Number: 051214123
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S 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
Dian Yuanita Anggraini
Student Number: 051214123
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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I dedicated this thesis to
my beloved parents,
Papa and Mama...
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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, 18 July 2012
The Writer
Dian Yuanita Anggraini
051214123
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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
Nomor Mahasiswa
: Dian Yuanita Anggraini
: 051214123
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S THE BOY IN THE STRIPED PAJAMAS
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 izin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 18 Juli 2012
Yang menyatakan,
Dian Yuanita Anggraini
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ABSTRACT
Anggraini, Dian Yuanita. (2012). The Meaning of Rebellious Acts Conducted
by Bruno: The Character of John Boyne’s The Boy in the Striped Pajamas.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
This study discusses the meaning of rebellious acts conducted by Bruno,
the character of John Boyne’s The Boy in the Striped Pajamas. The novel tells
about the life journey of a boy named Bruno in the era of Holocaust. His
unintentionally meeting with his new friend, Shmuel, brings him to experience a
new adventure he never imagines before.
There are two questions to be formulated in this study: (1) How is Bruno’s
character described in the novel? (2) What is the meaning of rebellious acts
conducted by Bruno in John Boyne’s The Boy in the Striped Pajamas? The
objectives of this study are to identify the characteristic of Bruno as the main
character of the story and to find the meaning of rebellious acts conducted by
Bruno as one of the characters in John Boyne’s The Boy in the Striped Pajamas.
This study employs the method of library study. The primary data is the
novel The Boy in the Striped Pajamas written by John Boyne. The secondary data
are the entire literature references related to the theories applied from the library
and internet. In conducting this study, there are some theories used: The theory of
character and the theory of characterization are used to answer the first problem
and the theory of motivation is used to answer the second problem. The analysis is
about the main character of the story, named Bruno. He is characterized as
curious, obedient, easily surprised, playful, adventurous, and naïve. The main
discussion of this study is to find the meaning of rebellious acts conducted by
Bruno.
Finally, this study provides suggestions for further researchers who are
interested in analyzing John Boyne’s The Boy in the Striped Pajamas. Therefore,
the future researchers may focus on the setting, the Holocaust tragedy in the
period of World War II by using the historical background as the object to
research.
Keywords: rebellious, acts, the striped pajamas
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ABSTRAK
Anggraini, Dian Yuanita. (2012). The Meaning of Rebellious Acts Conducted
by Bruno: The Character of John Boyne’s The Boy in the Striped Pajamas.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Studi ini mendiskusikan arti dari tindakan berontak yang diperlihatkan
Bruno, tokoh dari novel John Boyne The Boy in the Striped Pajamas. Novel ini
menceritakan tentang perjalanan hidup seorang anak laki-laki bernama Bruno di
area pembataian Holocaust. Pertemuannya secara tidak sengaja dengan seorang
teman baru bernama Shmuel telah membawanya untuk mengalami sebuah
petualangan yang belum pernah ia bayangkan sebelumnya.
Ada dua pertanyaan untuk dirumuskan: (1) Bagaimana karakter Bruno
digambarkan di dalam novel? (2) Apa arti dari sikap berontak yang diperlihatkan
Bruno di novel John Boyne, The Boy in the Striped Pajamas? Tujuan dari
penulisan ini adalah untuk mengidentifikasi karakteristik dari Bruno sebagai
tokoh utama dalam cerita dan untuk menemukan arti dari sikap berontak yang
diperlihatkan Bruno sebagai salah satu tokoh dari novel John Boyne The Boy in
the Striped Pajamas.
Studi ini menggunakan metode studi pustaka. Data utama adalah novel
The Boy in the Striped Pajamas. Data kedua adalah seluruh referensi kesusastraan
yang berhubungan dengan teori sebagai aplikasi dari perpustakaan dan internet.
Dalam melakukan studi ini, ada beberapa teori yang digunakan: teori karakter dan
teori karakterisasi digunakan untuk menjawab pertanyaan pertama dan teori
motivasi digunakan untuk menjawab pertanyaan kedua. Analisa penelitian ini
adalah karakter utama dari cerita, yaitu Bruno. Ia diciri-cirikan sebagai anak yang
ingin tahu, penurut, mudah terkejut, suka bermain, suka berpetualang, dan polos.
Diskusi utama penelitian ini adalah untuk menemukan arti sikap berontak yang
dilakukan oleh Bruno.
Pada akhirnya, penelitian ini memberikan saran lebih lanjut bagi para
peneliti yang tertarik untuk menganalisa novel John Boyne The Boy in the Striped
Pajamas. Oleh karena itu, para peneliti selanjutnya dapat fokus terhadap latar
belakang, yaitu tragedi Holocaust di periode Perang Dunia II dengan
menggunakan latar belakang sejarah sebagai obyek penelitian.
Kata Kunci: pemberontak, tindakan, baju piyama bergaris
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ACKNOWLEDGEMENTS
First of all I would like to express my praise and gratitude to Allah SWT,
my only God for the blessing in my life.
I would like to express my deepest gratitude to Dr. Antonius
Herujiyanto, M.A., as my major sponsor, for his guidance and critical
suggestions in developing the ideas for this thesis. He patiently guided me in
every step of my consultation. I thank him for his support so I could finish my
thesis.
I also thank others who were especially helpful including the lecturers of
Sanata Dharma University, the secretariat staff, especially mbak Dhaniek and
mbak Tari, the library staff, and all workers in this University for their guidance
and best services during my study there.
My appreciation and dedication go only to my beloved parents, Ir.
Daryanto and Mardiana. I thank them for all their loves, supports, and patience
for waiting me passed this study. They always pray the best for me to be a
successful human being. My lovely sisters and brother, Dian Norma Melinda,
Dian Rifqi Arifansyah, and Dian Riza Maretna who always made me smile
when I am frustrated in doing this study. I would like to thank my sweet, Heru
Sujatmiko, for supporting, advising, and loving me. I thank to my best friends:
Intan, Shodiq, Deny, Imel, Jojo, Delfin, Yaya, Dani, Rindang, Kia, Pandu,
Molen, Dion, Ayuni, Olive, Tyas, Fani and some of my friends that have not
been mentioned here. I thank them for being always beside me. I would like to say
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great thanks to all my colleagues, especially to all PBI’05 students. I thank them
for being my lovely friends in these seven years. There are huge memories that we
have experienced. It will be the unforgettable thing for my life. God bless them
all. Amen.
Dian Yuanita Anggraini
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TABLE OF CONTENTS
Page
TITLE PAGE.................................................................................................. i
APPROVAL PAGES..................................................................................... ii
DEDICATION PAGE
iv
PERNYATAAN PERSETUJUAN PUBLIKASI................................................ vi
ABSTRACT.................................................................................................... vii
ABSTRAK....................................................................................................... viii
ACKNOWLEDGEMENTS........................................................................... ix
TABLE OF CONTENTS..............................................................................
xi
LIST OF APPENDICES...............................................................................
xi v
CHAPTER I. INTRODUCTION
A. Background of the Study ...................................................................
1
B. Objectives of the study.......................................................................
3
C. Problem Formulation..........................................................................
3
D. Benefits of the Study..........................................................................
4
E. Definition of Terms............................................................................. 4
1. Rebellious.......................................................................................
4
2. Acts...…..........................................................................................
5
3. Conducted.......................................................................................
5
4. Boy.................................................................................................. 5
5. The Striped Pajamas.......................................................................
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6. Out-With.........................................................................................
6
7. The Fury.........................................................................................
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Review of Related Studies.................................................................. 7
B. Review of Related Theories................................................................ 8
1. Theory of Character and Characterization...................................... 8
2. Theory of Motivation...................................................................... 11
3. Critical Approach...........................................................................
13
C. Theoritical Framework.......................................................................
15
D. Context of the Novel.........................................................................
15
1. Setting of the Novel........................................................................
16
2. Setting of the Writer……………………………………………
16
CHAPTER III. METHODOLOGY
A. Object the Study.................................................................................
17
B. Approach of the Study........................................................................
21
C. Method of the Study...........................................................................
22
CHAPTER IV. ANALYSIS
A. The Description of the Main Characters............................................
23
Bruno as Depicted in the Novel.......................................................... 24
a. Curious.......................................................................................
24
b. Obedient..................................................................................... 25
c. Easily Surprised.........................................................................
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d. Playful........................................................................................
28
e. Adventurous...............................................................................
30
f. Naïve........................................................................................... 31
B. The Meaning of Rebellious Acts Conducted by Bruno in John
Boyne’s The Boy in the Striped Pajamas...........................................
32
1. Literal Meaning..............................................................................
33
2. True Meaning.................................................................................
37
CHAPTER V. CONCLUSION
A. Conclusion.......................................................................................... 41
1. Bruno’s Characters.........................................................................
41
2. The Meaning of Rebellious Acts Conducted by Bruno in John
Boyne’s The Boy in the Striped Pajamas...........................................
42
B. Suggestion........................................................................................... 43
1. Suggestion for Future Researchers.................................................
43
2. Suggestion for the Teacher to Teach using John Boyne’s The
Boy in the Striped Pajamas.............................................................
44
C. The Implementation of the Novel The Boy in the Striped Pajamas
by John Boyne in Basic Reading II..................................................
44
REFERENCES.............................................................................................
45
APPENDICES..............................................................................................
46
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LEST OF APPENDICES
Page
Appendix 1 : Summary The Boy in the Striped Pajamas.............................. 48
Appendix 2 : Biography of John Boyne........................................................
50
Appendix 3 : Cover of The Boy in the Striped Pajamas...............................
52
Appendix 4 : Lesson Plan.............................................................................. 53
Appendix 5 : Teaching Material.................................................................... 55
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CHAPTER 1
INTRODUCTION
This chapter is divided into five subdivisions of the study. The first is the
background of the study. It would focus to the reason why the writer is excited to
analyze the novel. The second is the objectives of the study that would discuss the
purpose of the study. The third is the problem formulation that would provide two
questions to be formulated. The fourth is the benefits of the study. The last is the
definition of the terms.
A. Background of The Study
Humans are social creatures. They live among the other people around.
They have the intuitions of making relation among others. They cannot leave
something called the interaction among others. It is a natural necessity of a
human.
The natural necessity of a human is something essential to understand. It is
a natural thing, referring to the fact that the necessity of a human is to build the
interaction among the other people. People can build the relation among others by
using some ways. There are two ways in which people generally use. First, it is
the relation of a human toward his God. In public, people called it the vertical
relationship. The medium is by praying. While the second, it is the horizontal
relationship. It is the relation of a human toward the other humans. It could
happen by using several ways, which some of the examples are the relationship
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2
between children and their parents, the relationship between children and their
friends, or even the relationship between a couple in dating.
There are two general statements in public. It is better to avoid looking at
the content only by its cover and without using its cover something is naked. It
gives a meaning that a cover is only working as the device to wrap something
from outside. The performance is one of the elements. It is used in order to asses
someone’s personality. It is universal because the performance is the first thing to
face before other parts.
In doing this study, the writer chooses a novel entitled The Boy in the
Striped Pajamas by John Boyne (2006). It is a fiction story about a child and his
friend in an uncommonly playground called prison. This study was written based
on a fiction story that is adapted from a true story in the period of World War II,
the setting of Holocaust period. This story describes two characters, named Bruno
and Shmuel. They are from two contrary backgrounds of families. Bruno is a
German and Shmuel is a Jew. At that period of time, those two communities are
in the middle of war. Germany is the superior under the authority of Adolf Hitler,
later he is mentioned as the Fury in the novel, whereas the Jew is only a group of
community who stay in Poland. It is in a small percentage compared with
Germany. The duty of German is to demolish all the element of Jewish, including
any members of Jew’s families.
Bruno and Shmuel are told that they befriend since the moving of Bruno’s
family to a place called Out-With (Auschwitz). It is a place where the
Concentration Camp under his father authority is located. From there, he met a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
boy named Shmuel. They have the same interests. They feel comfort each other
because their similar characters of the nine years old boy. The naïve young boys
are represented in the story through those two characters. Bruno is a son of the
Commandant in a Concentration Camp where Shmuel has become one of the
victims inside. They show a good relation of friendship although two
contradictory backgrounds present as a conflict to separate them.
Therefore, the discussion is dealing with the meaning of rebellious acts
conducted by Bruno as the character in John Boyne’s The Boy in the Striped
Pajamas. Thus, in order to deal with the discussion, it cannot be avoided that the
writer has to firstly analyze the character of Bruno, as a nine year old boy, and his
inappropriate place of playground that is a prison.
This novel is interesting to discuss beacuse it deals with characteristics of
children. The writer is interested to discuss them through the analysis towards the
meaning of rebellious acts conducted by Bruno in John Boyne’s The Boy in the
Striped Pajamas. It is represented by Bruno as the nine year old boy.
B. Objectives of The Study
The goal of the study is to find the meaning of rebellious acts conducted
by Bruno in John Boyne The Boy in the Striped Pajamas.
C. Problem Formulation
There are two questions to be formulated in this study:
1.
How is Bruno’s character described in the novel?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2.
What is the meaning of rebellious acts conducted by Bruno in John Boyne’s
The Boy in the Striped Pajamas?
D. Benefits of The Study
The study hopefully could give some benefits information for some parts
of the learners. First, it is for the writer that expects this study could fulfill the
requirement of the final study. Besides, it also gives more improvement of
psychology’s understanding about children and their characteristics. The second is
for the reader. The writer expects this study could share information about the
character and characterization of a figure that sometimes is the representation of a
human in real life. Moreover, it is especially for the parents and the teachers in
educating their children’s and students. The third is for the next researchers of this
study. It hopefully could help them to enrich their material, which is related to the
subject of this study.
E. Definition of Terms
In doing this study, there are some new terms that are mentioned in the
novel. However, to avoid some misunderstanding, there are some explanations
such as follows:
1. Rebellious
According to Oxford Advanced Learner’s Dictionary, rebellious is the
unwilling to obey rules or accept normal standards of behaviour. This study will
discuss Bruno’s action in facing his environment rules.
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2. Acts
According to Oxford Advanced Learner’s Dictionary, act is a particular
thing that somebody does. This study analyzes a child’s characters represents by
Bruno’s. Bruno is a son of a Nazi Commandant.
3. Conducted
According to Oxford Advanced Learner’s Dictionary, conduct is to
organize and/or do a particular activity. This study will focus on Bruno as the
main character who does the rebellious act.
4. Boy
According to Oxford Advanced Learner’s Dictionary, boy is a male child
or a young male person: a little/small/young boy. While, based on the novel The
Boy in the Striped Pajamas by John Boyne, boy means a nine year old child
which is male that represents by the main character of the novel, named Bruno or
Shmuel.
5. The Striped Pajamas
According to Oxford Advanced Learner’s Dictionary, the striped is
marked with pattern of stripes, while pajamas is a loose jacket and trousers/pants
worn in bed or loose trousers/pants tied around the waist, worn by Muslim of both
sexes in some Asian countries. Based on the novel The Boy in the Striped
Pajamas by John Boyne, the striped pajamas means a pair of clothes worn by
people inside the Concentration Camp in Out-With (Auschwitz) as the uniforms of
prisoners.
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6. Out-With
Out-With is a term refers to Auschwitz. It is a located in Poland, about 37
miles west of Krakow. It was in German-occupied Poland from 1939-1945.
Auschwitz is the German name for the town.
(http://wiki.answers.com/Q/Where_is_Auschwitz, retrieved on 15 January 2011).
While based on the novel, Out-With (Auschwitz) means Bruno’s perception
of a farm where a group of people worn the striped pajamas inside. However,
actually it is the name of a Concentration Camp where Bruno’s father is the
Commandant.
7. The Fury
The Fury is a term refers to the Führer. It is a title dedicated to Adolf
Hitler after the death of German President Paul von Hindenburg.
(http://www.history.com/this-day-in-history/hitler-becomes-fuhrer, retrieved on 15
May 2012).
While as indicated in the novel, the Fury means Bruno’s father’s leader
that has promoted him to be a new Commandant in a Concentration Camp that is
located in Out-With (Auschwitz).
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is focus on the foundation of the selected topic that is the
literature source related to the study. It is divided into three subdivisions of the
study, which are the review of related studies, the review of related theories and
theoretical framework.
A. Review of Related Studies
This part explains the other reference of the study entitled Telling
Institutional Cruelty to Children through Literature: a Study on John Boyne’s The
Boy in the Striped Pajamas by Gideon Widyatmoko, the English Letter student of
Sanata Dharma University, compared with this study.
That above study contains about the analysis of an institutional cruelty
towards children that was appointed from the same object of the study, the same
novel entitled The Boy in the Striped Pajamas by John Boyne.
However, the goal of this study is different with the goal of the previous
above that is the cruelty towards children. This study conducts to the goal of
getting the analysis of children’s characters between two nine years old boys with
the two contrast background as the foundation of building their characters.
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8
B. Review of Related Theories
1.
Theory of Character and Characterization
According to the book Reading and Writing about Literature by
Rohrberger and Woods (1971), the meaning of character is a person who involves
acting out in a particular time and place (setting), some kind of conflict in a
pattern of events (p. 20). It is described into two categorized, the flat and round.
Flat characters are one-sided, whereas round characters are many-sided.
In the other way, Ferster, in his book Arguing through literature: A
Thematic Anthology and Guide (1947) noted that the two types of characters are
flat and round. Flat characters tend to be simpler that defined by one or two traits,
say the same thing repeatedly, or embody an ethnic, gender, or some other
stereotype, whereas rounded characters defined as more complex, tend to have a
fuller range of thoughts, feelings, or actions, perhaps even in conflict with each
other, and might grow, change, or learn something (p. 81).
In the other work, there is a study about The Character and Personalities
of the People in a Novel by M. J. Murphy that is produced into a book entitled
Understanding Unseens: an Introduction to English Poetry and the English Novel
for Overseas Students (1972). This study concentrates for studying the characters
and personalities of the people an author writes about. There are nine ways how
the author of a story used to convey the readers aware the meaning of characters.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
a. Personal description
This part explains the person’s appearance and clothes. The author
describes the character through the telling of detail such as the face, skin, eyes and
clothing. The reader can see how the author telling and accurate the description.
b. Character as seen by another
This defines the impression of a shaped character through the eyes and
opinions of another character, instead of the directly description from the author
itself. The author may convey the reader through the character’s choice of words
and phrases.
c. Speech
There are some ways to inform the description of a character from the
story. The reader can see immediately through some clue giving by the author in
any condition, such as whenever the character speaks, whenever he is in
conversation with another, whenever he puts forward an opinion. Here, the author
gives the reader an insight towards the character through that he has said.
d. Past life
It refers to the way where the author uses to convey the reader finding the
person’s character by his past life. By doing this, the reader would find a clue to
event giving by the author that helped to shape a person’s character. This can be
done by direct comment by the author, through the person’s thoughts, through his
conversation or through the medium or another person.
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10
e. Conversation of others
The other way to convey the reader about a person’s character is through
the conversation of other people and the things they say about him. It sometimes
gives the reader a clue towards the character of the person spoken about.
f. Reaction
It explains the way how the author gives the reader a clue to a person’s
character by letting the reader knows how that person reacts to various situations
and events. The reaction of him may convey the reader to describe what the
person’s character is.
g. Direct comment
It refers to the way the author present his product directly through
description or comment of a person’s character. Here, by reading itself and
without any implicit clue, the reader may understand the character.
h. Thoughts
It refers to the understanding that the author is able to know and tell us
what different people in the novel are thinking about. The reader then is in a
privileged position; he has, as it were, a secret listening device plugged in to the
inmost thoughts of a person in a novel.
i. Mannerisms
This character delivers the behavior of person in a story. The author
describes a person’s mannerisms, habits, or idiosyncrasies which may also tell us
something about his character. These are some of the ways in which an author
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
makes his reader aware of the personalities and characters of the people that he
writes about in his books (p. 161-173).
In Reading and Writing About Literature by Rohrberger and Woods
(1971), implies that characterization refers to a process by which an author creates
a character in order to distinguish him from other characters based on their each
personalities and physical attributes (p. 20). There are two principal ways an
author can characterize. First, by using direct that means to describe physical
appearance. Then, by using dramatic that means placing him in situations to show
what she is by the way she behaves or speaks.
2. Theory of Motivation
In the book entitled Theories and Personality, Feist and Feist states that
The Marslow’s View of Motivation (2009) as follow:
1. Holistic approach to motivation
It refers to the whole person, not any single part or function, is motivated.
2. Motivation is usually complex
It explains that a person’s behavior may spring from several separate
motives.
3. People are continually motivated by one need or another
It brings the message that when people need is satisfied, it ordinarily loses
its motivational power and is then replaced by another need.
The other assumption concerning motivations is that needs can be
arranged on a hierarchy. Maslow (2009) noted as folows:
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1. Physiological Needs
The most basic needs of any person are physiological needs, including
food, water, oxygen, maintenance of body temperature, and so on. It is the most
essential of all. Whenever get hungry people are motivated to eat – not to make
friends, gain self-esteem or do something beyond getting food. Physiological
needs differ from other needs in at least two important respects. First, they are the
only needs that can be completely satisfied or even overly satisfied. Second,
characteristic peculiar to physiological needs is their recurring nature.
2. Safety Needs
When people have partially satisfied their psychological needs, they
become motivated by safety needs. It includes physical security, stability,
dependency, protection, and freedom from threatening forces such as war,
terrorism, illness, fear, anxiety, danger, chaos, and natural disasters. It differs from
physiological needs in that they cannot be overly satiated.
3. Love and Belongingness Needs
After people partially satisfy their physiological and safety needs, they
become motivated by love and belongingness needs, such as the desire for
friendship, the wish for a mate and children, the need to belong to a family, a club,
a neighborhood, or a nation.
4. Esteem Needs
To the extent that people satisfy their love and belongingness, they are free
to pursue esteem needs, which include self-respect, confidence, competence and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
the knowledge that others hold them in high esteem. In the other words, selfesteem is based on real competence and not merely on others’ opinions.
5. Self-Actualization Needs
Self-actualization needs include self-fulfillment, the realization of all one’s
potential, and a desire to become creative in the full sense of the word.
From the statement above, then, the author of the book states that the
meaning of motivation is the activity of a person to achieve something called a
goal. In the other word, it is the activity of being engaged towards the activity that
is expected to have desirable outcomes and avoid activities that are expected to
have unpleasant or aversive outcomes. It is the time to choose what is meant by
desire and aversion.
3. Critical Approach
Rohrberger and Woods (1971) in their book, Reading and Writing About
Literature, state that there are five critical approaches provided that can be used as
the approaches to analyze a problem formulation of a study (pp. 6-15).
The first is the formalist approach. This is an approach that concerned with
the total integrity of the literary development. It examines the literary piece
without reference to the facts of author’s life, without reference to the genre of the
piece or to its place in the development of the genre or in literary history, and
without reference to its social milieu
The second is the biographical approach. This is an approach in which the
reader uses, such as the learning about the idea and personality of the author as
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
well as the information of his life and development, in order to gain the delivered
message of a novel towards the reader so that could enrich the understanding of
his writing.
The third is sociocultural-historical approach. This is an approach that
states that the only way to locate the real work is in reference to the civilization
that produced it. The meaning of civilization here is the attitudes and actions as its
subject matter.
The fourth is the mythopoeic approach. This is an approach that uses the
discovering of a certain universally recurrent patterns of human thought in which
the reader believes could find the expression of significant works of art.
The fifth is the psychological approach. This is the last approach among
those four preceding ones. It involves the effort to locate and demonstrate certain
recurrent patterns. There is a set of symbols which are common to all men which
can be interpreted light of the individual’s experience.
Among those five approaches above, the researcher of this study prefer to
use one approach as the basic principal to conduct the analysis that is the
psychological approach. This defines as the approach in which the area of human
mind led him to the conclusion that it was this area that was the wellspring of
man’s rich imagination, his capacity for creation and the complexity of his
thought and behavior, and that the content of this region of the mind found
expression in symbolic words, thoughts and actions. Generally, this approach is
used to minimize the main scope of the study that is the characterization analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
C. Theoritical Framework
This part will explain the contribution of theories through the study. There
is more than one theory that the researcher of this study has choose to use. It is
divided into four categories of theories, which are the Theory of Critical
Approach, the Theory of Character, the Theory of Characterization, and the
Theory of Motivation.
In doing this study, the researcher chooses to use the Theory of Critical
Approach as the first theory overall. It is used with the aim as the function to
scope and minimize the analysis of the study about.
The Theory of Character is used by the researcher in describing the
meaning of the person who acts in the novel. Without knowing and understanding
the characteristic of characters, the reader would more difficult to understand the
characterization meaning of the character that represents in the novel, considering
to the aim of this study that the object is the children characteristic.
The Theory of motivation is the last theory that will be conduct to this
study regard to the event from one of the chapter that the mission of those two
characters in composes the relationship is under the mission of each other towards
them.
D. Context of The Novel
In studying the further analysis of the topic related to the novel entitled
The Boy in the Striped Pajamas by John Boyne, the writer tries to gain more
understanding about the condition of sociopolitical at that time based on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
setting in the story. It is chose to improve in order to give the more clear
explanation that may help the reader understand the event may happen.
1. Setting of the Novel
The story of the novel takes place in Auschwitz, Germany, in 1945s. It
was the location of The Concentration Camp of Jews prisoners. The Germany at
that time was in the middle of World War II. It was the superior under the
authority of Adolf Hitler as the Führer. The Jews were the most objects to be
demolished all. Holocaust is the event that so dramatically remembering the
cruelty of Nazi. It was the act of burning all the member of Jews in a room that
full of gas called gas chamber.
2. Setting of The Writer
The Boy in the Striped Pajamas is a fiction story by John Boyne. He writes
this novel based on a true story, but some touch of illusion present in the way he
tells the story. It means that it is not described as a novel with a full of cruelty
language, just like the period of setting. It is delivers in softer language. John
Boyne presents this story with full of children perspective. The idea of writing the
novel comes from his hobby of loving history. The Silver Sword by Ian Serailler,
the heroic story about children fleeing Poland during World War II, is the novel
that influenced him most in loving to write history novel. Besides, he loves the
children story. Then, in this sixth novel, The Boy in the Striped Pajamas, he tried
to combines those two elements, history and children, in one touch of writing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
without abolished the message of the history of Holocaust in Nazi period under
the authority of Adolf Hitler as the Führer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter is divided into three subdivisions of the study. The first
part is the object of the study. It would discuss about the description of the
novel, entitled The Boy in the Striped Pajamas by John Boyne, as well as
the elements of publication. The second is the approach of the study. It
focuses on the approach uses in this study. The last, is the method of the
study. This part would explain the use of method in analyzing the novel.
A. Object of The Study
This study elaborates a novel by John Boyne, an Irish author of The
Boy in the Striped Pajamas. It was published by David Fickling Books in
2006 in English language. It consists of 216 pages. It has sold more than 5
million copies around the world and spent more than 80 weeks at number
one in Ireland, the topped at the New York Times Bestseller List. It was also
won 2 Irish Books Awards, the Bisto Book of the Year and was shortlisted
or won a host of international awards. Moreover, this story was also adapted
to a movie that has the same title as the novel, The Boy in the Striped
Pajamas. It was released in September 2008 by Miramax film with Mark
Herman as the director.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
This novel is the sixth novel by John Boyne besides his others,
which are The Thief of Time (2000), The Congress of Rough Riders (2001),
Crippen (2004), Next of Kin (2006), Mutiny On The Bounty (2008), The
House of Special Purpose (2009), The Absolutist (2011) and two novels for
younger readers, which are The Boy in the Striped Pajamas (2006) and
Noah Barleywater Runs Away (2010).
This story tells a young boy named Bruno, a nine year old boy from
Germany. Here, he has a best friend named Shmuel, a boy with the same
dates of birth from Poland. They befriend since the first time they meet, in
the backyard of Bruno’s new house. Before stay there, Bruno lives in Berlin.
Bruno is a son of a Nazi Commandant from Germany. He has an
older sister named Gretel. Their relationship as siblings seems not good in
family. Bruno loves to call her as the Hopeless Case. It refers to Gretel
because of her unpleasant behaviour as a sister in Bruno’s mind.
In school, Bruno has three best friends named Karl, Daniel, and
Martin. Three of them are in the same ages of him, 9 years of age. However,
the time has passed by, there is a good news come from Bruno’s father. His
father is promoted as a new Nazi Commandant by the Fury (Führer). They
have to move to a new house far away from Berlin that is in Out-With
(Auschwitz). Living in this new area makes Bruno feel sad. He has to leave
his three best friends as well as his lovely hometown, Berlin. In this new
house, Bruno cannot find anything interests. He cannot do his hobby of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
exploring there likes in his old house. His house in Berlin is very huge.
There are five floors. It consists of some rooms that one of them is a secret
room. It cannot be explored yet. It is his father’s room namely No
Permission and No Exception for Other. However, Bruno also has a room
that he loves most. It is on the top floor of the house. He thinks it is a nice
room for him, because there he could do his exploring to watch the scenery
of Berlin. Besides, the most interesting game here is playing banister. Bruno
loves to slide it from the top floor down to the basement.
The new house is located in Out-With (Auschwitz). It is an area of
Concentration Camp where there is no neighborhood around. It is smaller
than the old house in Berlin. It consists of three floors. This situation makes
Bruno feel unhappy to move. He is very disappointed because he cannot
find anything to explore. Moreover, he does not have any friend to play
with, except his sister that he hates most.
One day, Bruno tries to explore outside his new small house. He
does not expect to find something interesting there. However, he could find
a forest in the backyard of his new house. He is happy. He thinks that finally
he could find something more interesting there. He explores the forest. He
walks and runs there alone until he faces the tall and wide fences full of
electricity around. It borders some huts inside.
This is the end of his
exploring in the forest that brings him to meet a new friend, named Shmuel.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
Shmuel is a Polish. He befriends with Bruno since their first
meeting in front of the bordered fence. They think that they have the same
characteristics. They feel comfort each other. Everyday becomes their
lovely time to wait. They still fun with their playing, although the wide and
tall fence separates them in each side.
One day, a bad news comes for Bruno. His father told him that
their family has to leave Out-With (Auschwitz) and go back to Berlin. They
have to move to their old house because of some reasons. Bruno fells sad.
He thinks his friendship with Shmuel. This is a bad news for their
friendship. Finally, he says goodbye to Shmuel without making him fell sad.
He wants to help Shmuel in looking for his father. Shmuel’s father does not
exist for some recent days. Besides, this opportunity would be the first time
for Bruno entering the fence. This moment is also the first time for Bruno
and Shmuel stand close together. Unfortunately, their plan to find Shmuel’s
father do not give good result. Moreover, they have to follow a march
towards the gas chamber in a Concentration Camp that finally brings them
burial together.
In short, this story tells about two boys, Bruno and Shmuel who
come from two contrary backgrounds of families. They are a German and a
Jew. Those two different communities were in conflict in the period of
World War II. The superior was for Germany under the authority of Adolf
Hitler. However, naïve as one of children’s basic character figures by Bruno
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
and Shmuel. They do not understand what happens among their separated
playground. It is bordered by a wide and high fence with full of electricity.
Bruno is able to play around freely outside the fence, whereas Shmuel is not
able to go over the fence. They still feel good although wide and high fence
gapping their friendship’s relation.
The author of this novel, John Boyne, stated that he had related
writing this sixth novel, The Boy in the Striped Pajamas, as well as his
interest in writing children’s story. He combines his writing ability towards
his childhood experience when at the first time he has the opportunity to
read The Silver Sword by Ian Serailler, the heroic story about children
fleeing Poland during World War II. Since that time, his ability of writing
has been involved because of his love to the heroic and adventure stories,
that later influenced the way he writes and tells the story line, which one of
it is the novel of The Boy in the Striped Pajamas.
B. Approach of The Study
In doing this study, the writer considers to use psychological
approaches to analyze the discussion. Based on the book Reading and
Writing About Literature by Rohrberger and Woods (1971), the meaning of
psychological approach is a set of symbols which are common to all men
and which can be interpreted in light of the individual’s experience (p. 14).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Therefore, the writer tends to focus on the discussion about the character
and characterization of two main figures of the story, Shmuel and Bruno.
C. Method of The Study
The method of this study is library study. The writer gathered all the
data from two sources as the references. The primary data is the novel The
Boy in the Striped Pajamas by John Boyne. The secondary data are all the
literature references related to the theories applied from the library and
internet.
In order to focus for the analysis, the writer uses some steps as the
procedure to be applied. The first is choosing the novel as the object of the
study. The second is choosing the main topic to be discussed in the analysis.
The third is determining the ‘Tittle” of the study. The fourth is collecting
some data from the library and internet that are related to the topic of
analysis. The fifth is choosing the appropriate theories related to the
analysis. The sixth is comparing the theories with the topic of discussion.
The last is finding the conclusion of the analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS
This chapter is divided into two parts, which includes some important
points to find the answers in the problem formulations as stated in the first
chapter. The first part describes the main character of the novel, Bruno as depicted
in the novel, while the second part explains the meaning of rebellious acts
conducted by Bruno in John Boyne’s The Boy in the Striped Pajamas.
A. The Description of The Main Character
Analyzing the character in the novel is an essential thing to do. It is the
base aspect to do before doing the other step further. By knowing the meaning of
the characters, the novel is expected to be more understandable for the reader in
understanding and following the story. In this part, the writer will focus on the
discussion of the main character in the novel. The analysis will use the theory of
character and characterization as present in chapter two of this study based on M.
J. Murphy’s book Understanding Unseens: an Introduction to English Poetry and
the English Novel for Overseas Students. There are nine ways in which an author
attempts to make his characters understandable to, and come alive for, his reader,
which are the personal description, character as seen by another, speech, past life,
conversation of others, reactions, direct comment, thoughts, and mannerisms (pp.
161-173).
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25
Bruno as Depicted in the Novel
In order to determine the character of Bruno, here, the writer tries to use
several ways of M.J. Murphy’s theory which are by the personal description,
character as seen by another, speech, and reaction, and mannerism.
a. Curious
Bruno is a child who loves to ask anything. He always wants to know
something strange in his mind. He is curious. This behavior is showed by this
followed question. “‘What are you doing?’” (p. 1). This high tone is addressed
toward Maria, the family’s maid, while he is going home. He finds Maria pulling
all his belongings out of the wardrobe and packing them.
‘Mother,’ said Bruno, marching towards her, ‘what’s going on? Why is
Maria going through my things?’
‘She’s packing them,’ explained Mother.
‘Packing them?’ he asked, running quickly through the events of the
previous few days to consider whether he’d been particularly naughty or
had used those words out loud that he wasn’t allowed to use and was being
sent away because of it. He couldn’t think of anything though. In fact over
the last few days he had behaved in a perfectly decent manner to everyone
and couldn’t remember causing any chaos at all. ‘Why?’ he asked then.
‘What have I done?’ (p. 2).
Bruno in his effort tries hard to get the answer of his question. “‘Mother,’
he insisted. ‘What’s going on? Are we moving?’” (p. 2). His curiosity to get the
answer would not stop until he discovers it. Mother, then, asks him to follow her
and sit in the dining room. There is a conversation between Bruno and his mother.
‘Now, you don’t have to worry Bruno,’ said Mother.
‘In fact if anything it’s going to be a great adventure.’
‘What is?’ he a
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S 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
Dian Yuanita Anggraini
Student Number: 051214123
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S 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
Dian Yuanita Anggraini
Student Number: 051214123
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I dedicated this thesis to
my beloved parents,
Papa and Mama...
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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, 18 July 2012
The Writer
Dian Yuanita Anggraini
051214123
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Dian Yuanita Anggraini
: 051214123
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE MEANING OF REBELLIOUS ACTS
CONDUCTED BY BRUNO: THE CHARACTER OF
JOHN BOYNE’S THE BOY IN THE STRIPED PAJAMAS
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 izin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 18 Juli 2012
Yang menyatakan,
Dian Yuanita Anggraini
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Anggraini, Dian Yuanita. (2012). The Meaning of Rebellious Acts Conducted
by Bruno: The Character of John Boyne’s The Boy in the Striped Pajamas.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
This study discusses the meaning of rebellious acts conducted by Bruno,
the character of John Boyne’s The Boy in the Striped Pajamas. The novel tells
about the life journey of a boy named Bruno in the era of Holocaust. His
unintentionally meeting with his new friend, Shmuel, brings him to experience a
new adventure he never imagines before.
There are two questions to be formulated in this study: (1) How is Bruno’s
character described in the novel? (2) What is the meaning of rebellious acts
conducted by Bruno in John Boyne’s The Boy in the Striped Pajamas? The
objectives of this study are to identify the characteristic of Bruno as the main
character of the story and to find the meaning of rebellious acts conducted by
Bruno as one of the characters in John Boyne’s The Boy in the Striped Pajamas.
This study employs the method of library study. The primary data is the
novel The Boy in the Striped Pajamas written by John Boyne. The secondary data
are the entire literature references related to the theories applied from the library
and internet. In conducting this study, there are some theories used: The theory of
character and the theory of characterization are used to answer the first problem
and the theory of motivation is used to answer the second problem. The analysis is
about the main character of the story, named Bruno. He is characterized as
curious, obedient, easily surprised, playful, adventurous, and naïve. The main
discussion of this study is to find the meaning of rebellious acts conducted by
Bruno.
Finally, this study provides suggestions for further researchers who are
interested in analyzing John Boyne’s The Boy in the Striped Pajamas. Therefore,
the future researchers may focus on the setting, the Holocaust tragedy in the
period of World War II by using the historical background as the object to
research.
Keywords: rebellious, acts, the striped pajamas
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ABSTRAK
Anggraini, Dian Yuanita. (2012). The Meaning of Rebellious Acts Conducted
by Bruno: The Character of John Boyne’s The Boy in the Striped Pajamas.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Studi ini mendiskusikan arti dari tindakan berontak yang diperlihatkan
Bruno, tokoh dari novel John Boyne The Boy in the Striped Pajamas. Novel ini
menceritakan tentang perjalanan hidup seorang anak laki-laki bernama Bruno di
area pembataian Holocaust. Pertemuannya secara tidak sengaja dengan seorang
teman baru bernama Shmuel telah membawanya untuk mengalami sebuah
petualangan yang belum pernah ia bayangkan sebelumnya.
Ada dua pertanyaan untuk dirumuskan: (1) Bagaimana karakter Bruno
digambarkan di dalam novel? (2) Apa arti dari sikap berontak yang diperlihatkan
Bruno di novel John Boyne, The Boy in the Striped Pajamas? Tujuan dari
penulisan ini adalah untuk mengidentifikasi karakteristik dari Bruno sebagai
tokoh utama dalam cerita dan untuk menemukan arti dari sikap berontak yang
diperlihatkan Bruno sebagai salah satu tokoh dari novel John Boyne The Boy in
the Striped Pajamas.
Studi ini menggunakan metode studi pustaka. Data utama adalah novel
The Boy in the Striped Pajamas. Data kedua adalah seluruh referensi kesusastraan
yang berhubungan dengan teori sebagai aplikasi dari perpustakaan dan internet.
Dalam melakukan studi ini, ada beberapa teori yang digunakan: teori karakter dan
teori karakterisasi digunakan untuk menjawab pertanyaan pertama dan teori
motivasi digunakan untuk menjawab pertanyaan kedua. Analisa penelitian ini
adalah karakter utama dari cerita, yaitu Bruno. Ia diciri-cirikan sebagai anak yang
ingin tahu, penurut, mudah terkejut, suka bermain, suka berpetualang, dan polos.
Diskusi utama penelitian ini adalah untuk menemukan arti sikap berontak yang
dilakukan oleh Bruno.
Pada akhirnya, penelitian ini memberikan saran lebih lanjut bagi para
peneliti yang tertarik untuk menganalisa novel John Boyne The Boy in the Striped
Pajamas. Oleh karena itu, para peneliti selanjutnya dapat fokus terhadap latar
belakang, yaitu tragedi Holocaust di periode Perang Dunia II dengan
menggunakan latar belakang sejarah sebagai obyek penelitian.
Kata Kunci: pemberontak, tindakan, baju piyama bergaris
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ACKNOWLEDGEMENTS
First of all I would like to express my praise and gratitude to Allah SWT,
my only God for the blessing in my life.
I would like to express my deepest gratitude to Dr. Antonius
Herujiyanto, M.A., as my major sponsor, for his guidance and critical
suggestions in developing the ideas for this thesis. He patiently guided me in
every step of my consultation. I thank him for his support so I could finish my
thesis.
I also thank others who were especially helpful including the lecturers of
Sanata Dharma University, the secretariat staff, especially mbak Dhaniek and
mbak Tari, the library staff, and all workers in this University for their guidance
and best services during my study there.
My appreciation and dedication go only to my beloved parents, Ir.
Daryanto and Mardiana. I thank them for all their loves, supports, and patience
for waiting me passed this study. They always pray the best for me to be a
successful human being. My lovely sisters and brother, Dian Norma Melinda,
Dian Rifqi Arifansyah, and Dian Riza Maretna who always made me smile
when I am frustrated in doing this study. I would like to thank my sweet, Heru
Sujatmiko, for supporting, advising, and loving me. I thank to my best friends:
Intan, Shodiq, Deny, Imel, Jojo, Delfin, Yaya, Dani, Rindang, Kia, Pandu,
Molen, Dion, Ayuni, Olive, Tyas, Fani and some of my friends that have not
been mentioned here. I thank them for being always beside me. I would like to say
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great thanks to all my colleagues, especially to all PBI’05 students. I thank them
for being my lovely friends in these seven years. There are huge memories that we
have experienced. It will be the unforgettable thing for my life. God bless them
all. Amen.
Dian Yuanita Anggraini
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TABLE OF CONTENTS
Page
TITLE PAGE.................................................................................................. i
APPROVAL PAGES..................................................................................... ii
DEDICATION PAGE
iv
PERNYATAAN PERSETUJUAN PUBLIKASI................................................ vi
ABSTRACT.................................................................................................... vii
ABSTRAK....................................................................................................... viii
ACKNOWLEDGEMENTS........................................................................... ix
TABLE OF CONTENTS..............................................................................
xi
LIST OF APPENDICES...............................................................................
xi v
CHAPTER I. INTRODUCTION
A. Background of the Study ...................................................................
1
B. Objectives of the study.......................................................................
3
C. Problem Formulation..........................................................................
3
D. Benefits of the Study..........................................................................
4
E. Definition of Terms............................................................................. 4
1. Rebellious.......................................................................................
4
2. Acts...…..........................................................................................
5
3. Conducted.......................................................................................
5
4. Boy.................................................................................................. 5
5. The Striped Pajamas.......................................................................
xi
5
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6. Out-With.........................................................................................
6
7. The Fury.........................................................................................
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Review of Related Studies.................................................................. 7
B. Review of Related Theories................................................................ 8
1. Theory of Character and Characterization...................................... 8
2. Theory of Motivation...................................................................... 11
3. Critical Approach...........................................................................
13
C. Theoritical Framework.......................................................................
15
D. Context of the Novel.........................................................................
15
1. Setting of the Novel........................................................................
16
2. Setting of the Writer……………………………………………
16
CHAPTER III. METHODOLOGY
A. Object the Study.................................................................................
17
B. Approach of the Study........................................................................
21
C. Method of the Study...........................................................................
22
CHAPTER IV. ANALYSIS
A. The Description of the Main Characters............................................
23
Bruno as Depicted in the Novel.......................................................... 24
a. Curious.......................................................................................
24
b. Obedient..................................................................................... 25
c. Easily Surprised.........................................................................
xii
27
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d. Playful........................................................................................
28
e. Adventurous...............................................................................
30
f. Naïve........................................................................................... 31
B. The Meaning of Rebellious Acts Conducted by Bruno in John
Boyne’s The Boy in the Striped Pajamas...........................................
32
1. Literal Meaning..............................................................................
33
2. True Meaning.................................................................................
37
CHAPTER V. CONCLUSION
A. Conclusion.......................................................................................... 41
1. Bruno’s Characters.........................................................................
41
2. The Meaning of Rebellious Acts Conducted by Bruno in John
Boyne’s The Boy in the Striped Pajamas...........................................
42
B. Suggestion........................................................................................... 43
1. Suggestion for Future Researchers.................................................
43
2. Suggestion for the Teacher to Teach using John Boyne’s The
Boy in the Striped Pajamas.............................................................
44
C. The Implementation of the Novel The Boy in the Striped Pajamas
by John Boyne in Basic Reading II..................................................
44
REFERENCES.............................................................................................
45
APPENDICES..............................................................................................
46
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LEST OF APPENDICES
Page
Appendix 1 : Summary The Boy in the Striped Pajamas.............................. 48
Appendix 2 : Biography of John Boyne........................................................
50
Appendix 3 : Cover of The Boy in the Striped Pajamas...............................
52
Appendix 4 : Lesson Plan.............................................................................. 53
Appendix 5 : Teaching Material.................................................................... 55
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1
INTRODUCTION
This chapter is divided into five subdivisions of the study. The first is the
background of the study. It would focus to the reason why the writer is excited to
analyze the novel. The second is the objectives of the study that would discuss the
purpose of the study. The third is the problem formulation that would provide two
questions to be formulated. The fourth is the benefits of the study. The last is the
definition of the terms.
A. Background of The Study
Humans are social creatures. They live among the other people around.
They have the intuitions of making relation among others. They cannot leave
something called the interaction among others. It is a natural necessity of a
human.
The natural necessity of a human is something essential to understand. It is
a natural thing, referring to the fact that the necessity of a human is to build the
interaction among the other people. People can build the relation among others by
using some ways. There are two ways in which people generally use. First, it is
the relation of a human toward his God. In public, people called it the vertical
relationship. The medium is by praying. While the second, it is the horizontal
relationship. It is the relation of a human toward the other humans. It could
happen by using several ways, which some of the examples are the relationship
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
between children and their parents, the relationship between children and their
friends, or even the relationship between a couple in dating.
There are two general statements in public. It is better to avoid looking at
the content only by its cover and without using its cover something is naked. It
gives a meaning that a cover is only working as the device to wrap something
from outside. The performance is one of the elements. It is used in order to asses
someone’s personality. It is universal because the performance is the first thing to
face before other parts.
In doing this study, the writer chooses a novel entitled The Boy in the
Striped Pajamas by John Boyne (2006). It is a fiction story about a child and his
friend in an uncommonly playground called prison. This study was written based
on a fiction story that is adapted from a true story in the period of World War II,
the setting of Holocaust period. This story describes two characters, named Bruno
and Shmuel. They are from two contrary backgrounds of families. Bruno is a
German and Shmuel is a Jew. At that period of time, those two communities are
in the middle of war. Germany is the superior under the authority of Adolf Hitler,
later he is mentioned as the Fury in the novel, whereas the Jew is only a group of
community who stay in Poland. It is in a small percentage compared with
Germany. The duty of German is to demolish all the element of Jewish, including
any members of Jew’s families.
Bruno and Shmuel are told that they befriend since the moving of Bruno’s
family to a place called Out-With (Auschwitz). It is a place where the
Concentration Camp under his father authority is located. From there, he met a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
boy named Shmuel. They have the same interests. They feel comfort each other
because their similar characters of the nine years old boy. The naïve young boys
are represented in the story through those two characters. Bruno is a son of the
Commandant in a Concentration Camp where Shmuel has become one of the
victims inside. They show a good relation of friendship although two
contradictory backgrounds present as a conflict to separate them.
Therefore, the discussion is dealing with the meaning of rebellious acts
conducted by Bruno as the character in John Boyne’s The Boy in the Striped
Pajamas. Thus, in order to deal with the discussion, it cannot be avoided that the
writer has to firstly analyze the character of Bruno, as a nine year old boy, and his
inappropriate place of playground that is a prison.
This novel is interesting to discuss beacuse it deals with characteristics of
children. The writer is interested to discuss them through the analysis towards the
meaning of rebellious acts conducted by Bruno in John Boyne’s The Boy in the
Striped Pajamas. It is represented by Bruno as the nine year old boy.
B. Objectives of The Study
The goal of the study is to find the meaning of rebellious acts conducted
by Bruno in John Boyne The Boy in the Striped Pajamas.
C. Problem Formulation
There are two questions to be formulated in this study:
1.
How is Bruno’s character described in the novel?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
2.
What is the meaning of rebellious acts conducted by Bruno in John Boyne’s
The Boy in the Striped Pajamas?
D. Benefits of The Study
The study hopefully could give some benefits information for some parts
of the learners. First, it is for the writer that expects this study could fulfill the
requirement of the final study. Besides, it also gives more improvement of
psychology’s understanding about children and their characteristics. The second is
for the reader. The writer expects this study could share information about the
character and characterization of a figure that sometimes is the representation of a
human in real life. Moreover, it is especially for the parents and the teachers in
educating their children’s and students. The third is for the next researchers of this
study. It hopefully could help them to enrich their material, which is related to the
subject of this study.
E. Definition of Terms
In doing this study, there are some new terms that are mentioned in the
novel. However, to avoid some misunderstanding, there are some explanations
such as follows:
1. Rebellious
According to Oxford Advanced Learner’s Dictionary, rebellious is the
unwilling to obey rules or accept normal standards of behaviour. This study will
discuss Bruno’s action in facing his environment rules.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
2. Acts
According to Oxford Advanced Learner’s Dictionary, act is a particular
thing that somebody does. This study analyzes a child’s characters represents by
Bruno’s. Bruno is a son of a Nazi Commandant.
3. Conducted
According to Oxford Advanced Learner’s Dictionary, conduct is to
organize and/or do a particular activity. This study will focus on Bruno as the
main character who does the rebellious act.
4. Boy
According to Oxford Advanced Learner’s Dictionary, boy is a male child
or a young male person: a little/small/young boy. While, based on the novel The
Boy in the Striped Pajamas by John Boyne, boy means a nine year old child
which is male that represents by the main character of the novel, named Bruno or
Shmuel.
5. The Striped Pajamas
According to Oxford Advanced Learner’s Dictionary, the striped is
marked with pattern of stripes, while pajamas is a loose jacket and trousers/pants
worn in bed or loose trousers/pants tied around the waist, worn by Muslim of both
sexes in some Asian countries. Based on the novel The Boy in the Striped
Pajamas by John Boyne, the striped pajamas means a pair of clothes worn by
people inside the Concentration Camp in Out-With (Auschwitz) as the uniforms of
prisoners.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
6. Out-With
Out-With is a term refers to Auschwitz. It is a located in Poland, about 37
miles west of Krakow. It was in German-occupied Poland from 1939-1945.
Auschwitz is the German name for the town.
(http://wiki.answers.com/Q/Where_is_Auschwitz, retrieved on 15 January 2011).
While based on the novel, Out-With (Auschwitz) means Bruno’s perception
of a farm where a group of people worn the striped pajamas inside. However,
actually it is the name of a Concentration Camp where Bruno’s father is the
Commandant.
7. The Fury
The Fury is a term refers to the Führer. It is a title dedicated to Adolf
Hitler after the death of German President Paul von Hindenburg.
(http://www.history.com/this-day-in-history/hitler-becomes-fuhrer, retrieved on 15
May 2012).
While as indicated in the novel, the Fury means Bruno’s father’s leader
that has promoted him to be a new Commandant in a Concentration Camp that is
located in Out-With (Auschwitz).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is focus on the foundation of the selected topic that is the
literature source related to the study. It is divided into three subdivisions of the
study, which are the review of related studies, the review of related theories and
theoretical framework.
A. Review of Related Studies
This part explains the other reference of the study entitled Telling
Institutional Cruelty to Children through Literature: a Study on John Boyne’s The
Boy in the Striped Pajamas by Gideon Widyatmoko, the English Letter student of
Sanata Dharma University, compared with this study.
That above study contains about the analysis of an institutional cruelty
towards children that was appointed from the same object of the study, the same
novel entitled The Boy in the Striped Pajamas by John Boyne.
However, the goal of this study is different with the goal of the previous
above that is the cruelty towards children. This study conducts to the goal of
getting the analysis of children’s characters between two nine years old boys with
the two contrast background as the foundation of building their characters.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
B. Review of Related Theories
1.
Theory of Character and Characterization
According to the book Reading and Writing about Literature by
Rohrberger and Woods (1971), the meaning of character is a person who involves
acting out in a particular time and place (setting), some kind of conflict in a
pattern of events (p. 20). It is described into two categorized, the flat and round.
Flat characters are one-sided, whereas round characters are many-sided.
In the other way, Ferster, in his book Arguing through literature: A
Thematic Anthology and Guide (1947) noted that the two types of characters are
flat and round. Flat characters tend to be simpler that defined by one or two traits,
say the same thing repeatedly, or embody an ethnic, gender, or some other
stereotype, whereas rounded characters defined as more complex, tend to have a
fuller range of thoughts, feelings, or actions, perhaps even in conflict with each
other, and might grow, change, or learn something (p. 81).
In the other work, there is a study about The Character and Personalities
of the People in a Novel by M. J. Murphy that is produced into a book entitled
Understanding Unseens: an Introduction to English Poetry and the English Novel
for Overseas Students (1972). This study concentrates for studying the characters
and personalities of the people an author writes about. There are nine ways how
the author of a story used to convey the readers aware the meaning of characters.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
a. Personal description
This part explains the person’s appearance and clothes. The author
describes the character through the telling of detail such as the face, skin, eyes and
clothing. The reader can see how the author telling and accurate the description.
b. Character as seen by another
This defines the impression of a shaped character through the eyes and
opinions of another character, instead of the directly description from the author
itself. The author may convey the reader through the character’s choice of words
and phrases.
c. Speech
There are some ways to inform the description of a character from the
story. The reader can see immediately through some clue giving by the author in
any condition, such as whenever the character speaks, whenever he is in
conversation with another, whenever he puts forward an opinion. Here, the author
gives the reader an insight towards the character through that he has said.
d. Past life
It refers to the way where the author uses to convey the reader finding the
person’s character by his past life. By doing this, the reader would find a clue to
event giving by the author that helped to shape a person’s character. This can be
done by direct comment by the author, through the person’s thoughts, through his
conversation or through the medium or another person.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
e. Conversation of others
The other way to convey the reader about a person’s character is through
the conversation of other people and the things they say about him. It sometimes
gives the reader a clue towards the character of the person spoken about.
f. Reaction
It explains the way how the author gives the reader a clue to a person’s
character by letting the reader knows how that person reacts to various situations
and events. The reaction of him may convey the reader to describe what the
person’s character is.
g. Direct comment
It refers to the way the author present his product directly through
description or comment of a person’s character. Here, by reading itself and
without any implicit clue, the reader may understand the character.
h. Thoughts
It refers to the understanding that the author is able to know and tell us
what different people in the novel are thinking about. The reader then is in a
privileged position; he has, as it were, a secret listening device plugged in to the
inmost thoughts of a person in a novel.
i. Mannerisms
This character delivers the behavior of person in a story. The author
describes a person’s mannerisms, habits, or idiosyncrasies which may also tell us
something about his character. These are some of the ways in which an author
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
makes his reader aware of the personalities and characters of the people that he
writes about in his books (p. 161-173).
In Reading and Writing About Literature by Rohrberger and Woods
(1971), implies that characterization refers to a process by which an author creates
a character in order to distinguish him from other characters based on their each
personalities and physical attributes (p. 20). There are two principal ways an
author can characterize. First, by using direct that means to describe physical
appearance. Then, by using dramatic that means placing him in situations to show
what she is by the way she behaves or speaks.
2. Theory of Motivation
In the book entitled Theories and Personality, Feist and Feist states that
The Marslow’s View of Motivation (2009) as follow:
1. Holistic approach to motivation
It refers to the whole person, not any single part or function, is motivated.
2. Motivation is usually complex
It explains that a person’s behavior may spring from several separate
motives.
3. People are continually motivated by one need or another
It brings the message that when people need is satisfied, it ordinarily loses
its motivational power and is then replaced by another need.
The other assumption concerning motivations is that needs can be
arranged on a hierarchy. Maslow (2009) noted as folows:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
1. Physiological Needs
The most basic needs of any person are physiological needs, including
food, water, oxygen, maintenance of body temperature, and so on. It is the most
essential of all. Whenever get hungry people are motivated to eat – not to make
friends, gain self-esteem or do something beyond getting food. Physiological
needs differ from other needs in at least two important respects. First, they are the
only needs that can be completely satisfied or even overly satisfied. Second,
characteristic peculiar to physiological needs is their recurring nature.
2. Safety Needs
When people have partially satisfied their psychological needs, they
become motivated by safety needs. It includes physical security, stability,
dependency, protection, and freedom from threatening forces such as war,
terrorism, illness, fear, anxiety, danger, chaos, and natural disasters. It differs from
physiological needs in that they cannot be overly satiated.
3. Love and Belongingness Needs
After people partially satisfy their physiological and safety needs, they
become motivated by love and belongingness needs, such as the desire for
friendship, the wish for a mate and children, the need to belong to a family, a club,
a neighborhood, or a nation.
4. Esteem Needs
To the extent that people satisfy their love and belongingness, they are free
to pursue esteem needs, which include self-respect, confidence, competence and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
the knowledge that others hold them in high esteem. In the other words, selfesteem is based on real competence and not merely on others’ opinions.
5. Self-Actualization Needs
Self-actualization needs include self-fulfillment, the realization of all one’s
potential, and a desire to become creative in the full sense of the word.
From the statement above, then, the author of the book states that the
meaning of motivation is the activity of a person to achieve something called a
goal. In the other word, it is the activity of being engaged towards the activity that
is expected to have desirable outcomes and avoid activities that are expected to
have unpleasant or aversive outcomes. It is the time to choose what is meant by
desire and aversion.
3. Critical Approach
Rohrberger and Woods (1971) in their book, Reading and Writing About
Literature, state that there are five critical approaches provided that can be used as
the approaches to analyze a problem formulation of a study (pp. 6-15).
The first is the formalist approach. This is an approach that concerned with
the total integrity of the literary development. It examines the literary piece
without reference to the facts of author’s life, without reference to the genre of the
piece or to its place in the development of the genre or in literary history, and
without reference to its social milieu
The second is the biographical approach. This is an approach in which the
reader uses, such as the learning about the idea and personality of the author as
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
well as the information of his life and development, in order to gain the delivered
message of a novel towards the reader so that could enrich the understanding of
his writing.
The third is sociocultural-historical approach. This is an approach that
states that the only way to locate the real work is in reference to the civilization
that produced it. The meaning of civilization here is the attitudes and actions as its
subject matter.
The fourth is the mythopoeic approach. This is an approach that uses the
discovering of a certain universally recurrent patterns of human thought in which
the reader believes could find the expression of significant works of art.
The fifth is the psychological approach. This is the last approach among
those four preceding ones. It involves the effort to locate and demonstrate certain
recurrent patterns. There is a set of symbols which are common to all men which
can be interpreted light of the individual’s experience.
Among those five approaches above, the researcher of this study prefer to
use one approach as the basic principal to conduct the analysis that is the
psychological approach. This defines as the approach in which the area of human
mind led him to the conclusion that it was this area that was the wellspring of
man’s rich imagination, his capacity for creation and the complexity of his
thought and behavior, and that the content of this region of the mind found
expression in symbolic words, thoughts and actions. Generally, this approach is
used to minimize the main scope of the study that is the characterization analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
C. Theoritical Framework
This part will explain the contribution of theories through the study. There
is more than one theory that the researcher of this study has choose to use. It is
divided into four categories of theories, which are the Theory of Critical
Approach, the Theory of Character, the Theory of Characterization, and the
Theory of Motivation.
In doing this study, the researcher chooses to use the Theory of Critical
Approach as the first theory overall. It is used with the aim as the function to
scope and minimize the analysis of the study about.
The Theory of Character is used by the researcher in describing the
meaning of the person who acts in the novel. Without knowing and understanding
the characteristic of characters, the reader would more difficult to understand the
characterization meaning of the character that represents in the novel, considering
to the aim of this study that the object is the children characteristic.
The Theory of motivation is the last theory that will be conduct to this
study regard to the event from one of the chapter that the mission of those two
characters in composes the relationship is under the mission of each other towards
them.
D. Context of The Novel
In studying the further analysis of the topic related to the novel entitled
The Boy in the Striped Pajamas by John Boyne, the writer tries to gain more
understanding about the condition of sociopolitical at that time based on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
setting in the story. It is chose to improve in order to give the more clear
explanation that may help the reader understand the event may happen.
1. Setting of the Novel
The story of the novel takes place in Auschwitz, Germany, in 1945s. It
was the location of The Concentration Camp of Jews prisoners. The Germany at
that time was in the middle of World War II. It was the superior under the
authority of Adolf Hitler as the Führer. The Jews were the most objects to be
demolished all. Holocaust is the event that so dramatically remembering the
cruelty of Nazi. It was the act of burning all the member of Jews in a room that
full of gas called gas chamber.
2. Setting of The Writer
The Boy in the Striped Pajamas is a fiction story by John Boyne. He writes
this novel based on a true story, but some touch of illusion present in the way he
tells the story. It means that it is not described as a novel with a full of cruelty
language, just like the period of setting. It is delivers in softer language. John
Boyne presents this story with full of children perspective. The idea of writing the
novel comes from his hobby of loving history. The Silver Sword by Ian Serailler,
the heroic story about children fleeing Poland during World War II, is the novel
that influenced him most in loving to write history novel. Besides, he loves the
children story. Then, in this sixth novel, The Boy in the Striped Pajamas, he tried
to combines those two elements, history and children, in one touch of writing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
without abolished the message of the history of Holocaust in Nazi period under
the authority of Adolf Hitler as the Führer.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter is divided into three subdivisions of the study. The first
part is the object of the study. It would discuss about the description of the
novel, entitled The Boy in the Striped Pajamas by John Boyne, as well as
the elements of publication. The second is the approach of the study. It
focuses on the approach uses in this study. The last, is the method of the
study. This part would explain the use of method in analyzing the novel.
A. Object of The Study
This study elaborates a novel by John Boyne, an Irish author of The
Boy in the Striped Pajamas. It was published by David Fickling Books in
2006 in English language. It consists of 216 pages. It has sold more than 5
million copies around the world and spent more than 80 weeks at number
one in Ireland, the topped at the New York Times Bestseller List. It was also
won 2 Irish Books Awards, the Bisto Book of the Year and was shortlisted
or won a host of international awards. Moreover, this story was also adapted
to a movie that has the same title as the novel, The Boy in the Striped
Pajamas. It was released in September 2008 by Miramax film with Mark
Herman as the director.
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19
This novel is the sixth novel by John Boyne besides his others,
which are The Thief of Time (2000), The Congress of Rough Riders (2001),
Crippen (2004), Next of Kin (2006), Mutiny On The Bounty (2008), The
House of Special Purpose (2009), The Absolutist (2011) and two novels for
younger readers, which are The Boy in the Striped Pajamas (2006) and
Noah Barleywater Runs Away (2010).
This story tells a young boy named Bruno, a nine year old boy from
Germany. Here, he has a best friend named Shmuel, a boy with the same
dates of birth from Poland. They befriend since the first time they meet, in
the backyard of Bruno’s new house. Before stay there, Bruno lives in Berlin.
Bruno is a son of a Nazi Commandant from Germany. He has an
older sister named Gretel. Their relationship as siblings seems not good in
family. Bruno loves to call her as the Hopeless Case. It refers to Gretel
because of her unpleasant behaviour as a sister in Bruno’s mind.
In school, Bruno has three best friends named Karl, Daniel, and
Martin. Three of them are in the same ages of him, 9 years of age. However,
the time has passed by, there is a good news come from Bruno’s father. His
father is promoted as a new Nazi Commandant by the Fury (Führer). They
have to move to a new house far away from Berlin that is in Out-With
(Auschwitz). Living in this new area makes Bruno feel sad. He has to leave
his three best friends as well as his lovely hometown, Berlin. In this new
house, Bruno cannot find anything interests. He cannot do his hobby of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
exploring there likes in his old house. His house in Berlin is very huge.
There are five floors. It consists of some rooms that one of them is a secret
room. It cannot be explored yet. It is his father’s room namely No
Permission and No Exception for Other. However, Bruno also has a room
that he loves most. It is on the top floor of the house. He thinks it is a nice
room for him, because there he could do his exploring to watch the scenery
of Berlin. Besides, the most interesting game here is playing banister. Bruno
loves to slide it from the top floor down to the basement.
The new house is located in Out-With (Auschwitz). It is an area of
Concentration Camp where there is no neighborhood around. It is smaller
than the old house in Berlin. It consists of three floors. This situation makes
Bruno feel unhappy to move. He is very disappointed because he cannot
find anything to explore. Moreover, he does not have any friend to play
with, except his sister that he hates most.
One day, Bruno tries to explore outside his new small house. He
does not expect to find something interesting there. However, he could find
a forest in the backyard of his new house. He is happy. He thinks that finally
he could find something more interesting there. He explores the forest. He
walks and runs there alone until he faces the tall and wide fences full of
electricity around. It borders some huts inside.
This is the end of his
exploring in the forest that brings him to meet a new friend, named Shmuel.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
Shmuel is a Polish. He befriends with Bruno since their first
meeting in front of the bordered fence. They think that they have the same
characteristics. They feel comfort each other. Everyday becomes their
lovely time to wait. They still fun with their playing, although the wide and
tall fence separates them in each side.
One day, a bad news comes for Bruno. His father told him that
their family has to leave Out-With (Auschwitz) and go back to Berlin. They
have to move to their old house because of some reasons. Bruno fells sad.
He thinks his friendship with Shmuel. This is a bad news for their
friendship. Finally, he says goodbye to Shmuel without making him fell sad.
He wants to help Shmuel in looking for his father. Shmuel’s father does not
exist for some recent days. Besides, this opportunity would be the first time
for Bruno entering the fence. This moment is also the first time for Bruno
and Shmuel stand close together. Unfortunately, their plan to find Shmuel’s
father do not give good result. Moreover, they have to follow a march
towards the gas chamber in a Concentration Camp that finally brings them
burial together.
In short, this story tells about two boys, Bruno and Shmuel who
come from two contrary backgrounds of families. They are a German and a
Jew. Those two different communities were in conflict in the period of
World War II. The superior was for Germany under the authority of Adolf
Hitler. However, naïve as one of children’s basic character figures by Bruno
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
and Shmuel. They do not understand what happens among their separated
playground. It is bordered by a wide and high fence with full of electricity.
Bruno is able to play around freely outside the fence, whereas Shmuel is not
able to go over the fence. They still feel good although wide and high fence
gapping their friendship’s relation.
The author of this novel, John Boyne, stated that he had related
writing this sixth novel, The Boy in the Striped Pajamas, as well as his
interest in writing children’s story. He combines his writing ability towards
his childhood experience when at the first time he has the opportunity to
read The Silver Sword by Ian Serailler, the heroic story about children
fleeing Poland during World War II. Since that time, his ability of writing
has been involved because of his love to the heroic and adventure stories,
that later influenced the way he writes and tells the story line, which one of
it is the novel of The Boy in the Striped Pajamas.
B. Approach of The Study
In doing this study, the writer considers to use psychological
approaches to analyze the discussion. Based on the book Reading and
Writing About Literature by Rohrberger and Woods (1971), the meaning of
psychological approach is a set of symbols which are common to all men
and which can be interpreted in light of the individual’s experience (p. 14).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Therefore, the writer tends to focus on the discussion about the character
and characterization of two main figures of the story, Shmuel and Bruno.
C. Method of The Study
The method of this study is library study. The writer gathered all the
data from two sources as the references. The primary data is the novel The
Boy in the Striped Pajamas by John Boyne. The secondary data are all the
literature references related to the theories applied from the library and
internet.
In order to focus for the analysis, the writer uses some steps as the
procedure to be applied. The first is choosing the novel as the object of the
study. The second is choosing the main topic to be discussed in the analysis.
The third is determining the ‘Tittle” of the study. The fourth is collecting
some data from the library and internet that are related to the topic of
analysis. The fifth is choosing the appropriate theories related to the
analysis. The sixth is comparing the theories with the topic of discussion.
The last is finding the conclusion of the analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS
This chapter is divided into two parts, which includes some important
points to find the answers in the problem formulations as stated in the first
chapter. The first part describes the main character of the novel, Bruno as depicted
in the novel, while the second part explains the meaning of rebellious acts
conducted by Bruno in John Boyne’s The Boy in the Striped Pajamas.
A. The Description of The Main Character
Analyzing the character in the novel is an essential thing to do. It is the
base aspect to do before doing the other step further. By knowing the meaning of
the characters, the novel is expected to be more understandable for the reader in
understanding and following the story. In this part, the writer will focus on the
discussion of the main character in the novel. The analysis will use the theory of
character and characterization as present in chapter two of this study based on M.
J. Murphy’s book Understanding Unseens: an Introduction to English Poetry and
the English Novel for Overseas Students. There are nine ways in which an author
attempts to make his characters understandable to, and come alive for, his reader,
which are the personal description, character as seen by another, speech, past life,
conversation of others, reactions, direct comment, thoughts, and mannerisms (pp.
161-173).
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25
Bruno as Depicted in the Novel
In order to determine the character of Bruno, here, the writer tries to use
several ways of M.J. Murphy’s theory which are by the personal description,
character as seen by another, speech, and reaction, and mannerism.
a. Curious
Bruno is a child who loves to ask anything. He always wants to know
something strange in his mind. He is curious. This behavior is showed by this
followed question. “‘What are you doing?’” (p. 1). This high tone is addressed
toward Maria, the family’s maid, while he is going home. He finds Maria pulling
all his belongings out of the wardrobe and packing them.
‘Mother,’ said Bruno, marching towards her, ‘what’s going on? Why is
Maria going through my things?’
‘She’s packing them,’ explained Mother.
‘Packing them?’ he asked, running quickly through the events of the
previous few days to consider whether he’d been particularly naughty or
had used those words out loud that he wasn’t allowed to use and was being
sent away because of it. He couldn’t think of anything though. In fact over
the last few days he had behaved in a perfectly decent manner to everyone
and couldn’t remember causing any chaos at all. ‘Why?’ he asked then.
‘What have I done?’ (p. 2).
Bruno in his effort tries hard to get the answer of his question. “‘Mother,’
he insisted. ‘What’s going on? Are we moving?’” (p. 2). His curiosity to get the
answer would not stop until he discovers it. Mother, then, asks him to follow her
and sit in the dining room. There is a conversation between Bruno and his mother.
‘Now, you don’t have to worry Bruno,’ said Mother.
‘In fact if anything it’s going to be a great adventure.’
‘What is?’ he a