The influence of materinal instincton sister regina`s personality development as seen in lavyrle spencer`s then came heaven.

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xiii ABSTRACT

Wijaya, Paulina Gupta. 2007. The Influences of Maternal Instinct on Sister Regina’s Personality Development as Seen in Lavyrle Spencer’s Then Came Heaven. Yogyakarta: English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

This study discusses the personality changes of Sister Regina, the main character in Lavyrle Spencer’s Then Came Heaven. The novel was firstly published in 1997. This study aimed to find out how the maternal instinct affects a person’s personality development, and to get a clear illustration about the changes. In order to achieve the aim, the study discusses three problems, they are: 1) how Sister Regina’s personality is described in the novel, 2) how Sister Regina’s maternal instinct is described in the novel, and 3) how Sister Regina’s maternal instinct influences her personality development.

The theories of character and characterization were used to answer the first problem formulation. The theory of psychology was used to analyze the character more deeply. In this study, psychological approach was used because this study discusses the personality of Sister Regina. Furthermore, it was used to answer the second and third problem formulation.

The result of the analysis shows that Sister Regina is a patient and religious woman. She is also a creative, diligent, and caring person. At first Sister Regina is sensible. She is also introverted and lack of courage. Later, when she feels the growth of the maternal instinct in herself, she improves her personality. The results of Sister Regina’s personality development can be seen at the end of the novel. She becomes sure in choosing the kind of life she is supposed to do. Because of the influence of her maternal instinct, she develops into a better and assertive person.

Finally, this study ends with suggestion for English lecturer in implementing Then Came Heaven in Speaking IV class. There are also some suggestions for further researcher who would like to study the novel.

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xiv ABSTRAK

Wijaya, Paulina Gupta. 2007. The Influences of Maternal Instinct on Sister Regina’s Personality Development as Seen in Lavyrle Spencer’s Then Came Heaven. Yogyakarta: Program Studi Pendidikan Bahasa Inggris. Departemen Pendidikan Bahas dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.

Studi ini membahas tentang perkembangan kepribadian yang dialami oleh Suster Regina, tokoh utama dalam novel karangan Lavyrle Spencer yang berjudul Then Came Heaven. Novel tersebut diterbitkan untuk pertama kalinya pada tahun 1997. Studi ini bertujuan untuk mencari tahu tentang pengaruh insting keibuan dalam perkembangan kepribadian seseorang, dan untuk mendapatkan gambaran yang jelas tentang perkembangan tersebut. Untuk mencapai tujuan tersebut, studi ini mendiskusikan tiga masalah, yaitu: 1) bagaimana kepribadian Suster Regina digambarkan di dalam novel, 2) bagaimana insting keibuan Suster Regina digambarkan di dalam novel, dan 3) bagaimana insting keibuan Suster Regina mempengaruhi perkembangan kepribadiannya.

Teori mengenai karakter dan pengkarakteran digunakan untuk menjawab rumusan masalah pertama. Kemudian teori psikologi digunakan untuk menganalisis kepribadian dengan lebih baik. dalam studi ini, pendekatan psikologi digunakan karena studi ini membahas tentang kepribadian Suster Regina. Lebih jauh pendekatan ini digunakan untuk menjawab rumusan masalah kedua dan ketiga.

Hasil analisis menunjukkan bahwa Suster Regina adalah wanita yang sabar dan beriman. Dia juga seorang wanita yang kreatif, rajin, dan juga penyayang. Pada mulanya Suster Regina adalah wanita yang sensitif. Dia juga seorang wanita yang tertutup dan penakut. Kemudian, saat dia merasakan pertumbuhan insting keibuan dalam dirinya, dia memperbaiki kepribadiannya. Hasil perkembangan kepribadian dari Suster Regina dapat dilihat pada akhir novel ini. Dia menjadi yakin dalam memilih jenis hidup yang dia rasa harus dia lakukan. Karena pengaruh insting keibuannya, dia berubah menjadi orang yang lebih baik dan tegas.

Akhirnya, studi ini menyertakan beberapa saran untuk dosen Bahasa Inggris dalam menggunakan Then Came Heaven dalam mata kuliah Speaking IV. Di samping itu, terdapat pula beberapa saran untuk peneliti lain yang hendak mempelajari novel ini.

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THE INFLUENCE OF MATERNAL INSTINCT ON SISTER REGINA’S PERSONALITY DEVELOPMENT AS SEEN IN LAVYRLE SPENCER’STHEN CAME HEAVEN

A Thesis

Presented as Partial Fulfillment of the Requirements to obtain theSarjana PendidikanDegree

in English Language Education

By:

PAULINA GUPTA WIJAYA 031214021

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ii A Thesis on

The Influence of Maternal Instinct on Sister Regina’s Personality Development as Seen in Lavyrle Spencer’sThen Came Heaven

Paulina Gupta Wijaya Student Number: 031214021

Approved by:

Major sponsor

Dr. Wigati Yektiningtyas Modouw, M.Hum. December 7, 2007

Co-sponsor

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iii

The Influence of Maternal Instinct on Sister Regina’s Personality Development as Seen in Lavyrle Spencer’sThen Came Heaven

PAULINA GUPTA WIJAYA Student Number: 031214021

Defended before the Board of Examiners On 22 January, 2008

And Declared Acceptable

Board of Examiners

Chairperson : A. Hardi Prasetyo, S.Pd., M.A. ________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ________________ Member : Dr. Wigati Y. Modouw, M.Hum. ________________ Member : Drs. Concilianus Laos Mbato, M.A. ________________ Member : Markus Budiraharjo, S.Pd., M.Ed. ________________

Yogyakarta, 22 January, 2008 Faculty of Teachers Training and Education Sanata Dharma University Dean,

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis which I wrote does not contain the works or part of the works of other people, except those cited in the quotations and bibliography, as a scientific paper should.

Yogyakarta, December 7, 2007 The writer,

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Take your time

Think a lot

Think of everything you’ve got

For you will still be here tomorrow

But your dreams may not…

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vii

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Paulina Gupta Wijaya

Nomor Mahasiswa : 031214021

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

THE INFLUENCE OF MATERNAL INSTINCT ON SISTER REGINA’S PERSONALITY DEVELOPMENT AS SEEN IN LAVYRLE SPENCER’S THEN CAME HEAVEN

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

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal : 11 Februari 2008 Yang menyatakan

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viii

ACKNOWLEDGEMENTS

First of all, I would like to give my deepest gratitude to God the Almighty, Jesus Christ for giving me the strength, courage, and compassion so that I could finish this thesis. I thank Him for always being there for me.

I would like to express my deepest gratitude to my major sponsor Dr. Wigati Yektiningtyas Modouw, M.Hum. for her suggestions, kindness, and especially for her patience in helping me finish this thesis. Next, I am very grateful to Drs. Concilianus Laos Mbato, M.A. as my co-sponsor for sparing his time to correct my thesis as well as give suggestions and inputs.

I would like to thank toall lecturesfor their guidance. My thanks also go to all staffs in the secretariat especiallyMbak DaniandMbak Tarifor their support.

I also want to give my gratitude to my beloved family: my father Markus Dwi Agus; I know he loves me with his own way and I am thankful for all those love. I want to say thanks to my motherMaria Goreti Sutriasih, who always loves and supports me. My thanks also go to my brother Adek Gupta. I am thankful for all the love, laughter, jokes, and criticisms. I really have such good time with him. I also extend my thanks to my sweet cousinMbak Lia,and my auntTante Aas. I am thankful to her for loving me.

To my special friend, Danang Senggoto, thanks for all love, jokes, and smiles. I cannot say anything to explain my feeling. I can only quote a lyric from 311, ‘whenever I’m alone with you, you make me feel like I am home again’.

My sincerest thanks also go to my beloved old friends, Ellen, Tia, Yanti, Lita, and Ira. I am thankful for those funny, full-of-laughter times. We were such

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crazy teenagers at that time. My thanks also go to my best friends, Alene and Arum. Alene has taught me to be a confident and tough woman. Meanwhile, Arum has taught me to be a moderate and patient woman. I am grateful for having funny, sometimes, crazy friends like them.

I would also want to give my thanks to Retha, Ozzy, Miertah, Tika manis, Dita, Ipat, Dame, Edu, Indra, Bayu, Dhea-wamin ‘05, Unga ‘05, and all of my friends in PBI. I am thankful because they are willing to share the great times with me in our lovely campus. Those people have taught me so many things about life.

I also want to say thanks to all my friends in Kos 9C;Lala, Helmi, Siska, Mbak Iin, Mbak Dewi, Mbak Chika, Mbak Byti, Mbak Ambar, Eli, Yanita, Nia, Desi, Betha, and Agnes. they are so precious for me. My thanks also go to the members of Kos Super Kumpo. I am thankful for their silly things, unpredictable thinking, etc. They have taught me how to face this life simply.

For other friends whom I cannot mention one by one, I would like to thank them for all of the great time and experiences we have been through together. I love you all.

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TABLE OF CONTENTS

Page

TITLE PAGES... i

APPROVAL PAGES... ii

BOARD OF EXAMINERS... iii

STATEMENT OF WORK’S ORIGINALITY... iv

MOTTO PAGE... v

DEDICATION PAGE... vi

STATEMENT OF PUBLICITY... vii

ACKNOWLEDGEMENTS... viii

TABLE OF CONTENTS... x

ABSTRACT... xiii

ABSTRAK... xiv

CHAPTER 1 INTRODUCTION... 1

1.1 Background of the Study... 1

1.2 Objectives of the Study ... 4

1.3 Problem Formulation ... 5

1.4 Benefits of the Study... 5

1.5 Definition of Terms... 5

CHAPTER 2 REVIEW OF RELATED LITERATURE... 8

2.1 Theory of Critical Approach ... 8

2.2 Theory of Literature ... 9

2.2.1 Theory of Character ... 9

2.2.1.1 Definition of Character ... 10

2.2.1.2 Kinds of Character ... 10

2.2.2 Theory of Characterization ... 11

2.2.2.1 Meaning of Characterization... 11

2.2.2.2 Method of Characterization... 12

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2.3.1 The Meaning of Personality ... 14

2.3.2 Theory of Personality Development ... 14

2.3.3 Freudian Psychoanalysis ... 16

2.4 Criticism... 17

2.5 Theoretical framework ... 18

CHAPTER 3 METHODOLOGY... 20

3.1 Subject Matter ... 20

3.2 Approaches... 21

3.3 Procedures ... 21

CHAPTER 4 ANALYSIS... 23

4.1 Sister Regina’s Personality ... 23

4.1.1 Religious ... 23

4.1.2 Patient... 25

4.1.3 Creative ... 26

4.1.4 Caring about Children ... 27

4.1.5 Diligent... 29

4.1.6 Being Sensitive... 32

4.1.7 Introverted ... 35

4.1.8 Lack of Courage ... 38

4.2 Sister Regina’s Maternal Instinct ... 40

4.3 The Influences of Maternal Instinct on Sister Regina’s Personality Development ... 45

4.3.1 On Sister Regina’s Perception of Serving God 45 4.3.2 On Sister Regina’s Way in Dealing with a Problem ... 49

CHAPTER 5 CONCLUSION... 60

5.1 Conclusions ... 60

5.2 Suggestions ... 61

5.2.1 Suggestions for Further Researcher ... 61

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xii

5.2.2.1 The Teaching-Learning Activity in Speaking Class Using Then Came

Heaven... 63

BIBLIOGRAPHY... 65

APPENDICES... 67

APPENDIX 1 Summary of Then Came Heaven ... 68

APPENDIX 2 LaVyrle Spencer’s Biography ... 70

APPENDIX 3 The Works of LaVyrle Spencer... 73

APPENDIX 4 The Implementation of Teaching Speaking IV Using Some Parts of the Novel Then Came Heaven for the Fourth Semester Students of English Language Education Study Program ... 74 APPENDIX 5 Speaking Class Material Taken fromThen Came Heaven 81

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xiii ABSTRACT

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xiv ABSTRAK

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CHAPTER 1 INTRODUCTION

This chapter is divided into five parts. The first part is background of the study, the second part is objectives of the study, the third part is problem formulation, the fourth part is benefit of the study, and the fifth part is definition of terms.

1.1. Background of the Study

Reading literature can give us many experiences. Little (1981: 1-2) says that literature is the chief art of mankind because it can effectively express one’s idea to others. The author tries to convey his/her experiences, vision, or problem through literary work. Through a deep understanding in a literature work, we can get knowledge which the writer believes that it is worthier than anything. Enjoying literature as a matter of pleasure gives us not only a chance to have imagination or to drive us into new a world at a moment, but also gives us moral values that will be beneficial for us to learn and understand about life.

Literary work can be in form of novels, dramas, prose and poems. Novel, as one of the products of literary works, reveals people’s story in lives. De Laar (1963: 163) defines a novel as a book that tells a story concerning people. Novel is a way of an author to introduce readers into a living world. Therefore, in the novel we can find that the events are close to our life and may happen to us.

LaVyrle Spencer’s work Then Came Heaven is an interesting novel. It tells us about a personality of a woman, Sister Regina, and how the maternal instinct

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influences her personality. It also tells us about how a young woman like Sister Regina lives in a religious community and how she thinks of the rule within the community.

The setting of time of the novel was during 1950, seen as the exploration of human personality development. In this story, Sister Regina as the major character is confused whether staying in her religious community or leaving the communal living to reach what she means as ‘better life’ outside. Her experiences with those doubts lead her to be a mature woman. A new situation that is her attraction to a man in her environment and her dissatisfaction of her community’s rules also influence her personality development.

To be a nun at young age is not an easy decision to be made. However, Jean Potlocki or Sister Regina has entered the postulate since she was eleven years old. In Browerville, Minnesota, it is a pride if one of their families becomes a nun or a priest. During her childhood, she grew up in a Catholic community and all of her family admired her to be a nun.

Not all young women had a bravery to enter the postulate, but Jean, an eleven-year-old girl, did it without any regret. She left her family and joined the community with its vows of obedience, poverty, and chastity. As a nun, she becomes a teacher in a St. Joseph’s Parochial School and she teaches the third and fourth grade students. She is a committed and fine teacher.

In her twenties, being a teacher makes her close to children’s world. However, the Holy Rule of the Church forbids the nuns from so much as touching the seculars. In class, she has special students, Anne in the third grade and Lucy in the fourth grade. Anne and Lucy are the janitor’s children, Eddie Olсzak. Even

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though Sister Regina longs to hug Eddie Olсzak’s little girls, she must hold back. Since that time, she has begun doubting her life as a nun. She prays to God, does retreat and penance in order to solve her problem. She battles within herself to find the highest moral answer for her. At the first, it is very difficult for her to decide to leave the community since this choice would make a big change in her life later. The change is about her personality that is developed because of the influence of her special affinity for Olсzak’s children.

All people’s personality can change all times. Like what happens to Sister Regina, there is a factor or even more than one factor that can influence ones’ personality. Considering those factors, a person may change into the better one or even the worse one, depending on how the person deals with the matters. Hurlock (1976: 7) says that personality development is a stage in growth of a constantly changing and evoking process within an individual. Here, the development of one’s personality can be said as one’s effort to be a mature person and to find the identity.

This study is going to analyze Sister Regina’s personality development in its relation with the maternal instinct a woman like Sister Regina has. The maternal instinct here, as the factor that influences Sister Regina’s personality, means the feeling of a mother-to-be that haunts the unassailability of her faith. This is how Sister Regina suddenly feels strange with her routines in the community. Sister Regina has decided to be a nun since she was eleven years old and tied her life with the Community’s Holy rule since that time. She cannot accept what is said in the Holy rule anymore; obedience, poverty and chastity. A strong feeling of motherhood comes out of Sister Regina’s heart and the Holy rule cannot prevent her desire to love and look after children such as giving a hug or helping their personal

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problems. Every woman should have maternal instincts. Burnett, as cited by Fleming (1974: 234), states that the wish to bear and nurture a child is biologically anchored in her uterus and breasts, and its fulfillment normally brings a sense of well being, wholeness, and completion that may dispel lingering feeling of inferiority. It is very difficult for every woman to deny that feeling, especially if it happens to a sister like sister Regina who has never been close to any children because of her community’s rule. Here, the influences of her maternal instinct and the courage to answer the call of love towards the Olсzak’s family make her develop and able to face all the consequences she will face after leaving the religious community. She has to face all her family who has expected her to be a nun. Moreover she could not teach in any Catholic schools anymore because the church frowns on letting former nuns teach in their school. The last but not least, this study would like to know the values of the novel as seen in Jean’s personality development for people, especially for Protestant community. The community can see an example of the nun’s inner life. Hopefully, it will give us more respect for those who choose to be priests or nuns.

1.2. Objectives of the Study

There are three objectives the writer will obtain. The first objective of the study is to find the description of Sister Regina’s personality in the novel. The second objective is to find out the maternal instincts emerging through Sister Regina’s heart. The third objective is to find the influence of the maternal instinct towards Sister Regina’s personality development.

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1.3. Problem Formulation

To analyze the novel, this study focuses on three problems: 1. How is Sister Regina’s personality described in the novel? 2. How is Sister Regina’s maternal instinct described in the novel?

3. How does Sister Regina’s maternal instinct influence her personality development?

1.4. Benefits of the Study

This study offers benefits both for readers and literary world. For the reader and the literary world, this study can help them get better understanding about literature knowledge. It may also offer them to get more knowledge about the life and the value of life that is hidden in this novel. This story tells us about the effort of a nun to solve her interpersonal conflict and about her courage to let her conscience lead her life although there are many consequences waiting for her. We often think that a nun lives happily ever after. However, by reading the novel, we are reminded that nun is the same as other human beings. A nun may have problems that sometimes make her decide to leave the nun community. Here, it is hoped that the readers will understand about Sister Regina’s personality in the novel and it is important for us to follow our conscience no matter what happens.

1.5. Definition of Terms 1. Personality

According to International Encyclopedia of Psychology (1996:1228), “personality” is defined as the unique combination of thought, feeling, and behavior that make

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individual distinct from others. 2. Development

In Human Development (1961:22), Pikunas defines “development” as a series of sequential changes in an organism to lead to its maturity as a result of experience. In this study, “development” refers to the increasing of the maturity as the result of the maturity and better understanding.

3. Personality Development

According to International Encyclopedia of Psychology (1996:1228), “personality” is defined as the unique combination of thought, feeling, and behavior that make individual distinct from others. Pikunas (1961: 22) defines development as a series of sequential changes in an organism to lead to its maturity as a result of experience. In this study, development refers to the increasing of the maturity as the result of the maturity and better understanding. Therefore, personality development can be said as a process of a person in adjusting to his/her world, his/her feelings, his/her value, his/her problems, and the ways in which she/he deals with these problems. Sister Regina’s personality development happens when she tries to adjust herself to her world, feelings, value, problems during her doubt.

4. Maternal Instinct

According to Oxford English Reference Dictionary (2003: 891), “maternal” is defined as ‘of or like mother’. Besides, “instinct” is defined as similar behavior in human beings to act without conscious intention (p. 731). In addition, according to Deutsch (1937: 2), motherhood is the expression not only of a biologic process but also of a psychologic unity that epitomizes numerous individual experiences

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memories, wishes and fears that have preceded the real experience by many years. Therefore, “maternal instinct” is said as an unconscious motherly act that happens in human being. This study discusses about the maternal instinct growing up in Sister Regina’s personality.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter is divided into five parts. The first part is Theory of Critical Approach, the second part is Theory of Literature, the third part is Theory of Psychology, the fourth part is Criticism, and the fifth part is Theoretical Framework.

2.1 Theory of Critical Approach

Novel is one of literary works that offers us not only pleasure but also knowledge and values that it implies. To get knowledge of the meaning that it implies, it is important for us to broaden our knowledge so that we could understand the novel deeper. More than that, a novel also contains characters that are usually a reflection of human’s real life. Therefore, in the novel we can get knowledge of the psychology side such as personality from its main character’s personality.

To understand deeper about the main character’s personality development, in this case is Sister Regina, we need some approaches to analyze the novel. There are five kinds of critical approaches stated by Rohrberger and Woods (1971: 6-15). They classify several approaches that can be used in analyzing literary works.

There are five approaches. The first is formalist approach, which investigates the work of literature itself. The second is biographical approach, which focuses on the author’s personality, life, and development to understand the social structure or way of life of the author so that the readers can draw conclusions and better understand the story. The third is socio cultural historical approach,

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which investigates place or society that is reflected in the literary work. The fourth is mythopoeic approach, which emphasizes the universal patterns of human behavior and thought underlying literary work. The last is psychological approach, which reflects life and representation of human motivation and behavior. Here, the psychological approach is used to discover and demonstrate certain repetitive patterns; hence, from the knowledge of psychology, the critics who apply this approach to dissect literary works use psychological theories to explain human motivation, personality, and behavior pattern written in literary objects. The approach finds what the work tells us about the human mind and involves the effort to locate and demonstrate certain recurrent pattern. Thus, the knowledge of psychological fields is in order to study further some kinds of literary works.

To conduct the analysis of this novel, the writer uses psychological approach based on the theory of psychology. Rohrberger (1971: 5) says that psychological approach analyzes a novel based on theory of psychology. This approach analyzes the characters described in the novel deeper through the lens of psychology. The writer uses psychological approach to analyze the main character, Sister Regina, more deeply so that it helps to understand the character through her personality. Further discussion on the theory of psychology is put on section 2.3 (p. 13).

2.2 Theory of Literature

This part consists of theory of character and theory of characterization. 2.2.1 Theory of Character

Theory of character discusses two main things. Those are definition and kinds of character from some writers.

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2.2.1.1 Definition of Character

Characters take an important role in the work of literature. De Laar (1959: 163) says that a novel is a book that tells a story concerned with people. He defines a novel as an art work which introduces readers into a living world. Based on that description, we know that novel tells us a story consisting of various elements. There are two main elements in literary work; plot and character. Since the story is concerned with people, character becomes one of the main elements of a novel that helps the reader to get better understanding about the character in the novel itself.

According to Abrams (1981: 20), character is the person presented in a dramatic or narrative work, who is represented by the reader as being endowed with moral and disposition qualities that are expressed in what the character says (the dialogue) and what the character does (the action). Character in a novel could liven up the story. The author builds a character that is usually as the reflection of real people’s life. Considering that, through its characters, the author could make the readers get involved in the story.

Since the study focuses on the main character’s maternal instinct, we need to know character in depth. Therefore, character becomes a very significant element of the novel.

2.2.1.2 Kinds of Character

Perrine (1974:71) classifies character into two categories: static character and dynamic character. Static character does not undergo any changes in his or her outlook or personalities during the course of story as at the beginning. On the other hand, dynamic character is a character that undergoes many changes in some

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aspects of the character: personalities, ways of thinking, or outlook from the beginning until the end of the story.

Likewise, Forster (1981: 20-21) differentiates two kinds of character. They are flat and round characters. A flat character never changes until the end of the story. “A single idea or quality” usually represents a flat character. In a flat character, there are no much individualizing details. The personality of a flat character is not described in details. A round character is complex in temperament and motivation and is represented with subtle particularly. It means that the character may change in significant ways, usually in dealing with its conflict. Round character makes the readers hard to guess and often surprise the readers.

Not different from what has been stated by Forster, Holman and Harmon (1986: 81) divide the characters into static and dynamic. A static character is a character that has little changes or does not change at all when a thing happens to her/him. Not like the static character, a round character changes whenever a thing happens. We can say that the changes are the consequences of the action.

Here, the theories of character (such as flat and round character, dynamic and static character, etc) are needed to analyze how Sister Regina serves as a character in the novelThen Came Heaven.

2.2.2 Theory of Characterization 2.2.2.1 Meaning of Characterization

One character is different from one to another. Every character has its

particular personality. Here, the way to understand each character is through characterization. Characterization, according to Rohrberger and Woods (1971: 20),

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is the process by which an author creates a character. Through characterization, the author uses some methods to show what the character looks like in the story.

2.2.2.2 Methods of Characterization

Murphy states nine methods of characterization (1972: 161-173). These methods describe how an author conveys to the readers about the characters and the personalities so that the characters understand them. Those are:

a. Personal description

The author describes a person’s appearances and clothes. It tells the details; build, skin, hair, eyes, and face, in accurate description (1972: 161).

b. Characters as seen by another character

The author describes a character through the eyes and opinions of another. The reader gets it, as it were, a reflected image (1972: 162).

c. Speech

The author can give us an insight into the character of one of the persons in the book through what the person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clues to his character (1972: 164).

d. Past life

By letting the reader learn something about a person’s past life the author can give us a clue to events that have helped to shape a person’s character. This can be done by direct comment by the author through the person’s thought, through his conversation or through medium of another person (1972: 166).

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e. Conversation of others

The author gives us clues to a person’s character through the conversations of other people and the things they say about him. People do talk about other people and the things they say often give us clue to the character of the person spoken about (1972: 167).

f. Reactions

The author gives us a clue to a person’s character by letting us know how that person reacts to various situations and events (1972: 168).

g. Direct comment

The author describes or comments on a person’s character directly (1972: 170). h. Thoughts

The author gives us direct knowledge of what a person is thinking about. In this respect, he is able to do what we cannot do in real life. He can tell us what different people are thinking (1972: 172).

i. Mannerism

The author describes a person’s mannerism, habits or idiosyncrasies which may also tell us something about his character (1972: 173).

These methods are used by an author to make character understandable and come life to the readers. Thus, it can be used to find out the description of sister Regina’s character in the story of novelThen Came Heaven.

2.3 Theory of Psychology

This part consists of meaning of personality, theory of personality development, and Freudian psychoanalysis.

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2.3.1 The Meaning of Personality

A certain situation may produce different reaction through a person to another. A person may act destructive when the person is broken heart and others may not take the problem seriously and let it flow. Kalish (1972: 52) says that “Personality is the dynamic organization of characteristics, which determines people’s behavior and distinguishes one to another”. Meanwhile, Allport (1961: 10) defines personality as “the dynamic organization within the individual of those psychological systems that determine his characteristic behavior and thought”.

According to Woodworth (1957: 88), personality is “total quality of an individual’s behavior”. Here, it means that the personality of a person shows the quality of the person itself. It can be said that when a person has bad personality, the person shows his/her low quality as an individual. In contrast, when a person has good personality, the person shows his/her high quality as an individual.

2.3.2 Theory of Personality Development

This study relates to the theory of personality development. Elizabeth Hurlock (1976: 7) defines that personality development is “a stage in growth of a constantly changing and evoking process within an individual”. The personality pattern cannot be stable because it changes all the time. The change can either be better or even worse. Changes in personality do not occur by themselves. Still based on Hurlock (1974: 137-354), there are eight determinants which can determine one’s personality pattern.

The first determinant is physical determinant. It is known that body size and functioning influence the quality and quantity of behavior of a person. The second

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is intellectual determinant. Intelligence makes people able to meet and solve the problems adjustment to life requirements. The adjustment here means how a person can adapt well to the situation of his/her environment. Whether a person is successful or not in adjusting to life is based on how he uses his intellectual ability. The third is emotional determinant. Emotions color individual’s life in relation to the perception of himself and his environment and affect his behavior. The fourth is social determinant. Every social group has its own standards to every person who wants to be the member of the group. The member is expected to play and approve the role of a social group. The fifth is aspirations and achievements determinant. In this part, achievements are used as the parameters to measure the quality of people. How the person evaluates himself and how others evaluate him affect his personality. The sixth is sex determinant. The effects of sexuality come from the sex hormones that influence the growth rate of the individual, the body formation and functioning, and quality of behavior. The seventh is educational determinant. Educational institutions bring some effects to the development of one’s personality. It is because children in their early life spend more time in school than other places. The eighth is family determinant. Family influences the personality development of a person by communication, behavior patterns, unconscious imitation of attitude, etc.

From the eight determinants proposed by Hurlock, the writer adopts one determinant that is emotional determinant. The direct effects of the emotion on personality come from social judgments on how the person controls his emotion. Emotion can build pleasure to a person’s life and attract a motivation to improve his social and personal adjustment. On the other hand, emotion can make life sorrowful

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and therefore, the person will fail to adjust life. Here, the writer adopts this determinant because the writer sees that Sister Regina’s personality development is affected by her emotion especially her experiences in facing her community and problems.

2.3.3 Freudian Psychoanalysis

Psychoanalysis is a science of personality. It is all about the theory of personality. The pioneer of psychoanalysis is Freud Sigmund (1856-1939). The psychoanalysis theories that are discussed here include instinct, the major systems of personality; Id, Ego, and superego; the conscious, and the unconscious.

Based on Freud, there are three major systems of personality such as id, ego, and superego. The seat of the instinct is the Id. According to Freud, as cited by Hall (1954: 39), the Id is the center of instinctual drives. Here, instinct is defined as an inborn condition which imparts direction to psychological processes. An instinct is like a river that flows along a particular river way. Jung (1948: 271) says that instincts have their unconscious motives, their infirmity and regularity in common with the reflexes. The Id can also be said as an inner world that exists before the individual has experience of the external world. The ego is the executive or the strategy of the personality. Freud (1993: 161) says that the ego is the agency which represents the subject’s identifications and mediation with the external reality. Meanwhile, the superego, which represents internalized parental and social injunctions or the conscience, consists of standards (1993:163-164). It is part of personality that portrays the moral standards of the society.

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To Freud, mental life is divided into three levels; the conscious, the preconscious and the unconscious. Consciousness is the psychological term commonly used to indicate a state of awareness of self and environment. It is defined as those mental elements in awareness at any given point in time. It is the only level of mental life directly available to us. Psychoanalytic suggests that much of our behavior is motivated by unconscious influences. Unconsciousness relates to phenomena that we are unaware of and cannot become aware except under special circumstances.

The concept of the unconscious suggests that there are aspects of our functioning of which we are not fully aware. According to Freud, as cited by Feist (2006: 24), unconscious contains all those drives, urges, or instincts that are beyond our awareness but that nevertheless motivate most of our words, feelings, and actions. For example, a man may not fully understand all the reasons for the attraction, some of which may even seem irrational.

This study focuses on the instinct and the unconscious mental life proposed by Freud. Here, the story includes maternal instincts that grow unconsciously in the main character. By using these theories, it helps this study to analyze the instinct that changes Sister Regina’s personality.

2.4 Criticism

In doing the analysis of my study, the writer gathers some criticisms on LaVyrle Spencer’s Then Came Heavenin order to get a better understanding of the novel. Criticism does not always mean bad; furthermore it can be compliment towards the literary work.

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Meg, a fan of Spencer’s novel (http://www.barnesandnoble.com, accessed on March 25th, 2007) says thatThen Came Heavenis a beautiful love story. There is love in this book: love for God, love for church, marital love, family love, community love; and, of course, the pure sweet love that slowly grows between Jean and Eddie. Ms. Spencer shows us, in a clear yet respectful way, just what nuns prior to Vatican II had to give up for their love of church and God. It's clear that changes in regards to the vows a nun takes were needed.

Moreover, a reader form Ohio (http://amazon.com/gp/customer-reviews/discussions/start-thread.html, accessed on March 28th, 2007) says that this novel is a totally unique romance novel. Set in a Midwest Polish Catholic community in the 1950s, it is a beautifully crafted glimpse of a time when the world was simpler and more innocent. The primary characters are a grieving widower and a nun who is struggling with her vocation. In her opinion, Spencer always does a wonderful job of drawing the reader into the emotional lives of her characters, and these two are particularly sympathetic. The majority of the book focuses on their individual struggles before turning to the romance that springs from their mutual respect and support. The love story is very sweet and handled with great sensitivity. She also enjoyed the glimpse into the inner life of the nuns.

2.5 Theoretical Framework

In this part the writer wants to explain some theories used in this study and also the reason why those theories are needed in this study. The first theory is the theory of character and characterization. This theory is used to help the process of finding Sister Regina’s character and later decide her personality portrayed in the

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novel. The second theory is the theory of personality development by Hurlock (1976). The writer uses this theory to understand the changes of Sister Regina’s personality. Another theory of psychology the writer uses in this study is the Freudian psychoanalysis. The writer uses this theory in order to know how a maternal instinct influences Sister Regina’s personality development. Hopefully, the writer can answer her problem formulation by using these theories.

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CHAPTER 3 METHODOLOGY

This chapter is divided into three main parts; they are subject matter, approaches, and procedures. The subject matter explains the object of the study. The approaches explains the approach used in this study. The last states the procedures that explain the steps in conducting this study.

3.1. Subject Matter

The subject matter of this study is LaVyrle Spencer’s novel entitled Then Came Heaven. It was written in 1997. It has 332 pages and is divided into 22 chapters. Then Came Heaven is the twentieth novel and the last novel written by Spencer. It was published by Harper Collin. The story took place in Browerville, Minnesota, 1950.

The novel itself tells about the doubt of a young nun, Sister Regina, toward her life in community. It describes how her maternal instincts grow up and influence her perception toward the nun’s community rules.

Being a teacher in a parochial school makes Sister Regina close to children. Then, this situation makes Sister Regina’s maternal instinct grow stronger. However, it is not easy for her to accept since the Holy rule forbids every nun to get close to any seculars including her students.

In Then Came Heaven, the reader could find that every single human being may have problems including Sister Regina whose life is spent in a Holy community. Here, we could learn that we have to be honest to ourselves about who

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we are and what we actually want to do. In this novel, Sister Regina must be brave to recognize the call of love towards Mr. Olсzak’s children and make a very big decision to leave her community.

3.2. Approaches

In conducting this study, the writer explained the approaches used in this study. The writer only used one approach that is psychological approach.

This study focused on the influence of maternal instinct on Sister Regina’s personality development. Then, the writer used the psychological approach to find out the influences of maternal instinct on the character’s personality. This approach helped the writer get the deeper description of the character and view the character’s personality in this story

3.3. Procedures

In conducting this study, the writer followed some steps. The first step was reading the novelThen Came Heaven many times to have a better understanding of the content of the story. During the reading, the writer took notes of some important points for the analysis. The writer gave attention to each aspect of the story (character, setting, plot, theme, point of view). Then, the writer chose to analyze the main character’s personality development and then formulated three problems to be discussed further.

The second step was trying to find some references and theories which could be used for analyzing the character in the novel. The writer chose to read psychology books since the main topic of this study was personality development.

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Besides, the writer also read literature theories since the object of the study was a novel which was a form of literature. Moreover, the use of the Internet helped the writer get some information related to this study including the criticisms on it.

The third step was analyzing the novel itself. The writer analyzed the novel in order to answer the three questions formulated in the problem formulation.

The last step was making a conclusion of the analysis. The conclusion was about the finding of the analysis and also the suggestions. The suggestions were for reference of the future research on the same novel and for improving teaching learning process in the future by using this novel as the material.

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CHAPTER 4 ANALYSIS

This chapter presents the findings of this study. It is divided into three parts. The first part discusses Sister Regina’s personality, the second part discusses Sister Regina’s maternal instinct, and the last part is about the influence of Sister Regina’s maternal instinct towards her personality development. Each analysis is discussed by using the theories stated previously in the review of related theories.

4.1 Sister Regina’s Personality 4.1.1 Religious

Murphy (161-173) says that the nine methods he proposed can be used to create a character. Considering that, some of his methods are used to analyze the main character’s characterization, Sister Regina’s characterization.

The author presents Sister Regina as a religious woman. Sister Regina has lived in a religious environment since her childhood. When she was a child, she always went to church with her family and joined the Sunday school taught by nuns there. Because of her close relationship with the nuns in her place, Sister Regina was interested to be a nun in her teens. In serving God as a nun, she never forgets God and always does the prayer. It can be seen through her manner. As stated by Murphy (1972: 173) that through mannerism and habits we can judge somebody’s character.

That night in her room, during the hour set aside for reflection, Sister Regina performed the required daily examen. (p. 73)

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Sister Regina has a good relation with God. She believes that everyone will be in heaven if she/he follows God. Here, she prays for the soul ofKrystyna Olсzak in order to be accepted in heaven because she deserves that. Furthermore, Sister Regina thinks that Krystyna Olсzak could be a saint for she was really a good woman, a good mother, and also a good wife when she was alive.

She prayed the long Miserere. And six Our Fathers and Hail Marys and Glory Be’s, offering up these, too, for all the suffering of the world. (p. 89) According to Murphy (1972: 164) an author can give a clue to his character through speech. Here, the author describes Sister Regina’s personality through her speech to other people. She tried to cheer up Mr. Olсzak after his wife’s death.

She could only say what she’d said to her grandmother all those years ago. “Try not to be sad, Mr. Olсzak. She’s with God now.” (p. 65)

It is not only that, but Sister Regina also always asks other people, especially her students, to pray to God if they have problems. It can be seen through her reaction to some events, just like what Murphy states (1972: 168). Here, Murphy (1972: 168) says that the author gives us a clue to a person’s character by letting us know how that person reacts to various situations and events. When Anne and Lucy come to her because they miss their mother that has died for several weeks, Sister Regina tries to cheer them up by asking them to pray, convincing them that God is everything for us.

“Why, it’s the feast of the Holy Name of Mary. That means that if we ask the blessed Virgin to intercede for us for anything today, we have a good chance of getting it. I think we should ask Mary if your mother is happy in heaven? Shall we do that?” (p. 101)

It is not only that. Her habit in introducing all saints to the students with an interesting way makes them get more understanding about their religion.

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For each day that celebrated a particular saint, she wrote the name of the saint on the board and taught the children about him/her. (p. 100)

She does not only ask others to pray, but she herself also prays whenever she has a problem. She is a type of person who does not like to share her problems to others. Instead, Sister Regina always talks to God about her problem first and whenever the problem seems to be hard to face alone, she will choose the last option, sharing to her close people such as her Grandma, Sister Dora, her Mother Superior, or the parochial Father.

The old woman gave her daughter a hard, prolonged hug and said, “I don’t know, Regina. I just don’t know. I think you should make a retreat, make sure you’re doing the right thing. Will you do that for me?

“I made one last August, for exactly this reason.” “Well, make another one. Promise?”

Regina sighed. “All right, Grandma, I promise.” (p. 222)

Here, the author reveals Sister Regina’s character through the conversation of others. As Murphy (1972: 167) says that an author can describe his character through conversation of others. Mother Agnes explicitly says that sister Regina is an obedient nun that always lets God know what happens to her.

Much to Sister Regina’s surprise, Mother Agnes showed no sign of shock. She said quite calmly, “I imagined you’ve prayed and reflected long and hard before speaking to me about it.”

“Yes, Mother, I have.” (pp. 184-185) 4.1.2 Patient

The author describes Sister Regina as a patient woman. It can be seen from Sister Regina’s behavior in school. The author describes through her manners that Sister Regina is very patient in facing her third grade students. According to Murphy (1972: 173), a person’s mannerism, habits, or idiosyncrasies may also tell us something about his character.

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She waited patiently until all of them were in rank and file before leading the way inside. (p. 17)

Sister Regina held her classroom door open for the last straggler who tested her patience by continuing to guzzle water at the half fountain. (p. 18) Furthermore, Sister Regina is able to manage her emotion and behavior in any condition. Even though she has been in an inconvenience condition, the author expresses that she can still show her tenderness that spouts patience.

Even she was displeased, her expression never grew grim, nor did her lips lose their forgiving lift. When she spoke, her voice was filled with patience and quietude. (p. 19)

Murphy mentions (1972: 168) that reactions can be used to understand one’s character. Sister Regina’s patience helps her to be wise when she has a trouble. The way she manages her anger to Sister Charles has shown that she tries not to make the condition worse. Instead, she tries to express her disagreement about Sister Charles’ attitude calmly so that it is hoped Sister Charles can accept her opinion. Her reaction to Sister Charles attitude shows that she is a patient person.

Sister Regina said in the calmest voice, “I am very sorry sister, but I simply could not tolerate it anymore.” I’ve disagreed with your whipping the children since I came here, but it seemed to be a tradition, and everyone accepted it. Well, not me. (p. 177)

4.1.3 Creative

Sister Regina is described as a creative woman. Murphy states (1972: 173) that it can be seen through Sister Regina’s manner in teaching the students. As a nun, she uses her creativity to serve God. Her creativity has helped her students study in school for the lesson is brought to class in an interesting way. Furthermore, it also makes her become close to her students.

She had brought a basket of oranges into the room to demonstrate addition and subtraction; three oranges plus two oranges equals five oranges. (p. 19)

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Sister Regina is a woman who will do everything totally. She really wants to explore her creativity to help other people, such as her students. Her creativity even makes other people like Mr. Olсzak get surprised sometimes. Her speech to Mr. Olсzak reveals her personality in the story. Murphy (1972: 164) says that whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clue to his character.

“It’s a holy day of obligation. What are you doing working?”

“Oh, this isn’t work. I’m cutting out a cornucopia for the bulletin board. This is… creativity.” (p. 137)

From the statement above, it can be seen that what Sister Regina has done is based on her own willingness, she does not call this as a work, and instead, she uses the word ‘creativity’ to call her work. There is no limitation in creativity. Here, she even works in the holy day of obligation. She does not mean to break the rule, but she wants to give her best to others.

4.1.4 Caring about Children

Sister Regina is shown as a woman that cares about others especially children. Sister Regina teaches in the third grade of elementary school and she knows well how to handle and to treat children in their ages. She can make the students feel comfortable in class so that they are freer to talk everything including their hobbies with Sister Regina. The author reveals it through the speech of Sister Regina to Mr. Olсzak about his daughter. It is Lucy, Mr. Olсzak’s daughter and also Sister Regina’s students who tells Sister Regina about her hobbies.

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“Yes, Lucy has told me many times how she loves it, and so has Anne. They are very dear children, Mr. Olсzak.” (p. 62)

From the statement above, we also can see that Sister Regina is a lovable person. She likes to be involved in children’s world. She loves to hear what they say and tries to understand them. That makes her students believe that she can find the answer to every problem they have.

Referring to Murphy’s theory (1972: 162), one’s character can be described through the eyes and opinions of another. Anne’s opinion about Sister Regina describes Sister Regina’s character. What Anne says in this novel shows that Sister Regina is a caring and lovable woman.

“Come on, Lucy. We have to go to school. Let’s go see Sister Regina and she’ll know what to do.’ (p. 100)

Sister Regina comes from a big family. In her hometown, it is common that everyone having family relationship lives close to each other. Every night, especially in a special event, they like to gather around in one’s house, sharing and making jokes. Just like that night, when Sister Regina comes home, every member of the family gathers around in Sister Regina’s parents. Then, although Sister Regina has to tell something important to her family, but she still considers the children’s existence in the room. This manner can be seen when she waits the children leaving the dining room (Murphy, 1972: 173).

Regina waited to announce her news to the family until the children had left the table and were playing with metal cars in the kitchen room. (p. 215) Sister Regina is a style of teacher that understands her students well including the best way to treat them. Sister Regina never grows angry to the students and she is always patient in facing the students, instead. She does not like

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to show her anger because it only makes the students become scared to her. When the other nun, Sister Charles gives her student a punishment, she cannot stand for it. Sister Regina does not think that punishment will solve every problem especially in children. To Sister Regina, children should not be punished, but should be loved. The author reveals it through her reaction to Sister Mary Charles’ anger in facing children’s naughtiness. In relation to that, Murphy (1972: 168) states that a person’s character can be known from how that person reacts to various situations and events.

Sister Mary Charles spun around. “This child has disobeyed! She must be punished!”

“Not that way! Not with anger and cruelty!”

“She disobeyed me not once, but twice, and this is what she gets.” “No, I will not allow it!” (p. 177)

From the statement above, we can see that Sister Regina loves children very much. She knows well that the way to communicate with children is not by anger or giving punishment. Children in that age cannot receive such that attitude. Sister Regina at that time cannot accept what Sister Charles has done to her student, because a child like Anne needs to be taught with love and care.

4.1.5 Diligent

Sister Regina has high appreciation in education world. When she was teenager, she wanted to be a teacher. Because of her determination, she can prove herself as a good teacher in St. Joseph Parochial school now. From her past life, it can be seen that she has had an expectation to be a teacher since she was a child (Murphy, 1972: 166).

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“What little girl wouldn’t be impressed by that? And the nuns were wrapped up all of it. Beside that, they were teachers, and I revered them because I wanted to teach.” (p. 219)

Sister Regina is described as a diligent woman. She has a strong spirit in doing her service as a teacher. Being a teacher means having more ability than other people to handle the class and make the students like studying. Then, all of those abilities can be found in Sister Regina. The author gives more description about Sister Regina’s character through her reaction to Mother Agnes’ statement (Murphy, 1972: 168). Sister Regina herself admits that she is able to be a good teacher for her students and she is surprised when she knows that it will be difficult for her to get any job somewhere out there.

“They’ll deny my job? When I’m a qualified teacher and Mother Agnes considers me one of her best?” (p. 190)

Not only Mother Agnes says that Sister Regina is a good teacher, but Father Kuzdek also says that she is one of the best teachers in the parochial school. The author gives a direct comment through the speech of Father Kuzdek (Murphy, 1972: 164). Father Kuzdek feels sorry if Sister Regina really decides to quit teaching in the Parochial School. If it happens, everyone will lose one of her/his best teachers in school.

“Very well. And may I add, Sister, that I would hate to lose you here at St. Joseph’s. You’re an excellent teacher, and well liked by the children. I’ve always believed that a pupil who likes his teacher is going to do better in school than the one who can’t stand her. I think that your talking to Sister Agnes might avert a terrible loss, not only to you, but to your religious community and the students as well.”

“Thank you, Father.” (p. 146)

“May I say again, Regina, that I’m sorry to see you go. I hope you’ll teach again somewhere. You have too much talent to waste.”

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Sister Regina is not a kind of lazy person. When she decides to quit her community that makes her quit from teaching in Parochial School too, she still has strong willingness to teach.

“It’s my duty to advise you that this step can be very difficult. What will you do to earn a living, and where will you live?”

“I’m not sure yet, Mother, but I can always teach.”

“I must warn you, The Catholic Church frowns on letting former nuns teach in their schools.” (p. 189)

“Not even in another town?” it had been Sister Regina’s plan to become a lay teacher in another parochial school. (p. 190)

One of the proofs that Sister Regina is a determined person is that she is very proud of being a teacher. Her dream to be a teacher since she was a child finally comes true. The author reveals it through her speech to her family (Murphy, 1972: 164). She tells her family how she loves teaching and why she loves teaching.

“─why, I cannot tell you how powerful and rewarding those times are. And I love teaching … some of the children have grown very special to me, and their families, too, and the people of the town who are so good to us at St. Joseph’s. (p. 220)

The determination of Sister Regina has given influence to her students. The way Sister Regina teaches her students makes them feel the spirit of learning in class. For her students, there is no other teacher that can be as good as Sister Regina. Her kindness and her ability as a teacher make her students feel lost of her when she does not teach there anymore. It is what one of her favorite students says in a letter to Sister Regina. This is about her students’ opinion about her (Murphy, 1972: 162).

Anne made a thank-you card out of construction paper with macaroni rings pasted onto it, forming the words To Sister Regina. Inside she had written, in her rudimentary cursive penmanship (Sister was just teaching the fourth-grader cursive this year): Thank you for are stuffs to play school with. We

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play school all the time. I am the teacher and Lucy is the studint. Sometimes she is notty so I make her write on the blackboard I will not be notty. Thank you very much. You are a good teacher.

Love Anne & Lucy.(p. 236)

The image of Sister Regina as a good teacher is really attached in her students’ mind. The students even do not feel comfortable with their new teacher replacing Sister Regina. They think that the new teacher, Sister Clement, is not as good as their former teacher, Sister Regina. This can be found in Anne’s letter to Sister Regina. She writes what she feels in school after Sister Regina left. One of Murphy’s theory (1972: 162) states that a character can be described through the eyes and opinion of another. In this part, Sister Regina’s character can be seen from Anne’s thinking of her.

Daddy said it would be o.k. if I wrote to you because I was very sad when you left. I never thought you would go away too and now I hate school. Sister Clement isn’t a very good teacher and she falls asleep on her chair all the time and it’s no fun to go out resess cause the boy are meen to us and she doesn’t make them behaive. (p. 277)

4.1.6 Being Sensitive

In contrast with her diligence in teaching children, Sister Regina is a sensitive person. She involves her emotion too much when she faces any problems. As an adult, it becomes difficult for her to control her emotion whether it is emotion of anger or emotion of sadness because according to Jung (1978: 4), emotion is a category of feeling which includes fear, anger, hate, as well as pleasure, humor, joy, excitement, and boredom. It can be seen from her reaction when she knows that the mother of her favorite students died (Murphy, 1972: 168).

Sister Regina had begun crying, her young, smooth, unlined face remaining serene while tears ran down her cheeks and wet the starched white wimple beneath her chin. (p. 26)

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Sister Regina’s feeling is very sensitive. She is very sad when she looks at her two students who have been left by their mother forever. This time, she cannot hide her tears. Meanwhile, those two little children still do not understand what is happening.

The death of Krystyna affects more than what Sister Regina thinks. She takes that matter too deep into her heart. She cannot understand why God takes Krystyna from her family. However, Sister Regina tries not to think about it since she knows that she is not allowed to question about God’s will.

Sister Regina’s emotion is flared up. She cannot imagine what will happen to her two students. They are too young to accept all of this mess. Again, Sister Regina’s heart is covered by sorrow when the children come to her and one of them says that her mother died innocently.

“My mommy died, that’s why we have to go home.”

Anne nudged her and whispered, “Come on, Lucy, let’s go.”

Sister Regina thought surely her heart would explode into a hundred shards at the words of this child who still did not understand the import of today’s tragedy. (p. 30)

The accident happened to Krystyna leaves a dark shadow in Sister Regina’s mind. It really makes her stressful. Her feeling is very sensitive that she cannot accept a situation like this wisely. This disturbance also influences her activity at school. From her manner, we can know about Sister Regina’s feeling that is not usual (Murphy, 1972: 173).

It had been a terribly distressing morning for Sister Regina. When she’d tried opening the school day with a prayer, her voice had broken and she’d had to press her folded fingertips against her lips and begin again. (p. 86)

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Just like other human being, Sister Regina can not only feel the emotion of sadness, but also the emotion of anger. Her sensitivity can break her feeling when there is something quite disturbing her.

In Sister Regina’s community, there is a Chapter of Faults where all nuns express their sorrow to Mother Superior during a week. Here, Sister Regina shows her feelings including her anger. It can be seen through her conversation with Mother Superior during the Chapter of Faults. According to Murphy (1972: 167), the conversation of other people and the things they say about can give us clues to a person’s character.

“Reverend Mother,” she murmured, “In the days since Krystyna Olсzak died I have repeatedly questioned God’s wisdom in taking her. My sorrow over her death and the plight of her children has at times taken the form of anger, and sometimes that anger has been directed at members of this community. (p. 120)

Sister Regina lives together with the other nuns in the community. Every nun has different characters that sometimes make Sister Regina feels inconvenient. One of the nuns Sister Regina dislikes is Sister Mary Charles. In Sister Regina’s opinion, Sister Mary Charles is too cruel to her students.

Although Sister Regina is not comfortable with Sister Mary Charles’ habit, she keeps her anger in her heart. Then, when she comes to the Confession, she tells her feeling to Father Kuzdek. From Father Kuzdek’s opinion, we can see that Sister Regina is too sensitive in facing a problem. Here, according to Murphy’s theory (1972: 162), a character can be described through the eyes and opinion of another.

“I’ve begun finding faults with so much about my life within the religious community─the personal ways of all the sisters, their aggravating habits, and the fact that we are allowed so little freedom. Then there’s Sister Agnes admonishing me not to get too wrapped up in the lives of the children I teach, and this makes me angry, yet I’m not allowed to discuss it with

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anybody. Holy rule says my anger is a sin. More and more lately I’ve begun to question Holy Rule and our Constitution, how they repress everything natural, how they keep us in line. The very idea makes me angry sometimes.”

“Anger is human. How we manifest it dictates whether it’s a sin or not. Perhaps, you’re being too hard on yourself.” (p. 145)

From all above, everything happened around Sister Regina, especially unusual condition, may influence her feeling. Her feeling is very soft so that it can be broken easily because of something contradicted with her heart.

4.1.7 Introverted

Sister Regina is an introverted person. Pearson states that the introvert likes the world within (1992: 35). She likes a quiet place that is far from distraction, especially if she needs to calm herself. When she prays she wants to focus on God. She will go to a quiet place, and even she prays at church, she will choose a seat separated from other people if it is possible. It can be seen from the author’s direct comment on Sister Regina’s personality. Murphy (1972: 170) states that the author may describe or comment on a person’s character directly. Just like today, Sister Regina goes to her room after hearing the death of Krystyna.

Eddie might have thought all the nuns went to the convent after the school buses left, but Sister Regina did not. She returned to her room and remained alone, listening to the soft weeping in the hall, the voices fading away, and his footsteps leaving the building. (p. 35)

In this novel, from all of the nuns in the community, Sister Regina has a favorite nun, Sister Dora. According to Murphy (1972: 172), the author may give us direct knowledge of what a person is thinking about. Related to that theory, the readers know about Sister Regina’s real feeling towards Sister Dora from Sister Regina’s thought.

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Sister Dora, who taught first and second grades, the most animated and happy of them all. She was the perfect choice for introducing children to their first year of school, for she respected them and was a gifted teacher. Although Holy Rule forbade special friendship within a community, Sister Dora was Sister Regina’s favorite. (p. 41)

In contrast with Sister Dora who is attractive, Sister Regina is calm and quiet. However, Sister Dora’s personality grasps Sister Regina’s interest and their friendship becomes enrichment for both of them. Pearson (1992: 35) says that an introverted person usually develops his or her relationships slowly. It also happens to Sister Regina. She cannot feel close to all nuns in the community. But, when she finds Sister Dora can prove to be a true friend, Sister Regina is open up to her.

Sister Regina enjoys her friendship with Sister Dora. They often share their experience whether it is a sad or happy story. Just like now, Sister Regina is having a problem about her feeling towards her favorite students. She does not understand why God takes their beloved mother so early. Since she is an introvert, she cannot tell her problem to other person just like that, even the person is her best friend. Instead, she tries to find the right time to share.

Finally, after Krystyna’s funeral, Sister Regina has a chance to share her feeling to Sister Dora. The way Sister Regina asks to Sister Dora in the conversation reveals her trust to Sister Dora (Murphy, 1972: 167).

She finally asked Sister Dora, “Does Krystyna’s death affect you more deeply than others have, Sister?”

“I think it does, yes.”

Sister Regina sighed and looked at the clear blue sky. “I’ve been struggling to understand the way of all this.” (p. 65)

It can be seen that Sister Regina and Sister Dora are close friends. However, when she faces a big thing, she does not think that it is good to tell Sister Dora. Instead, she feels that it is best to go to the Confession. She admits everything to

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God through Father Kuzdek. This is a hard thing for Sister Regina since she rarely tells anyone such a big problem, even it is Sister Dora.

The racing of her heart got worse and she realized tears had sprung into her eyes. It was a terrible, emotional moment, that one in which she admitted for the first time to someone else that her faith in her vocation was shaken. (p. 144)

Sister Regina feels a little bit relieved after when she knows Father Kuzdek understands her problem. After a long consideration, Sister Regina decides to tell her family because they deserve to know everything about her. Here, Sister Regina feels angry to her family because they are misunderstood what she intends. Her reaction is supported by Pearson (1992: 35) that introverts are often misunderstood because they do not share as readily with most people. Sister Regina who always keeps her anger cannot any longer do that. Her reaction to her family’s misunderstanding shows that this is the worst thing she ever feels (Murphy, 1972: 168).

Sister Regina Marie, O.S.B., who usually maintained a mien of composure that the saints themselves would envy, stood up and shouted at the top of her lungs, “Stop it, Everyone of you! Stop it right this minute!” (p. 217)

Her family is surprised of what Sister Regina, the soft-spoken nun with the gentle manner, has done (p. 217). Sister Regina never grows angry like this before. Now, she only can wish that her family can understand her. From her thought, the readers can know what Sister Regina actually wants from her family (Murphy, 1972: 172).

But she wanted her family to be different. She wanted them to say quietly, Sit down, Jean, and tell us why you’re disappointed, and when your feelings started changing, and what happened to change them, and what you want to do you’re your future, and if you’re sure this is the right thing for you. Let us commiserate with you and talk about your plans. (p. 218)

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From what is said above, Sister Regina is not comfortable with the noise of her family and she wants her family to conform to her habits that are calm and quiet. Moreover, just like any other introverted people, Sister Regina generally thinks things through internally, finding it hard to convey to others. At the beginning of the story, she wonders about clock in the school.

She’d tried not to wish the school building has a clock in every room (her vow of poverty that she be content with what she had) bur after her fifth trip into the hall to check the clock out there, she’d begun accusing the parish board of miserliness rather than expedience in deciding the building needed only one clock in the gymnasium. (p. 87)

4.1.8 Lack of Courage

The novel shows that Sister Regina is afraid to act in some conditions. She is not brave to break Holy Rule although in her opinion it is much needed. Her students, Anne and Lucy, are still very young when they lose their mother. When Sister Regina meets them and sees their condition, she really wants to comfort them by giving them a hug. However, because Holy Rule forbids it, Sister Regina only says that she will pray for them. From her thought, we can see that Sister Regina is not brave enough to break Holy Rule (Murphy, 1972: 172).

Again she wanted to put her arms around her─around both children─and comfort them, and thereby comfort herself as well.

But Holy Rule forbade it.

Instead, she could only say, “I shall pray for you both.” (p. 30)

Sister Regina is the youngest nun in the community. Sister Agnes is her Superior Mother who is very strict with Holy Rule. When she has a big problem, she prefers to tell Father Kuzdek rather than tell Sister Agnes. She is afraid of what

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her Superior Mother may react. It can be seen from her speech with Father Kuzdek (Murphy1972: 164).

“Have you spoken to Mother Superior about this?”

“N…” Her voice failed and she began again. “No, Father.” “Do you feel that you should?”

“I’m … I’m afraid to.”

“But Sister Agnes is your spiritual advisor. You must place your trust in her.”

“I don’t think she’ll believe that this all started a long time ago, way before I ever spoke to this man about anything personal.” (p. 145)

The problem that Sister Regina faces really disturbs her life. Because of that, she wants to tell her family by letter. Again, she does not do that for every letter will be read by Sister Agnes before being sent.

But the letter went unposted, because once again their Constitution dictated that all outgoing mail be placed, unsealed on the superior’s desk. Sister Regina put the letter away in her drawer, resenting the fact that she could never send it, adding yet another notch on her tally of repressions. (p. 148) Considering that matter, Sister Regina postpones to tell her family. Meanwhile, she continues her life and does not forget to pray, asking any solution to God. When she goes to school as usual, she sees Sister Mary Charles punishing a student with her strip of rubber. Sister Regina feels angry to Sister Mary Charles. She hates Sister Mary Charles but she never shows it up because Sister Mary Charles is her senior. Sister Regina does not do anything to save the students from Sister Mary Charles. From her manner, it can be seen that Sister Regina is not brave to oppose her senior, Sister Mary Charles (Murphy, 1972: 173).

She pictured what was happening and hated it. Her anger flared and she questioned who was sinning, herself for blaming Sister Mary Charles, or Mary Charles for venting her wrath on that boy. Sister Regina had a theory that Mary Charles was a frustrated old maid who’d never had a proposal of marriage and had grown more and more bitter over it as the years advanced. (p. 174)

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4.2 Sister Regina’s Maternal Instinct

As a nun, Sister Regina has lived in convent with the other nuns since she was a child. Thus, since that time, she has been isolated from outer life, including her family and people outside the convent.

Every nun has to take vows of poverty, chastity, and obedience. One of the rules is obedience that forbids Sister Regina to be too close to the seculars. However, the nuns still can do social activity to serve God like teaching in school. That is what Sister Regina does. She is a teacher of parochial school. In this school, she teaches the third grade students, and through her job she can have communication with other people outside the convent.

Sister Regina is known as a good and patient teacher in facing her students. She understands well the behaviors usually happened in teenage. Considering that, she knows how to face or treat them. (p. 18)

As said above, the Holy Rule forbids every nun become too close to the seculars. This is the most difficult for Sister Regina to swallow. Dealing with children makes her have some special students in her heart. However, she keeps trying to be neutral. But, at this time, she has an unusual situation. One of her students has just lost her mother. Knowing that, Sister Regina takes a very pity on her and also feels scared. Sister Regina knows well the woman who just died. That woman is Krystyna, Mr. Olсzak’s wife, the janitor of the school. She keeps questioning why it has to happen to Krystyna. She is too soon to leave her sweet daughters and her husband. Sister Regina feels scared imagining the children’s reaction when they know the truth.

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Horror had sent her heart clubbing at the thought of those two little girls in the classroom behind her and this hardworking and gentle man with whom they were all so familiar. (p. 20)

Sister Regina’s favorite students, Anne and Lucy, are Mr. Olсzak’s children whose wife just passed away. As a teacher, especially a nun, she is not allowed to play-favorite with her students. However, Sister Regina cannot deny herself that she likes those children better than the others. It is now her duty to call them because her father is waiting for them to tell that their mother is died.

Sister Regina touched her on the shoulder and felt a welling inside such a she’d never experienced before, made up of empathy and love for this child who had blithely bid her mother goodbye this morning with absolute trust that she’d be there at home waiting at the end of the school day. (p. 22) From the statement above, it can be seen that there is something special bursting from Sister Regina’ heart when she touches Anne’s shoulder. This kind of feeling suddenly comes out and she does not know the reason. As cited by Feist (2006: 24), Freud says that unconsciousness relates to phenomena that we are unaware of. This is exactly the same as what Sister Regina feels. Sister Regina is used to pushing her special affinity to Olсzak’s children, but at this time, when she makes a physical contact with her, she suddenly feels a feeling she never had before. Sister Regina feels something she does not understand.

Since that time, Sister Regina’s motherhood starts growing. According to Freud, as cited by Feist (2006: 24), instincts are beyond our awareness but nevertheless motivate most of our words, feelings, and actions. It is like a dynamo that gives us energy. In the novel, we can see that Sister Regina has a strong desire to hug those children, an attitude the Holy Rule forbids. Although hugging is only her dream, but Sister Regina is sure that buy giving them a hug she can comfort the

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children. Not only that, her feeling says that it will also comfort herself. There is a feeling that makes her want to hug them, that is her maternal instinct. It is a feeling to act like a mother towards her children.

Sister Regina thought surely her heart would explode into a hundred shards at the words of this child who still did not understand the import of today’s tragedy. Again she wanted to put her arms around her─around both children─and comfort them, and thereby comfort herself as well. (p. 30) After the death of Anne and Lucy’s mother, Sister Regina never stops thinking about those children although it is against the Holy Rule. Then, in one day, Sister Regina has a chance to have a talk with her Mother Superior, Mother Agnes. Mother Agnes knows the problem Sister Regina is facing and Mother Agnes tries to help her.

…she had been a member of the order of St. Benedict much longer than Sister Regina, and she understood the value of giving up self in order to serve God. Sister Regina had not fully learned how to give up self.

“It’s the children, isn’t it?” Mother Agnes asked.

“Yes, Mother, it is.” Sister Regina rose and faced her superior.

“You aren’t forgetting what Holy Rule says?” Mother Agnes referred to the rule of Benedict by its common name.

“No, Mother, I’m not.” Holy Rule said familiarity with the secular was to be avoided. (p. 36)

Sister Regina and the other nuns come to the funeral of Krystyna. Krystyna is a good woman and she always helped the nuns in convent. The funeral ceremony is held in the church. At that place, Sister Regina sees Anne and Lucy. Seeing them makes Sister Regina wants to cry. However, she tries to hide her tears because there are many people, including her students there. She’d had tried to turn away from the children to hide the tears she couldn’t stop from forming (p. 86). Dr. McDougall, as cited by Saleeby (2007: 12), has established an extremely important theory of the relation between instinct and emotion. It is said that the emotion is the inward or

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subjective side of the working of instinct. Sister Regina’s heart is disturbed because she thinks that those children have not really understood what is happening to them. Sister Regina’s motherhood is bursting again. She wants to be close with them but she is not able to do it because it will break her vow.

…filled with grief and imagining the Olozak family gathering at the funeral home, wishing she could be there with them, to comfort the children and draw comfort from them. There it was, the old self-indulgence again. (p. 87) When Lucy came abreast of her teacher and classmates, she covertly signaled hi as she was shepherded along. Sister Regina’s heart swelled with so much pity and love it cause a physical ache in her breast, and she felt persecuted at being unable to show it. (p. 87)

Sister Regina’s maternal instinct grows stronger. She even breaks the Holy Rule for that reason. Freud, as cited by Hall (1978: 38), states that the impetus of instinct is its strength or force, which is determined by the amount of energy that is possessed. Meanwhile, Saleeby (2007:13) says that maternal instincts become more powerful than any other, and can override other. It is like on that day, when Sister Regina is surprised by the coming of Olсzak’s children. Lucy cries because she remembers her mother. Therefore, Anne asks Lucy to follow her finding Sister Regina. They hope Sister Regina can solve their problem. When Sister Regina sees them crying, the only thing Sister Regina wants to do is to hug them, and she does it. At that time, Sister Regina really admits that she has a special affinity towards those children, Anne and Lucy.

Sister sat down on the cot and drew the children down beside them, tugging their hands against her black skirts until she felt huddle against her, small and forlorn and trusting. In spite of the fact that Holy Rule disallowed it, she put her arms around them and drew them fast to her sides. Having had no children of her own, she’d rarely felt small bodies curl against this way. Their shoulders reached the sides of her breasts which were bound firmly inside her habit, as if to deny the fact that she was female. The feel of the children gathered against her filled Sister Regina with an expansive rush of maternal love. (p. 101)

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But your dreams may not…

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