The change of Albus character: phenomenological study in J.K. Rowling's Harry Potter and the cursed child.
THESIS
Submitted as Partial Fulfillment as the Requirements for the Sarjana Degree of English
Department Faculty of Arts and Humanities UIN Sunan Ampel Surabaya
By:
Ahmad Abdullah Rosyid
Reg. Number A73213079
ENGLISH DEPARTMENT
FACULTY OF ARTS AND HUMANITIES
THE STATE ISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
(2)
(3)
(4)
(5)
(6)
ABSTRACT
Rosyid. 2017. The Change of Albus Character: Phenomenological Study in J.K.
Rowling’s Harry Potter and The Cursed Chil
d, Faculty of Arts and
Humanity. The State Islamic University of Sunan Ampel Surabaya.
The Advisor: Itsna Syahadatud Dinurriyah, M.A.
Key words: phenomenology, experience, character.
In everyday life, someone’s character can be influenced by the experience.
This study examines it through phenomenological aspect which focuses on Albus
’
experience. The experiences which influence him most are based on his family,
his school, and his friendship. In addition, the change of Albus’ character is also
investigated since there are some changes in his personality.
Husserl’s concept of phenomeno
logy is applied. Besides, theory of new
criticism which contains character and characterization is also applied. To
complete the analysis, psychological approach is also used to see the character’s
mental problems from the experience he has got. The data are collected from the
text of J.K. Rowling’s play, by reading and selecting narrations and dialogues,
then analyze it and make the conclusion.
Positive and negative changes of Albus’ character are found. Moreover,
the changes of the character are caused by his experience of those three which has
been mentioned. That result brings Albus become a round character in the play.
(7)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
xiv
INTISARI
Rosyid. 2017. The Change of Albus Character: Phenomenological Study in J.K.
Rowling’s Harry Potter and The Cursed Ch
ild, Fakultas Adab dan
Humaniora. Universitas Islam Negeri Sunan Ampel Surabaya.
Pembimbing: Itsna Syahadatud Dinurriyah, M.A.
Kata kunci: phenomenology, experience, character.
Dalam kehidupan sehari-hari, karakter seseorang bisa dipengaruhi oleh
pengalaman. Studi ini meneliti melalui aspek fenomenologis yang tertuju pada
pengalaman Albus. Pengalaman yang paling mempengaruhinya didasarkan pada
keluarganya, sekolahnya, dan persahabatannya. Selain itu, perubahan karakter
Albus juga diselidiki karena ada beberapa perubahan dalam kepribadiannya.
Konsep fenomenologi Husserl diterapkan. Selain itu, teori new criticism
yang mengandung karakter dan karakterisasi juga diterapkan. Untuk melengkapi
analisisnya, pendekatan psikologis juga digunakan untuk melihat masalah mental
dari pengalaman yang dimilikinya. Data dikumpulkan dari teks drama oleh J.K.
Rowling, dengan membaca dan memilih narasi dan dialog, kemudian dianalisis
dan dibuat kesimpulan dari itu.
Perubahan positif dan negatif karakter Albus ditemukan. Secara garis
besar, perubahan karakter tersebut disebabkan oleh pengalaman berdasarkan
ketiga hal tersebut yang telah disebutkan. Hasilnya membawa Albus menjadi
round karakter dalam drama tersebut.
(8)
TABLE OF CONTENTS
Inside Cover Page ... i
Inside Title Page ... ii
Declaration Page ... iii
Dedication Page ... iv
Motto ... v
Thesis Advisor’s Approval Page
... vi
Thesis Examiners Approval Page ... vii
Acknowledgement... viii
Table of Contents ... x
Abstract ... xiii
Intisari ... xiv
CHAPTER I INTRODUCTION
1.1
Background of the
Study………...
.1
1.2
Statement of P
roblems………
5
1.3
Objectives
of Study………
.5
1.4
Significance of t
he Study………...
.5
1.5
Scope and L
imitations………
.6
1.6
Method
of Study………
..6
1.6.1 Research design ... 6
(9)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
xi
1.6.3 Procedure of Data Collection ... 7
1.6.4 Procedure of Data Analysis ... 8
1.7 Definition of Key Term ... 8
CHAPTER II LITERATURE REVIEW
2.1
Theoretical Framework ... 10
2.1.1
Phenomenology Theory ... 10
2.1.1.1
Husserl’s Phenomenology
... 13
2.1.2
New Criticism ... 19
2.1.2.1
Character ... 19
2.1.2.2
Characterization ... 22
2.1.3 Psychological Approach... 25
2.2 Previous Study ... 26
CHAPTER III ANALYSIS
3.1
Albus Potter’s Experience
... 28
3.1.1
The Ex
perience as Harry Potter’s Son
... 28
3.1.2
The Experience as Student in Hogwarts ... 38
3.1.3
The Experience as Friend ... 43
3.2
The Influence of Albus Experience to His Character ... 51
3.2.1
The Influence as Harry Potter’s Son
... 51
3.2.2
The Influence as Student in Hogwarts ... 53
3.2.3
The Influence as Friend ... 55
3.2.4
The Change of Albus Character ... 58
(10)
Conclusion... 63
APPENDIX
... 66
(11)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
CHAPTER 1
INTRODUCTION
1.1.
Background of Study
Human have different kind of experiences, including perception, imagination,
thought, emotion, want, wish, and action. Thus, the realm of phenomenology is a
variety of experiences. The experience does not only cover a relatively passive
experience like in vision or hearing, but also in active experience such as running,
hammering nails, or kicking the ball (Lorens 132). Those cases are much related to
phenomenology theory.
Phenomenology is a psychological and philosophical practice that has become
a central influence in European philosophy this century (Owen 1). Phenomenology
theory has been developed into many kinds of literature such as novel, poem, drama,
and prose. Here, the study focuses on one of literary works; it is a play entitled Harry
Potter and The Cursed Child. This play is written by J.K. Rowling.
Joanne “Jo” Rowling, (known as J.K. Rowling), is a British novelist,
screenwriter, and film producer best known as the author of the Harry Potter fantasy
series. She was born in Yate, 31 July 1965, Gloucestershire, England. Rowling was
working as a researcher and bilingual secretary for Amnesty International when she
conceived the idea for the Harry Potter series while on delayed train from
(12)
Harry Potter series have become the best-selling book series in history and
been the basis for a series of film over which Rowling has overall approval on the
scripts and maintains creative control by serving as a producer on the final installment
(Smith 20). This study uses Harry Potter and The Cursed Child play to be the object
of this study. The book was released on July 2016 but the play was performed on
December 2016. This play becomes the most popular and best-selling book in two
days after it has been released. In Cursed Child, Rowling creates a new main
character that is quite phenomenal, he is the son of the main character in the earlier
story (Harry Potter), and his name is Albus. Unlike the stories that Rowling has
described in the earlier stories which is the main character is so smart, strong, and
wise, in this story the main character is described very inversely from the previous
books.
Cursed Child
tells the story of Harry Potter’s son. Albus Severus Potter is the
main character in this story, his friend is Scorpius Malfoy. It is friendship of two
children from fathers who once has uneasy relationship. Both of them have to bear
the burden of his father’s reputation; Scorpius bears unfavorable image that sticks
in
the Malfo
y family name, and Albus, besides his father’s name, Harry Potter. This is
the story of nineteen years after the events of Harry Potter and the Deathly Hollows
and follows Harry Potter, now a Ministry of Magic employee, and his younger son
(13)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
The adventure begins from the first year at Hogwarts School. When the
Sorting Hat shouts Slytherin, of course it makes Albus immediately feels excluded,
since almost all of his extended family come from the red dorm or Griffindor. Albus
suffers at Hogwart because of his skills are not good as his father, he is even dubbed
as geeky. Friend he has is only Scorpius. Rose is Albus’ cousin, after knowing that
Albus gets along with Scorpius, their friendship becomes distantly apart because she
thinks that Albus has chosen the wrong friends.
Meanwhile, the Ministry of Magic is being bothered by the presence of
Time-Turner; people in Hogwarts convince that the Time-Turner has been destroyed in the
Second Wizarding War. Hrry, Ron, and Hermione have already occupied the high
position in the Ministry of Magic that time. One day, Harry gets a visit from someone
he never thinks about, hi is Cedric’s father, and Albus hears their conversation about
Time-Turner.
In addition, to consider the job, Harry also gives attention to his children.
Hearing Albus does not feel at home at Hogwarts, Harry tries many times to persuade
and motivate Albus, but basically the relationship between Harry and Albus is bad
because Albus also feels disappointed with himself, and in the day before Albus go
back to Hogwarts for undergoing its 4
thyear, the two of them fight, and Harry
accidently shouts the sentences that sometimes he wishes tah Albus is not his son,
(14)
Hogwarts Express, Albus determines to get Time-Turner, to prove that his father is
not a heroic person, and rescues someone in the past.
There are some cases in Harry Potter and The Cursed Child which much
related to phenomenology the
ory. The idea of phenomenology in J.K. Rowling’s
Harry Potter and The Cursed Child reflect through the main character, Albus himself
experiences some events in his school, Hogwarts. He meets with new friend and
experiences some moments there. Meanwhile, the experiences are very influential to
his character. Such as while he is recruited to Slytherin, become friends with
Scorpius, and he is very ashamed with himself because people are expecting that he is
the good boy like his father.
As a boy, Albus is affected by his environment and also the opposite (he is
affecting the environment) through how he is experiencing the world. According to
Ponty (qtd in Ilham), something is there because something is recognized. Thus an
event or object exists in a reciprocal process that is dialogical relationship in which an
object or objects affect events or other events (25). It means that phenomenology
acknowledges that there is external reality as something that really exists, but it can
only be realized through awareness that we all have.
Considering of explanation above, this study will reveal the influence of
Albus experience to his character. Besides, it will involve new criticism theory since
(15)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
criticism is a theory which emphasizes close reading to the text. The purpose is to
understand the structure, examine a piece of literature closely, and look for the use of
language (Gillespie 172).
1.2.
Statement of Problems
Based on the background of the study above, the problems are formulated as
follows:
1.
What are Albus experiences in the play?
2.
How do the experiences change his character?
1.3.
Objective of Study
Dealing with the statement of problems above, this study has an objective as
follows:
1.
To reveal Albus experiences in the play.
2.
To find out the influence of his experiences to his character.
1.4.
Significance of Study
Theoretically, this study hopes that the finding of this study will enrich to the
study and analysis on The Cursed Child play, especially in phenomenology. Besides,
this study hopes that it can develop the new criticism theory in the play. This study
expects to give more knowledge about that to the reader.
Practically, it can also be applied in several side of life, especially to the
common readers. By having well understanding about phenomenology, the readers
(16)
considered as a contribution to the literary study especially for students in English
Letter Department in State Islamic University of Sunan Ampel Surabaya.
1.5.
Scope and Limitation
To avoid a broad discussion, the scope of the study focuses on the play,
entitled Harry Potter and The Cursed Child, and the limitation is focused on Albus as
the main character. Henceforth, the analysis of the experience is the beginning to
provide the idea that will suggest how this study will be carried on further in
phenomenology in the play. Moreover, it is necessary to use the new criticism theory
to support the data analysis. it is also important this study to focus in the interaction
between the main character and also some other minor characters in the play.
1.6.
Method of the Study
This chapter discusses how the research is conducted. It involves four main
sub chapters consisting of research design, source of data, procedure of data
collection, and procedure of data analysis.
1.6.1.
Research Design
This study will use descriptive-qualitative method. Bodgan and Biklen argues
that qualitative method is research in which the data are in the form of text, written
words, phrases, or symbol and not concerned with numbers (28). According to Burns
(17)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
it naturally happens. It may be used to justify current practice and make judgment and
also to develop theories.
For the purpose of this study, descriptive research will be used to obtain the
impact of Albus’ Experience to his deed. Based on the problems, this study will use
the theory of phenomenology as a main theory, new criticism as supporting theory,
and also psychological approach to obtain the main character’s mental problem.
1.6.2.
Source of Data
The main source of data for this analysis is the play of J.K. Rowling entitled
Harry Potter and The Cursed Child. This study analyzes the dialogs which are
spoken by the characters in the play which related to the experience, Albus character,
and his personality. It is important to add the supporting data in some e-books and
journals.
1.6.3.
Procedure of Data Collection
To conduct the research properly, the data must be collected effectively. This
study use qualitative method with these steps of collecting the data:
1.
Read the play to get the accurate data. It focuses on the experience of
Albus and his character and personality.
(18)
1.6.4.
Procedure of Data Analysis
The data which have been collected is analyzed using literary theory. It will follow
the following steps:
1.
Analyze the data dealing with the problem. The analysis is divided into two
parts. First is about Albus experience, second is about the impact of his
experience to his character.
2.
Make a conclusion based on the result of analysis.
1.7.
Definition of Key Term
Play
: Play can also be defined as drama. A play is an imitation and
lively image of human nature, representing its passions and
humors and the changes of fortune to which it is subject for
the delight and instruction of mankind (Dryden 170).
Fantasy
: Fantasy deals with otherness of time or place; settings may be
contemporary or historical but something is out of kilter.
Fantasy exists in a world that most people believe never could
be. It frequently takes a familiar story, legend, or myth and
(19)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
Experience
: The actual living through an event. It is the real life as sum
total of conscious events which compose an individual life
(20)
CHAPTER 2
LITERATURE REVIEW
2.1. Theoretical Framework
This chapter discusses about theoretical explanation to the related concepts and
materials which are suitable to the literary work. The theories are divided into main
theory and supporting theory. Phenomenology is the main theory for this study. It is
used to prove that the main character in the literary work is affected by his
experience. Meanwhile, new criticism is the supporting theory for this study and it is
used to find out the changing character of the main character in the literary work.
2.1.1. Phenomenology Theory
Phenomenological term comes from the Greek, namely phainomenon (appearance
self) and logos (reason). The term was first officially introduced by Johann Heinrich
Lambert (1728-1777) in the 18th Century, and was subsequently used by Immanuel
Kant and Johann Gottlieb Fichte, and especially by G.W.F. Hegel in his
“phenomenology of spirit”
in 1807. Phenomenology, as the movement inaugurated
by Edmund Husserl (1859-1938), is now become a practical philosophy. It is one of
several strong currents in philosophy prominent at the outset of the twentieth century
(21)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
Phenomenology has its roots in the dominant debates about the nature of
knowledge, stemming from the works of Immanuel Kant (1723-1804), and especially
from Kant’s distinction between phenomenon (the world as we perceive it) and
noumenon (the world as it really is). This theory counts as one of the dominant
traditions in twentieth century philosophy. Edmund Husserl (1859-1938) was its
founder, but other prominent exponents include Adolf Reinach (1883-1917), Max
Scheler (1874-1928), Eidit Stein (1891-1942), Martin Heidegger (1889-1976),
Jean-Paul Sartre (1905-80), Maurice Merleau-Ponty (1908-61), et al (Zahavi 3). Husserl is
the founding father of phenomenology but it has often been claimed that virtually all
post-Husserlian phenomenologists ended up distancing themselves from most aspects
of his original program. Thus, according to a second competing view,
phenomenology is a tradition by name only. It has no common method and research
program. It has been suggested that Husserl was not only the founder of
phenomenology, but also was sole true practitioner.
In general, phenomenology is the study of phenomena which is constructed of
consciousness as experienced from the first-person point of view (Cerbone 12). The
main structure of an experience is the intentionality, it is being directed toward
something, as it is an experience of or about some object. An experience is director
toward an object by virtue of its content or meaning together with appropriate
(22)
Phenomenology is best understood as a radical, anti-traditional style of
philosophizing, which emphasizes the attempt tp get to the truth of matters, to
describe phenomena, in the broadest sense as whatever appears in the manner which
appears, it manifests itself to consciousness, to the one who experience (Moran 4). As
Adian states that this is the studies of sightings of the science of what appeared on the
experience of the subject. There are no sightings which are not be experienced. Only
by concentrating on what appears in the experience, the essence can be formulated
clearly. In the context of phenomenological understood as what appears in
consciousness (4).
By seeing what we can experience, phenomenology can furnish the basis on
which genuinely reliable knowledge that can be constructed, as Eagleton states (in
Eagleton) phenomenology provides a method for the study of many discipline such as
psychology, memory, matchboxes, and mathematics (49). It offers itself as nothing
less than a science of human consciousness. Human consciousness conceives not just
as the empirical experience of particular people, but as the very deep structures of the
mind itself. Unlike the sciences, it asks not only about this or that particular form of
knowledge, but also about the conditions which made sort of knowledge possible in
the first place.
Moreover, phenomenology tends to study about the structure of various types of
experience ranging from thought, perception, imagination, memory, emotion, desire,
(23)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
linguistic activity (Cerbone 12). The structure of these forms of experience typically
involves the intentionality. It is the directedness of experience toward things in the
world, the property of consciousness that it is a consciousness of or about something.
According to classical phenomenology, our experience is director toward the
represents or intends things only through particular concepts, thoughts, ideas, images,
etc. these make up the meaning or content of a given experience, and are distinct from
the things they present or mean.
2.1.1.1. Husserl’s Phenomenology
Husserlian phenomenology is the first announced in the Logical Investigations
(1900-
1901). Logical Investigations begins with a “Prologomena to Pure Logic”,
which contains a sustained attack on empiricist and psychological conceptions of
logic. As such, the work for
ms a cornerstone of Husserl’s anti
-naturalism. The
“Prologomena” is followed by six “investigations”, devoted variously to such
interrelated concepts as meaning, intentionality, knowledge and truth, as well as a
theory of parts and wholes (Cerbone 25).
Already in Logical Investigations, Husserl conceives of phenomenology as a kind
of pure discipline that lays bare the sources from which the basic concepts and ideal
laws of purelogic flow, and back to which they must be traced. Pure phenomenology
(24)
proceed without the aid of any unexamined assumptions; phenomenology is to be a
“presuppositionless” form of enquiry (Cerbone 25).
The Husserl’s concept of phenomenology is that consciousne
ss is the condition of
all experience, indeed it constituted the world, but in such a way that the role of
consciousness itself is obscured and not easy to isolate and describe (Moran 61). As a
phenomenological description of the symptoms of consciousness, it seems to b a
logical consequence of the idea that the science regarding the phenomenology tries to
establish secure philosophical and scientific knowledge with the consciousness,
without it, nothing mire could be achieved with respect to knowledge.
Hus
serl’s method involves three step: first, assumes the transcendental
phenomenological attitude, second, brings to consciousness an instance of the
phenomenon to be explored, whether actual or fictional, and with the help of free
imaginative variation, one intuits the essence of the phenomenon being investigated,
and third, carefully describes the essence that has been discovered (Husserl in Giorgi
64). With Husserl’s method, the key step is the first one, it is the assumption of the
transcendental phenomenological attitude. To assume the transcendental perspective
means to adopt an attitude of consciousness that transcends the orientation toward the
human mode of being conscious. To be in the phenomenological attitude means two
things: performing the epoche (bracketing) and the reduction, which refrains from
positing the existence of whatever is given. To bracket means to put aside all
(25)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
actual instance of this phenomenon. Thus all past knowledge derived from readings
or other secondary sources, as well as one’s former personal experiences with the
phenomenon, are meant to be excluded. The reduction refers to the fact that one has
to refrain from positing the existence of the given that is encountered as normally
happens in the natural attitude.
Husserl is very interested with found of meaning and essence of the fact of the
experience. he argues that there is a distinction between the fact and the essence of
the fact or in another world, the difference between the real and not real. Briefly,
these are the components of conceptual (analysis unit) in Husserl’s phenomenology
or widely known as transcendental phenomenology:
1.
Intentionality
Intentionality is the consciousness of mind to the certain object. According to
Brentano (in Gallagher and Zahavi), intentionality is the process where self
consciousness in human is connected with the object (109). The object itself can
be real or not so the object can be visible into the consciousness of the subject.
The real object is like a piece of wood that is formed with a specific purpose and
we call it a chair. Object that is not real is like a concept of responsibility,
patience and other concepts that are abstract or unreal. Husserl stated that
(26)
intentional or experience is influenced by the factors of pleasure (interest),
preliminary judgment, and expectation of the object.
2.
Noema and Noesis: Constitution
Noema and noesis are the continuity from intentionality. Noesis is the basic
form of mind and spirit of human. Noesis is something which inherent in human
consciousness, it is not an actual object. Noesis is something that people use to
think, feel, and remember. On the other hand, noema is fixed and accompanied by
accurate evidence. Noema is the content of the noesis, something from the
consciousness gets another thing to think, feel, and use to remember something.
Description of noema is an objective description, based on how it appears in our
five senses (Cerbone 32). Noema is something that guides noesis. There will be
no noesis if there is no noema.
Therefore, the description of noema is an objective description based on how
the object appears in our five senses. There is a close connection between noema
and noesis, though in principle both are very different. Noema will guide us on
noesis. There will be no noesis if we have no noema in advance. So the
(27)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
3.
Intuition
To connect noema and noesis, human needs something that called intuition.
Intuition is the ability to know or understand something spontantly, it is also
interpreted by the whisper of the heart or the motion of the heart (Koeswarno 45).
The intuition
that goes into this unit analysis is influenced by Descrates’ intuition;
it is the ability to distinguish something pure or not. Intuition guides people to
gain knowledge.
For Husserl, it is the intuition that connects noema and noesis. Such an
intuition mediates noema and noesis, or something that turns noema into noesis.
This is why Husserl’s phenomenology is called transcendental phenomenology,
because it occurs in the individual mentally (transcendent). The ability of intuition
can be seen in some ways; such as the ability of intuition owned by indigo
children is very precise in predicting the occurrence of an event; and the
entrepreneur uses more of his intuition power to make a decision than to use his
logic.
4.
Intersubjectivity
The meaning of intersubjectivity is described by Schutz. It is originally from
social concepts and concepts of action. The social concept is defined as the
relationship between two or more people and the concept of action is defined as
(28)
is not in the private world of the individual cut interpreted in the same way and
together with other individuals. Therefore, a subjective meaning is said to be
intersubjective because it has aspects of commonality and togetherness.
Intersubjectivity is a meaning of agreement based on interaction between
subjects which is subjective (Djamhuri 178). In the component of
intersubjectivity, Husserl argues that the meaning we give to something also
influences our empathy toward it. That is because naturally, human has a
tendency to compare someone experiences with other people experiences.
Koeswarno explains the components of intersubjectivity as follows:
The “other person” is within “me”. “I” and “others” have the same tendency
.
Both are interconnected in intent. Its principles in every human being are infinite
realms that relate to people other than “me”. In short, the perception that we have
is out main perception, but in this perception including the perception of others as
an analogy.
Those four components of conceptual are suitable to Albu’s experiences,
because as Harry’s son, Albus has the different perceptions with the other people
in Hogwarts. While people expect too much of Albus as son of Harry, he hopes
that he never
be born in the Potter’s family instead. This theory is used to analyze
the influence of Albus experience to his character.
(29)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
2.1.2. New Criticism
New criticism is an Anglo-American variety of Formalism that emerged in the
early decades of the twentieth century and dominated teaching and scholarship until
the early 1960s (Habib 202). New criticism emphasizes close reading to the literary
works. Close reading means examine the content of literature very closely to
understand the structure, looking for patterns that shape the work and which related to
the whole text, and searching for the use of language.
New criticism aims to classify, categorize, and catalog works according to their
formal attributes. The formal attributes are the elements that form the literary work.
Those elements include symbol, image, rhyme, metaphor, setting, point of view,
characterization and plot (Tyson 138). So, the reader can interpret the literary work
by reading the text and understand the evidence of the text with those formal
attributes.
2.1.2.1. Character
Characters are the life of literature: they are the objects of our curiosity and
fascination, affection and dislike, admiration and condemnation. Indeed, so intense is
our relationship with literary characters that they often cease to be simply „objects’.
(Bennet and Royle 63). Character has an important role in a story. It is not only as a
pawn that makes the story alive but also viewed as a strategic position to carry a
(30)
the fictional people that become a part of the action in a literary work (Stanford 39).
Usually, character represents a person becomes something interested in the story.
According to Sayuti, character can be described as human beig in the real world and
it should be lifelikeness (68). Even when the characters are animals, they almost
invariably represent human beigs or exhibit human attributes.
Characters also have even become part of our everyday language. For example, a
person like Albus in the play, he is a most different person among hi siblings. His
family consists of the clever people in any kind of matter, even his younger sister is
the clever one in the school, but Albus is not the clever one, his think is dull and
rebel, that is why people in Hogwarts always underestimate with him and called as
him as dumb, stupid, and the other kind of shameful name.
Characters can be divided into some categories. Koesnobroto says that we can
distinguish the types of characters. They are minor and major characters, protagonist
and antagonist, and flat and round (Koesnobroto in Zahroh 10).
The major characters of a story are the protagonist, who is central to the main
plot, and the characters around which the various subplots revolve. The minor
characters are comprised of all the other characters in the story that are of lesser
importance. Minor characters generally serve a purpose as a plot device or as part of
(31)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
expect to encounter them again, whereas the reader always expects to encounter
major character again until the resolution of conflict has been achieved.
These major characters are more complex and conflicted than minor characters,
displaying nuanced personalities which evolve over time, rather than the mostly static
and stereotypical personalities of minor characters. Minor characters are often
stereotypical and two-dimensional because this ensures that they do not stand out or
draw too much of the reader’s attention, making them easi
ly forgettable.
Protagonist character is usually identical to a good person in the literary work
which is created by the author. Protagonist character is usually supported by the
reader and called as a hero, as Altenberg an Lewis states that protagonist is a
character who is admired by the readers, which always called as a hero because he or
she always does the ideal role and follows the rules and value in society (59). The
readers often give sympathy to protagonist. While antagonist character, according to
Luxemburg, it is the opposite character of protagonist character in either physically
and psychology (145). Antagonist usually makes conflict with protagonist and causes
the story more complicated.
Furthermore, round and flat characters has been explained clearly by Robert. He
states that round characters are central and the main point of conflict in the literary
work (66). Round character also can be called as a dynamic character; they are both
(32)
process of the story. Meanwhile flat characters are the static one, not a dynamic (66).
They are not individual but rather useful in literary work. They do not change in the
whole story and usually the way they end in the story is same as they begin.
In Cursed Child, by J.K. Rowling, Albus Severus Potter is a main or major
character, because he always appears and has the strong impact and connection in the
story. Besides, Albus has many conflicts in physically and emotionally. He also gets
much attention from the reader who read the play.
2.1.2.2. Characterization
Characterization refers to the way author develops the fictional people populate a
novel. More successful the ability of the writers characterize the character, much
better they are getting the primary good attributes of novelist, dramatist, or short story
writers (Holman 91). The information about the characterization can be divided in
two ways; direct and indirect characterization. Using direct manner means that the
author describes directly about the character. Otherwise, indirect manner means that
the author does not merely tell the characters but showing them to the readers through
how the character appearance and attitude. The reader can understand and get a clear
descript
ion of the character’s personality.
In general, direct characterization is anything that the author tells directly to the
reader, while indirect characterization is anything that is shown to the reader by
(1)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
R o s y i d
|
64
Albus is a very trusting child to others, as well as in friendship. He is not picky in
friendship and it is proven from the beginning of the story when he first meets
Scorpius. Although Rose tells him to stay away from Scorpius because according to
rumor he is the son of evil death eater, Albus still wants to be friends with Scorpius.
They also spend a lot of time together in school as friends.
Abus also meets up with Delphi and makes her as his close friend too. At first it
was not a problem to be friends with her, but all turns into a mess when Albus and
Scorpius want to destroy Time-Turner. Delphi becomes a traitor and makes them to
get stuck in the past. Certainly Albus' friendship is also very different from Harry's
friendship, where Harry's friendship has never been betrayed even until they are
grown and married. Their friendship remains intact and solid, helps each other and
has no lies.
From the experience Albus has passed through, it has had an impact on him.
Albus' nature has changed dynamically. Albus who initially is very affectionate to his
family then turned into hating his family, especially against his father because he is
always compared to his father. Even to his cousin, he also hates her till he never
acknowledges her as a friend. However, in spite of its good nature has turned bad, in
the end he can still be conscious after going through many events in the past that
made him learn a lot to face reality and problems. As when he was trapped in the
past, he cleverly used an old blanket to send a message to the future so he can be
(2)
saved. In the end he learns to accept his condition as Harry's son and tries to be a
good and useful child.
Every experience that Albus goes through has the impacts on his character, both
positive and negative impacts. Albus character change is part of phenomenology
because as a boy, Albus is influenced by his environment. The environments are
including family, school, and association with friends.
Therefore, the change of Albus’ character also makes Albus become a round
character in the play. He gets several and dynamic change of the character. The
nature of Albus is childish and intimate, then becomes bad and does not have good
manners, and finally becomes clever and good boy.
(3)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
WORK CITED
Adian, Donny Gahrial. Pengantar Fenomenologi. Depok: Koekoesan, 2010.
Altenberg, Lynn & Leslie L Lewis. A Handbook for the Study of Drama. New
York: Macmillan, 1966.
Bennet, Andrew and Royle, Nicholas. An Introduction to Literature, Criticism
and Theory. New York: Routledge, 2014.
Bodgan, R.C, and Biklen, S.K. Qualitative Research for Education: An
Introduction to Theory and Methods (Third Edition). Boston: Allyn and
Bacon, 1982.
Burns, SN & Grove, SK. Understanding nursing research. 3rd edition.
Philadelphia: Saunders. 2003.
Cerbone, David R. Understanding Phenomenology. United Kingdom: Ashford
Color Press, 2006.
Carter, David. Literary Theory. Harpenden. Designs and Patents Act, 2006.
Djamhuri, Ali. Ilmu Pengetahuan Sosial dan Berbagai Paradigma dalam Kajian
Akuntansi. Jurnal Akuntansi Multi Paradigma Vol 2 (2011): 178.
Dryden, John. The Works of Dryden, Vol 2. Edinburgh: William Patterson, 1883.
Eliot, T. S. Selected Essays 1917
–
1932. New York and London: Harcourt Brace
Jovanovich, 1932.
Eagleton, Terry. Literary Theory: An Introduction Second Edition. Great Britain:
Acid-free Paper, 2003
Gallagher, Shaun & Zahavi, Dan. The Phenomenological Mind: An Introduction
to Phylosophy of Mind and Cognitive Science. London and Newyork:
(4)
Gillespie, Tim. Doing Literary Criticism: Helping Student is Engaged with
Challenging Text. United State: Stenhouse Publisher, 2010.
Giorgi, Amedeo. Concerning The Phenomenological Methods of Husserl and
Heidegger and Their Application in Psychology. Collection du Cirp Vol 1
(2007): 63.
Goleman, Daniel. Introductory Psychology. Random House: 2
ndEdition, 1982
Habib, M.A.R. Literary Criticism from Plato to The Present: An Introduction.
United Kingdom: Willy Blackwell, 2011.
Holman, C Hugh. A Handbook to Literature. http.ebooksclub.org. Retrieved on 20
December 2016.
Husserl, E. Ideas pertaining to a pure phenomenology and to a phenomenological
philosophy: First book (F. Kersten, Trans.). The Hague: Martinus Nijhoff,
1983.
Ilham, Naufal Fallah. Soekarno Dalam Pandangan Inggit Garnasih (Studi
Hermeneutika Pada Novel Kuantar Ke Gerbang. Thesis: Lampung University,
2016.
Kuswarno, Engkus. Metode Penelitian Komunikasi : Fenomenologi, Konsepsi,
Pedoman dan Contoh Penelitiannya, Widya Padjajaran, Perpustakaan Pusat
UII: 2009.
Lorens, Bagus. Kamus Filsafat. Jakarta: Gramedia Pustaka Utama, 2002.
Luxemburg, Jan Van. 1992. Pengantar Ilmu Sastra. Jakarta: PT Gramedia
Pustaka Umum.
Mc Kinney, Fred. Psychology in Action: Basic reading. London : The Mac
Millan Company, 1971.
(5)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
Moran, Demort. Introduction to Phenomenology. London and Newyork:
Routledge, 2000.
Norris, Robert. Harry Potter and The Glossary of Death: An Exploration of Death
as A Characterization Tool. Thesis: Maryville College, 2016.
Owen, Ian R. Phenomenology - What is it? And what does it do?.
http.intentionalitymodel.com. Retrieved on 3 January 2017.
Reams, Jack. Characterization in Fiction. Honor Thesis. San Marco, Texas, 2015.
Rimmon-Kenan, Shlomith. Narrative Fiction. London and New York: Methuen,
1986.
Roberts, Edgar V, and Jacobs, Henry E. Literature, An Introduction to Reading
and Writing. New Jersey: A Simon and Schuster. 1987.
Rownling, J. K. Harry Potter and The Cursed Child. London: Pottermore
Limited, 2016.
Salim, Muhammad Qolbin.
A Study of Awareness : The Right and Wrong Person
in Robert Langdon Perspective in Dan Brown’s Inferno.
Undergraduate
Thesis: UIN Sunan Ampel Surabaya, 2017.
Saricks, Joyce G. The
Readers’ Advisory Guide to Genre Fiction
. Chicago:
American Library Association, 2009.
Smith, Sean. J.K. Rowling - A Biography. Michael O'Mara Books, 2003.
Stanford, Judith. Responding to literature. New York: Mc-Graw Hill Companies,
2006.
Sumiyadi. Pengkajian Puisi: Analisis Romantik, Fenomenologis, Stilistik, dan
Semiotik. Bandung: Pusat Studi Literasi Jurusan Pendidikan Bahasa dan Sastra
Indonesia FPBS UPI, 2005.
(6)