ANTI 1214 087 ON STUDY ND ARTS E ING AND E NIVERSITY TA FOR LIFE
A AN ANALY YSIS OF GR RIET’S STR RUGGLE F FOR LIFE
IN T TRACY CH HEVALIER ’S GIRL WI
ITH A PEAR RL EARRIN NG A A THESIS Presented as Partial F Fulfillment of the Requ uirements to O Obtain the Sa arjana Pend didikan Deg ree in English Language E Education By SARIA ANI PUTR ANTI Student N Number: 04 1214 087 EN GLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRA M DEP PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON FAC CULTY OF F TEACHER RS TRAINI
ING AND E EDUCATIO ON SA ANATA DH HARMA UN NIVERSITY Y YO GYAKART TA
AN ANALY A YSIS OF GR RIET’S STR RUGGLE F FOR LIFE
IN T TRACY CH HEVALIER ’S GIRL WI
ITH A PEAR RL EARRIN NG A A THESIS Presented as Partial F Fulfillment of the Requ uirements to O Obtain the Sa arjana Pend didikan Deg ree in English Language E Education By SARIA ANI PUTR ANTI Student N Number: 04 1214 087 EN GLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRA M DEP PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON FAC CULTY OF F TEACHER RS TRAINI
ING AND E EDUCATIO ON SA ANATA DH HARMA UN NIVERSITY Y YO GYAKART TA
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, July 29, 2011 The Writer
Sariani Putranti 041214087
LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Sariani Putranti Nomor Mahasiswa : 041214087 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN ANALYSIS OF GRIET’S STRUGGLE FOR LIFE
IN TRACY CHEVALIER’S GIRL WITH A PEARL EARRING
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, memplubikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian surat pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta, Pada tanggal: 29 Juli 2011 Yang menyatakan, (Sariani Putranti)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
As long as you live, keep learning how to live...
(Sacitta)
This thesis is dedicated to: My Lord, Jesus Christ in the kingdom of heavenMy beloved family PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Thanks to God, finally I could finish this thesis. First of all, I would like togive my deepest gratitude to my Lord, Jesus Christ who has accompanied me in
time of difficulty. He has been there to protect me, when I have no strenght to do
anything.Second, I give my profound thanks to my sponsor, Drs. L. Bambang
Hendarto Y., M.Hum., who has guided and helped me during this thesis writing
process. I would like him to know that every time I meet him in Kota Baru, I
always get new spirit indirectly. I would also to thank him for teaching me to keep
my spirit in fighting this life. My gratitude also goes to all PBI lectures and staff,
who have given me valuable lessons and experiences during my study at Sanata
Dharma University. My appreciation also goes to all the staff in the library for
helping me so much in finding books and references.My deepest gratitude also goes to my beloved parents, Bapak Y. S.
Sariadi and Ibu Theresia Pawit Supriyani. Thank you for trusting and
supporting me during my study at Sanata Dharma University. Thank you for your
love, prayer, and patience..
Thanks to “Batman” for his prayer, care and support, and to my ‘big’
little brother, Gugus Febri Putranto who has motivated me very much and who
has kept asking me my thesis progress. Thanks also to my sister Ester
Kurniasari, Lukas Juniarsa, Olivia Lewi Pramesti, Andizoe, Mas Andik, Mas
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
My special thanks goes to Ika Widhyasti Dasmitta who always supports me in
my desperation. Thanks for being my best friend, for this beautiful friendship,
and for offering me to proofread my thesis. I thank her for her suggestion and
corrections for every page of my thesis. Thanks also to Hana, Yuni, Rita, Rina,
Indri, Eriska, Aline, Yanu, Tutik, Pius, Ahmed, and PBI students of 2004. My
appreciation also goes to Anik, Thomas, Adhis, Dita, Ichak and Atta who have
helped me much. I thank them for supporting and sharing some materials for my
thesis.I give my profound thanks to Budhe Lucy PRK and Romo Sardi S.J. who
have never been tired to motivate me during this completion of this thesis. Thanks
also to Bu Titik, Tim-Tim, Andre, Mas Iwan and all of MUDIKA St. Joseph
family for their togetherness. I thank Dwi, Monic, Dewi, and Deka for every
craziness we have had in the boardinghouse.Thank you so much for the big family of Cantus Firmus Choir, especially
for Mas Mbong, Rosalinda, Oon, Lany, Budi, and Mas Alex for every beautiful
song we have sung together. My appreciation also goes to PURIKIDS, ALL
PLUS and ALAM BAHASA family, especially for Paramita, Resty, Novika,
Bunga, Michiko, and Mbak Selly who have always been great partners to work.
Thanks also to THOSE who have made me stronger by giving tears and pain.
Finally, I would like to thank every single cup of coffee which accompanies
me every day. Thanks for the life lessons given to me through the bitterness and
sweetness.
TABLE OF CONTENT
4 E. Definition of Terms ......................................................
8 b. Kind of Character ...............................................
8 a. Definition of Character ......................................
8 1. Character .................................................................
7 B. Review of Related Theories..........................................
7 A. Review of Related Studies ............................................
5 CHAPTER II REVIEW OF RELATED LITERATURE ......................
4 D. Benefit of the Study ......................................................
TITLE PAGE ................................................................................................. i PAGES OF APPROVAL ................................................................................ ii STATEMENT OF WORK’S ORIGINALITY ............................................... iv
4 C. Objectives of the Study .................................................
1 B. Problem Formulation ...................................................
1 A. Background of the Study ..............................................
CHAPTER I INTRODUCTION .............................................................
ABSTRAK ........................................................................................................ xii
PAGE OF DEDICATION............................................................................... vi ACKNOWLEDGEMENTS ............................................................................ vii TABLE OF CONTENTS ................................................................................ ix ABSTRACT .................................................................................................... xi
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ........................ ....... v
9
2. Characterization ......................................................
10 a. Definition of Characterization ..........................
10 b. Ways of Characterization .................................
10 3. Critical Appraoch....................................................
13 4. Motivation................................................................
14 5. Struggle for Life.......................................................
16 B. Sociocultural-Historical Background .............................
17 1. The European Great Power .......................................
18 2. Social Structure .........................................................
18 3. Religion .....................................................................
19 4. Painting.....................................................................
20 C. Theoretical Framework .................................................
20 CHAPTER III METHODOLOGY ............................................................
22 A. Object of the Study .......................................................
22 B. Approach of the Study ..................................................
23 C. Method of the Study .....................................................
24 CHAPTER IV ANALYSIS ........................................................................
26 A. The Description of Griet ...............................................
26 1. Brave .........................................................................
28
2. Hardworking ............................................................. 32 3. Quiet..........................................................................
36 4. Careful.......................................................................
38 5. Tough........................................................................
41
6. Smart and Artistic.....................................................
44 B. Griet’s Struggle for a Better Life ..................................
47 1. Causes of Griet’s Struggle ........................................
47 a. Her Family Condition............................................
49 b. Her Dreams............................................................
51 2. Griet’s Struggle .........................................................
52 a. Working as a Maid.................................................
54 b. Working in the Attic to Grind and Mix Colors.... .
57 c. Being a Model of Painting.....................................
61 CHAPTER V CONCLUSIONS AND SUGGESTIONS ........................
65 A. Conclusions ...................................................................
65 B. Suggestions ...................................................................
67 1. Suggestion for Future Researchers ........................
67
2. Suggestion for the Implementation of the Teaching Learning Process .....................................
68 REFERENCES ..............................................................................................
70 APPENDICES ...............................................................................................
72 Appendix 1 Cover of Tracy Chevalier’s Girl with a Pearl Earring ...............................................................
73 Appendix 2 Summary of Tracy Chevalier’s Girl with a Pearl Earring ...............................................................
74 Appendix 3 The Author’s Biography ........................................
76 Appendix 4 Tracy Chevalier’s Works .......................................
78
Appendix 5 Lesson Plan ............................................................
79 Appendix 6 Sample Material for Teaching Short Essay Writing I.............................................................
81
ABSTRACT
Putranti, Sariani. 2011. An Analysis of Griet’s Struggle for Life in Tracy
Chevalier’s Girl with a Pearl Earring. Yogyakarta: English Language Education
Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This study analyzes a novel written by Tracy Chevalier entitled Girl with a
Pearl Earring , which shows how Griet, the main character of the novel, struggles
for life. The novel is worth analyzing since it tells about human being’s struggle for life as reflected in the way a girl struggle to overcome the problems she encounters in her life, and to get a better life by pursuing her dreams.
The aim of this study is to analyze how Griet, the main character of the novel, manages to struggle in changing her life into a better one. In order to achieve the aim, two problems are discussed in this study. Firstly, it deals with Griet portrayal as revealed in the novel. Secondly, it deals with her struggle and how she struggles to get a better life.
Library study is applied in this study, in which the primary source is obtained from the novel itself. While the secondary sources are taken from books on psychology and literary theories. The internet sources are also used as supportive data for this analysis. Theories of character and characterization are applied to answer the first problem. Theories of motivation, struggle for life, and human basic needs are used to discuss the second problem.
Based on the analysis, Griet is portrayed as a brave, hardworking, quiet, careful, tough, smart and artistic. Those characteristics are revealed through her personal description, characters as seen by others, her speeches, her reactions, direct comments, her thoughts, and mannerism. Further, the analysis shows that there are two reasons that cause Griet to struggle. Firstly, it deals with her terrible family life caused by poverty and financial problems. Secondly, it deals with her dream. Therefore Griet carries out some ways to achieve a better life. The first is working as a maid. The second is working in the attic to grind and to mix colors. The third is being a model of painting. Griet also applies some categories of adjustment, there are: acceptance to the situation, problem solving, and self- defense mechanism. In her struggle, Griet is able to satisfy some of her basic needs.
It is suggested for future researcher to conduct analysis of love relation between Griet and Vermeer. It is also possible to conduct analysis on the influence of family’s condition on Griet’s behavior. This study also provides suggestion for implementation of teaching Short Essay Writing I using literary work.
ABSTRAK
Putranti, Sariani. 2011. An Analysis of Griet’s Struggle for Life in Tracy
Chevalier’s Girl with a Pearl Earring. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Skripsi ini menganalisa sebuah novel karya Tracy Chevalier yang berjudul
Girl with a Pearl Earring , yang menggambarkan perjuangan hidup Griet, tokoh
utama dalam novel. Novel ini bermanfaat untuk dianalisa karena menggambarkan perjuangan hidup seorang manusia, yang tercermin dari perjuangan seorang gadis yang berjuang mengatasi permasalahan dalam hidupnya dan untuk mendapatkan kehidupan yang lebih baik dengan meraih mimpinya.
Tujuan dari skripsi ini adalah untuk menganalisa bagaimana Griet, tokoh utama dalam novel, berhasil berjuang dalam mengubah hidupnya menjadi lebih baik. Untuk mencapai tujuannya, dua permasalahan dibahas dalam skripsi ini. Pertama, dalam hubungannya dengan gambaran Griet seperti dipaparkan dalam novel. Kedua, dalam hubungannya dengan perjuangan Griet untuk hidup yang lebih baik, yang dibagi menjadi dua bagian yaitu penyebab perjuangan dan bagaimana dia berjuang untuk memperoleh hidup yang lebih baik. Penelitian perpustakaan diterapkan dalam skripsi ini, dengan sumber utamanya adalah novel itu sendiri. Sedangkan sumber-sumber tambahan diperoleh dari buku-buku yang berhubungan dengan teori psikologi dan literature. Sumber- sumber dari internet juga digunakan sebagai data pendukung analisa. Teori tokoh dan penokohan digunakan untuk menjawab permasalahan pertama. Teori motivasi, perjuangan hidup, dan kebtuhan dasar manusia digunakan untuk menjawab permasalahan kedua.
Berdasarkan analisa, Griet digambarkan sebagai seorang yang berani, pekerja keras, pendiam, teliti, tegar, pintar dan artistik. Karakter tersebut digambarkan melalui deskripsi personalnya, karakteristik sebagaimana dilihat oleh orang lain, ucapannya, komentar langsung, reaksinya, pemikirannya, dan kebiasaanya. Selanjutnya, analisa juga menunjukkan bahwa ada dua alasan yang menyebabkan Griet berjuang. Pertama, kehidupan keluarganya yang buruk yang diakibatkan karena kemiskinan dan kendala keuangan. Kedua, mimpi-mimpinya. Dengan demikian Griet melakukan beberapa cara untuk memperoleh hidup yang lebih baik. Tindakan pertama adalah bekerja sebagai pelayan rumah tangga. Tindakan kedua adalah bekerja di loteng untuk menggerinda dan mencampur warna. Tindakan ketiga adalah menjadi model lukisan. Griet juga menerapkan beberapa kategori penyesuaian, yaitu: penerimaan akan situasi, penyelesaian masalah, dan mekanisme pertahanan diri. Dalam perjuangannya, Griet dapat memenuhi beberapa kebutuhan dasarnya.
Disarankan untuk peneliti yang akan datang untuk mengadakan analisa tentang hubungan pribadi antara Griet dan Vermeer. Juga dimungkinkan untuk mengadakan analisa tentang pengaruh kondisi keluarga terhadap tingkah laku Griet. Skripsi ini juga dilengkapi dengan saran untuk mengajar Short Essay Writing I menggunakan karya sastra.
CHAPTER I INTRODUCTION This chapter presents background of the study, problem formulation,
objectives of the study, benefits of the study, and definition of term. The background of the study gives explanation about the topic and the reason why the writer chooses the novel and the topic. The problem formulation presents the problems or questions which guide to the analysis of the novel. The objectives of the study aim to answer the questions stated in the problem formulation. The benefits of the study explain the advantages of the study. Finally, the definition of term provides some information related to the study.
A. Background of the Study
There is no life without problems. In life, God gives us both happiness and sorrow. Many things happen to us, to meet another, to love another, to face problems and so on. The problems and difficulties could be in various aspects of life; family problems, financial problems, individual problems, job, relationship and many more. Being able to face and solve the problems will strengthen people themselves. Poeple’s quality will be tested and improved throughout the problems. How people face the reality, how they solve their problems and how they struggle for life are parts of life experiences.
Life is not only about happiness. When problems come, people must face them, whether they are ready or not. They must move to make their life better and must not stop at the moment. Even though it is very hard and difficult to solve. People have to believe and have efforts to get happiness and better life. According to Peale, struggle is defined as to strive, to make a great effort, to labor hard, with a twist, or with contortions of body. Recognizing that human has intelligence and brain to think, human also has ideas and faith to solve every problem happening in life (http:www.brainyquote.com/words/st/struggle224910).
Literature provides many aspects of life; information, amusement, entertainment and many more. By reading literature, we can get information and life’s value in relation with human life such as psychology, social, moral, history, and other sides of life. As stated by Rohreberger and Woods (10), literature is a criticism of life that influences man in the society, and literature helps to express the values of life, restraint and human dignity. Works of literature express human life experiences. An author of a literary work expresses his feelings or reflections of human experiences.
Tracy Chevalier’s Girl with a Pearl Earring is one of the novels which shares about struggle in life related to the maid life. The novel was written by Tracy Chevalier in United State in 1999. In this story, she shows the reader about a Dutch maid’s life around 1664-1676 in the Dutch city of Delft. The focus of the story is Griet, a 16 year-old-girl who lives with her family in Delft. She struggles for her better life in difficult situations and problems. Griet’s father gets an accident when he is working as a tile maker; he loses his eyes and his eyesight, so that he cannot work anymore to support his family life.
Through this situation, Chevalier tells the life of the main character of the novel who faces reality, conflict, and further problems she struggles in life. In this novel, Chevalier describes Griet as a unique person. Her struggle for life begins when she faces bad economical problems and family problems. She has to adapt with new situation of Dutch maid’s life, because she obtains her first job as a servant in Vermeer’s household. Vermeer is a famous painter, his wife is Chatarina and they have five children. Griet has to do housework of any kind. She also cleans Vermeer’s studio of painting where Vermeer creates his masterpieces.
When Griet works as a maid in this family, there are a lot of conflicts happening. Chatarina already dislikes her because her husband gives Griet all his attention. Chatarina dislikes Griet because Chatarina is not allowed to enter the Master’s studio. Meanwhile, Griet feels under pressure of Tanneke, the senior maid. One of Vermeer’s daughters is also moody and always wants to annoy Griet, and she is Cornelia. There are also problems coming from Vermeer’s patron and other problems related to her relationship and her religious practice.
Griet’s struggle in her life is inspiring and interesting to discuss. The novel provides a story of Griet’s reactions toward every condition that has happened. No matter how hard her problems are, she always keeps her spirit on struggling and keeps the effort to get her better life. This story provides me a valuable lesson that life is not easy and full of obstacles. Griet’s spirit in life teaches me to keep struggling even in the most difficult situation I have to deal with . That is why I chose Tracy Chevalier’s Girl with a Pearl Earring.
B. Problem Formulation
In analyzing the novel, there are two problems related to the topic of the study. The problems are formulated as follows:
1. How is Griet, the main character, described in the novel?
2. How does Griet struggle for life? C.
Objectives of the Study
The objective of the study is to find out Griet’s struggle for life as seen in Tracy Chevalier’s Girl with a Pearl Earring. Therefore, there are two problems to answer in the study. The first is to find out the description of Griet’s character in the novel. The second is to analyze Griet’s struggle to the situation she faces in her life.
D. Benefits of the Study
The novel deals with Tracy Chevalier’s Girl with the Pearl Earring. Firstly, this study is hoped to enrich the students of English Language Program of Sanata Dharma University with more literary works. Furthermore, the readers can take the values from the novel and be inspired to implement the values in life.
Secondly, the researcher can find the meaning of struggle itself. By analyzing the novel the writer can learn about life experience through Griet’s struggle. How she faces and maintains her life. Although she almost gives up, she always keeps her effort to reach her better life. Finally, for the further researchers who conduct the same research of the novel. It may be helpful because it gives information in studying the novel and as a reference to write a thesis on literature concerning on struggle in life.
E. Definition of Terms
In order to avoid misconception about the content of the thesis, it is better to define some significant terms that are used in this discussion.
1. Character Character has an important role in the novel. Therefore, it is important to understand what character is. Abrams (24) defines that the word character means a person represented in a dramatic or narrative work who is interpreted by the reader as being endowed with moral and dispositional qualities that is expressed in what they says through dialogue and by what they do. So, the readers can understand the characters through their thoughts, feelings, intentions and motives.
Meanwhile, according Holman and Hormon (81) character is the presence of moral uprightness, and simpler notion of the presence of creatures in art that seem to be human beings of sort or another. The definitions of characters will guide the readers to comprehend the story of the novel.
2. Struggle According to Mc Kechnie (1806), struggle is “great effort or series of effort”. While Abate defines struggle as “make violent or determined efforts under difficulties” (1514). In this study, struggle refers to a persons’ effort to face difficulties and any hard conditions of her life to reach what she wanted.
3. Housemaid Based on Mc Kechnie (563), a housemaid means a female servant employed to do housework. While according to Webster (881) housemaid is a women servant in a large house. Housemaid or maid could be a woman or a girl. She is hired to do the household, such as clean rooms, cook for the family or shopping.
In this study, a housemaid is also called a servant or a maid; she is Griet who worked in the Vermeer’s family to do household duties and to clean the studio of painting.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into three parts. The first part is review of related
theories. The second part is the socio-historical background in Dutch in the 17th century and the last part is theoretical framework.
A. Review of Related Studies
This part will present some studies related to the novel, Girl with a Pearl
Earring by Tracy Chevalier. Wijayanti (2005) in her undergraduate thesis,
analyzes the intrapersonal and interpersonal conflicts that the major character faces in Tracy Chevalier’s Girl with a Pearl Earring. According to her, the conflicts that occur inside Griet herself and between Griet and the other characters are interesting to discuss. Griet comes to a new environment because of her family’s economical condition and has to work as a maid in the Vermeer’s house. Griet faces many conflicts deal with the other characters and resolves the conflicts differently. In dealing with intrapersonal conflicts, Griet applies some strategies like meditation, negotiation, arbitration, and avoidance. Furthermore, in dealing with interpersonal conflict, Griet applies avoidance strategy, meditation strategy, arbitration strategy and coercion approach. In her study, Wijayanti discusses two main problems. First is the characterization of Griet, the main character observed in the novel. Second is the conflict that Griet faces when she lives in the
Vermeer’s house in the Papist’s Corner and to analyze how she deals with the conflicts.
Another study was conducted by Sianturi (2005). She states that her undergraduate thesis focuses on Griet’s internal and external conflicts. The internal conflicts arise because of her difficult jobs, uncomfortable feelings, low wages, uneasy feeling on leaving home and prohibited from seeing her family when some of her family are ill. The external conflicts she faces are conflict with Cornelia, the other maid in Vermeer’s house. She also suffers sexual abuse from Van Ruijven; conflicts with Vermeer when he asks for her to be a model of painting and conflicts with Catharina, Vermeer’s wife who is always treat her badly.
B. Review of Related Theories
This part will present the theories of character, characterization, critical approach, hierarchy of needs and struggle for life. It is important to understand those theories to analyze the characters in the novel.
1. Character
a. Definition of Character
Characters take important role in analyzing and understanding the story of the novel. Abrams (24) says that the word character means a person represented in a dramatic or narrative work who is interpreted by the reader as being endowed with moral and dispositional qualities that is expressed in what they says through dialogue and by what they do. “Characters are often defined as the individuals who appear in a story (Stanton, 17). Every character brings some mixture of interest, desires, emotions and moral principal that build them in a story to be the believable person.
b. Kind of Characters
Henkle (86-97) in Reading the Novel divides the characters into two. They are major character and secondary character. The major character is the significant part in the story. It deserves the fullest attention because of its structural function and mostly appeared in the story; if we understand them, we presumably understand the vocal experiences of the novel. The secondary characters are characters that have only limited function and performance in the novel. The characters only appear in certain scene of the story. These characters being generally less complex or less intense and drawn in shallower relief, often present one side of the experiences.
Holman and Harmon (83) categorize two types of characters into static and dynamic. A static character is one who changes little in their actions. The pattern of the action reveals the characters, rather than showing the changes of the actions. A dynamic character is one who modified by actions and experiences; one objectives of the works in which the characters appear is to reveal the consequences of these actions.
Further, Abrams (24) states two kinds of characters, namely flat character and round character. A flat character is built around single idea or quality and presented in outline, without much individualizing in detail. In a flat character we do not know enough a change about the characters. A round character embodies all the variations and complexities of human nature. It can move us to any feelings, emotions and makes the novel becomes more interesting.
2. Characterization
a. Definition of Characterization
Rohrberger and Wood, Jr. (20) state the opinion that characterization as the process by which an author creates character. It is like the way of the author to describe the characters to the readers. Every character in the story has different personality and physical attributes that will differentiate with another character.
According to Baldick (34) characterization is the representation of persons in narrative and dramatic works. This may include direct methods like the attribution of qualities in description or commentaries, and indirect methods inviting the readers to infer qualities from characters’ actions, speech, and appearance.
b. Ways of Characterization
Murphy in his book Understanding Unseens: An Introduction to English
Poetry and English Novel for Overseas Students (161-173) defines nine ways to
understand character. There are: 1) Personal description
The author can describe a person’s appearance and clothing. He can describe clearly what the characters are like and tell the reader the details of the character’s appearance: the face, skin, eyes, and clothing.
2) Characters as seen by others The author describe the character from others character opinion. The author helps the reader to understand the character by revealing other character opinion about the character being observed. 3) Speech
The author can give the readers an insight into the character of one of the person in the story through what the person says. Whenever the person speaks, whenever he puts forward the opinion, he is giving the readers some clues to his characters.
4) Past Life The author shows a person’s character by revealing the person’s past life. It can be done by direct comment from the author, through the person’s conversation, and through the medium of the other person. 5) Conversation of others
The author can also give the readers clues about a person’s character through the conversation, either by other people or by the things, they say about him. 6) Reactions
The author gives the clues by letting the readers know how the characters in the story react to various situations. Using this kind of characterization, the readers may expect to find the quality of the characters in dealing with those various situations.
7) Direct comment Usually the author gives his comment and opinion explicitly towards his characters in the story.
8) Thoughts The author may give the readers direct knowledge of what a person is thinking about. Here, he can tell the readers what different people are thinking.
9) Mannerism The author can describe a person’s mannerism or habits both positive and negative one, which may also tell the readers something about his character.
Little in his book Approach of Literature , states that there are three steps to study a character (93). First is from a person’s basic characteristics. These can be seen from the physical condition of the character including a person’s age, the social relationship that means the personal relationship with others characters and the mental qualities, which is the typical ways of thinking, feeling, and acting.
Second is from a person’s appearance from various points of view. These include how the character sees herself, how various other characters see her, and how a person develops or fails to develops during the course of story.
Third is from a person’s place in the works. It means the treatment of the author (sketch or fully rounded, a portrayed descriptively or dramatically, treated sympathetically or unsympathetically), a person’s place in the story (a leading character or a minor one), and a person’s relationship to theme.
3. Critical Approach
Literature work has an aesthetic value of human life. After the process of reading literary works, the readers will be able to response the aesthetic value. It is so important to understand the critical approach to support the readers in gaining the comprehension and to find the value. Rohrberger and Woods, Jr. state that there are five theories of critical approach (6-15). The formalist approach concentrates on the importance to apprehend the total integrity of the literary object. Biographical approach is used when we have a purpose of appreciating the ideas and personality of the author to understand the literary works. The critics of this approach insist that a work of art is a reflection of a personality. The socio- cultural- historical approach sees the importance of place and situation where a work of literature was produced. The basis reference of this approach is the socio cultural aspect combine with the interest in the biographical and interest in literary history. The mythpoeic approach is used to discover the pattern of human thought that may influences the literature. Finally, the psychological approach sees the literature from psychological aspect. This approach involves the complexities of human behavior, thoughts, actions, expressions and so on. By focusing on Griet’s struggle in life, this study uses the psychological approach and the sociocultural – historical approach .
4. Motivation
People have a drive that becomes the reason in every action of their life. It is usually called as a motivation; which encourages him/her to keep on moving forward to reach their goals or dreams. According to Petri (3), motivation is the concept we use when we describe the forces acting on or within an organism to initiate and direct behavior. Every person has motivation in doing actions. Actions are done to achieve the goals. Motivation is like a strong reasons of doing something. It is also like a push of reaching goals. Petri (315) points out that there are two kinds of motivation. They are intrinsic and extrinsic motivation. Petri defines intrinsic motivation as the value or pleasure associated with an activity as opposed to the goal toward which the activity is directed. However, extrinsic motivation, by contrast, emphasizes the external goals toward which the activity is directed (Petri 315).
According to Maslow in Goble’s The Third Force, hierarchy of needs also gives some explanation of basic psychological human needs. There are five basic needs; Psychological needs, security needs, social needs, esteem needs, and self- actualizing needs. Maslow states that every person has their own satisfaction. It depends in how she/he fulfills their needs (38).The explanation of each need is as follows: a. Physiological needs
Physiological needs are the most basic needs that are vital to survival. This need deal with the physical needs. It is included the needs of food, liquid, shelter, sex, sleep and oxygen. When these needs are fulfilled, a person will try to gain the next needs.
b. Security needs Security needs are for safety and security. Safety needs emerge after physiological needs are fulfilled. These needs emerge because of the needs to feel secure, stable, independent, protected, free from fear, and anxiety. A person needs to be safe from anything that is considered harmful.
c. Social needs Social needs include belonging, love and affection. After physiological and safety needs are fulfilled, needs for love, affection, and belongingness emerge.
People will seek a friend, a sweetheart, a wife or husband to find the feeling of “belong” and to feel the affection from them.
d. Esteem needs Esteem needs related to self esteem, personal worth, social recognition, and accomplishment. There are two categories of esteem needs- self respect and esteem from other people. The first category is self respect. It includes desire for confidence, competence, mastery, adequacy, achievement, independence and freedom. The second category is respect from the others. It includes prestige, recognition, acceptance, attention, status, reputation, and appreciation. If a person has adequate self esteem he will more confident and capable so that he will more productive. e. Self-actualizing needs Self-actualizing needs include self aware concerned with social growth, less concerned with the opinion of others, and interested fulfilling their potentials.
This need is the highest needs among all. Self-actualization is the desire what a person capable to become and more than he capable of. The self-actualization is a need for fulfillment of one’s unique potential, for example knowledge and beauty.
All the hierarchy needs mentioned above are important in human life. Meanwhile, there is consideration that every person has their satisfactory to fulfill. May be there will be different needs of another that have different motives or goals in his/her life.
5. Struggle for Life
In life people meet many problems, either easy or difficult problems. What they need is happiness. Nobody wants to be sad all the period of time. People will give such effort to reach his/her dreams; moreover they will struggle for their needs. The effort will appear naturally when she/he is under pressure of their situation of life or some difficult problems. According to Mc Kechnie (1806), struggle is “great effort or series of effort”. While Abate defines struggle as “make violent or determined efforts under difficulties” (1514). Based on the explanation above, struggle for life is a series of determined effort that human does under difficult condition of her life. People will learn the positive things even though they failed in certain problems of life. When negative things and the most difficult problems come people will keep struggle for their satisfying goals.
Braund, Linder and Asimov (479-480) say that there are many things happening in life. These life events will push and force people to struggle in life; they can be death of spouse, divorce, personal injury or illness, gaining a new family member, family members leaving home, etc. People need to adjust their life in dealing with the problems and challenges in their life.
Adjustment is a process of coping with events, problems, challenges and hard situations happen in life. This adjustment is divided into three main categories. There are: problem solving, acceptance of the situation, and defense mechanism. The first is problem solving. People will seek for the solution when she/he is in troubles or difficult conditions. They will struggle for the best solutions. Therefore, people’s problem solving skill may develop when they face problems and difficulties. The second is acceptance of the situation. Problems and life events bring their consequences; either negative or positive. In certain situation where there is no more solution, people are challenged to be brave and honest to accept every situation even though it must be avoided. The third is defense mechanism such as pressure and denial. This defense is important to reduce the stress and under pressure feeling dealing with the situation.
Meanwhile, there is a danger too if it is overused. This defense will create certain disturbance.
B. Sociocultural - Historical Background
This part deals with the sociocultural-historical background of Tracy
Chevalier’s Girl with Pearl Earrings. Since the novel was inspired by the
Dutch; it is important to understand the socio-historical background in Dutch
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especially in 17 century. According to Harold’s History of the Netherland and
Dutch Revolt (http://www.historyworld.net), there are some explanations of
Dutch’s history as follows:
1. The European Great Power th
The setting of the novel is in Dutch. 17 century in Dutch was considered as Golden Age. It was a period in which Dutch trade, science, art and military were among the most acclaimed in the world. In this era the Dutch East India Company (Dutch: Vereningde Oostindische Compagnie or VOC) was founded. It was the first ever multinational corporation, financed by shares that established the modern stock exchange. This company received Dutch monopoly on Asian trade and would keep this for two centuries. It became the world’s largest commercial
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enterprise of the 17 centuries. Spices were imported in the bulk and brought huge profit, due to the efforts and risks involved and seemingly insatiable demand.
The Dutch also dominated trade between European countries. Dutch trader shipped wine from France and Portugal to the Baltic lands and returned with grain destined for countries around the Mediterranean Sea. By the 1680s, an average of nearly 1000 Dutch ships entered the Baltic Sea each year.
2. Social Structure
The main character of the novel, Griet comes from a poor family of tile painter. To earn some money and to support her family, she works at a master of painting house. There is social clash that differentiate the position of Griet, Vermeer’s family and other characters in the novel. In Netherland one’s social th
status in the 17 centuries was largely determined by income. Social classes existed but in a new way. Aristocracy, or nobility, had sold out most its privileges to cities, where merchant and their money were dominant. Aristocrats also mixed with the members of the other classes in order to be able to support themselves.