A study on the influence of society and family toward Francie`s character development in Betty Smith`s a tree growns in Brooklyn - USD Repository

A STUDY ON THE INFLUENCE OF SOCIETY AND FAMILY TOWARD
FRANCIE’S CHARACTER DEVELOPMENT
IN BETTY SMITH’S A TREE GROWS IN BROOKLYN

AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements
for the Degree of Sarjana Sastra
in English Letters

By
LUKY ANGGRAINI
Student Number 994214172
Student Registration Number: 990051120106120172

ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007

Without virtue, happiness cannot be
(Jefferson, 1816)

For those whom I love and trust deeply,
My beloved father and mother

ACKNOWLEDGEMENTS
The deepest gratitude goes to the Creator, Allah S.W.T for His Blessing
and Love. Without He, I would be nothing.
I would like to express my thanks to my advisor, Dewi Widyastuti, S.Pd.,
M.Hum. for her advice, corrections, support, and patience in helping me to finish
this thesis. I would also like to thank to my co-advisor, Adventina Putranti, S.S.,
M.Hum. for reading, giving support and advice for the betterment of this thesis.
To all the lectures and staff of English Letters Department Sanata Dharma
University, thanks for their help and guidance during my long time study.
I am very grateful to these kind people, for their great contribution to
support me in finishing this thesis. I would like to thank to my beloved parents.
Though one is missing now, I know that both are perfect for always giving me a
never-ending love, patience, spirit, and understanding. I thank to my brother who
always makes anything easier.

My thanks also go to my beloved fellows for their great support, love and
pray. I thank to Upik and Nonie for their companionship and support all along the
way. I also thank to Renny and her family for their sharing many things in the
hardest times. I will never forget the rest of Jumz Session, Siwi, Woeland, Budi,
and also Meli for being there to share with. I wish also to thank the 99ers, Fina,
Nina, Nia, Obet, Sidiq, Reygan, Desi, Citra, Joko, Seto and others that I can not
mention one by one. Last, I have to give my gratitude to Wida, Vita, and the entire
library staff of Sanata Dharma University.
Luky Anggraini

TABLE OF CONTENTS

PAGE OF TITLE.............................................................................................
PAGE OF APPROVAL...................................................................................
ACKNOWLEDGEMENTS.............................................................................
MOTTO PAGE................................................................................................
DEDICATION PAGE......................................................................................
ACKNOWLEDGEMENTS.............................................................................
TABLE OF CONTENTS................................................................................
ABSTRACT......................................................................................................

ABSTRAK.......................................................................................................

i
ii
iii
iv
v
vi
vii
ix
x

CHAPTER I INTRODUCTION...................................................................... 1
A. Background of the Study................................................................. 1
B. Problem Formulation....................................................................... 4
C. Objectives of the Study.................................................................... 5
D. Definition of Terms......................................................................... 6
CHAPTER II THEORETICAL REVIEW.................................................
A. Review of Related Studies..............................................................
B. Review of Related Theories............................................................

1. Theory of Character and Characterization..................................
2. The Relation between Literature and Society.............................
3. Theory of Psychology.................................................................
a. The Influence of Family..........................................................
b. How Family Influences One’s Personality.......................
c. Environmental Influence.........................................................
d. How Environment Influences One’s Personality.............
C. Theoretical Framework...................................................................

8
8
10
10
13
14
15
16
17
17
18

CHAPTER III METHODOLOGY................................................................. 19
A. Object of the Study........................................................................ 19
B. Approach......................................................................................... 20
C. Method of the Study........................................................................ 21
CHAPTER IV ANALYSIS............................................................................. 22
A. The Description of Society and Characters in the Family.............. 22
1. The Condition of Society in the Novel....................................... 23
2. The Characters in the Family..................................................... 27
a. Katie Nolan............................................................................
28
b. Johnny Nolan.......................................................................... 29
c. Sissy Rommely....................................................................... 30
B. Francie’s Character Development under the Influences of Her Family
and Society ................................................................................... 31

1 Francie’s Character Development under the Influences of
Society........................................................................................... 32
2. Francie’s Character Development under the Influences of
Her Family..................................................................................... 37

CHAPTER V CONCLUSION.....................................................................

50

BIBLIOGRAPHY.......................................................................................... 53

ABSTRACT

Luky Anggraini: A Study on the Influence of Society and Family towards
Francie’s Character Development in Betty Smith’s A Tree Grows in Brooklyn.
English Letters Study Programme, Department of English Letters, Faculty of
Letters, Sanata Dharma University.
A Tree Grows in Brooklyn is the novel of Francie Nolan’s survival among
the hard life in Brooklyn. It is about her struggle both mentally and physically.
She has to suffer from the bad treatment done by those in higher economic status
and highly educated. Taking the lessons she gets from her family and society,
Francie grows into a mature young woman.
The aim of this thesis is firstly to know the characters in the family as well
as the society that influence Francie. Secondly, to understand their influences and
third is to give a clear explanation on how Francie Nolan grows under those

influences.
In writing this thesis, the writer conducts library research and uses
psychological approach to analyze this novel. The writer will analyze the novel in
the following steps. First, she summarizes the characters of the family and the
condition in society that play a big role in influencing Francie’s character
development. Second, she search for the influences of both family and society and
the third, she relates their influences on Francie’s character development.
From the analysis, the writer finds out that this novel is about Francie’s
character development, from an innocent little child into a motivated young
woman. She is proud and confident for anything that she is sure to be right. Her
appreciation in beauty is also the learning that she gets from the influence of her
family. Although finally she gains success, she never forgets her background and
her family that give precious learning.

ABSTRAK

Luky Anggraini: A Study on the Influence of Society and Family towards
Francie’s Character Development in Betty Smith’s A Tree Grows in Brooklyn.
Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
A Tree Grows in Brooklyn adalah novel yang berkisah tentang perjuangan

fisik dan mental seorang Francie Nolan menghadapi kehidupan keras di Brooklyn.
Oleh karena kerasnya kehidupan tersebut, dia dan keluarganya harus mengalami
pengalaman menyakitkan karena adanya kesenjangan status dan ekonomi di
masyarakat. Belajar dari pengalaman, Francie tumbuh menjadi seorang gadis
muda yang bermotivasi tinggi.
Tujuan penulisan ini adalah untuk mengetahui anggota-anggota keluarga
dan keadaan masyarakat yang mempengaruhi perkembangan jiwa Francie. Kedua,
ini bertujuan untuk memahami pengaruhnya dan yang ketiga adalah untuk
mengetahui secara jelas bagaimana Francie tumbuh di bawah pengaruh tersebut.
Dalam penulisan skripsi ini, penulis menggunakan studi pustaka dan
menggunakan pendekatan psikologi untuk menganalisis novel ini. Penulis akan
menganalisa dengan tahapan-tahapan sebagai berikut. Pertama, dengan meringkas
tokoh-tokoh di keluarga dan keadaan masyarakat yang berperan membentu
perkembangan jiwa Francie Nolan. Kedua, penulis mencari pengaruhpengaruhnya dan yang ketiga menghubungkan pengaruh itu terhadap
perkembangan jiwa Francie.
Dari analisis tersebut bisa disimpulkan bahwa novel ini mengupas
perkembangan jiwa Francie Nolan, dari seorang bocah yang biasa menjadi
seorang wanita muda yang percaya diri dan bangga atas apa yang dipercayainya
menjadi kebenaran. Dia juga seorang yang sangat menghargai keindahan.
Walaupun pada akhirnya dia memperoleh kesuksesan, dia tidak akan pernah lupa

latar belakang dan keluarga yang memberinya pelajaran berharga.

CHAPTER I
INTRODUCTION

A. Background of the study
All human beings are the “product” of society and family as well, meaning
that what they do and what they get are the process of their learning from both.
The values in society and family, consciously or unconsciously, help someone to
develop himself. Family becomes the first non formal educator while society is
the second.
As the first educator, family plays a big role in helping an infant to
develop his characteristics. It is the family that teaches him to talk, to behave, and
even to mingle with the society. Martin and Stendler in their book, Child Behavior
and Development, write that parents behavior create a climate or atmosphere in
the home which has an influence upon the child’s development (1959: 312-313).
In his book, Child Development, Craig states that there are two ways of
looking at styles of parenting. The first way is to observe the particular behavior
and attitudes the parents and resulting behavior of the children. The parents’
behavior affects the child behavior in at least three ways. First, the parents serve

as models for the child to identify with and imitate. Second, most parents have
specific expectations about the way they want the children to respond and behave.
Finally, parents control the rewards and discipline the child receives (1979: 411).
When talking about the influence of society, Jersild in his book Child
Psychology writes that it is clear that from the time of birth, even while a child is
quite passive, strong ties are being established between him and other human

beings. Interwoven with the child’s earliest experiences and expectations, and
intimacy connected with his survival from day to day are associations with other
human beings and their activities.
Martin and Stendler wrote the learning process gained by a child as a
member of society as follows.
Every society teaches its children what to say, when to say it, how to say
it, and whom to talk to. Similarly, children in every society must learn
what and what not to wear, when to wear it, how to put on clothing, how
to take care of clothing, what parts of the body must be covered, and many
other customs of dress. Learning the accepted ways of behaving for each
of these categories makes the child a member of society. This learning
process begins at birth and continues throughout the life-time of every
individual (1959: 165).

As family and society are two elements that influence the main character’s
development so the writer wants to explore their influences by using
psychological theories. A Tree Grows in Brooklyn is largely an autobiographical
work of the author, Betty Smith. She is known as an essayist and a writer of some
fiction books and plays. The writer is interested in analyzing A Tree Grows in
Brooklyn as the object of study because it is Smith’s first novel and very popular
since it gained both praise and criticisms. She was interrogated about her purpose
for the book. Some accused that it was overtly political, pro-union, compassionate
toward the poor, and sexually libelous. Besides, the writer chooses the novel
because she is interested in discussing the main character’s development, from an
innocent little girl into a more mature smart woman. The development is the result
of her learning as the member of society and family.
The family as the first non formal education plays a big role in developing
Francie’s characteristics. Although living in poverty, Katie Nolan, Francie’s

mother, who is a hard worker, emphasizes the idea of education for her children
that helps them to be more than just ordinary Brooklyn kids. She exhibits the selfreliance, determination and fearless pride to hold her family together. As results,
she is both breadwinner and caretaker for the family.
The society where Francie lives also influences her much. It is the society
that indirectly “teaches” her to be herself. Her existence in the middle of society
does not mean that she has to follow what most people do. When seeing the
people stoning a pregnant woman, Francie on the other hand sympathize her by
telling that the cruelty of the stoning action will not be tolerated. Although in
some cases she cannot accept the values in the society, Francie is still able to be a
little girl who mingles well.
The writer is interested to analyze the society and family as well as the
characteristics because they are closely related. Society and family have important
roles in influencing someone’s characteristics and sometimes the influence of the
society can be represented by the presence of other people.
Wellek and Warren in their book Theory of Literature state that
Literature is an expression of society and is actually determined by or
dependent on its social setting, on social change and development. Literary
devices as symbolism used in the literary work represent social
conventions and norms that are arisen only in society (1956: 96).
The above statement emphasizes that society is really important in literary
works because one’s characteristics can be formed or influenced by his society.
Rohrberger and Woods, Jr. in their book Reading and Writing about Literature
state that the setting never exists by itself and it explains the characters and the
situation, and it influences the atmosphere (1971: 22). The interaction with the

environment such as nature and society’s moral value influences the character
development. That is why society is closely related to someone’s character
development because its culture and values become important in his learning
process.
Since the novel portrays the life of Francie Nolan, the writer is interested
in exploring her changes of characteristics under the influence of her family and
society. Focusing on the condition of society and family’s influences, the writer
would like to find out how they influence Francie’s character development from
the beginning to the end of the story.

B. Problem Formulation
Related to the background of the study about the relationship between
society and family toward the main character’s development, the writer formulates
the problem into these following questions.
1.

How are the society and family, as the influence of Francie’s character
development, described?

2.

How do Francie’s characteristics develop under the influences of her
family and society?

C. Objectives of the study
By answering the problem formulation above, the writer intends to
identify the society and her family that give influences on her character
development, from the beginning to the end of the story. This study also aims to

to reveal Francie’s character development under the influences of her family and
society that surround her life.

D. Definition of Terms
1. Society
Elizabeth Langland in her book, Society in the Novel, states that society is
an animation of an outside world which have tended to obscure the formal variety
of social presentation in novels (1984: 4). So, the society in real life and in literary
works are almost the same because the author usually describes the society of his
work based on the society in real life.
Langland explains that society in the novels or literary works does not
depend on points of absolute fidelity to an outside world in details such as
costume, setting, and locality because a novel’s society does not aim at a faithful
mirror of any concrete, existent thing (1984: 5). In conclusion, “society portrayed
in the novels might be the real description of society where an author lives”.

2. Character Development
According to Barnet in his book, Literature for Composition, the term
character also means personality that is the mental and moral qualities of a figure
while the term development according to Craig’s Child Development can be
defined as the changes in thought and behavior of a person influenced by either
biological or environment factors (1979: 9). Further, Craig conveys that there are
some development such as parental growth, physical changes which are

influenced by biological factors. However, there are also developments that
depend highly on the environment, for example one’s personality development
(1979: 10). Briefly, character development is the changes in thought and behavior
undergone by someone under the influences of either biological or environmental
factors.

4. Family
The definition of family, found in Beebe’s Interpersonal Communication
Relating Others, is a social group having specified roles and status (e.g. husband,
wife, father, mother, son, and daughter) with ties of blood, marriage or adoption,
which usually shares common residences and cooperate economically (1996:
376). It is also defined as a unit made up of any number persons who live in
relationship with one another over time in a common living space and are usually,
but not always, united by marriage and kinship (1996: 377). Further, Beebe
describes four types of family. Family as the first educator for a child plays its
roles as a set of examples that help him to grow what it is expected. Not all the
members of the family exert equal influence on the child. How much influence a
family member will have depends upon the emotional relationship between him
and the child. Seen from the size, family can be categorized into four. The first is
natural family which consists of a mother and a father, and their biological
children. The second is blended family, which also consists of two adults and
their children, but the children may be the products of other marriage or unions.
The third is single parent family, which consists of one parent and at least one

child. The last is extended family which includes relatives, such as aunts, uncles,
cousins, and grandparents. So, family is not merely tied by blood but it is also
tight by marriage or adoption.

CHAPTER II
THEORETICAL REVIEW

A. Review of Related Studies
The writer finds several criticisms both about the novel and the author.
Most of them praise the novel that it is a good realistic story. Barbara H. states
that this book is not only about Francie and her alcoholic father but it is more
about a young girl “coming of age” in Brooklyn in the early 1900s. Although that
description sounds so bland, Francie had more to deal with than an alcoholic
father: extreme poverty, a mother who had hardened herself somewhat to deal
with the blows of life and who loved Francie’s brother, Neely, more than she did
Francie, a love of learning yet a need to quit school to work to support the family
.
T.E. Phoenix, AZE in www.teenink.com gives his comment about the
book that is sad and joyful.
When I read this book for the umpteenth time, I feel the same surprise,
sadness and joy wash over me as I did the first time I joined the Nolan
family. I feel my face burn in shame with Francie's when a girl she
idolizes gibes her and spits in her face. I feel her terror when a young man
attempts to rape her, then relief when her mother shoots him before he can
do more harm. With her, I feel a tear forming as she learns her beloved
father has passed away. I smile when she has her first story printed, a great
achievement for a girl who never had anything to call her own.

Emilie Coulter states that the novel is so poignant and honest that it creates
a big stir when it was published 50 years ago. Smith’s frankness is alarming to
8

some of the more gentle society, but the book’s humor and pathos ensures its
place in the realm of classics and the hearts of readers, both young and old
(www.book-summary-review.com/A-Tree-Grows-in-Brooklyn).

She

also

comments about the characteristics of Francie Nolan, the main character in the
novel.
Francie Nolan, avid reader, penny-candy connoisseur, and adroit observer
of human nature, has much to ponder in colorful, turn-of-the-century
Brooklyn. She grows up with a sweet, tragic father, a severely realistic
mother, and an aunt who gives her love too freely--to men, and to a
brother who will always be the favored child. Francie learns early the
meaning of hunger and the value of a penny. She is her father's child-romantic and hungry for beauty. But she is her mother's child, too--deeply
practical and in constant need of truth. Like the Tree of Heaven that grows
out of cement or through cellar gratings, resourceful Francie struggles
against all odds to survive and thrive.

Several newspapers also give their comments about the book. Popular
Library as one of the book’s publishers puts some of these comments in the novel.
Cleveland News state that than novel is simple and sympathetic. It has a special
touch that goes far beyond the Brooklyn poor society as the main setting. The
story is also full of and irresistible and ever-warm appeal (1962: 1).
Worcester Telegram also put praise their quotation as quoted below,
A lot of books come along occasionally. Such a book is A Tree Grows in
Brooklyn…Humor and pathos, the two twin qualities, about here...
unforgettable is a big world, not to be lightly used, but we do believe that
there are many incidents and characters in the book, which are
unforgettable (1962: 1).

B. Review of Related Theories
1. Theory of Character and Characterization
When talking about society in the novel, readers cannot separate from the
discussion of the characters involved. Langland says that we cannot predefine
society but must define it novel by novel. The flexible details of individual
societies in novels help underscore the paradigms of society (1986: 6).
According to Abrams in A Glossary of Literary Terms, there were two
definitions of characters, “First, the character is a literary genre: a short, and
usually witty, sketch in prose of distinctive type of person”. “Second, characters
are the persons, in dramatic or narrative work, endowed with moral and
dispositional qualities that are expressed in what they say- the dialogue- and what
they do- the action” (1971: 20-21).
Literature for Composition stated that character has two meanings: (1) A
figure in literary work, and (2) Personality, that is, the mental and moral qualities
of a figure, as when we say that X’s character is strong, or weak, or immoral, or
whatever. Thus, in writing about a character (a figure), you write about the
character’s character (personality, traits, characteristics) (Barnet, 1988: 71).
Ian Milligan in The Novel in English: An Introduction divided the
characters into two categories. There are major characters and secondary
characters. The major characters are those who appear more often than the other
characters in the story and the secondary characters are those who appear less
often in the story (1983: 155).

Koesnosubroto wrote in his book, The Anatomy of Prose Fiction, that on
the basis of their importance, characters are categorized into:
1. Major Character or Main Character
A major character can be the center of the story. He or she is the most
important character in the story. Usually the acts of the story are focused to this
character from the beginning to the ending parts. The core of the story is
highlighted to this character’s experiences.
2. Minor Character
Minor characters appear in a certain thing, just necessarily to become the
background of the major characters. Their role are less important than the major
character (1988: 67).
Considering the internal complexity, characters can be divided into,
1. Round Character
This character often appears on the center of the story and looks like real
human beings. With his/her complex aspects in temperaments and motivations,
sometimes he/she surprises the readers with unexpected behavior. The author
develops round characters fully and the characters grow and change during the
story.
2. Flat Character
Sometimes, flat characters are also called type. They are captured by the
author’s view on the side. The author does not usually develop them as fully as
the major character (1988: 67).

According to E.M. Forster in Aspect of the Novel, a flat character (type or
two dimensional) is built around “a single idea or quantity” and is presented in
outline and without much individualizing detail and so can be fairly and
adequately described in a single phrase or sentence. A round character is complex
in temperament and motivation and is respected with subtle particularity; thus he
is as difficult to describe with any adequacy as a person in a real life, and like
most people, he is capable of surprising us
Rohrberger and Woods, Jr. in their book, Reading and Writing about
Literature state that characters have particular personalities and physical attributes
that distinguish them from other characters. The process by which an author
creates a character is called characterization. There are two principle ways an
author can characterize the character in the story. He can use:
1. Direct means to describe physical appearance.
2. Dramatic means and places her in situations to show what she is by the
way she behaves or speaks (1971: 20).
Characterization as stated in the book is the process by which an author
creates a character, the devices by which he makes us believe a character is the
particular type of person he is (1971: 180).
Stanton states that a character’s reason for behaving as he does is his
motivation. His specific motivation is his immediate reason perhaps unconscious,
for any particular speech or act. His basic motivation is an aspect of his general
character: it is continuing desire or intention that governs him throughout the
story, the direction toward which almost all his specific tend. The most important

evidence of all is the character’s own dialogue and behavior. Through our
knowledge of the characters, we understand their action; through their action we
understand the characters (1965: 17-18).

2. The Relation between Literature and Psychology
Literary works cannot be separated from psychological aspects since the
inner side of the characters can be analyzed by psychological theory such as
personality, behavior, morality, emotion, etc. As the media of expressing the
writer’s imagination, literature involves psychology as the tool to reveal the
characterization.
In Theory of Literature, Wellek and Warren state that there are four
aspects that can be learned in literature from psychological point of view (1956:
81). The four aspects are the writer, as type and as individual, the creative process,
the psychological types and laws presented within the works of literature, and the
effect of literature upon its readers.
Since psychology is a body of knowledge which studies human psyche,
the most related element of literature to psychology is its human or human-like
characters. Referring to Barnet’s explanation about character in Literature for
Composition that a character is a figure with specific mental and moral qualities.
It is obvious that characters are observable through psychology, in terms that they
consist of unique mental qualities (1988: 71).

3. Theory of Psychology
Martin and Stendler in their book, Child Behavior and Development, wrote
that as a living organism, a child is sensitive to his surroundings. Since he is
equipped by nature to hear, to feel, to taste, and to smell so that he becomes
acquainted with the world where he lives (1959: 11).
Being an active organism too, a child does not merely let this world come
to him. An infant does not wait until the object is placed directly in front of his
eyes. He keeps exploring visually the people and objects around him which results
in his capability of putting himself in contact with the outside world.
Hurlock also supports this theory. She states in her book Child
Development that an individual’s personality pattern is the product of learning
during the course of social relationships with people both within and outside his
home. Furthermore, she describes that there are three major factors which
determine the development of one’s personality pattern. The first is the
individual’s heredity endowment, the second is early experiences within one’s
family, and the third is important events outside one’s home environment. Thus,
personality pattern comes from interaction of two. In other words, behavior
learned in childhood may later be changed by direct training or by altering one’s
environment (1974: 19).
Analyzing an individual’s personality, it is necessary to see factors that
may influence his or her personality. Hurlock states that people may have the
roles in influencing one’s personality development. She classifies the people into
two groups. The first group is family while the second in environment.

Pikunas in his book, Human Development states that family functions as
(1) providing affection, support, and companionship, (2) bearing and raising
children, (3) teaching and transmitting culture, religion, economics, and morals to
the young, (4) developing personalities, and (5) dividing and discharging labor
within the family and outside (p. 61)
a. The Influence of Family
The pattern of personality is composed of traits which shows the
individual’s uniqueness as shown in his behavior and thoughts. Hurlock points out
that the pattern is “founded on the person’s hereditary endowment”, which is
shaped by environmental experiences in the home and later, outside the home.
Thus, human personality indeed develops and changes continuously
throughout the life-span. Its development is most remarkable during the childhood
years and is determined largely by the parent-child relationship. This is also
remarked by Kalish who states that “later in life other people also become
important, but the parents are the most influential figures in the first few years and
the usually remain so” (1973: 205).
It is true that parents are regarded as the most influencing factor in the
personality development of a child. This is because the child’s first social
environment is the home in which he lives. The home and the family will
determine his first attitudes toward people and social activities. In other words,
children’s early social experiences take place in home. From the early experiences
children get in their homes, they acquire their attitudes, values, and patterns of
social behavior. Therefore, parents from whom children mainly get their early

experiences play the dominant role in shaping the children’s personality patterns.
Hurlock stresses that “the pattern of personality development in the young child is
established primarily within the framework of his relationship with the parents.
During the children earliest years the parents constitute the chief social influences
which the child experiences (1974: 352).
b. How Family Influences One’s Personality
Hurlock states that there are two ways how family influences personality
development of a child (1974: 352-353).
(i) Direct Influence
The direct influence can come from “the child-training methods the
parents used to shape the personality pattern” or from “the communication of
interests, attitudes, and values between family members” (Hurlock, 1974: 352).
Through the child-training methods, parents can direct their children to conform
to the approved pattern they like or that of the social group with which they are
identified. While through communication, parents may transmit values and
attitudes by telling their children how they should feel and behave in different
situations or by showing the qualities of other people, things, and situations that
their children should value.
(ii) Indirect Influence
The indirect influence comes from the “identification with family
members whom children admire, respect, and love, and whom they either
consciously or unconsciously imitate (Hurlock, 1974: 353). It happens commonly
during the early years of life, i.e. in children and young adolescents than in adults.

Children may develop a personality pattern similar to that of their parents. For
example: children with warm and affectionate parents usually became social
person and will show warmth and affection for people outside the home as well as
in it.
c. Environmental Influence
Besides family’s influence, one’s personality is also shaped and influenced
by the environment in which the individual lives. This means that people outside
the home may have a role to shape one’s personality (1974: 234). The social
attitudes and behavior of children might be influenced by the children with whom
they associate.
Adults outside the home may also affect young children’s social attitudes
and behavior. When the children associate with people older than them, they will
strive to keep up with them, and by doing so, develop more mature patterns of
behavior than their age mates (1974: 234).
d. How Environment Influences One’s Personality
Hurlock explains that the ways environment influences one’s personality
pattern can be as follows:
(i) Studies of models
This is done by providing models for the individual to follow. It may occur
directly or indirectly. The direct way is done by providing opportunities for
learning the approved patterns of behavior and by preventing the learning of
disapproved patterns.

Indirectly, the environment influence the individual by setting the models
for him to imitate and by making the models become so prestigious that the
individual will want to imitate them.
(ii) Studies of learning opportunities
The shaping pattern from environment can come from learning. The
learning may be “inner-directed” or “outer-directed”. In inner directed learning,
the learner takes ‘initiative in putting forth the effort needed to achieve an end
result that he feels is valuable to him” (1974: 83). While the outer directed
learning is “instructed by someone else who motivates the learner to continue his
practice until he has mastered the desired pattern of behavior” (1974: 84).

C. Theoretical Framework
In solving the problems stated in the first chapter, the writer needs some
theories to support them. The theory of character and characterization is used to
answer the first problem, which is, the family members and the society or
environment that give influences on Francie’s character development. This theory
is also used to answer the third problem formulation about the character
development of the main character. The theory of Relation between Literature and
Psychology will give the writer information about the close relationship between
psychology and literature as issued in this study. The writer also applies theory of
Psychology, about the factors influencing someone’s personality, to answer the
second and third problem formulation on the character development as the result
of both society and family’s influences.

CHAPTER III
METHODOLOGY

A. Object of the Study
A Tree Grows in Brooklyn is largely an autobiographical novel of the
author, Betty Smith. Her parents were German immigrants. Like Francie Nolan in
the story, Smith also went to college without a high school diploma. As her first
novel, A Tree Grows in Brooklyn gained more popularity than any of other
Smith’s books. Her novels include Tomorrow Will Be Better (1947), Maggie Now
(1958), and Joy in the Morning (1963). She also wrote many plays before her
death in 1972. People of all classes in society were reading the book when it first
came out. Oprah Winfrey called the book as one of ten books that deeply affected
her life (www.sparknotes.com/lit/brooklyn/content).
Harper and Brothers firstly published A Tree Grows in Brooklyn in 1943
and it contained of 430 pages. It takes place in Williamsburg, Brooklyn between
1900 and 1918. The writer uses the first edition novel in this thesis. A Tree Grows
in Brooklyn is mainly about Francie Nolan, an eleven-year girl growing up in the
slum area of Brooklyn. She loves her neighborhood very much. She runs many
errands for her mother, makes a daily trip to the library and spends a relaxing
afternoon watching her neighbors from the fire escape. Although money is very
hard to get but the Nolans filled their home with warmth and love.
In the novel, the main character, Francie Nolan, is growing up among the
society and family that affect her life much. She learns to value the norms in

society without always imitating the habits. She is capable of putting herself in the
middle of it. Besides, it is the family too that gives her influence on being herself.
It is her family that introduced her importance of education and values in life.
Seeing the clear explanation about the influence of society and family, the writer
wants to reveal it more and relate it with the main character’s development by
using psychological approach.

B. Approach
To answer the problem formulation, the writer uses psychological
approach. According to Rohrberger and Woods, Jr. in their book, Reading and
Writing about Literature, psychological approach involves the effort to locate and
demonstrate certain recurrent patterns. It draws on a different body of knowledge
that is psychology (1971: 13). Psychological approach is applied when the
attention is focused on psychological interpretation for enhancing the
understanding and appreciation of literature. It analyzes the psychological side of
the characters in the novel. In applying this approach, psychological theories,
which explain personality, motivation, influence behavior and attitude, are
generally used as the interpretation tools
This approach is employed since it covers some aspects that relate each
other to answer the problem formulation stated in the first chapter, exploring the
description of the society and family, their influence, and result of Francie's
development under those influences. Analyzing an individual’s personality
development, it is necessary to deal with psychological aspect. Thus,
psychological approach is the most appropriate one.

C. Method of the Study
In analyzing this novel, the writer applied library research as the method of
study. The novel, A Tree Grows in Brooklyn was chosen as the primary data while
the secondary data were collected from books, encyclopedias, and also internet.
Psychological approach was also used as the tool to explore the novel.
The steps taken in conducting the analysis were reading the novel more
than once to get a deeper understanding and to reveal which characters considered
as the representation of society and family. Second, the writer revealed the
character development, connected with the influence of society and family. In this
step, she also focused her reading to explore the influences of the society and
family, through the representation of some characters, which gave contribution in
the main character’s development.

CHAPTER IV
ANALYSIS

In this chapter, the writer will answer the questions from the problem
formulation. Before answering them, it is better to look back the problems which
are formulated in the previous chapter. The first problem is the description of
society and the family members that influence Francie’s character development.
The second question is Francie’s character development under the
influences from her family and society. It is growing up among the loving family
and poor society that result in Francie’s character development, from an ordinary
Brooklyn kid into a motivated young woman. She has both strong mind and
purpose of life. This suggests that Francie is a hard learner so that she can take
lessons from her experience.

A. The Description of Society and Characters in the Family
Society and family in the novel play a big role in helping Francie’s
development. The hard living in a slum area in Williamsburg, Brooklyn makes her
fight harder that in the end she finds her success that make her struggle
worthwhile. Under the influence of the family members, such as her mother,
father, and aunt, Francie values the belief of the importance of education and how
to stand up for what she thinks is right.

1. The Condition of Society in the Novel
Francie Nolan and her family live in a dark side of America, which is
Williamsburg, Brooklyn. Most area in the district is slums with crowded residents
who live in a very poor condition. Living in the slum is very hard for Francie and
her family. They have to work hard to survive amidst the hard living in Brooklyn.
Like any other kids in the district, Francie and her brother, Neeley are also
struggling for their own life and largely for the needs of the family. They sell junk
collected from the street to a junk man every Saturday night.
For Francie, Saturday started with the trip to Carney, the junk man. She
and her brother, like other Brooklyn-kids collected paper, metal, rubber,
and other junk and boarded it in locked cellar bins or in boxes hidden
under the bed. All week, Francie walked home slowly from school with
her eyes in the gutter looking for tin foil from cigarette packages or
chewing gum wrappers (p. 8).
Poverty leads Francie and other kids to enter adult world which is getting money
for her own needs to buy candies and saving the rest in a tin can bank to purchase
more precious stuffs. A single penny is regarded as wealth amongst the poor kids
to get some candies and play games.
The condition caused by poverty makes the adults suffer more than the
kids. They should work harder in any case to make their life survive even though
it has to trick others. This tricky case occurs in Cheap Charlie’s Shop which sells
candies in the neighborhood. He gives a pick for the children’s penny, a prize or
candy, but there is no winner because actually he does not put the reward on the
lucky draw. Any children who purchase in his store never win any single prizes.

“Prize or candy?” Charlie asked him.
“Candy. What do you think?”
It was always the same. Francie had never heard of anyone winning above
a penny prize. Indeed the skate wheels were rusted and the doll’s hair was
dust filmed as though these things had waited there a long time like Little
Buy Blue’s toy and tin soldiers (p.11)
The case of Charlie’s taking advantage of the children’s innocence shows that he
is both wicked and tricky for exchanging their joy with his own needs. Children
are at the mercy of adults who want their money. Because of poverty, everything
is possible.
Other crimes also take place in the slum, including the crime that takes
children as the victim. Child murder also commonly happens since most of the
children do not get well protection from their parents because they concentrate in
getting money more than taking care of the children. Most parents work overtime
to get as much as wealth so that they do not know what happened with their lefthome children. There is no one as their protector when their parents are outside
home. This conditions cause the case of child murder which victimizes one of
Francie’s friends in the neighborhood. She was killed and her body was found few
days after her death.
One day, a little girl on Francie’s block was killed and it had to come out
in the open. She had been a quiet little thing to seven, well-behaved, and
obedient. When she didn’t come home from school, her mother didn’t
worry, she thought the child had stopped somewhere to play.
The child was found at last. Her little body was lying across a busted down
doll carriage in the cellar of a near-by house. Her torn dress and
undergarments, her shoes, and her little red shocks were thrown on an ash
heap (p. 220)

In the poor Williamsburg, there is a prowling sex fiend that haunts parents much.
He had been molesting little girls for a long time, and although the police are on a

continual look out for him, he is never caught. On the contrary, the parents always
keep a secret when their little daughter is attacked. The reason is merely because
they do not want anyone to know and later discriminate the girl so that she still
has to live normally among her playmates. This crime overshadows most of the
mothers in the section. (p. 219)
Besides the number of crime, poverty results in the bad quality of food
consumption. The neighborhood like to consume the stale bread that is specially
sold by the bread factory. They never think of the quality of the bread for their
sanity but they think of how to supply their body with any kind of food. Losher’s,
a bread factory in the neighborhood supplies stale bread for them every week. It
redeems the bread from the dealers and sells it at half price to the poor. It is the
bread’s low price that makes the high number of consumption.
The bakery wagons backed up to it and unloaded the bread on to the
counter. They sold two loaves for a nickel, and when it is dumped out, a
pushing crown for the privilege of buying it. There was never enough
bread and some waited until three or four wagons had reported before they
could buy bread (p. 17)
The above case shows that people in the slums are stuffed with only low-quality
of food as the result of their difficulty in earning money. As far as it can supply
their body, only stale bread is enough for consumption.
The big number of poverty also creates a social gap in society. The gap
between the rich and the poor, the high-class and the low-class men are depicted
clearly. Rich people usually underestimate the poor and noble men, such as
doctors and teachers also do treat the poor in the lower position. They do maltreat
the poor and the suffered people. This underestimation is merely because of

poverty. Poor people in the society does not seem to have the same right as the
rich. Francie also undergoes this situation when she visits a doctor. She is sneered
by the doctor and the nurse only because her arms are dirty.
“Filth, filth, filth from morning to night. I know they are poor but they
could wash. Water is free and soap is cheap. Just look at the arms, nurse”
The nurse looked and clucked in horror. Francie stood there with the hot
flame points of shame burning her face (p. 129)
The doctor’s action in making embarrassment for Francie shows that his medical
profession bears a power for him to badly treat people in the lower class status.
Francie’s teachers at school also create different treatments between the rich and
the poor. Francie is very upset since she expects great things from school because
she thinks it will bring enjoyment for her. On the other hand, she finds that the
teacher loves the rich students and realizes that she is not the teacher’s favorite.
She had been in school but half a day when she knew that she would never
be a teacher’s pet. That privilege was reserved for a small group of
girls…girls with freshly-curled hair, crisp clean pinafores and new silk
hair bows. They were the children of the prosperous storekeepers of the
neighborhood. Miss Briggs, the teacher beamed on them and seated them
in the choicest places in the front row. Her voice was gentle when she
spoke to these fortune-favored few, and snarling when she spoke to the
great crowd of unwashed. (p. 133)
The teacher in Francie’s school acts as though the poor have no right to be at
school. Rich students have greater right to be chosen what is best for them while
the poor are just treated to be put aside after the rich.
Another occasion also suggests the underestimation towards the poor that
again, is undergone by Francie. When Christmas is about to come, a charity
organization often gives charity to the poor. It is actually the time that bears
excitement for Francie because she may bring home a Christmas present.

Nevertheless, this occasion really hurts her feeling because the lady who
distributes the gift emphasizes the word ‘poor’ several times.
“Now”, said the lady, “this dill is named Mary after the kind little girl who
is giving her away”. Mary wants to give the doll to some poor little girl in
the audience whose name is Mary. Is there any poor little girl in the
audience named Mary?”
The repetition of the adjective ‘poor’ struck several poor Mary in the audience.
No Mary will stand up, no matter how much she wants