The influence of childhood abuse on Clare`s achievement as the first black female judge in the United Kingdom in Briscoe`s Ugly - USD Repository
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THE INFLUENCE OF CHILDHOOD ABUSE
ON CLARE’S ACHIEVEMENT AS THE FIRST BLACK FEMALE
JUDGE IN THE UNITED KINGDOM IN BRISCOE’S UGLY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Arina Isti’anah
Student Number: 041214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INFLUENCE OF CHILDHOOD ABUSE
ON CLARE’S ACHIEVEMENT AS THE FIRST BLACK FEMALE
JUDGE IN THE UNITED KINGDOM IN BRISCOE’S UGLY
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Arina Isti’anah
Student Number: 041214059
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, October 10, 2009 The Writer
Arina Isti’anah 041214059
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Arina Isti’anah Nomor Mahasiswa : 041214059 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:
THE INFLUENCE OF CHILDHOOD ABUSE ON CLARE’S
ACHIEVEMENT AS THE FIRST BLACK FEMALE JUDGE
IN THE UNITED KINGDOM IN BRISCOE’S UGLY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 10 Oktober 2009 Yang menyatakan, Arina Isti’anah
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What’s Life
Life is a challenge - meet it Life is a gift - accept it
Life is a sorrow - overcome it Life is a tragedy - face it
Life is a mystery - unfold it - unsolved it Life is an opportunity - take it
Life is a promise - complete it Life is a struggle - fight it
Life is a goal - achieve it Life is love - love it
Life can be adventures - enjoy it Life is a duty - perform it
Life is a game - out smart it Life is a beauty - praise it
Life is life - live it - make of something good of it Jessica Workman
This thesis is dedicated to: My beloved family
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ACKNOWLEDGEMENTS
I would like to express my greatest gratitude to Allah SWT for giving me a great opportunity to study in English Language Education Study Program Sanata Dharma University. Having the experience of studying in this University was a miracle for me. Every step in this University can be passed by God’s blessing. I really realize that God always blesses me so I can have a great strength in accomplishing this thesis.
Next, I would like to convey my appreciation to Henny Herawati, S.Pd.,
M.Hum. for giving me sincere guidance and suggestion during writing this thesis.
I would like to thank her for her patience and encouragement. I am so grateful to
Drs. Pius Nurwidasa Prihatin, M.Ed. as my academic sponsor. My special
gratitude goes to my beloved parents, Bapak Suyanto and Ibu Sridati who always give me endless support and love in every condition. I would like to thank them for their effort in earning money to pay my school fee in the department which I really wanted to study.
My thankfulness also goes to my beloved husband, Bakrowi Ibnu
Sutomo for giving abundance support and love in my sadness and happiness time.
I also thank Ilham for being my biggest motivator in finishing this thesis. My hearfelt gratitude also goes to Keluarga Panggil for taking care of Ilham since he was a baby. I would like to thank Bapak, Ibuk, Mas Bayu, Mbak Neli, Mas
Ludang, and Laras for being friends of Ilham. I also thank my sister, Iin, for
being my best survivor in lending the notebook in her busy time.PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
I would like to convey appreciation to PBI lecturers and staff. I would like to express abundant gratitude to them for sharing their valuable experience which enriches my knowledge in English. I also thank my friends in Play
Performance, Practice Teaching, SPD, and KKN for helping me passing the
hard courses. My friends in PBI ’04 and ’05 are also meaningful during my time in Sanata Dharma. I would like to thank Epha, Anis, and Bety for supporting me.
May God bless them all.
Arina Isti’anah
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TABLE OF CONTENTS
TITLE PAGE ..................................................................................................... i APPROVAL PAGES .......................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ................................................... iv LEMBAR PERNYATAAN ................................................................................ v PAGE OF DEDICATION................................................................................... vi ACKNOWLEDGEMENTS ................................................................................ vii TABLE OF CONTENTS.................................................................................... ix ABSTRACT........................................................................................................ xii
ABSTRAK ............................................................................................................ xiii
CHAPTER I. INTRODUCTION A. Background of the Study .......................................................... 1 B. Research Problems.................................................................... 4 C. Objectives of the Study............................................................. 4 D. Benefits of the Study................................................................. 4 E. Definition of Terms................................................................... 5 CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Theories........................................................ 6 1. Character and Characterization............................................. 6
a. Character ........................................................................... 7
b. Characterization ................................................................ 8 2. Critical Approach.................................................................. 9 3.
Child Abuse........................................................................... 10
a. Physical Abuse .................................................................. 10
b. Emotional Abuse............................................................... 11
4. Motivation .............................................................................. 13 B.
Theoretical Framework ............................................................... 16
CHAPTER III. METHODOLOGY A. Object of the Study ..................................................................... 18 B. Approach of the Study ................................................................ 19 C. Method of the Study.................................................................... 20 CHAPTER IV. ANALYSIS A. Clare’s Personality Portrayed in the Novel ................................ 21 1. Smart ..................................................................................... 24 2. Easygoing.............................................................................. 25 3. Brave ..................................................................................... 27 4. Hard Working ....................................................................... 29 5. Optimistic.............................................................................. 30 B. The Influence of Clare’s Childhood Abuses on Her Life............ 32
1. Clare’s Childhood Abuses...................................................... 33
a. Physical Abuse .................................................................. 33
b. Emotional Abuse............................................................... 36
2. The Influence of the Abuse on Clare’s Life........................... 39
a. Clare’s Psychological Damages.......................................... 39 1) Clare’s Attitude towards Other People .......................... 39 2) Clare’s Feeling of Being Unwanted............................... 41 3) Clare’s Unhappy Life .................................................... 43
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b. The Influence of Clare’s Psychological Damages on Her Life ...................................................................... 44
CHAPTER V. CONCLUSIONS A. Conclusions................................................................................. 50 B. Suggestions ................................................................................. 51
1. Suggestions for Future Researchers ........................................ 51
2. Suggestion for Using Literature in Teaching English............. 52
REFERENCES.................................................................................................. 54
APPENDICES ................................................................................................... 57
A. Summary of the Novel ................................................................ 58
B. Biography of the Author.............................................................. 60
C. Lesson Plan for Teaching Intensive Reading 2 ........................... 61
D. Materials...................................................................................... 63
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ABSTRACT
Isti’anah, Arina. 2009. The Influence of Childhood Abuse on Clare’s
Achievement as the First Black Female Judge in the United Kingdom in
Briscoe’s Ugly. Yogyakarta: Department of Language and Arts Education,
Faculty of Teachers Training and Education, Sanata Dharma University.Childhood is the most important time for human beings. Children need love and support from the family in order to have adequate strength to face the world. However, many children do not have love and support from their family. In the novel, Ugly, Clare, the main character of the story, is physically and emotionally abused by her mother. Clare does not have love and support from her family. She has to struggle hard to stay alive because she has to earn money for herself. Clare tries hard to reach her dream to be a barrister.
There are two problems discussed in this study. They are: (1) How is Clare’s personality portrayed in the novel? (2) How does Clare’s childhood abuse influence her struggle to be the first black female judge in the United Kingdom?
Library study was the method in this study. The primary source was the novel, Ugly. The secondary sources were books and articles on the theory of Character and Characterization, theory of Psychological Approach, theory of Child Abuse and Motivation. The psychological approach became the approach of this study since it focused on one’s motivation in life.
Based on the analysis, there are two main points which can be concluded. First is about Clare’s personality. By using the theory of Character, Clare can be classified as a protagonist, round, and dynamic character. By using theory of Characterization, there are some ways of characterization to describe Clare’s personality traits. Through her speech, reaction, and opinions from other characters, Clare is portrayed as a smart, easygoing, brave, hardworking, and optimistic girl. Second is about the influence of childhood abuse on Clare’s life.
In her childhood, Clare is abused physically and emotionally by her mother. Those abuses lead her to have psychological damages in her life. They are Clare’s attitude towards others, Clare’s feeling of being unwanted, and Clare’s unhappy life. Those psychological damages lead her to have motivation and optimism to change her life. She strives to overcome the conflicts she must face in order to achieve her goal to be a barrister. Finally, Clare can enter the New Castle University and becomes the first black female judge in the United Kingdom.
There are some suggestions for future researchers who are interested in analyzing the same novel. They can analyze why Carmen, Clare’s mother, abuses Clare. The theory of Family and Child Abuse can be used in the study. Next, Clare’s personality changes can also be analyzed in the future. They can use the theory of Character and Personality Changes. This thesis provides a lesson plan to teach Intensive Reading 2 using some selected parts of the novel.
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ABSTRAK
Isti’anah, Arina. 2009. The Influence of Childhood Abuse on Clare’s
Achievement as the First Black Female Judge in the United Kingdom in
Briscoe’s Ugly. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Sanata Dharma.Masa kecil merupakan waktu yang paling penting bagi manusia. Anak- anak membutuhkan kasih sayang dan dukungan dari keluarga agar mereka mempunyai bekal kekuatan yang cukup untuk menghadapi dunia. Namun demikian, masih banyak anak yang tidak mendapatkan kasih sayang dan dukungan dari keluarga mereka. Di dalam novel yang berjudul Ugly, Clare yang merupakan tokoh utama dalm novel mendapatkan penyiksaan secara fisik dan mental. Clare tidak mendapatkan kasih sayang dan dukungan dari keluarganya. Dia harus berjuang keras untuk dapat bertahan hidup karena dia harus menghidupi dirinya sendiri. Clare berjuang keras untuk menggapai impiannya sebagai seorang pengacara.
Terdapat dua masalah yang dibahas di dalam skripsi ini. Masalah pertama ialah Bagaimana kepribadian Clare digambarkan di dalam novel? Kedua, Bagaimana penyiksaan masa kecil mempengaruhi pencapaian Clare sebagai hakim wanita kulit hitam pertama di Inggris?
Metode dalam skripsi ini adalah penelitian perpustakaan. Sumber utama dalam skripsi ini adalah novel yang berjudul Ugly. Sumber lain yang mendukung antara lain buku dan artikel tentang teori Karakter dan Karakterisasi, teori Pendekatan Psikologi, teori Penyiksaan Anak, dan teori Motivasi. Pendekatan psikologi dipilih karena skripsi ini mengenai motivasi seseorang dalam hidupnya.
Berdasarkan pada pembahasan novel, ada dua hal utama yang dapat disimpulkan. Pertama adalah tentang kepribadian Clare. Dengan teori Karakter, Clare digolongkan sebagai karakter protagonis, komplek dan dinamis. Dengan menggunakan teori Karakterisasi, ada beberapa cara untuk mendeskripsikan kepribadian Clare. Dengan menggunakan ucapan, reaksi Clare, dan pendapat dari karakter lain, Clare digambarkan sebagai gadis yang pintar, berhati lembut, berani, bekerja keras, dan optimis. Kedua adalah tentang pengaruh penyiksaan masa kecil terhadap kehidupan Clare. Masa kecil Clare dipenuhi dengan penyiksaan lahir dan mental dari ibunya. Penyiksaan tersebut membuat Clare memiliki luka secara psikologi. Luka tersebut antara lain ialah perilaku Clare terhadap orang lain, perasaan ditolak, dan hidupnya yang tidak bahagia. Luka tersebut berperan dalam kehidupan Clare sehingga dia memiliki motivasi dan bersikap optimis untuk mengubah hidupnya. Dia berusaha keras untuk mengatasi masalah yang harus ia hadapi untuk mencapai tujuannya sebagai seorang pengacara. Pada akhirnya, Clare dapat masuk New Castle University dan menjadi hakim wanita kulit hitam pertama di Inggris.
Ada beberapa saran untuk peneliti selanjutnya yang tertarik untuk
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ibunya Clare, menyiksa anaknya. Mereka dapat menggunakan teori Keluarga dan Penyiksaan Anak dalam skripsi tersebut. Perubahan kepribadian Clare juga menarik untuk dianalisa di masa mendatang. Mereka dapat menggunakan teori Karakter dan Perubahan Kepribadian. Skripsi ini juga menyediakan satu Rencana Pelaksanaan Pembelajaran mata kuliah Intensive Reading 2 yang menggunakan beberapa bagian yang telah dipilih dari novel ini.
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CHAPTER I INTRODUCTION This chapter consists of some parts of introduction of the thesis. Those are Background of the Study, Research Problems, Objectives of the Study, Benefits of
the Study, and Definition of Terms. In the background, the writer describes the reason of selecting the topic and presents reasons why this study is worth studying. The writer formulates two research questions in the research problems. In the objectives of the study, the writer describes the objectives of the study, which are related to the research problems. The benefits of the study are presented in the next part. Here, the writer identifies the benefits of this study for the English Education students who read this study and English Education Study Program. In the last part, definition of terms, the writer clarifies some terms that are used in this study to avoid misunderstanding.
A. Background of the Study
There are many literary works written by many people. Those are short stories, novels, poems, plays, and so on. Many people enjoy reading those literary works because it is believed that reading literary works may influence their point of view of life. Hudson states,
Literature is a vital record of what men have seen in life, what they have experienced of it, what they have thought and felt about those aspects of it which have the most immediate and enduring interest for all of us. It is thus fundamentally an expression of life through the medium of language (10).
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Abrams says that novel is a literary work that reflects the reality of human life (180). Thus, the readers could be influenced by the story when they have understood what the story is about.
This study tries to know and study the importance of childhood abuse to life because it becomes an interesting issue nowadays. We can see that there are many cases related to child abuse. It is reported that on an average of every 10 seconds and three children die every day as a result of such abuse (http://www.childabuse.org/about%20child%20abuse.html). That amount is amazing because those children get abused from people who are close to them like parents, neighbor, and baby sitter. Furthermore, Unicef states,
All children have the right to legal registration at birth, health care, good nutrition, education, and protection from harm, abuse and discrimination. It is the duty of parents and governments to ensure that these rights are respected, protected and fulfilled (http://www.unicef.org/ffl/03/).
It is clear that children’s rights are protected, but we can still see many cases related to child abuse. Children who are abused will have effects of it.
Hopper states that “All human beings suffer painful experiences, and some of these occur in childhood” (http://www.jimhopper.com/abstats/). In their childhood, children should get happy experiences and affection from many people. Nevertheless, children will get into situations that frightened them; and fear hurts (Jersild 27). Furthermore, children’s experiences are powerful influences as long as they live (Jersild 177). The novel explored in this study talks about the influence of childhood abuse on one’s life.
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Ugly is a true story by Constance Briscoe. Briscoe is the first black female judge in the United Kingdom. Her story becomes an inspiration for many people.
Some comments come to this novel. Daily Mail says that this novel is utterly extraordinary harrowing, often deeply disturbing, and ultimately inspiring. Lesley Pearse says, “….Constance’s story will inspire young people everywhere to not only hold on to their dreams and make them happen, but also to be better parents themselves” (Briscoe). Those statements show how good this novel is.
Briscoe has bad experiences in her childhood. In the novel, Briscoe is called as Clare. She is abused by her own mother, Carmen. She struggles to survive in her life without getting affection from her mother and family. Clare is always beaten by her mother when she wets the bed and even makes a little mistake. When Clare is growing up, she looks after herself by working at a shop and Social Services because her mother leaves her at home which there is no electricity and gas. Her mother also asks Clare to pay rent of the house.
Clare has a hard life. On the other hand, she has a big dream in her future. She wants to be a barrister. Even though her life is so hard, she completes the requirements to enter the university. Finally, she can go to Newcastle University to be a barrister. A mother should not treat her child by abusing, but a mother should give a sincere expression of her affection towards the child (Joseph and Bird 79). The writer thinks that Ugly is good to analyze because it shows the influence of childhood abuse on Clare’s achievement as the first black female judge in the United Kingdom. Thus, this study focuses on it.
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B. Research Problems
This study intends to reveal two problems as follow 1.
How is Clare’s personality portrayed in the novel? 2. How does Clare’s childhood abuse influence her struggle to be the first black female judge in the United Kingdom?
C. Objectives of the Study
This study has two main objectives. The first objective is to describe Clare’s personality as portrayed in Briscoe’s Ugly. Clare’s personality really influences her struggle in life. The second objective reveals how Clare’s childhood abuse influences her struggle so she can achieve the position as the first black female judge in the United Kingdom.
D. Benefits of the Study
This study hopefully can share the importance of childhood abuse to one’s struggle in life. There are two elements that will get the benefits. Firstly, for English Education students who read this study can know the influence of childhood abuse so they can treat children as how it should. For students who are interested to discuss the same novel can use this study as a reference in comparing their study. Secondly, for English Education Study Program, the writer designs a lesson plan for Intensive Reading 2 that uses some selected parts of this novel as the implementation of this study.
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E. Definition on Terms
There are some terms that are often used in this study. The writer would like to define those terms to avoid misunderstanding. There are three terms to define. First is Childhood. Hurlock states childhood as the period from age to adolescence (28). Fleming adds childhood as a period of mental passivity from which there is a gradual escape to mental activity through a successive maturing of faculties (33). In this study, childhood refers to a period when Clare grows up as an adolescence until she is going to enter the University.
Second is Abuse. Based on The Child Abuse Prevention and Treatment Act (CAPTA), abuse means “any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an imminent risk of serious harm” (Child Welfare International Gateway). In this study, abuse means any physical and emotional injuries which Clare gets during her childhood.
Third is Struggle. Struggle means to try very hard to do or achieve something that is difficult (Oxford Advanced Learner’s Dictionary). In this study, struggle means Clare’s efforts during her childhood in order to accomplish every requirement which she has to fill for reaching her dream to be a barrister in her very hard times.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with two main parts. First is review of related theories. Here, the writer involves theory of Character and Characterization, theory of Critical Approach, theory of Child Abuse, and theory of Motivation. Second is
theoretical framework, which explains the contribution of the theories involved in this study in solving the problems as formulated in Research Problems in Chapter
I. A.
Review of Related Theories
In this part, the writer discusses the theory of Character and Characterization, theory of Critical Approach, theory of Child Abuse, and theory of Motivation.
1. Character and Characterization
In understanding any literary works, including a novel, the readers should have their own ideas about the story. A story cannot be separated from its elements, including character and characterization. In this part, the writer discusses the theory of Character and Characterization in order to get more understanding how the character in the novel explored is portrayed.
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a. Character
Abrams proposes that character can be classified into protagonist and antagonist (128). The protagonist is the central figure of a story and usually referred to the main character of the story. Whereas, antagonist creates conflicts or barriers that the protagonist must overcome. Antagonist is not always human; it can be circumstances, situation that creates conflict.
Perrine suggests two kinds of character, namely static and dynamic character (71). Static character is understood as a character who does not undergo the process of change development as result of the things that happen to him. Dynamic character is stated as character who changes when things happen to him (Holman and Harmon 83). Perrine states, “Dynamic character undergoes an important, basic, and permanent change in his character, personality, or perspective” (71).
Rohrberger and Woods state that character is a person in a story who acts out in a particular time and place, some kind of conflict in a pattern of events.
According to them, there are two kinds of characters, namely flat and round characters.
Flat characters are one-sided (Rohrberger and Woods 180). Laar and Schoonderwoerd propose that flat characters are constructed in a single idea or quality and can be summed up in a sentence (170). This kind of character is seen as an actual living people from one particular angle and does not reflect the living completely.
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Round characters are many-sided (Rohrberger and Woods). Laar and Schoonderwoerd add round characters are represented in their wholeness and in all different aspects (170). In round character, there is always the element of surprise. This kind of character is also artistically speaking and a higher achievement.
b. Characterization
Characterization is the process by which the author creates a character (Rohrberger and Woods 20). It also deals with how an author conveys to the reader what sort of people they are, how he makes the reader get to know and understand them (Murphy 161). According to Rohrberger and Woods, there are two kinds of characterization, namely Direct and Dramatic means. Direct means is used to describe the physical appearances of the characters. Dramatic means characters are portrayed in a situation to show what they are by the way they behave or speak.
Murphy adds nine methods in characterization (161-173). First, Personal
Description , the author directly describes the characters’ appearance and clothes.
Second, Character as seen by Another, the author choices words to convey the reader through the eyes and opinions of another, so the reader gets a reflected image. Third, Speech, the author gives clues of the character through conversation, forward opinions, or what the person says. Fourth, Past Life, the author lets the reader to learn something about a person’s past life by giving clues
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through directing comment on the character, person’s thoughts, his conversation or through the medium of another person.
Fifth, Conversation of others, the author gives clues through the conversations of other people and the things they say about him. Sixth, Reactions, the author gives clues through how the person reacts to various situations and events. Seventh, Direct comment, the author directly gives comment on a person’s character. Eighth, Thoughts, the author gives the reader of what a person is thinking about. Ninth, Mannerisms, the author describes a person’s mannerisms, habits or idiosyncrasies which tell the reader about the character.
2. Critical Approach
Critical approach in literature is used to understand its nature, function, and positive values (Rohrberger and Woods 3). They propose five kinds of approach, namely Formalist, Biographical, Sociocultural-Historical, Mythopoetic, and Psychological approaches. Formalist Approach focuses on a literary work as its integrity. Biographical Approach deals with the author’s life to understand his works. The readers study the author’s life and its development to explore or understand deeply about his writings and give appreciation to the author.
Sociocultural-Historical Approach believes that literature is not created in a vacuum, but the ideas are built of the culture. There are two factors presented in this approach. First, historical facts in the literary works become the value to the historian, not the author. Second, the literary work has historical significance, not
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Mythopoeic Approach discovers certain universally recurrent patterns of human thought, which are ancient myths and folk rites, which they believe find some expression in significant works of art. Psychological Approach involves certain recurrent pattern of human thought which draws on a different body of knowledge. It uses psychological criticism, such as human motivation, human personality, and human development. This approach believes that human personality develops from infancy through childhood until adolescence.
3. Child Abuse
The precious time of childhood is one should be nurtured by adults (Pritchard 1). Many adults, even parents, do not really take care of children as how it should. Children are abused physically and emotionally. The best evidence in Britain today is that 7% of children have in the recent past been subject to severe physical abuse, 6% have been physically neglected, 6% have been emotionally abused, and 8% have been victims of contact sexual abuse (Pritchard 1). There are two types of abuse, namely physical abuse and emotional abuse.
a. Physical Abuse
Pritchard proposes physical abuse as severe bruising and fractures caused by blows, head injuries, shaking, eye damage, suffocation, poisoning, marks by sticks, whips and cords, marks of burning, biting and scalding (12). It is also described as any nonaccidental physical injury to the child, and also includes acts
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or circumstances that threaten the child with harm or create a substantial risk of harm to the child's health or welfare (Child Welfare Information Gateway).
Commonly, children who experience physical abuse will have the continuing punishment from the abusers. Moreover, children who learn that they deserve frequent physical punishment develop poor self-esteem and make them more vulnerable to severe depression (Pritchard 13). Pritchard and Butler say,
Ironically, as Straus and Gelles show, physically beaten children who act with rebellion and anger are often subject to further, more severe physical punishment. At the extreme they enter a phase self-defeating behavior and attribution, in which apparently deviant children are subjected to further punishment and rejection (2003). Physically abused children will also have increased risk in later life of depressive symptoms, suicidal thoughts, alcohol abuse, physical abuse of children, and wife beating. They also have significantly higher lifetime rates of anxiety, alcoholism, and aggression towards others (Pritchard 13-14).
b. Emotional Abuse
There are five different aspects of ‘psychological battering’: rejecting, terrorizing, ignoring, isolating, and corrupting of a child (Pritchard 14). O’Hagan (1993) in Pritchard’s The Child Abusers: Research and Controversy defines psychological abuse as:
The sustained, repetitive, inappropriate behavior which damages, or substantially reduces, the creative and developmental potential of crucially important mental faculties and mental processes of a child; these include intelligence, memory, recognition, perception, attention, and moral development (15).
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It can also include instability of parenting figures, their sudden departure and arrival of new parents or partners for a mother, as well as inconsistency in parental disciplinary activity, kindness and indulgence for short periods, followed by periods of harshness, emotional and physical cruelty (15).
Emotional abuse is defined as a pattern of behavior that attacks a child’s emotional development and sense of self-worth. It also includes excessive, aggressive, or unreasonable demands that place expectations on a child beyond his or her capacity (http://www.childabuse.org/about%20child%20abuse.html).
Emotional abuse also includes failure to provide the psychological nurturing necessary for a child's psychological growth and development -- providing no love, support or guidance (National Committee for the Prevention of Child Abuse).
When parents ignore their children, and devote little time to them, as they grow older, their poor adjustments frequently lead to mischief (Hurlock 652).
Moreover, there are three forms of psychological damage to young children that poor family relationship can cause, 1)
They affect children’s attitude towards people outside the home and the way children treat them, 2)
They lead to poor adjustments as children grow older. Feeling unloved and unwanted in the family may create inferiority, 3)
Children can be unhappy. Such children often develop the habit of being unhappy.
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Hurlock describes that parental rejection destroys the children self-esteem and creates feeling of helplessness and frustration, which can permanently disable the child in adjustment to life (661). As children grow older, antisocial behavior such as aggression, cruelty, swearing, seeking attention, praise, and unnecessary help, and showing off is common (Hurlock 438).
Parental rejection also has some constructive values. Rejected children become independent and capable of amusing themselves and of developing social interests. They are alert, shrewd, cunning, creative, realistic, and in a hurry to grow up and leave school. Socially, they are early matures (Hurlock 661).
4. Motivation
Motivation is the concept that we use in describing the forces acting on or within an organism to initiate and direct behavior (Petri 3). Beck adds, “Motivation is broadly, concerned with the contemporary determinants of choice (direction), persistence, and vigor of goal-directed behavior” (24). When there are two behaviors that are equally possible, one should be chosen and organism persists in this behavior with more or less vigor until the goals are achieved (Beck 24). When someone has motivation, he is going to be able to have achievement behind his motivation. Murray in Beck’s Motivation Theories and Principles defines need for achievement as a desire or tendency to overcome obstacles, to exercise power, to strive to do something difficult as well as quickly possible (Beck 317).
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In order to accomplish need of achievement, human generally has conflict. Human behavior involves conflict because there are always choices (Beck 256). Beck states, “Conflicts may often be aversive because they involve frustration; a goal cannot be achieved because of the conflict” (256).
Theory of the relation between conflict and motivation is suggested by Miller in Beck’s Motivation Theories and Principles (256-257). There are six assumptions of conflict. First, approach gradient means the closer an organism is to a positive goal, the stronger the motivation to approach that goal. Second,
avoidance gradient means the closer an organism is to an aversive goal, the
stronger the motivation to escape or avoid that goal. Third, steeper means the avoidance gradient drops off more rapidly as the organism is further from the goal.
Fourth, the levels of either approach or avoidance gradients can be raised or lowered by appropriate manipulations of approach and avoidance motivation (e.g. changes in degree of hunger or level of fearfulness). Fifth, below the asymptote of learning, an increase in the number of reinforced trials will increase the strength of the response tendency that is reinforced (either approach or avoidance). Sixth, when two incompatible responses are in conflict, the one with the stronger motivation (approach or avoidance) will occur.
Punishment also becomes a reason in motivating human to accomplish needs of achievement. Punishment may be defined as a delivery of a stimulus that suppresses behavior preceding it, whether or not the stimulus is shown to be
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aversive (Beck 217). There are some rules for punishment as suggested by Azrin & Holz in Beck’s Motivation Theories and Principles (229) as follows, a.
No “unauthorized” escape from the punishing stimulus should be permitted, b.
The undesirable behavior should be consistently punished, c. Punishment should be delivered as quick as possible after the undesired behavior occurs, d.
Extended period of punishment should be avoided, e. The punishing stimulus should not be associated with a rewarding one, f. The motivation to make the punished response should be reduced as much as possible, g.
There should be no positive reinforcement of the punished response, h. An alternative to the punished response should be made available.
However, there are some potential problems in the use of punishment as proposed by Beck (230-231). First, the method of punishment is not really punishing to the particular individual in the particular situation. Beck says, “Punishment is supposed to reduce the frequency of some undesirable behavior” (230). Second, when a teacher or parent gives punishment in class or at home, he can control the children. Whereas, outside class or home he cannot control them.
Third, punishment can produce excessive emotionally or escape behavior. Beck says, “Carefully controlled response contingent punishment is both more effective and less disturbing than stimulus contingent punishment” (230). Fourth, emotional outbursts following punishment may be so generally disruptive that the
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punishment is self defeating; the effect can be worse than the behavior that prompted the punishment.
In the theory of Motivation, Franken says that frustration may create aggression because, Humans are motivated to survive and that they come into the world with general mechanisms and systems to help them to survive. One of those is the tendency to take what we need and to use force if necessary. When basic needs are frustrated, a very powerful force is set to lose. When such frustration is combined with difficult life conditions, this stage is set for aggressive behaviors to develop (229). Franken suggests that motivation can be triggered by hostile feelings. There are two impacts that hostile feelings can do. First, they motivate the individual to escape the threat. Second, hostile feelings can motivate an individual to attack the threat (230).
B. Theoretical Framework
In Theoretical Framework, the writer mentions the theories involved in this study and mentions briefly the function of each theory. Those theories are the theory of Character and Characterization, theory of Critical Approach, theory of Child Abuse, and theory of Motivation. Theory of Character and Characterization are included in order to answer the first research problem in this study, which is how Clare’s personality is portrayed in Briscoe’s Ugly.
Theory of Critical Approach helps the writer in determining what approach to use in this study. The psychological Approach is chosen because this study focuses on one’s motivation in life. Theory of Child Abuse and Motivation
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help the writer in answering the second research problem in this study, how Clare’s childhood abuse influences her struggle to be the first black female judge in the United Kingdom. How Clare’s childhood abuse looks like can be seen through the theory of Child Abuse. How Clare’s childhood abuse influences her struggle to be the first black female judge in the United Kingdom can be analyzed by the use of theory of Motivation.
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CHAPTER III METHODOLOGY This chapter reveals three main parts, namely Object of the Study, Approach of the Study, and Method of the Study. First, Object of the Study
describes the novel used with its physical description and what the novel is generally about. Second, Approach of the Study involves the approach employed in the analysis, the description of the approach, the reason of selecting the approach, and the procedure of the application of the approach. Third, Method of the study describes the steps in analyzing the novel.
A. Object of the Study
The novel explored in this study is entitled Ugly by the first black female judge in the United Kingdom, Constance Briscoe. The novel was published in London by Hodder and Stoughton Ltd. This novel consists of 400 pages and it is divided into 25 chapters.
This novel is a true story of Constance Briscoe (Clare). Briscoe writes about her childhood experience when she lives with her family. The novel talks about Clare’s experiences during her childhood, which show her struggle to survive in her life and reach her desire to be a barrister. Clare is always beaten when she wets the bed. Her mother, Carmen, does not have a good relationship with her father, George. Thus, George leaves the house. Carmen has a boyfriend, Eastman. Eastman has two daughters and they live together with Clare’s family.