Clare`s struggle for a better life as seen in Constance Briscoe`s Ugly.

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xii ABSTRACT

Fibrianingsih, Theresia Rita. 2010. Clare’s Struggle for a Better Life as seen in Constance Briscoe’s Ugly. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study analyzes a novel written by Constance Briscoe entitled Ugly, which pictures the author’s childhood memoir. This novel is worth analyzing since it tells about a human being’s life journey as reflected through the eyes of a girl struggling to cope with the problems she encounters throughout her life and to gain a better life by pursuing her dreams.

The analysis focuses on how Clare, the main character of the novel, manages to struggle in changing her life into a better one. In order to achieve the aim, two problems are discussed in this study. Firstly, it deals with Clare’s portrayal as revealed in the novel. Secondly, it deals with her struggle for a better life, which is divided into two sections namely causes of her struggle and how she struggles to gain a better life.

Library study was employed in this study, in which the primary source was obtained from the novel itself. While the secondary sources were taken from books on psychology and literary theories, and internet sources providing supportive data for this analysis. Theories of character and characterization were applied to answer the first problem. Theories of motivation, struggle for life, and human basic needs were used to discuss the second problem. The psychological approach was employed in this study since it concerned the study of the mind and how it influenced one’s behavior pattern.

Based on the analysis, Clare is portrayed as a brave, smart, confident, tough, idealistic, and hardworking person. Those characteristics are revealed through her personal description, character as seen by others, her speeches, her reactions, direct comments, her thoughts, and mannerisms. Further, the analysis shows that there are two reasons that cause Clare to struggle. Firstly, it deals with her terrible family life caused by her father’s abandonment and her mother’s abuse. Secondly, it deals with her dreams. Therefore, Clare carries out some ways to achieve a better life. The first is working as a shop assistant. The second is working as a cleaning service. The third is working as a nurse. The last is going to university. In her struggles, Clare is able to satisfy some of her basic needs.

It is suggested for future researcher(s) to conduct analysis on the influence of childhood abuse on Clare’s self-esteem. It is also possible to analyze the impact of the absence of love towards Clare’s behavior. The use of this novel as the source for teaching writing is also proposed in this study.

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xiii ABSTRAK

Fibrianingsih, Theresia Rita. 2010. Clare’s Struggle for a Better Life as seen in Constance Briscoe’s Ugly. Yogyakarta: Program Studi Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Skripsi ini menganalisa sebuah novel karya Constance Briscoe yang berjudul Ugly, yang mengambarkan riwayat hidup masa kecil sang pengarang. Novel ini bermanfaat untuk dianalisa karena ini bercerita tentang perjuangan hidup seorang manusia, yang tercermin melalui sudut pandang seorang gadis yang berjuang untuk mengatasi permasalahan yang dihadapi sepanjang hidupnya dan untuk memperoleh hidup yang lebih baik dengan meraih mimpinya.

Analisa berfokus pada bagaimana Clare, tokoh utama dalam novel, berhasil berjuang dalam mengubah hidupnya menjadi lebih baik. Untuk mencapai tujuannya, dua permasalahan dibahas dalam skripsi ini. Pertama, dalam hubungannya dengan gambaran Clare seperti dipaparkan dalam novel. Kedua, dalam hubungannya dengan perjuangan Clare untuk hidup yang lebih baik, yang dibagi menjadi dua bagian yaitu penyebab perjuangannya dan bagaimana dia berjuang untuk memperoleh hidup yang lebih baik.

Penelitian perpustakaan diterapkan dalam skripsi ini, dimana sumber utama diperoleh dari novel itu sendiri. Sedangkan sumber tambahan diambil dari buku-buku tentang teori psikologi dan literatur, serta sumber dari internet yang menyediakan data yang mendukung untuk analisa ini. Teori tokoh dan penokohan digunakan untuk menjawab permasalahan pertama. Teori motivasi, perjuangan hidup, dan kebutuhan dasar manusia digunakan untuk membahas permasalahan kedua. Pendekatan psikologi diterapkan dalam skripsi ini karena ini menyangkut tentang pikiran dan bagaimana hal tersebut mempengaruhi pola tingkah laku seseorang.

Berdasarkan analisa, Clare digambarkan sebagai seorang yang berani, pintar, percaya diri, tegar, idealistis, dan pekerja keras. Karakteristik tersebut ditunjukkan melalui deskripsi personalnya, karakteristik sebagaimana dilihat oleh orang lain, ucapannya, komentar langsung, reaksinya, pemikirannya, dan kebiasaannya. Selanjutnya, analisa juga menunjukkan bahwa ada dua alasan yang menyebabkan Clare berjuang. Pertama, kehidupan keluarganya yang buruk yang diakibatkan oleh penghianatan ayahnya dan penyiksaan ibunya. Kedua, mimpi-mimpinya. Dengan demikian, Clare melakukan beberapa cara untuk memperoleh hidup yang lebih baik. Tindakan pertama adalah bekerja sebagai asisten toko. Tindakan kedua adalah bekerja sebagai pekerja kebersihan. Tindakan ketiga adalah bekerja sebagai perawat. Tindakan terakhir adalah masuk universitas. Dalam perjuangannya, Clare dapat memenuhi beberapa kebutuhan dasarnya.

Disarankan kepada para peneliti yang akan datang untuk mengadakan analisa mengenai pengaruh kekerasan masa kecil terhadap rasa penghargaan diri Clare. Ini juga memungkinkan untuk menganalisa akibat dari ketiadaan cinta terhadap tingkah laku Clare. Penggunaan novel ini sebagai materi untuk mengajar keahlian menulis juga diusulkan dalam skripsi ini.

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CLARE’S STRUGGLE FOR A BETTER LIFE AS SEEN

IN CONSTANCE BRISCOE’S

UGLY

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree

in English Language Education

Theresia Rita Fibrianingsih Student Number: 041214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2010

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CLARE’S STRUGGLE FOR A BETTER LIFE AS SEEN

IN CONSTANCE BRISCOE’S

UGLY

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree

in English Language Education

Theresia Rita Fibrianingsih Student Number: 041214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2010

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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, June 15, 2010 The Writer

Theresia Rita Fibrianingsih 041214076

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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 : Theresia Rita Fibrianingsih

Nomor Mahasiswa : 041214076

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

CLARE’S STRUGGLE FOR A BETTER LIFE AS SEEN IN CONSTANCE BRISCOE’S UGLY

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelola dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau di 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: 15 Juni 2010 Yang menyatakan,

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Nothing in the world is ever completely wrong,

even a stopped clock is right twice a day

(Paulo Coelho)

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vii

ACKNOWLEDGMENTS

First of all, I would like to devote my gratitude to Almighty God whose blessing, guidance, and mercy have strengthen me along the hard path of my life. I would also like to thank Him for the precious lessons I gained through the events I encountered in life. I also realized that it was all His miracles through people around me in mysterious ways so that I am able to finish this thesis.

My deepest gratitude goes to my major sponsor Drs. L. Bambang Hendarto Y., M.Hum. for his patience, guidance, assistance, and useful feedbacks during the completion of this thesis. I would also like to thank him for teaching me to regain my courage in fighting this hard life. My sincere gratitude also goes to all PBI lectures and staffs, who have devoted their work, valuable knowledge, lessons and experiences during my study in Sanata Dharma University.

My next thankfulness goes to Mas Joe, who kindly offered me to proofread this thesis. I thank him for his corrections and suggestions for each single page of my thesis. My great thanks also go to my cousin Adit, who has keenly become the link between Mas Joe and me.

I also owe my deepest gratitude to my parents Tarcisius Sunarta and Maria Marcellina Sutinem, whose endless love and support ask nothing in returns. I am sincerely grateful to them for teaching me how this life is worth living. I would also like to thank my sister Yuni, my brother Pelo, and my little niece Dinda for cheering up every single moment of my life.

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viii

Further, I would like to express my appreciation to all my PBI friends, specifically Anix, Dyand, Rini, Hana, Sari, Pius, Ahmet, and Albert, who have been very supportive to me. It was great to spend the years with them. My special thanks go to Yuni for being a good friend. I thank her for her advice and support, which have encouraged me to be brave in facing reality. My great thankfulness also goes to Bekti, whose midnight short messages had burnt my spirit to complete this thesis. I also thank her for the significant ideas shared to me.

I would like to present a bunch of thanks to my boarding house friends for always encouraging me. I thank Jelly for drawing smiles on my face with her fresh jokes especially when she noticed that I suffered from this thesis completion. I thank Tin-Tin for being my loyal company during my midnight hard works. I also thank Lia for some stuff lent to me. My special thanks go to my cousin Andin, who has taught me to love reading. I also thank Putri, Tica, Lusy, Mbak Sofie, Mbak Nigrum, and Mbak Intan, who kept asking me my thesis progress.

My deepest love goes to my partner, Tito Purno Basworo, whose never-ending support and prayers have kept me going. I thank him for granting me a space in his heart and letting me be a part of his life. I also thank him for being by my side in my ups and downs and for being there when I needed at the most.

There are many other people whom I cannot mention here one by one, but surely, I cannot complete this thesis without their helps and support. God bless them all.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... v

DEDICATION PAGE ... vi

ACKNOWLEDGMENTS ... vii

TABLE OF CONTENTS ... ix

ABSTRACT ... xii

ABSTRAK ... xiii

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Objectives of the Study ... 4

D. Benefits of the Study ... 5

E. Definition of Terms ... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ... 7

A. Review of Related Theories ... 7

1. Character ... 7

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b. Kinds of Character ... 8

2. Characterization ... 10

a. Definition of Characterization ... 10

b. Methods of Characterization ... 11

3. Critical Approach ... 13

4. Motivation ... 15

5. Hierarchy of Needs ... 17

6. Struggle for Life ... 21

B. Theoretical Framework ... 22

CHAPTER III: METHODOLOGY ... 24

A. Object of Study ... 24

B. Approach ... 25

C. Procedures ... 26

CHAPTER IV: ANALYSIS ... 28

A. The Description of Clare ... 28

1. Brave ... 29

2. Smart ... 33

3. Confident ... 36

4. Tough ... 40

5. Hardworking ... 43

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B. Clare’s Struggle for a Better Life ... 47

1. Causes of Clare’s Struggle ... 48

a. Her Family Life ... 49

b. Her Dreams ... 57

2. Clare’s Struggle ... 59

a. Working as a Shop Assistant ... 60

b. Working as a Cleaning Service ... 66

c. Working as a Nurse ... 69

d. Going to University ... 71

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 77

A. Conclusions ... 77

B. Suggestions ... 80

1. Suggestions for Future Researchers ... 80

2. Suggestion for Teaching Learning Activities ... 81

REFERENCES ... 84

APPENDICES ... 87

A. Summary of the Novel ... 88

B. Biography of the Author ... 91

C. Lesson Plan for Teaching Intensive Reading II ... 93

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xii ABSTRACT

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xiii ABSTRAK

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CHAPTER I INTRODUCTION

This chapter presents background of the study, problem formulation, objectives of the study, benefits of the study, and the definition of terms. The background of the study provides the information of the topic and the reason that becomes the basis of writing this thesis. The problem formulation states the problems or questions of the study. The objectives of the study aim to answer the questions stated in the problem formulation. The benefits of the study explain the advantages and importance of the study. Finally, the definition of terms provides explanation of some important terms used in the study.

A. Background of the Study

It is doubtless that everyone in this world always wishes for happiness in life. However, reality is not always the same as what we want. Life is not only about happiness, as we will face various problems and difficulties, which may concern family, jobs, friends, financial burden and so on. Although we have already had great plans throughout our lives, something can always go wrong and consequently problems will occur whether in predictable or surprising ways.

We cannot avoid the problems emerging in our life since we have no control of our destiny. Ready or not, problems will come into our life. However, we must not be fragile or even give up. Although it might be very hard, we still have to continue our path in life, as we cannot stay in the same place. We must

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move on and always try to have dreams to hold on since they will strengthen our efforts to struggle. We must have faith that there is always a bunch of joy behind sorrow and we must seek for that joy since in fact sorrow exists to show us how sweet happiness is. All we have to do is struggling to cope with the difficulties and trying to put our dreams into reality. People have to struggle and survive to win the battle of their lives. According to McKechnie (367), struggle is a task or goal requiring much effort to accomplish or achieve. People will keep their struggle even in their difficult and painful condition to reach their dreams.

Unlike animals, human beings are considered as special since they have mind to think. When they face problems, they will carry out some efforts to cope with the problems. Braun, Linder, and Asimov (478-480), state that there are many life events happening in life forcing people to struggle. These life events can be death of spouse, divorce, personal injury or illness, gaining a new family member, family members leaving home, etc. People will react differently toward life events that occur in their lives. Considering that human beings have intelligence, they will do anything to overcome the problems emerging in their lives. They will seek for ideas and ways to solve the problems.

A work of literature can portray human life experiences as such since it is a reflection of human life. Hudson states that literature is the expression of life through the medium of language. It can be regarded as something essential since it portrays real life, experiences, people, thoughts, and people’s feeling about life (10). An author of literary work observes human life or shares his own experiences in his work. In addition, novel is the most common medium used to

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express human life experiences. Van De Laar and Schoonderwoerd (163) say, “A novel is a work of art in so far as it introduces us into a living word; in some respects resembling in the world we live in, but with an individuality of its own”.

One of the novelists who presents her life experience in her work is Constance Briscoe. Her novel entitled Ugly tells us a story of a girl who struggles for life in a difficult and painful condition. Clare, as she is known, is beaten, abused, and bullied by her own mother in her early teens. Everything in her life grows worse since her father, George, abandons his family after winning Littlewoods Pools. He leaves his wife and his growing brood of children, and only returns at Christmas time with food and presents in his hands.

Her mother’s treatments toward Clare are getting worse and worse after her mother finds a new husband. Her mother systematically abuses Clare both physically and emotionally. Besides, Clare is also never given enough food and decent clothes. The treatments result on Clare’s anxiety, which makes her piss on the bed at midnight. Moreover, it just worsens her mother’s treatments on her. Being told as “ugly” and “germ”, she ever tries to commit suicide.

Her struggle for life begins when she has to earn money working as a shop assistant at Roses for her Saturday job. At the age of thirteen, her mother simply moves out from the house, leaving her daughter to fend for herself. There is no food, no gas, even electricity. Life is getting harder since she has to pay the rent by living in her mother’s house. Working as a cleaning service too, Clare keeps struggling in her painful life. In reaching her dream of becoming a barrister, she

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faces so many obstacles including financial burden. Clare then has to work as a nurse first before finally she is able to go to university.

Clare’s struggle in her terrible condition makes me amazed. I can see how she reacts toward different problems occurring in her life. She keeps her efforts to reach her dreams no matter how hard they are. This story provides me a valuable lesson that life is hard and full of obstacles. So many problems will certainly happen in life, and some of them might be very difficult. However, Clare’s spirit of life teaches me to keep struggling, even in the most terrible situations I have to deal with. That is why this story is interesting to discuss.

B. Problem Formulation

In analyzing the novel, there are two problems related to the topic of the study. They can be formulated as follows:

1. How is Clare, the main character, described in the novel? 2. How does Clare struggle for her better life?

C. Objectives of the Study

The objective of the study is to analyze and to find out Clare’s struggle for a better life as seen in Constance Briscoe’s Ugly. Therefore, there are two problems need to answer in this study. The first is to find out the characteristics of Clare, the major character, as revealed in the novel. The second is to find out the reasons that cause Clare to struggle for life and how Clare manages to survive.

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D. Benefits of the Study

This study deals with Clare’s struggle for life as seen in Constance Briscoe’s Ugly. Firstly, this study is hoped to give benefits for the readers especially the students of English Education study program of Sanata Dharma University. Hopefully, this study will deepen their understanding and broaden their knowledge about life through literary work. Moreover, the readers can grasp and implement important values revealed in this novel into their own life.

Secondly, for future researchers who intend to conduct researches on the same novel, I hope that this study will provide important information on Constance Briscoe’s Ugly and also offer some beneficial information about the main character, the causes of her struggle for life, and how she struggles to gain a better life.

Finally, for me the writer, I can learn some important values through this novel since it is a reflection of human life experience. This story teaches me to struggle and not to surrender even in the most difficult situation I have to face. It encourages me to reach my dreams although some problems, including the terrible one may arise in my life. It inspires me not only to hold on my dreams, but also to make them happen.

E. Definition of Terms

It is important to clarify the meanings of some significant terms used in this study to avoid misunderstanding and to give clearer explanation to the readers

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in reading this study. For that purpose, some related terms are defined and presented as follows:

1. Struggle

According to McKechnie (367), struggle is a task or goal requiring much effort to accomplish or achieve. While Abate says that struggle means “make violent or determined efforts under difficulties” (1514). In this study, struggle refers to a person’s effort to survive in dealing with difficult condition in her life in order to reach her dreams and gain a better life.

2. Better life

Hornby states that life refers to a way in which somebody lives or condition of an individual existence (1120). While according to Webster, better means in a more acceptable, appropriate or effective way (133). Thus, in this study better life means a condition in which a person feels more comfortable in dealing with her problems.

3. Character

Abrams defines character as the person in a dramatic or narrative work, who is interpreted by the reader as being endowed with moral, disposition, and emotional qualities expressed in what they say through dialogue and what they do (23). In this study, character is the person presented by the author to build story through his action and expression.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses theories that support the analysis of the thesis. In order to understand the theories that underlie this thesis, this chapter is divided into two parts. The first part is review of related theories. It contains the theory of character and characterization, theory of critical approach, theory of motivation, hierarchy of needs, and struggle for life. The second part is theoretical framework.

A. Review of Related Theories

This section presents relevant theories that are used as the basis in analyzing the novel. They are theory of character and characterization, which help me to find out the description of the main character. Theory of critical approach is an important element in this section to make a better understanding on the work of literature. Theory of struggle for life, motivation, and hierarchy of needs help me to find out the struggle dealing with the main character.

1. Character

Characters play an important role in a work of literature, especially a novel. Van De Laar and Schoonderwoerd say that characters in a novel must be like actual human beings in order to present the story lively. A novelist observes human beings in real life, and then he re-fashions and re-creates them imaginatively to construct likely human being characters (165-166). Therefore, the existence of characters in a story is considered significant.

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a. Definition of Character

A character conveys a significant role in a story. Besides wondering what will happen next, we will also ask to whom it may happen while reading a story. It means that character is one of the most important aspects of a story. Abrams (23-24), states that characters are the persons presented in a dramatic or narrative work who are later on interpreted by the readers from their say and actions. What they say and do show their “moral, dispositional, and emotional qualities”. Their dispositional and moral qualities may remain stable from the beginning to the end of the story, or may have some changes either through a gradual process or in a shocking way.

Stanton (17) in An Introduction to Fiction defines character into two meanings. Firstly, it refers to any individuals who present in the story. Secondly, it is described as “the mixture of interests, desires, emotions, and moral principles that makes up each of these individuals”. Therefore, character here can be defined as any individuals who present in a story that bring the mixture of interests, desires, emotions, and moral principles as their personality.

b. Kinds of Character

According to Forster (46-54), there are two kinds of character. They are flat characters and round characters. Flat characters are usually created around a single idea or trait. These kinds of character are often called as caricatures and they can usually be summed up in a single phrase. These characters are relatively simple and can be observed through a certain angle. One great advantage of flat characters is that they are easily noticed whenever they present in a story. Another

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advantage is that the readers can easily remember these flat characters. They are static and remain stable in the story. The readers will exactly understand what will happen to these characters and their reaction toward a certain situation can be easily predicted. Nevertheless, flat characters have an important function in creating a certain circumstance or situation in a story.

While round characters are complex and many-sided. They are built around several or even many traits of human nature that form them become complex personalities. Round characters are varied in temperament and motivation. Different from flat characters, they are able to surprise the readers in convincing ways. They always have the incalculability of actual life and they may in many cases act differently from what the readers expect. Furthermore, these round characters cannot be only described in a single phrase.

Henkle (88-97) divides character into two namely major character and secondary character. A major character is the center of a story. It is the most important and complex character in the story. Usually, this kind of character can be recognized through its complexity of characterization and attention given to by the other characters and the readers. Therefore, major character deserves the fullest attention as it performs a key structural function: upon her/him, the readers build expectations and desires.

On the other side, a secondary character performs functions that are more limited. Generally, this kind of character is used to construct a composite picture of the human condition that is at issue in the novel. In other words, it functions to inhabit the world in the novel and establish the context of the time and the society.

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These characters only appear in certain scenes of the story. They may be less sophisticated and less intense, so that their responses to the experience are less complex and interesting.

Holman and Harmon (83) propose two kinds of character namely static and dynamic. A static character is one that changes a little or does not change at all in his outlooks or personalities during the course of the story because there is nothing happening within. It can be said that at the end of the story the character pretty much what he was at the start. In contrast, a dynamic character is modified by actions and experiences as the story progresses, which influence the character to undergo changes. The changes can be for better or for worse, a little or a big one. However, it is something important and basic, and more than minor changes in opinion.

2. Characterization

Understanding the theory of characterization is considered essential in analyzing the characters that appear in the novel. This part is divided into two. The first is the definition of characterization, while the second concerns on the ways of characterization.

a. Definition of Characterization

Rohrberger and Woods, Jr. (20), state that characterization is the processes or procedures employed by an author to create character. This creation of the character includes particular personalities and physical attributes. Moreover, Holman and Harmon (81) define characterization as the creation of an imaginary person in the story. The aim that lies beneath this creation is to make the

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imaginary person exists for the readers as lifelike or seen as real. In sum up, characterization can be defined as the process of creating an imaginary person in a novel that is lifelike for the readers.

b. Methods of Characterization

In relation to the ways of characterization, Murphy in Understanding Unseens (161-173) mentions nine elements to make the characters understandable and come alive for his readers. They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerisms.

Each element will be explained as follows: 1) Personal Description

Here, an author attempts to describe a person in the story through his appearance and the way he wears clothes.

2) Character as Seen by Another

Instead of describing a person directly, the author can describe him through the eyes and opinions of another person. The reader can get the description of the person through another person’s judgment.

3) Speech

The author tries to give description of the person through what he says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, the author is giving us some clues to his character. In brief, it can be said that the reader can get the description of the person trough his daily speech in the novel.

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4) Past Life

The author can give the readers clues to events that have helped to shape a person’s character by letting the readers learn something about a person’s past life. The readers will be able to notice the clues by paying attention to the direct comments by the author, through the person’s thoughts, through his conversations or through the medium of another person.

5) Conversation of Others

The author gives the readers clues to a person’s character through the conversation of other people and the things they say about him. What people say about a person gives us clues to the character of the person spoken.

6) Reactions

By letting the readers know how a person reacts to various situations and events, the author gives the readers a clue to the person’s character.

7) Direct Comment

Here, the author can describe or comment on a person’s character directly. 8) Thoughts

The author gives the readers direct knowledge what a person is thinking about. In other words, the readers can understand the person’s character by simply knowing what he is thinking.

9) Mannerisms

The author describes a person’s mannerisms, habits, or idiosyncrasies. Moreover, by knowing how the person behaves and acts in the novel, the reader will be able to understand the person’s character.

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Barnet, Burto, and Chain (229) propose other ways of characterization. They propose four aspects that can be used to determine a person’s character. The first is from what the character (the person) says. It means that the words expressed in opinions and dialogues by the character in the story are clues for the readers to know his characteristics. However, we as the readers consider that what he says need not to be taken at a face value; the character may be hypocritical, of self-deceived, or biased. The second way is from what the character does. Here, the reader will be able to notice the characteristics though the character’s actions, including his movements, gestures, and body languages. The third is from other characters say about the character. It also includes other characters’ comment and opinion about him. The last is from what others do. It includes the description of other characters’ action toward this character whether they like him or not and how they behave toward him.

3. Critical Approach

According to Rohrberger and Woods, Jr. (3), every literary work has an aesthetic value. After reading a literary work, the readers will be able to response to its aesthetic value. In addition, the response itself is called as aesthetic response. In order to be able to response to the aesthetic value of literary work, knowing and understanding critical approaches is extremely required. Rohrberger and Woods, Jr. (6-15) propose five kinds of critical approaches. They are:

a. The Formalist Approach

This approach totally focuses on the aesthetic value and the integrity of the literary piece. The harmonious involvement of all the parts to the whole is

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regarded as important, including the derivation of the meaning from its structure and consideration of the techniques toward the structure.

b. The Biographical Approach

An appreciation of the author’s idea and personality is emphasized by this approach. Moreover, proponents of biographical approach employ the biography of the author as the basis of analysis. They attempt to learn as much as possible about the life and the development of the author. Then apply this knowledge in understanding and analyzing his work.

c. The Socio Cultural-Historical Approach

The main concern of this approach is to take into account the civilization in which a work was created as the reference in analyzing the work itself. The proponents of this approach believe that the social and culture condition including the attitudes and the actions of people will have great influences to the author in producing the work. Therefore, they point out that it is necessary to investigate the social condition where a work was created.

d. The Mythopoeic Approach

In understanding a literary work, this approach emphasizes on finding particular recurrent pattern of human thoughts. These patterns are considered sharing the same universal belief to certain community mind. They often concern death and rebirth, guilt and sacrifices, primitive rites, and theological aspects of Christian doctrine, which are commonly found in ancient myths and folk terms. Therefore, the mystical relationship in a story can be explained by this approach.

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e. The Psychological Approach

The focus of this approach is to identify any aspects of psychology underlying a certain element of a literary work. The theory of human psychology is used in this approach to analyze the character’s behavior, motivation, and personality pattern that can be interrelated to the psychology of human being. This psychology approach involves efforts to locate and demonstrate a recurrent pattern. Therefore, this approach gives a deeper understanding in analyzing character’s thought and how it influences the behavior pattern.

One thing that should always be our consideration is that every approach has its own characteristics, strengths, and weaknesses. Not all approaches can be applied to a certain literary work. In contrast, no single approach will suit to all kinds of literary work. Therefore, this is our responsibility to determine what kind of approach that will lead us to have a better understanding and comprehension of a literary work. We must be able to choose the most appropriate approach that will be the best suit to our analysis.

4. Motivation

People may think that motivation and emotion are the same terms since they both direct us to conduct actions. However, they cannot be interpreted as the same. They are so closely related, but they are different. Morris (408) defines motive as an inner directing force, a need, or a want that arouses the organism and directs behavior toward a goal. While emotion refers to the experience of such feelings as fear, joy, surprise, or anger. Like motives, emotions also activate and affect behavior. However, it is more difficult to predict what kind of behavior will

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result from emotion. In contrast, it is clearly seen that a motive will result a goal-directed behavior.

Kalish (30) states that motivation is a concept, not a thing. It cannot be seen, heard, or even touched. However, it is able to direct us to a certain behavior. He explains that motivated behavior is a behavior set into motion by a need. A need indicates that some type of satisfaction is lacking and implies that the organism is activated to reduce the dissatisfaction. All human behavior is motivated, even if the person is not necessarily aware of his motives at the time of behavior. This motivation is strong enough to activate goal-seeking behavior, which begin with agitated feelings and end with behavior that satisfied person’s need. In addition, the more motivated a person is, the harder he will work to satisfy his need.

According to Bootzin, Loftus, Zajonc, Blake, Lo Piccolo, Holahan, and Scarr (367) human behavior is organized and guided by some purposes and it leads to some end state, which may be a goal or the satisfaction of some needs. The dynamic behavior that gives its organization over time and that defines its end state is called a motive, and the corresponding process is called motivation.

Another definition of motivation is proposed by Jung. Jung (4) states that motivation refers to such diverse states as desires, wishes, plans, goals, intents, impulses, and purposes. Here, motives are referred to the causes or reasons that underlie a given behavior. Jung also points out that motivation involves the persistence of behavior over time so that sustained efforts can occur even if obstacles or setbacks occur. In addition, Worchel and Shebilske categorize motive

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into two groups. The first is primary motives. They concern biological needs that are considered as vital and for survival. They include hunger, thirst, the need for air, rest, and sexual desire. The second group consists of social motives. These motives come from learning and social interaction. They include the needs for affiliation, aggression, and achievement.

In summary, motivation can be defined as a specific need, desire, or want that arouse and direct behavior toward a goal. This need, desire, or want will make people keep their efforts to achieve their goals. When a person has already set his motivation up, efforts can occur even if obstacles and difficulties also occur in his life. Motivation is also able to lead people behave in certain actions that support them in achieving their goals. Therefore, by being motivated, it will keep people struggling in accomplishing their goal.

5. Hierarchy of Needs

Maslow in Goble’s The Third Force, says that people conduct actions to fulfill their needs (38). He states, “The human being is motivated by a number of basic needs which are species-wide, apparently unchanging, and genetic or instinctual in origin”. It can be said that motivation is shaped from human basic needs. When people need and want something, then it will be their motivation to achieve it in many ways.

Maslow as quoted in Goble (38-42) proposes seven human basic needs, but only five needs, which are discussed in this study. They are physiological needs, the safety needs, the belongingness and love needs, the esteem needs, and the self-actualization needs. These five basic needs are also known as the

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hierarchy of needs. Maslow also points out that these needs are interrelated and they cannot be treated as separate. It means that a person who thinks he is hungry may actually be feeling lack of love and security or some other needs. Furthermore, he argues that the lowest needs have to be satisfied first before the higher-level needs of the hierarchy are satisfied. When people have sufficiently fulfilled the lowest needs, they will move forward to the higher needs (qtd. in Goble 39).

The explanation of each need is as follows: a. Physiological Needs

The most powerful and important of all basic needs are the needs for physical survival. They include the needs for food, liquid, shelter, sex, sleep, and oxygen. Maslow in Goble (38) points out “For the man who is extremely hungry, no other interests exist but food. He dreams food, he remembers food … and he wants only food.” It means that this physiological need must be fulfilled first before fulfilling the next higher needs.

b. Safety Needs

According to Maslow, once the physiological needs are sufficiently satisfied, the safety needs emerge. Needs for security, stability, protection, order, and freedom from fear, anxiety, and physical violence are included in the safety needs. In fulfilling safety needs, people in general will seek for consistency, fairness, and certain amount of routine in life. When his life is in danger, a man will consider other higher needs as unimportant. He will seek for security and protection from the things that are considered as harmful. The preference

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of a job with tenure and financial protection, the establishment of saving account and insurance may be regarded as motivated by safety seeking (qtd. in Goble 39-40).

c. Belongingness and Love Needs

These needs of belongingness and love emerge primarily when the physiological and safety needs have been met. People satisfy their love needs by establishing an intimate and caring relationship with another person or with people in general. Moreover, this relationship is just as important to give love as to receive it. Maslow also adds that love involves a healthy and loving relationship between two people, which include mutual trust. Everybody needs love. Therefore, lack of love can stop the individual growth and his potential development (qtd. in Goble 40-41).

d. Esteem Needs

The needs for self-esteem can become dominant when the first three classes of needs are sufficiently satisfied. Maslow as quoted in Goble (42) distinguishes two types of esteem needs; self-respect and esteem from others. Self-esteem includes such needs as desire for confidence, competence, mastery, adequacy, achievement, independence, and freedom. While, externally derived esteem can be based on recognition, acceptance, attention, reputation, appreciation, admiration, status, fame, prestige, or social success, and all characteristics of how others think of us and react to us. When we feel a sense of self-esteem, we are confident and secure in ourselves; we feel worthy and adequate. Furthermore, we will be capable to complete life’s demands. In contrast, when

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we lack of self-esteem, we feel inferior, discouraged, and helpless in facing this life. As an addition, Maslow also points out that the healthiest self-esteem is based on deserved respect from others.

e. Self-Actualization Needs

According to Maslow, if we have satisfied all of these needs, we are then driven by the highest need called the need for self-actualization. Self-actualization can be regarded as the best development and use of all our abilities, the fulfillment of all our qualities and capacities. We must become what we have the potential to become. Briefly, it deals with the identification of the psychological need for growth, development, and utilization of potential. A self-actualizing person makes maximum use of his abilities, develops his talents and potentials, and becomes the sort of person he really is (qtd. in Goble 42).

All the basic needs mentioned above are important. However, it depends on the ability of each individual to fulfill his needs. Every people will have different process while fulfilling the needs and they may not appear as mentioned above. Maslow as quoted in Goble (45-46) also cautions against viewing the hierarchy of needs too precisely. We should not assume that security needs do not emerge until the need for food is entirely satisfied, or that the need for love does not emerge before the need for safety is fully satisfied. Most people have partially satisfied most of their basic needs, but they still have some unsatisfied basic needs. Therefore, these unsatisfied needs will have the greatest influence on behavior.

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6. Struggle for Life

Problems will always occur in our life. These problems are various. They might be easy or even very difficult. When people face problems, they have to struggle to overcome the problems. According to Abate (1514) struggle means “make violent or determined efforts under difficulties”. People will make some efforts and keep struggling in dealing with problems emerging in life.

Struggle may also be interpreted as person’s strategies to protect him from problems in life. Bernard says, “Individuals also may consciously and rationally implement strategies that enable them to cope with the stresses and problem of life”. When people face problems, they will seek for ideas and strategies to cope with the problems. Although it is sometimes painful and difficult, people will find ways of resolving the problems in life by struggling.

Braun, Linder, and Asimov (479-480) in Psychology Today state that there are many life events happening in life. These life events will force people to struggle in their life. These life events can be death of spouse, divorce, personal injury or illness, gaining a new family member, family members leaving home, etc. While dealing with these problems and challenges of life, people will need to adjust. Therefore, how people react to all these events is one aspect of the process called adjustment.

Adjustment is a process of coping with events, challenges, problems, and difficult situations that occur throughout our life. This adjustment is divided into three major categories. The first category is problem solving. When dealing with problems, people will seek for the solutions. By facing various problems in life,

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our problem solving skill will automatically develop. The second category is acceptance of the situation. It is sometimes better for us to accept the problems and its consequences, as there is no solution for it. However, we have to be careful with unconsidered acceptance. Sometimes we accept consequences that we could have avoided. The third category is defense mechanisms such as repression and denial. These defense mechanisms are very helpful in alleviating stress and anxiety while dealing with difficult situations. Still, there is a danger too. Overuse of these defenses can create severe disturbances (Braun, Linder, and Asimov 478). According to McKechnie (367), struggle is a task or goal requiring much effort to accomplish or achieve. People struggle because they have goal that motivate them. They have dreams to achieve. Therefore, they will give the greatest effort to accomplish the dreams. It keeps them struggling, even in the most difficult situation. When people fail to reach their goal, they will struggle from the unpleasant experience. They can learn positive things from their struggle. Each person believes that he needs struggle since he realizes that all of his efforts will satisfy him.

B. Theoretical Framework

The approach and theories I have discussed above are used to help to analyze this novel. They will be applied to answer the problems of this study. In this part, I would like to explain which approach and theories used and how they are applied in the analysis.

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The first aim of the study is to find out the description of Clare as the major character in the novel. The theories of character by Forster and Henkle are used to find out what types of character Clare is. I use the theory of character by Forster to find out whether Clare is flat or round character. The theory of character proposed by Henkle is used to determine what short of character Clare is, major or secondary character. Furthermore, I apply the methods of characterization by Murphy to dig out the complexity of Clare’s character. This theory helps me to discover and obtain the description of Clare’s character revealed in the novel.

The second objective is to find out the causes of Clare’s struggle, her motivation to struggle, and her struggle for a better life. The theories used are theory of motivation, struggle for life and human basic needs. The theory of motivation is used to analyze Clare’s motivation to struggle for life. While the theory of struggle for life is used to find out the causes of Clare’s struggle and how she reacts in dealing with the problems she encounters in life. I use Maslow’s theory of human basic needs to analyze what basic needs that cause Clare to struggle for a better life and how she struggles to fulfill those needs. Therefore, those theories will be very helpful in analyzing this novel.

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CHAPTER III METHODOLOGY

This chapter presents the methodology of the study, which can be divided into three parts. The first part is object of study. It describes the novel Ugly and the focus of the study. The second part is the approach. It states the approach that is used in the study. The third part is the procedure. It explains the steps conducted in analyzing the novel.

A. Object of Study

The novel analyzed in this study is entitled Ugly. It was written by Constance Biscoe as a memoir of her childhood. Printed in paperback, this novel consists of 433 pages, which is divided into 25 chapters. It was published in Great Britain in 2006 by Hodder and Stoughton.

The novel Ugly by Constance Briscoe starts with the description of Clare’s family members. Her mother, Carmen, is a Jamaican. George, her father, comes from Portland. They meet in England, and then decide to get married. They have six children. As the third daughter, Clare has three sisters and two brothers.

Her mother gives Clare treatments that are extremely different from the treatments given to her other sisters and brothers. In her early teens, she is beaten and abused by her own mother. The starting point of all problems is her father’s abandonment. After winning Littlewoods Pools, he leaves his family and only returns at Christmas time with food and presents in his hands. Her mother’s

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treatments toward Clare grow worse after her mother gets a new husband named Eastman. They both abuse Clare physically and emotionally. Being considered as ugly, Clare is never given enough food and decent clothes. The treatments increase the intense of her anxiety. It results her wetting on her bed while she is sleeping. Moreover, it just worsens her mother’s treatment on her.

Although often finding difficult situations and terrible conditions, Clare manages to struggle and survive to win the battle of her life. She starts to earn money by working as a shop assistant at Roses for her Saturday job to fulfill her needs. At the age of thirteen, she is left alone by her mother. She has to fend for herself. Working as a cleaning service too, she keeps struggling in these difficult situations. Handling up a number of different jobs at a time, Clare at last manages to enter university and is qualified as a barrister.

Constance Briscoe as the author tries to share her experiences in facing problems and terrible conditions in her life. She tries to point out that people must survive and struggle in life. Moreover, in achieving their dreams, obstacles that appear in life should be faced and overcame. This novel is hoped to inspire people in general to not only hold their dreams, but also to make them come true.

B. Approach

In order to have a better understanding of a work of literature, applying critical approach is required. Rohrberger and Woods, Jr. (6-15) propose five kinds of critical approach. They are the formalist approach, the biographical approach, the socio cultural–historical approach, the mythopeic approach, and the

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psychological approach. While in this study, I apply the psychological approach as the basis of the analysis. Since the psychological approach focuses to identify any aspect of human psychology underlying a work of literature, I use it to dig out the main character’s personality, thought, motivation, and behavior pattern. Psychology is a study that deals with mind and how it influences behavior. That is why I apply the psychological approach to find out how Clare’s personality is revealed in the novel through her thoughts and actions.

Furthermore, the psychological approach is employed to analyze how Clare, the major character of this novel, manages to survive and struggle in facing problems and setbacks emerging in her life. It is used to discover what strategies in psychology Clare carries out to cope with the problems. This psychology approach is also applied to explore what aspects that motivate Clare to struggle and how those aspects influence her behavior to struggle for a better life.

C. Procedures

This part explains the steps taken in conducting this study. This study was conducted by applying library study. The main procedures done were reading and taking important notes, which gave great benefits in analyzing the novel. In applying this method, I read some resources as the reference to answer the questions stated in the problem formulation. The primary source was taken from the novel written by Constance Briscoe, Ugly. While the secondary sources were books I collected to support the analysis, such as theory of character, motivation, human basic needs, and other resources accessed from the internet.

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In analyzing this novel, I conducted some steps. The first step was choosing an interesting novel to discuss. My consideration came to a novel written by Constance Briscoe entitled Ugly. This novel attracted me since it is a true story of the author. As real life experiences of the author, this novel provides me with some valuable insights. After reading the novel for several times, I found a great topic to discuss. I was interested in Clare’s struggle in her terrible life. Although she faces so many problems and painful condition, she keeps surviving and struggling to have a better life. Then, I decided to analyze Clare’s struggle and to have a deeper understanding on how she manages to survive in her life.

After deciding the topic, I formulated some problems to discuss. This problem formulation led me to search as many as possible resources that would help me in analyzing the novel. I read some books discussing theories that could support my analysis. They were theory of character and characterization, theory of motivation, theory of human basic needs, and theory of struggle for life. Besides, I also read some articles from the internet related to the novel.

After having enough data as the basis of my study, I began to analyze the novel. At first, I tried to dig out the description of Clare as the major character of the novel. Then I analyzed what reasons that cause Clare to struggle in life and how she manages to survive in dealing with her needs satisfaction.

The last step was drawing conclusions based on the analysis. I also stated some suggestions for future researchers who intend to conduct study on the same novel. Besides that, I tried to give the implementation for teaching learning activities.

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CHAPTER IV DISCUSSION

This chapter is divided into two parts. The first part is the answer to the description of Clare, the main character of the novel. The second part concerns the struggle of Clare to have a better life.

A. The Description of Clare

Character plays an important role in a story. Readers will pay their attention to the characters in the story. There are various types of character. According to Henkle (88-97), there are two kinds of character namely major character and secondary character. A major character is the center of the story. He becomes the focus of the story and plays the most important role in the story. On the other hand, a secondary character plays less function in the story. Therefore, it helps to establish the context and situation of a story. Based on the theory proposed by Henkle, Clare is considered as the major character in which the readers put their fullest attention. Clare plays the most important role and becomes the focus of the story.

Another theory of character is proposed by Forster, who divides it into two namely flat and round characters (46-54). A flat character is usually created around single idea or trait. In contrast, a round character is built around several or even many traits that shape him become a complex personality. In line with Forster’s theory, Clare is considered as a round character since she is built around

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several ideas or traits of human nature. She has a complex personality. Moreover, she is also varied in temperament and motivation.

To analyze the characteristics of Clare, the theory of characterization by Murphy is applied. According to Murphy there are nine ways of characterization (161-173). They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism. However, there are only several ways that are used to describe and analyze the characteristics of Clare. In this novel, Clare is described as brave, smart, confident, tough, hardworking and idealistic.

1. Brave

In her childhood, Clare is abused by her own mother both physically and emotionally. Never given enough and decent clothes, she keeps struggling for her life. Although her mother often beats her, Clare is still brave to have contact with her mother. Clare is brave to sue her mother to get what she deserves as her child. Even when she knows exactly what will happen if she fights against her mother, Clare never buries her courage. Besides, Clare also has the bravery to face difficulties and to do what she thinks as right in her life.

Clare’s bravery can be seen through her thought. A few days before she starts her school at Sacred Heart, Clare asks her mother to hand her some money to buy a new pair of shoes. Instead of giving the money, her mother asks Clare to try on and to choose one pair of the shoes collected from the ante-room. Although her mother refuses to give her some money, Clare still has an intention to ask for the money again later since the money is given by her father and it belongs to

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Clare and her sisters. She is brave enough to fight against the injustice happening in her life.

I had no opportunity to ask again for our money. Not to worry. I went upstairs to find my sisters. The shoes were a bit tight and pinched my feet. By the time I got to my sisters’ room I needed to take them off. I told Four Eyes and Precious Puss that our mother had not given the money, but I would try again later (Briscoe 95).

Her speeches also show how brave Clare is. Although her mother decides not to give the money, Clare still has the bravery to ask again. She keeps struggling to get what she deserves. Even when she realizes that her state of opinion will cause a problem, her bravery leads Clare to ask for the money again. As a result, her mother slaps her face with wet shirt pulled out from the washing machine.

‘Can we have our money, Mummy?’ I said. ‘We would like to go shopping,’

‘What money?’ she said. ‘Our money that Dad gave us.’ ‘What money?’

‘Our money to buy our shoes. We would like to go to the market.’ ‘What for?’

‘What for what?’ I said. ‘Why do you need shoes?’

‘I need because I don’t have any for school,’ I said (Briscoe 96).

Her bravery can also be seen when Clare asks her mother the dress for her First Communion. Her mother gives her a second-hand dress, which is not white and has a stain down the back. When Clare shows the dress to her sisters, Patsy and Pauline, they simply say that Clare should ask her mother for the dress that is used for their First Communion. Since Clare has a big courage, she then decides to ask her mother for the dress. She is not afraid that her action will put her mother into anger. She does not like the dress given by her mother. However,

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when Clare asks her mother for the dress used by Pauline and Patsy before, her mother plainly says that it is not hers. At last, Clare has to use the dress given by her mother for she has no other choices (Briscoe 125-126).

Clare is courageous to fight against her mother’s treatments toward her. Once her mother asks Clare to give all the money she earns by working as a shop assistant at Roses, a ladies’ dress shop, but she refuses. She is brave to fight in defending what she owns.

‘Well, how much do you want?’ ‘By rights you should give it all to me.’

‘Then there would be no point in working. I might as well to stop now.’ ‘That’s your business, no one forced you to get a job.’

‘It’s my money and I worked for it.’ (Briscoe 224-225).

Clare is brave enough to state what she is thinking. When Eastman mocks and shouts at her, Clare has the courage to answer back. She is not afraid that Eastman is going to hurt her. When Eastman calls her as a fucking shithouse, Clare answers back. She mocks him back as a big stupid man since he cannot read. Besides, Clare also points out if he cooks his name in the frying pan, Eastman will eat it for he will not recognize it. Moreover, Clare also calls him as a stupid fool (Briscoe 131). She is very brave in fighting against Eastman’s mocking.

One occasion, her mother punches her in the back of her head and forces Clare forward until she falls onto the stairs. Unconsciously Clare states her opinion that later when she has her own children she will never hit them. Although she is beaten by her mother, she is never afraid to say what is in her mind (Briscoe 110). She never cares about her mother’s later beatings.

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How she reacts to people also shows her bravery. When someone has an attempt to beat her, Clare will fight back bravely. Clare struggles to fight the injustice. She will never let anyone to hurt herself. Once she is in the school playground, her friend, Mary, tries to push Clare out of her way. However, Clare never lets someone beat her. She then gains the courage to fight back.

We had a fall-out in the school playground when she tried to push me out of her way. I pushed her back. She hit me and I hit her back. We had words and we were not speaking to each other. The truth was, we did not like each other (Briscoe 80).

When she is twelve, her relationship with Eastman is getting worse. Every time she has a quarrel with Eastman, Clare never lets him hurt her. Anytime Eastman beats her, she will beat him back. Once when they have an argument, Eastman punches her. Yet, Clare does not remain silent, she punches him back. When Eastman grabs her, Clare hits him in the stomach and stamps on his giant feet (Briscoe 130). Clare is a sort of person who has a big courage to struggle in a fight.

One day, Eastman tries to beat Bem since he witnesses that Eastman attacks Clare. While Bem is on his way downstairs, Eastman tries to pull him down the stairs. Knowing that, Clare does an attempt to save Bem. She is brave to attack Eastman, trying to save the old Bem.

Bem was having a fit on his bottom and Eastman, stupid Eastman, could not have cared less. I took a running jump and landed on Eastman’s back and started to punch him in the head and pull his eyelashes out as he tugged at Bem’s leg.

‘Quick, Bem,’ I said. ‘Go back upstairs.’

‘Wait,’ said Eastman. ‘Who the body on my back?’ ‘Quick, Bem,’ I said. ‘Go.’

Eastman refused to release Bem’s leg and had managed to pull him down the stairs. I stuck my fingers in Eastman’s eyes and pulled his ears in order

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to get him to let Bem go. I pressed my knees into his back then I grabbed him and punched him twice in the neck (Briscoe 308).

Through her thought, speeches, and reactions, it is obvious that Clare is a brave person. She has the courage to fight against the injustice in her life. She is never afraid of the risks that will happen by fighting her mother back.

2. Smart

Apart of her physical appearance, Clare has complex and dominating traits. Besides her bravery, it is obvious that Clare is smart. From direct description, others’ opinion, her thoughts, and her reactions, we can see Clare’s smartness. She also knows exactly what to do in dealing with problems that occur in her life.

In this novel, Clare is directly described as a smart person. She is good at school and she really loves it.

School was cool. I got my homework back with two stars – A++ and could do better. I loved school and they thought I had potential. If I wanted to, I could make it. School was the only place I was guaranteed no to get a beating (Briscoe 152).

It is also stated that Clare is very good at serving costumers while she is working at Roses. Her boss, Eileen also notices it. Clare is always able to find something nice to say in her costumers’ chosen outfit. As a result, she gets her payment increased.

I was a dab hand at serving the costumers. No matter how fat or ridiculous they looked in their chosen outfit, I could always find something nice to say – some remark that would swing the sale. I was very good, and Eileen knew it. I got a pay rise. We were all pleased with the progress of Clare Briscoe (Briscoe 276).

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In serving the costumers, Clare is also able to make any fat lady slim with a few kind words that she says. Using her flattering noises, Clare can shave inches off the hips, thighs, and stomachs of her costumers. Everyone is just right in her eyes; no one is too fat or too thin. At last, they buy their desired outfit. It makes the costumers love Clare (Briscoe 386). Clare is very smart in holding her costumers’ heart.

Clare’s smartness is also seen by some minor characters. Approaching a spring term, for example, her mother asks Clare to work in a cafeteria for workmen in Vassall Road. She is supposed to help John, the cook of the cafeteria. What she has to do is to help John in preparing the breakfast for the workmen. Clare is very good at carrying out her job and John knows it. She is a quick learner and she knows exactly what to do. “While John was taking the money, I asked the next lad what he wanted and he said the same. I very quickly got the hang of it” (Briscoe 158). What Clare does really impresses John. Moreover, John comments directly on Clare’s smartness, “You were good, kid, and you got the hang of things very quickly” (Briscoe 159).

Her teachers also admit how smart Clare is. Clare always passes the exams with excellent marks. All of her teachers are pleased to see that.

Clare no longer makes excuses. Work is now on time and a great deal of thought goes into it. A truly excellent round of results – well done.

A very able girl – will go far.

Clare has been making steady progress. If it continues she should do well in the next set of results.

A truly delightful and intelligent young lady with remarkable recall. Should do well in life (Briscoe 273).

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Through the way she thinks, we can also see that Clare is smart. One time Clare is in doubt whether asking for the job at Roses or not. She finally takes the right decision. She eliminates the last choice; not going at all is not an option for her. Clare then decides to go home and clean herself first since she had been crying and does not look fashionable at all. It is clear in her vision that she will not be able to get the job if she looks awful (Briscoe 218). Clare is good in considering some options and in taking the right decision in her life.

Once her mother comes to see Clare and asks her to pay rent for Clare’s stay in her house. When Clare is thinking about it, her mother suddenly looks for her purse on the dressing table. She takes it and empties the contents into her hand. Clare starts to think that it is her fault. She then realizes that next time she should be careful and should not leave her purse out in full view. It shows her smartness since she learns from the experience.

My mother had taken all my money and left me with just half a crown. I did not respond – I just ignored her. It was my fault entirely, because I should not have left my purse out in full view. The next time I would be more careful (Briscoe 363).

From the way she reacts with people and situations is obvious that Clare is smart. When she finds difficulties, Clare will seek for ideas to cope with them. She knows the right one to do. One night after her mother cuts her hand with a knife, Clare wets the bed as usual for her anxiety. In order to avoid her mother’s beatings, Clare does some actions to hide it from her mother.

I wet the bed that night and some of it soaked into the carpet. Because the carpet was multi-coloured it was not easy to see exactly where the watermark was, but the stench was quite strong. I got up early – it must have been about 6 a.m. – opened the window and shock the curtain back and forth in order to get the smell out of the room. I then put the wet

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clothes in the wardrobe, closed the door and made my bed again with a new pile of clothes, this time just under the window. My mother, if she came into the room, would walk towards me so she might not discover the wet carpet. The smell was the only giveaway (Briscoe 74).

One day, Eastman and Clare have a real bad fight. They are both close to the window on the ground floor and as they struggle, Eastman catches her chin, pushing Clare’s head through the glass. However, at her age, twelve, Clare knows how to deal with the situation. She knows the right actions to do. She then gets her coat, and leaves the house to meet her father, George. That night Clare decides to stay with him. Then, she goes to the court in the next morning to report for the abuse done by her stepfather. She knows what steps to take in facing problems in her life.

George took one look at me and went to the cellar to retrieve his axe. He put it in the car and asked me what happened. I told him that Eastman had had a fight with me and pushed my head through a window. I then said that I was going to deal with it in the morning and it was not necessary for him to get involved. That night I stayed with George.

The next day, Monday, I asked Dad to drop me of at Camberwell Green Magistrates’ Court. I entered the building …

‘Hello,’ she said. ‘What can I do for you?’

‘My stepfather keeps abusing me and I was just wondering whether I could take out some action against him’ (Briscoe 134).

From the discussion above, it can be concluded that Clare is smart. It can be observed through direct comments, character as seen by others, her thoughts, and her reactions.

3. Confident

Clare is a confident person. She is very confident in stating her opinion and her own ability. She is always certain about her own abilities. Besides, Clare also has enough confidence in doing actions. In her personal description, it is

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stated that Clare’s outside appearance shows her confidence. “Then there was me – Clear, Clearie, Clare, born 18 May 1957. About five feet three … Completely confident on the outside” (Briscoe 9).

On the day attending the court, Clare makes her own way there. She does not ask anyone to accompany her. She is very confident that everything will be all right. Even when her father asks whether she is all right, Clare answers confidently and states that she does not want him to come. She knows exactly that she does not need any helps. Clare believes that she will be able to get the hang of it by herself. She believes in herself that she can handle all the things.

On the Wednesday I put on my school uniform and made my way to the court. My father was waiting outside. My sisters had told him what was going on.

‘You all right, Clearie?’ he said to me.

‘Yes, I am and I don’t want you to come in.’ I was about to get into trouble and if my mother thought that I had attached a plan with my dad, I would be in trouble big time. This was between me and Eastman (Briscoe 136). Once Clare works in the cafeteria in Vassall Road, the boss, Greasy Beard, asks her the reasons for working there. Confidently she says that she gets a job and to be paid. Clare explains that she will work in the kitchen to cook sausages and make tea. Moreover, when Greasy Beard asks her whether Clare can cook, once again in a very confident way she says yes. Clare states that cooking is very easy. She is very certain about her ability to cook. Clare is very confident to say and to show her ability.

Greasy Beard returned on his own. ‘Now,’ he said, ‘why do you think that you are here?’

‘I’ve got a job,’ I said. ‘I’m going to get paid. I’m going to be working in the kitchen cooking sausages and making tea.’

‘Do you know how to cook?’

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On one occasion while she is away from school since she has very serious infection on her face, Clare begins to watch a courtroom drama called Crown Court at One. After watching this drama for several times, Clare then decides that she will become a barrister just like the characters in the drama. She has an intention to find out all about it when she goes back to school. Clare believes in herself that she is destined to become a barrister (Briscoe 239).

When finally she goes back to school, Clare makes an appointment to see the Career Advice tutor. She tells the tutor that she wants some advice about her career after leaving the school. Her tutor offers Clare such jobs as a sales promotion girl and a sales representative. She refuses those kinds of jobs. Confidently Clare states that she wants to be a barrister just like the characters she watches in the courtroom drama. She believes in herself that she can be a barrister.

‘No,’ I said. ‘Miss, I want to be a barrister.’

‘A barrister? Now who put the idea into your head?’ ‘I’ve seen on TV, miss. That’s what I want to be.’

‘Well, it’s good to aim high, I’ll give you that. But this is Sacred Heart, pet. You failed the eleven-plus, that’s why you are here. You have to go to university to become barrister, and we don’t turn out university material here.’

‘I didn’t fail the eleven-plus, miss,’ I said. I’m here because my sisters were here before me. I wanted to go to Notre Dame’ (Briscoe 240).

Although the tutor doubts her, it does not change her mind. Clare finally decides to find the qualifications needed to be a barrister in the library. She tells the librarian that she wants to be a barrister when she grows up. Once again, another person doubts her. However, she still sticks on her decision. No one can change her mind. Fortunately, the librarian gives her a leaflet containing

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qualifications needed of becoming a barrister. It is written in the leaflet that after gaining a university degree and a year’s training at the Inns of Court School of Law, she will need to have a pupilage with a pupil-master. Fortunately, Clare and the whole class are due to go on a school visit to Knightsbridge Crown Court. She then decides that she will find a pupil-master there (Briscoe 241).

After watching a case of boys stealing purses, Clare begins to realize that she gets attracted by one of the barristers called Mr. Mansfield. When the students and the barristers are having lunch in the canteen, Mr. Mansfield begins his chat with the teacher and the students. In this occasion, Clare pips up and with full of self-confidence she says that she will be a barrister. Furthermore, Clare also asks Mr. Mansfield whether he wants to be her pupil-master when later she qualifies as a barrister. Clare is very confident in stating what she thinks and wants.

‘I want to be a barrister,’ I piped up. ‘I’m going to university and I will study Law and then I am going to the School of Law, and when I have done that I am going to find a pupil-master in London.’

…

‘My name is Clare, Clare Briscoe. Mr Mansfield when I qualify as a barrister, do you think that you can be my pupil-master?’

‘Sure, but you’ve got a long way to go. Stay in touch and when you qualify I’ll give you a pupilage.’

‘I’ll hold you to that Mr Mansfield. A promise is a promise’ (Briscoe 243). Even though her teacher doubts Clare’s dream, she is still confident that she will qualify as a barrister. Her teacher tells Clare that it is good to have dreams, but they have to be realistic. Clare is supposed to dream of something that she can achieve. However, all the things said by her teacher do not burry Clare’s confidence. She still believes in herself that she can be a barrister one day.

I did not understand that, but then again it was not really necessary to as it sounded like a load of rubbish. I would qualify as barrister. Mary and I

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knew that I would keep in touch with Mike Mansfield and he had promised to be my pupil-master. All I needed were my O-levels, A-levels and a degree. Easy-peasy (Briscoe 244)

It can be seen from personal description, her speeches, reactions, and thought that Clare is confident. She is confident enough to state what she thinks and wants. Besides, she is also very confident in stating her ability and skills. Clare believes in herself that she can be what she wants to be.

4. Tough

Clare has to face so many problems and difficulties in her life. However, she is tough in dealing with those events. How she reacts with the situations really show her toughness. Almost all of the difficulties that happen in her life are caused by her own mother. Her mother often beats Clare. However, no problems are able to make Clare surrender. She keeps struggling in her awful life.

One night, Clare is not allowed to eat and drink at all with an intention to prevent her from wetting the bed. Her mother’s torment does not stop until that. Besides not being allowed to eat, Clare is also not allowed to wear clothes while sleeping for she will only make them wet. And the worst of all is that she gets beatings before sleeping. Her mother starts to grab her minnie and squeezes it tightly. She also digs her nails into Clare’s minnie. After that, her mother grabs hold of both Clare’s nipples and squeezes it between her fingers. At last, she takes the mattress in which Clare sleeps away with her. However, Clare does not surrender in that terrible situation. She is very tough in facing the situation.

Peace at last. I found some clothes, covered myself up and started to make a bed in the floor, using a pile of old hand-me-downs which had been in my wardrobe quite some time. Once my bed was made, I got on it and turned the light off. My sister Pauline put her head around the door.

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DESCRIBING PEOPLE

Handout

Do you know what

descriptive

writing is?

Purpose:

Descriptive writing vividly portrays a person, place, or a thing in such a way that the reader can visualize the topic and enter the writer’s experience

The general characteristics:

Elaborate use of sensory language (tastes, smell, touch, hearing, and sight)

Rich, vivid, and lively detail

Figurative language as simile, hyperbole, metaphor, symbolism, and personification

Showing, rather than telling through the use of active verbs and precise modifier

Uses:

Descriptive writing appears almost everywhere and is often included in other genres (Expository, Narrative, and Persuasive)

For example: it is used in descriptive introduction of a character in a narrative

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DESCRIBING PEOPLE (VOCABULARIES)

Build: thin, fat, slim, medium, well-built, light, heavy, overweight, obese, skinny, plump, chubby

Height: short, medium, tall

Hair: long, short, shoulder length, wavy, curly, straight, bald, ponytail, frizzy

Hair colors: black, grey, white, red, ginger, auburn, blonde

Face: round, oval, square, heart-shaped, mean, large/narrow forehead

Eyes: blue, green, grey, brown, small, big, slanted eyes, deep-set eyes, protruding eyes

Nose: small, big, pointed nose, flat nose

Lips: thin, full, pout, pursed

Teeth: straight, crooked, buck teeth, gap teeth

Skin: fair, white, olive, brown, black, dark complexion

General Appearance: pretty, beautiful, handsome, good-looking, ugly, unattractive, plain

Age:young, teen, old, 12 years old

Personality: kind, calm, cheerful, shy

Clothing:T-shirt, shirt, shorts, jeans, trousers, skirt, dress, glasses, hat, sneakers, sandals

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Worksheets

EXERCISES! 1. Read the passage (Ugly page 7-10)!

2. Fill in the tables based on the information provided in the reading passage!

Names Aspects

Carmen Pauline Patsy Clare Christine Denise Cynthia Norma

BUILD HEIGHT

HAIR FACE EYES NOSE

LIPS TEETH

SKIN

APPEARANCE

PERSONALITY

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102

3. Fill in the blanks based on the pictures!

She’s … She’s … She has … hair Her hair is …

She has … hair Her hair is …

He is … He is … His head is …

He has … hair

His hair is …

She has … hair Her hair is …

She has a …

4. Work in pairs! Each person composes a paragraph describing his/her own partner!

Clare`s struggle for a better life as seen in Constance Briscoe`s Ugly.

CLARE’S STRUGGLE FOR A BETTER LIFE AS SEEN

IN CONSTANCE BRISCOE’S

UGLY

A THESIS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2010

CLARE’S STRUGGLE FOR A BETTER LIFE AS SEEN

IN CONSTANCE BRISCOE’S

UGLY

A THESIS

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2010

Nothing in the world is ever completely wrong,

even a stopped clock is right twice a day

(Paulo Coelho)

DESCRIBING PEOPLE

Handout

descriptive

DESCRIBING PEOPLE (VOCABULARIES)

Worksheets

Parts

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