Anne Frank`s motivation in giving responses to the conflicts apprearing during her hiding as seen in Anne Frank`s The Diary of A Young Girl.

ANNE FRANK’S MOTIVATION IN GIVING RESPONSES

TO THE CONFLICTS APPEARING DURING HER HIDING

AS SEEN IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the

Sarjana Pendidikan

Degree

in English Language Education

By

Maria Victori Setyastuti

Student Number: 051214058

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

i

ANNE FRANK’S MOTIVATION IN GIVING RESPONSES

TO THE CONFLICTS APPEARING DURING HER HIDING

AS SEEN IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the

Sarjana Pendidikan

Degree

in English Language Education

By

Maria Victori Setyastuti

Student Number: 051214058

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

v

How wonderful it is that nobody needs to

wait a single moment before starting to

improve the world.

(Anne Frank)

This Thesis is dedicated with love and gratitude to:

My greatest

_father

, my wonderful

_mother

,

vii

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest praise and gratitude to my

Lord Jesus Christ and Mother Mary who always guide and strengthen me so that I

am able to finish my thesis. I can do nothing without Their Bless, love and

guidance.

My deepest gratitude goes to my sponsor,

Drs. Antonius Herujiyanto,

M.A., Ph.D.

for his patience in guiding and giving beneficial suggestions. I thank

him for his support and encouragement so that I can accomplish my thesis. I

would also thank to all lectures of English Language Education Study Program for

guiding me and sharing their knowledge during my study in Sanata Dharma

University. I also thank English Language Education Study Program secretaries,

Ms. Tari and Ms. Dani for being helpful and I thank the library staffs for their

help in the process of doing this thesis.

My deepest and endless gratitude goes to my beloved parents,

Albertus

Dwi Semiyanto

and

Catharina Tinte Budi Astuti, S.Pd.

for their endless love,

prayer and support. I also thank all members of Harjono and Supomo family for

giving me support, accommodation and encouragement. My deepest and purest

love and gratitude goes to

Dudy Virnandi, S.Pd.

and family for always

supporting and loving me in good times and bad times.

I would like to thank Vebri, Gendruw, Adi, Evi, Andre, Desi, Lara, Retno

Bere, Datia, Lusi and Ponsi for being my best friends, entertaining me and

viii

do both serving my Lord and finishing my thesis. Special thanks to Hieronimus

Indra for his help sending me Anne Frank’s The Diary of a Young Girl movie.

I would like to appreciate all my classmates,

The Chicken Coop China

Man

crew,

Elite English Club

members (Nana, Vega, Kanya, Sano, Varo and

Filus),

OMK Paroki Delanggu

, and my friends in

KKN

(especially Dita

and Putri)

and

PPL

. Thank you for laughter and tears we have shared together and for

making my life worthwhile.

I thank all of PBI 2005 students who have given me support in the process

of writing this thesis from the beginning until the end. I thank them for coloring

my life with wonderful friendship.

Finally, I would like to thank everyone who has given me support,

encouragement, and prayers I could not mention one by one. Wish the best comes

to us all.

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TABLE OF CONTENTS

Page

TITLE PAGE …………..……….………..……….

APPROVAL PAGES ……….….………...….

STATEMENT OF WORK’S ORIGINALITY ……….…….

DEDICATION PAGE ……….…...…..………….

LEMBAR PERNYATAAN

……….….………...…..

ACKNOWLEDGEMENTS ………...…………..

TABLE OF CONTENTS ……….………..

ABSTRACT ………..…...……..

ABSTRAK

………..…..……...

CHAPTER I. INTRODUCTION

A.

Background of the Study ……….….…..……….

B.

Problem Formulation ………..……...……

C.

Objectives of the Study ………..…..………

D.

Benefits of the Study ………...….……...

E.

Definition of Terms ………...….….….

CHAPTER II. REVIEW OF RELATED LITERATURE

A.

Review of Related Theories ……….……..…..……

1.

Theory of Critical Approaches ……….…….…………

2.

Theory of Character ………..……….…….………..

3.

Theory of Characterization ……….…..……....…

4.

Theory of Motivation ………...

a.

Definition of Motivation ……….………...…...…..

b.

Human Motives ………....….…....

B.

Theory of Conflict ……….……….

C.

Context of the Book: Amsterdam during the World War II.….…..…

9

10

12

15

16

17

18

21

22

1

5

6

6

6

x

28

29

30

30

32

34

36

37

38

39

39

43

46

48

50

50

56

23

D.

Theoretical Framework ………...……

CHAPTER III. METHODOLOGY

A.

Object of the Study ……….…….…...……

B.

Approach of the Study ………...……...

C.

Method of the Study ………...…..…..

CHAPTER IV. ANALYSIS

A.

The Description of Anne Frank’s Character …………..…..…...…..

1.

Physical Description ……….…...……...…...

2.

Personality Description ………..…..…...…..

a.

Forthright ………..…….…….

b.

Introvert and Independent ………...……..…...

c.

Jealous ………...………...…………...

d.

More Introspective ……….…...…….

e.

Smart ……….……….…...….…..

B.

Anne Frank’s Responses to the Conflicts Appearing during Her

Hiding . ……….…...……….…..……..

1.

Anne’s Conflicts Appearing during Her Hiding ……….…...…

a.

Anne’s Conflict with Her Mother ………....…..…

b.

Anne’s Conflict with Her Father ………....…...

c.

Anne’s Conflict with The van Daan’s ………...…

d.

Anne’s Conflict with Mr. Dussel ………….………..….

C.

The Surface Meaning and Deeper Meaning of Anne Frank’s

Motivation in Giving Responses to the Conflicts during Her

Hiding………...…..

1.

The Surface Meaning of Anne Frank’s Motivation in Giving

Responses to the Conflicts during Her Hiding ………..………...

2.

The Deeper Meaning of Anne Frank’s Motivation in Giving

Responses to the Conflicts during Her Hiding ……….….…...…

24

25

26

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A.

Conclusions ………..….…………

B.

Suggestions ………...………

1.

Suggestions for Future Researchers ………...…...

2.

Suggestion for Using Literature in Teaching English ……...…...

REFERENCES

………...……...

APPENDICES

………..……….

A.

Summary of The Diary of a Young Girl …………...….

B.

Biography of Anne Frank ……….…………..…...…..

C.

Lesson Plan for Teaching Intensive Reading 2 ….…………..…...

D.

Materials ………..……….

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60

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xii

ABSTRACT

Setyastuti, Maria Victori. 2010.

Anne Frank’s Motivation in Giving Responses

to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The

Diary of a Young Girl

.

Yogyakarta: Faculty of Teachers Training and Education,

Department of Language and Arts Education, English Language Education Study

Program, Sanata Dharma University.

This study is entitled

Anne Frank’s Motivation in Giving Responses to

the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The

Diary of a Young Girl

.

It deals with Anne Frank’s literary work which describes

a family who was hiding from Nazi’s occupation in the Netherlands. Anne

Frank’s literary work tells about the life-experience of the author herself, Anne

Frank, who was a Jewish girl that was forced to go into a hiding place with her

family in searching for safety in order to avoid being chased by Nazi. The aim of

the study is to see one’s responses to the conflicts taking place during a certain

period of time as seen in Anne Frank, one of the main characters in Anne Frank’s

The Diary of a Young Girl, who lived in a hiding place.

There are two problems discussed in this study. They are: (1) how Anne

Frank is described in Anne Frank’s The Diary of a Young Girl, (2) how Anne

Frank gave responses to the conflicts appearing during her hiding.

The method of this study was library study. The primary source of this

study was Anne Frank’s The Diary of a Young Girl.

The secondary sources were

books and articles on the theory of Character and Characterization, theory of

Critical Approaches and theory of Motivation in order to achieve the objectives.

Since this study focuses on Anne Frank’s motivation, therefore psychological

approach was employed as the approach of this study.

The first findings in this study reveal that Anne Frank is classified into a

protagonist, round, and dynamic character. She also described as a

thirteen-year-old Jewish girl with pretty face and dimples in her face. She was forthright,

introvert and independent, jealous, smart, and she became more introspective

during her hiding. The second findings reveal that the surface meaning of Anne

Frank’s motivation in giving responses to the conflicts appearing during her

hiding was her affiliation motives and achievement motives, while the deeper

meaning of Anne Frank’s motivation in giving responses to the conflicts

appearing during her hiding was her motivation to survive in the world.

It is recommended for future researchers who are interested in analyzing

the same literary work to analyze the setting which took place in Amsterdam or to

analyze it by using socio-cultural-historical or feminism approach. It is also

suggested for the lecturer of English Language Education Study Program to use

The Diary of a Young Girl as the materials in teaching Intensive Reading II.

xiii

ABSTRAK

Setyastuti, Maria Victori. 2010.

Anne Frank’s Motivation in Giving Responses

to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The

Diary of a Young Girl

.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,

Universitas Sanata Dharma.

Penelitian ini berjudul

Anne Frank’s Motivation in Giving Responses to

the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The

Diary of a Young Girl

.

Penelitian ini berhubungan dengan karya sastra yang

ditulis oleh Anne Frank yang menggambarkan sebuah keluarga yang bersembunyi

dari pendudukan Nazi di negeri Belanda. Karya ini menceritakan tentang

pengalaman hidup sang penulis, Anne Frank yang merupakan seorang gadis

Yahudi yang terpaksa bersembunyi dengan keluarganya demi mencari

keselamatan dari kejaran Nazi. Tujuan dari penelitian ini adalah untuk melihat

reaksi seseorang terhadap konflik yang terjadi pada kurun waktu tertentu

sebagaimana terlihat pada Anne Frank, salah satu tokoh utama dalam buku The

Diary of a Young Girl yang ditulisnya sendiri, yang hidup di persembunyian.

Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: (1)

bagaimana Anne Frank digambarkan di dalam The Diary of a Young Girl yang

ditulis oleh Anne Frank, (2) bagaimana Anne Frank menanggapi konflik-konflik

yang muncul selama persembunyiannya.

Metode penelitian ini adalah studi kepustakaan. Sumber utama dari

penelitian ini adalah buku yang berjudul The Diary of a Young Girl yang ditulis

oleh Anne Frank. Sumber sekunder adalah buku-buku tentang teori Karakter dan

Karakterisasi, teori Pendekatan Tinjauan Kritis dan teori Motivasi untuk mencapai

tujuan penelitian ini. Karena penelitian ini berfokus pada motivasi Anne Frank,

maka pendekatan yang digunakan adalah pendekatan psikologis.

Penemuan pertama dalam penelitian ini mengungkapkan bahwa Anne

Frank digolongkan sebagai karakter protagonis, dinamis, dan komplek. Ia juga

digambarkan sebagai remaja Yahudi berumur tigabelas tahun yang cantik dan

memiliki lesung pipit di wajahnya. Ia seorang yang terus-terang, tertutup dan

mandiri, pencemburu, pandai, dan lebih introspektif selama berada di

persembunyiannya. Penemuan kedua mengungkapkan bahwa makna tersurat dari

motivasi Anne Frank dalam merespon setiap konflik yang muncul selama

persembunyiannya adalah pengaruh dari motivasi mendekat dan motivasi

pencapaian, sedangkan makna tersirat dari motivasi Anne Frank dalam merespon

setiap konflik yang muncul selama persembunyiannya adalah keinginannya untuk

bertahan hidup di dunia.

Disarankan bagi peneliti selanjutnya yang tertarik menganalisa karya

sastra yang sama untuk menganalisa situasi dan tempat kejadian yang berada di

Amsterdam atau menganalisanya dengan menggunakan pendekatan sosial,

budaya, dan sejarah atau pendekatan feminis. Disarankan juga bagi guru untuk

menggunakan buku The Diary of a Young Girl sebagai materi mengajar dalam

mengajar mata kuliah Intensive Reading II.

1

 

CHAPTER I

INTRODUCTION

This chapter consists of five parts. The first part is the Background of the Study, stating the reason of choosing the book as the primary data of this study. The second part is the Problem Formulation that contains questions to be answered as the focus of this study. The third is Objectives of the Study which elaborates the main purpose of this study. The fourth is Benefits of the Study that contains the advantages of this study and the last part is Definition of Terms that will help readers to understand this thesis better.

A. Background of the study

Literature as one of special written art works involves social phenomena, thoughts, feeling, attitude, and even the society itself in it. As a unique art, it offers special way to provide us with a very clear reflection of our living. Therefore, we can understand ourselves, people around us, even our society by reading literature. Moreover, people can learn the life values through literature without experiencing by themselves. In other words, literature is the best teacher in our life since it is a mean that provides us with chances to reflect. Literature lets us stand as an observer so that we can see life and its aspects clearly. We do not need to experience, just follow the scene and observe it.

According to Hudson (10), literature is a vital record of what men have seen about life; what they have experienced of it, what they have thought, and felt about those aspects of which have the most immediate and enduring human interest. Literature also plays an important role in language learning. We can enrich our vocabularies and improve our reading skills by reading literary works.

Anne Frank’s The Diary of a Young Girl is one example of literary works. Literary works in the form of diaries are not common or popular to be read by Indonesian people. Since, our people are socialized who like to share their feeling to others better than to write it in a diary. In contrast, Western people are more introvert and independent, so that it is common to write everything in a diary. Therefore, many art works in the form of diaries are more popular in Western countries rather than in our country.

Anne Frank’s The Diary of a Young Girl contains many life-lessons which can also improve our reading skills and enrich our vocabularies, since it has varied diction. Anne Frank used a simple language which was easy to follow in her diary. Moreover, she told her experiences, her thoughts and feelings clearly which makes the readers can feel that they are involved in the story. Anne Frank’s The Diary of a Young Girl has won several literary awards which prove that it is worth reading. Because of its strengths, I choose Anne Frank’s literary work as the primary source of my study.

I am interested in studying Anne Frank’s motivation in giving response to the conflicts and how she learns to be stronger by conquering every problem,

conflict and difficulty in her life. Anne Frank’s The Diary of a Young Girl tells about a life of a young Jewish girl who was forced to go into hiding in order to avoid Nazi’s execution. Anne Frank was not a great author. She was only a little girl who liked to write on her diary. She wrote everything about her life, her thoughts, her feelings and her comments in her diary that she called Kitty. Despite the fact that she was not a great author, her literary work is so inspiring as it contains so many lessons of life. The readers can see how a young girl overcame every problem, how tough she was, how critical and sensitive her thoughts were, and how the situation in the hiding caused a little girl grew up much wiser than other girls in her age.

The central of the character in this literary work is the author herself, Anne Frank who was a young Jewish girl who lived during the World War II. She was born in Frankfurt am Main, Germany in 1929. In 1933, she and her family moved to Amsterdam in search of safety. German invasion of Holland began on May 10th 1940. The Jews, whose freedom was restricted by a series of anti-Jewish decrees, lived under severe discrimination during the Nazi’s authority. Some of those decrees were: Jews were required to wear a yellow star to show that they were Jews, Jews were forbidden to use trams, swimming pools, tennis court and other public places. They were forbidden to go to cinemas, theaters, and any other forms of entertainment, Jews were forbidden to ride car even their own, Jews were required to do their shopping between 3.00 and 5.00 p.m., Jews were required to have their hair-cut only in Jewish-owned barber shops and beauty salons, they

were also forbidden to be out on the street between 8.00 p.m. and 6.00 a.m. Jews were forbidden to sit in their gardens or in their friends’ gardens after 8.00 p.m., Jews were forbidden to visit Christians in their homes, and last but not least Jews were required to attend Jewish school.

One day, her sister, Margot, was called by Nazi to go to the concentration camp. Franks family decided to go into hiding sooner than what had been planned in order not to let Margot taken by Nazi. Living in the small hiding place with some other people was not easy. There were many conflicts that aroused there. However, those conflicts brought some development toward the major character, Anne Frank. A young girl was growing older and more mature in emotion after experiencing some conflicts in which most of those came from other people’s bad treatments and behaviors toward her.

At first, Anne Frank was a reactive girl who always got angry easily whenever she felt bothered by others. However, she grew wiser, more introspective and more mature. Anne Frank’s maturity in thinking and attitudes were not without crossing a long process. She faced many troubles and conflicts in her life. She had her own motivation in solving every problem.

Anne Frank’s The Diary of a Young Girl is a good literary work for all ages. The readers can learn how cruel the war is and how it is important for people in this world to respect each other’s rights and respect other persons as unique characters from it. The readers can see how difficult to live in the hiding with some people without having enough food, clothes, soaps, and other basic needs.

Anne and her family faced many troubles and conflicts in the hiding. They lived in fears and anxiousness and lived without freedom for about two years. This literary work also shows the readers Anne’s relationship with her mother which was not going well and how she gave response to it.

This is a unique literary work which teaches us how to dream and conquer every problem to be stronger and more independent through a story of a young girl. Through the main character people can learn how to be ambassadors of peace for the entire world, how to be sensitive and emphatic. They will never think about promoting war to gain their goals. Someone will not promote war if he/she knows exactly that war will not bring anything except grief, pain and suffering of thousands innocent people.

B. Problem Formulation

In order to facilitate the analysis, I formulate the following problems: 1. How is Anne Frank described in The Diary of a Young Girl?

2. How did Anne Frank give responses to the conflicts appearing during her hiding?

3. What are the surface and deeper meanings of Anne Frank’s motivation in giving responses to the conflicts appearing during her hiding?

C. Objectives of the Study

The aim of the study is to see one’s responses to the conflicts taking place during a certain period of time as seen in Anne Frank, one of the main characters in Anne Frank’s The Diary of a Young Girl who lived in a hiding place.

D. Benefit of the Study

The benefit of the study is to investigate the motivation of Anne Frank to live in and conquer every problem during her life in the hiding. By reading this thesis, the readers and the English Education students may know how Anne Frank gives responses to the conflicts appearing during her hiding. Therefore, they can also realize that war will only bring misery and suffering in our life. Besides, the students who want to analyze the same literary work can use this study as a reference to have a different perspective of it.

E. Definition of Terms

There are some terms which need to be clarified in order to avoid misunderstanding, as follows:

1. Motivation

Huffman, Vernoy and Vernoy (392) describe motivation as factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal. This indicates that the way a person behaves is guided by some purposes and that it leads to a goal or the satisfaction of some

needs. Huffman, Vernoy and Vernoy (392) also state that research in motivation attempts to answer ‘why’ questions about human and animal behavior. That is why to answer the question of why people behave as they do. Moreover Abrams (23) defines motivation as the ground in the characters’ temperament, desires, and moral nature for their speech and actions. Motivation in this study refers to Anne Frank’s motivation in giving responses to the conflict appearing during her hiding.

2. Conflict

Conflict is the essence of all stories. According to Holman (107), conflict is the struggle that grows out of the interplay of the two opposing forces in a plot. It provides interest, suspense, and tension. Holman (107) adds that a character might be involved in conflicts of four different kinds: a struggle against nature, a struggle against another person, a struggle against society, a struggle of mastery by two elements within a person. The conflict may be simple (single) or complex. Nevertheless, it is hardly to find a simple conflict taking part in someone’s life, generally a complex one partaking of two or even all of the preceding elements. Conflict not only implies the struggle of a protagonist against someone or something, it also implies the existence of some motivation for the conflict or some goal to be achieved thereby (108).The conflict used in this study refers to a struggle against another person or the disagreement among the Anexe’s residents.

3. Diary

According to Hornby in Oxford Advanced Learners Dictionary (331), Diary is “(a book used for a) daily record of events, thoughts, appointments, etc”. While the term “Diarist” refers to “person who writes diary, especially one that is later published”. Diarist in this novel refers to Anne Frank herself. In this study, diary refers to Anne Frank’s notebook which records her life-story during the hiding and a little part tells her life before going into hiding.

4. Response

According to Hornby in Oxford Advanced Learners Dictionary (1000), response is an action or feeling produced in answer to something, a reaction. In other words, when you are facing problem then you take an action, evaluate and learn from your faults that cause problem so that you can be a better person. Response in this study refers to Anne’s actions and reactions to the conflicts appearing during her hiding.

5. Personality

Kalish (53) determines personality as someone’s nature and development, the way it adjusts to the world, its feeling, its value, its problems, and the ways in which it deals with these problems. From this statement it can be concluded that personality is someone’s quality in adjusting everything that happens in his/her life. Personality in this study refers to Anne Frank’s quality in adjusting everything happens in his/her life including her conflicts and problems.

9

 

CHAPTER II

THEORITICAL FRAMEWORK

It is necessary to take account of some theories which can support the answers of the questions in the problem formulation. This chapter consists of three main parts. The first one is review of related theories. The second one is context of the book and the third is Theoretical Framework. In the review of related theory, I give a brief explanation of the theories that support my study. Context of the book gives the description of the setting in Anne Frank’s The Diary of a Young Girl, while Theoretical framework gives a brief summary about the theories that is used in my study.

A. Review of Related Theories

This section presents some theories and reviews which can be used in analyzing a literary work. I have two problem formulations in this study. Psychological approach will be used in answering the two problems. Besides that, theory of character and characterization are used to find out a clear description of Anne Frank as the main character to support the answer. To support the answer of the second problem, theories of motivation are used to find out Anne Frank motivation in giving responses to the conflicts appearing during her hiding.

1. Theory of Critical Approaches

A standard preference which is called critical approaches is crucial in analyzing a literary work, since individual prejudice will naturally lead to be subjective. An approach will guide us to understand the nature, function and the possible value of literary work. According to Rohrberger and Woods (13-17) in Reading and Writing about Literature, there are five critical approaches which can be implemented in analyzing a literary work. The first is formalist approach that emphasizes the derivation of meaning from the structure and the consideration of technique towards the structure for the sake of the integrity. Therefore, this approach is said to be concentrated on esthetic value.

The second is biographical approach that considers the author’s personality development and life as a guidance to understand his or her literary work. It is correlated with a belief that the author’s ideas and personality might be reflected into his work of art. The third is sociocultural-historical approach that is used to analyze the literary works by referring to the social, cultural, and historical environment in the literary work.

Mythopoeic approach, as the fourth approach uses a particular recurrent pattern of human thoughts such as myths and folk rites in order to understand the literary works. It also concerns with the concept of death and rebirth, guilt, and sacrifices, primitive rites and theological aspect of Christian doctrine.

The last one is psychological approach that applies psychology to explain human motivation, personality and behavior patterns written in literary objects in

analyzing the literary works (13-17). From those approaches, the psychological approach is chosen and implemented in analyzing Anne’s motivation in giving responses to the conflicts taking place during her hiding. I choose this approach because this study deals with Anne Frank’s motivation and personality. Therefore, psychological approach is the most suitable approach to be implemented in this study. Using this approach enables me to have better understanding the main character behavior. Psychological approach also helps me to dig out some psychological characteristics influenced by the moral values in the main character.

According to Lester D. Crow and Alice Crow in Reading In General Psychology (228-231), psychology is often said as the study of human behavior and the progress of man’s self development. Human behavior and development are influenced by the environment and the potential that man have. That is why psychology can be said as the study of personality.

In this book, the most famous work of personality is Sigmund Freud’s theory of personality. As the first psychoanalyst he states three elements, namely the id, the ego, and the superego, can affect human personality. Those three elements have their own function.

The first component is the id. The id is that aspect of self that encourages the fulfillment of personal needs and urges, possibly through personally and socially harmful behavior (229). This component is the only one component that every human has since he or she is born. The second is the ego. The ego represents conscious states and acts (229). Human will have this ego if they are able to develop their id first. Id gives some impulses to ego so that a human being

can act appropriately in society. This component deals with the reality. The third is the superego. The superego was one of personality trait that controls participation in selfish or self-centered activities (229). As the last component of personality, superego holds very important part. This component of personality provides human being to be able to make judgment, build a sense of right or wrong. Since the id gives impulses to the ego then the superego acts what the ego has decided to act.

2. Theory of Character

Story in Anne Frank’s literary work has the elements which help readers to understand the idea of the story. They are plot, characters, dialogue, time and place. This part will elaborate further the theory of character and characterization in order to get a better understanding of the character in the literary work. The theory of character and characterization is used to examine Anne Frank’s character as the main character in Anne Frank’s The Diary of a Young Girl. I apply this theory by relating the theory with her behavior and action.

Based on M.H. Abrams’ A Glossary of Literary Terms (23), characters are the person’s described in a literary work, who have the moral and natural qualities that can be identified by seeing what they say as in the dialogue and what they do as in the action. Characters have emotion, temperament, moral, and social values that become the basic motivation of his or her speech and actions. During the story, a character can have some changes or in stable. The experiences that are

happened to the character can affect their thoughts, ideas, or their environment or society.

According to Graham Little (89), character is a very important feature of the narrative forms of literature. Graham also states the importance of relationships between characters, and depth of portrayal of character. Characters have different ideas about another character, or false ideas about themselves. He adds further that the contrasts and misunderstanding is obviously has relationships between characters. Depth of portrayal of character is a complex of human personality of character, many motives and desires, some in conflict with one another.

Milligan (195) defines two kinds of character; major characters are those who appear more often in the story than the other characters, while secondary characters are those who appear less in the story. While, Abrams (89) explains character can be divided into protagonist and antagonist. Protagonist character is the essential figure in the story and usually becomes the main character of the story. However, according to him, antagonist character which refers to human, situation or condition may as well create some conflicts in the story.

Based on E.M Forster (46), there are two kinds of character; they are flat and round character. Flat or simple character, which is defined as a single idea or quality, is presented in outline without individualizing detail. Therefore, it can be summed up as a single phrase or sentence. A flat character usually possesses just one dominant trait, or at most very few traits in clear and simple relationship

to one another. Furthermore, there are two benefits in using flat character (Forster 47). First, the reader can recognize the character in the story easily. In other words, the reader can get the description of the whole character only by seeing a part of the character. The second benefit is that the character does not have many changes from the beginning until the end of the story. Thus, the reader can remember the character unalterable since he or she is not changed by the situations.

According to Abrams (24), the character is called round or complex because he or she is complex in temperament and motivation and is represented with subtle particularity. Round characters are artistically speaking and have a higher achievement. Laar and Sshoonderwoerd (170-171) determine that there is always a surprise element in round character and the action is clear to reader because that action is quite suited. The round character is more lifelike than flat character because it represents human character which does not only have a single attitude. Someone’s character always changes.

Based on Perrine (71), there are two kinds of character; static character is a character that does not undergo the process of development as result of all things which happen to the person, whereas dynamic character changes when things happen. It also undergoes an important, basic, and permanent change in character, personality and perspective.

3. Theory of Characterization

In analyzing characters in literary work, it is important to know how the author presents the character. It is called characterization. According to Rohrberger and Wood (20), they define characterization as the process by which an author creates character, the devices by which he makes us believe a character is the particular type of person he is.

I use Murphy’s theory of characterization in his book Understanding Unseen: An Introduction to English Poetry and the English Novel for Overseas Students to support my idea in analyzing Anne Frank’s The Diary of a Young Girl. Murphy points out nine techniques of characterization that can be used to understand characters in a literary work. The first way is from personal description. The author directly describes the characters’ appearance and clothes (161), what the character looks like and what social class they belong to. The readers have the imagination from the descriptions given about how the character looks like.

The second way is character as seen by another. Differs from the personal description which tells the readers directly about the character, the author can also describe him through the eyes and opinions of another (162). Thus, the readers get a reflected image of the character through others characters’ thought and perception. The third way is speech. The author can give the readers insight of the character through what the character says, whenever he speaks, whenever he is in conversation with another, and whenever he puts toward an opinion (164).

The fourth is past life. The author can give the readers a clue to events that have helped to shape a person’s character by telling his past life. This can be showed by the direct comment of the author, through a person’s thoughts, by his conversation or by a medium of another person (166). The fifth is conversation of others. The author can describe a character through the conversations of other people and the things they say about him. People are talking about other people and the things they say often give us a clue to the character of the person being spoken about (167).

The sixth way is reactions. The author also gives a clue to a person’s character by letting the readers know how the character reacts to various situations and events (168). The seventh way is direct comment. The author describes or comments on a person’s character directly (170). The eighth way is thoughts. The author gives the readers direct knowledge of what the person is thinking about (171).

The last way of characterization is Mannerism that describes a character’s mannerisms, habits, or idiosyncrasies that may also tell the readers something about his character (173).

4. Theory of Motivation

There are many types of motivation stated by theorists. However, this study only focuses on achievement and affiliative motive proposed by David McClelland.

a. Definition of Motivation

According to McConnell (259), motivation originally comes from the Latin word “motivate” meaning “to move”-is defined in many different ways, the most common one is a series of questions that you ask about why people think, feel, and behave as they do. Murray (7) distinguishes motivation from the other factors that also influence behavior, such as the past experience of a person, the physical capabilities, and the environmental situation in which a person finds himself.

When we are talking about motivation it assumes that there is a cause in every behavior (Franken 3). Robert Beck (24) states that motivation is broadly concerned with the contemporary determinants of choice (direction), persistence, and vigor of goal-directed behavior.

According to Huffman, et al (392), motivation refers to factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal. This indicates that the way a person does some behaviors is guided by some purposes and goals or satisfaction of some needs. Research in motivation attempts to answer ‘why’ questions about human and animal behavior (Huffman, Vernoy and Vernoy 392). That is why to answer the question of why people behave as they do.

The ground in the characters’ temperament, desires, and moral nature for their speech and actions are called their motivation (Abrams 23). This definition is

applied in literary terms meaning motivation in literary works can be analyzed from the characters’ speech and actions. While, Petri (4) proposes,

Some motivation theories emphasize that the basic motive of all humans is to become as personally fulfilled as we can. Every human has socially motivated, it deals their interaction with others, and this interaction both generates and directs behavior.

Therefore, it can be concluded that motivation is any factors (such as needs, desires, and interests) that activate and maintain on why one thinks, feels and behaves and the other factors that influence behavior, such as her past experience, her physical capabilities and the environmental situation. Motivation can be determined by answering ‘why’ people behave as they do to reach their goal.

b. Human Motives

Based on David C. McClelland’s theory (224), there are four human motives including achievement motive, power motive, affiliative motive and avoidance motive. However, I only discuss achievement and affiliative motive since these two motives are appropriate to this research.

“Rewarding the achievement motive is doing something better” is the natural incentive for the achievement motive. It now is time to become more precise, for people can do better for all sorts of reasons – to please the teacher, to avoid criticism, to gain the approval of a loved one, or simply to get some time off from work. What should be involved in the achievement motive is doing something better for its own sake, for the intrinsic satisfaction of doing something better. (227)

From the statement above, achievement motivation can be concluded as a better means to improve and to get the same output or to get greater output for the same

work. Thus, people who have high achievement are attracted primarily to the situations where they are possible to make an improvement.

According to Murray in Huffman, Vernoy and Vernoy’s Psychology in Action (399) identify “achievement motivation as the need for success, for doing better than others, and for mastering challenging tasks”. In McClelland’s Human Motivation, Murray states his Illustrative List of Need, in which one of them is achievement motives. He defines achievement as follows:

To accomplish something difficult. To master, manipulate, or organize physical objects, human beings, or ideas. To do this as rapidly and as independently as possible. To overcome obstacles and attain a high standard. To excel oneself. To rival and surpass others. To increase self-regard by the successful exercise of talent. (46)

While in Beck’s Motivation (317), Murray defines “need for achievement as a desire or tendency ‘to overcome obstacles, to exercise power, to strive to do something difficult as well and as quickly as possible’. Though it seems there are different definitions of achievement motivation, they have the same meaning. In this study, achievement motivation can be defined as motives to overcome obstacles and make improvement; to strive to do something difficult as well, as rapidly as and independently as possible.

The term ‘affiliations’ refers just to associate with others, apart from the question liking them or loving them ( Beck 354). It indicates that affiliation consists of all kinds of relationship, not only because of liking or loving someone but also hating or confronting someone. According to Illustrative List of Murray’s Need in McClelland’s Human Motivation, affiliation is:

To draw near and enjoyable cooperate or reciprocate with an allied other (an other who resembles the subject or who likes the subject). To please and win affection of a cathected object. To adhere and remain loyal to a friend. (46)

This definition shows that affiliation motives have something to do with human relationship. McClelland (346-347) states “whether or not it is exactly what people seek in interacting with others, certainly depriving individuals of the opportunity for interaction arouses in them what has been called the need for affiliation or the need to be with people”. Everybody needs others in their life; it cannot be avoided by human.

There is considerable evidence that when people are fearful they prefer to be with others as it can provide comfort (Beck 356). It clarifies that individual needs others in their life. Epley in Beck’s Motivation (356) suggests three ways by which the presence of others may reduce responses:

Epley suggests three ways by which the presence of others may reduce responses to aversive stimuli (or conditioned aversive stimuli). First, the other person may serve as a ‘calm’ model for the anxious person to imitate. Second, the companion may do something to distract the subject. Third, the mere physical presence of another might be fear reducing, even though the other person does nothing.

The presence of others may have good and bad side. When it can calm down the other, it can be said that it is good. However, if it distracts one’s concentration then that must be the bad one. While due to the presence of others can reduce fear, it can also be very helpful.

Based on the above definition, affiliative motive is summarized as loyalty to others in having good relationship or good interaction; and being cooperative

with other people. The need for affiliation is also called the need to be with people. The presence of others can either calm an individual and reduce his/her fear, or distract the human being.

5. Theory of Conflict

Theory of conflict is applied to dig out second problem formulation of this study. Conflict is the essence of all stories. According to Holman (107), conflict is the struggle that grows out of the interplay of the two opposing forces in a plot. It provides interest, suspense, and tension. There are two kinds of conflict. An external conflict is a struggle between a character and an outside force. While, a struggle that takes place in a character's mind is called internal conflict.

 

Holman (107) adds that a character might be involved in conflicts of four different kinds: a struggle against nature, a struggle against another person, a struggle against society, a struggle of mastery by two elements within a person.

The conflict may be simple (single) or complex. Nevertheless, it is hardly to find a simple conflict taking part in someone’s life, generally a complex one partaking of two or even all of the preceding elements. Conflict not only implies the struggle of a protagonist against someone or something, it also implies the existence of some motivation for the conflict or some goal to be achieved thereby (108).

B. Context of the Book: Amsterdam during the World War II

Anne Frank’s story which was written in her diary was taken place in Amsterdam during the World War II. She started her diary on June 12, 1942 and she was forced to stop on August 1, 1944. The German invasion began on May 10, 1940. Holland was forced to surrender after the fierce fighting near Arnhem and the bombing of Rotterdam.

Nazi rule in Holland brought many changes which mean difficulties for the Dutch especially the Jews. The identity cards were introduced and food rationing was begun. The Dutch Jews began to suffer persecution. Between 1940 and 1941 there was a regular removal of Jews from public life. Jews were excluded from hotels and restaurants, they had to register with the Nazi authorities, and Jewish-owned land was appropriated and sold to non-Jews.

The Jewish population in Holland in 1940 was about 140.000, 24.000 of them were refugees. Amsterdam had the largest Jewish community of 90.000. The first mass of Jews began to be arrested on February 1941. On February 22, 1941, Jews boys and men were grabbed, beaten and taken away from their homes, the streets and cafes. They never came back after that and no one knew where they were taken to. Another 230 Jews who were mainly refugees suddenly disappeared in June 1941. Young Jews were excluded from state schools and universities. Then, by April 1942, all Jews had to wear a yellow star so that everyone could see who they were.

C. Theoretical Framework

This part mentions the theories required in this study and the function of each theory. Theory of character and characterization is attached in order to answer the first research problem in this study. Theory of critical approach supports this study as it focuses on the psychological aspects of the character. Theory of conflict investigates Anne Frank’s conflicts appearing during her hiding. Theory of motivation investigates surface and deeper meaning of Anne Frank’s responses to the conflicts which appear during the hiding.

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CHAPTER III

METHODOLOGY

This chapter consists of three parts; the first part is Object of the Study which explains what the literary work is generally about. The second part is Approach of the Study that discusses the approach which is used to analyze this literary work. The last part is Method of the Study which explains about the method that is applied in conducting this study.

A. Object of the Study

The object of the study is Anne Frank’s The Diary of a Young Girl which consists of 427 pages. This literary work is an English version which was originally entitled Het Achterhuis. This literary work was originally written by Anne Frank but then edited by Otto Frank (Anne’s father) and Mirjam Pressler. This literary work was published in London, England by Puffin Modern Classic in 2002 (first published in 1947). The date of the diary started from 12 June 1942 and ended on 1 August 1944.

Anne Frank’s The Diary of a Young Girl portrays the life of a young Jewish girl in the hiding place including its conflicts and problems. This girl named Anne Frank was born in Frankfurt am Main, Germany, in 1929. In 1933, Frank family moved to Amsterdam in searching for safety because of anti-Jewish

measures created by Adolf Hitler. Then, on 6 July 1942 they had to go into hiding place in order not to be sent to the concentration camps.

The life of Annexe’s residents changed dramatically in the hiding place. They had no freedom, enough foods, money, water and even spaces during their hiding. Living with some people in one small place for years aroused many problems and conflicts. However, those conflicts could form one’s character, in this case Anne’s characters. She had some conflicts not only with her mother but also Mr. Dussel and the Van Daans. The motivation in facing and solving problems determined her response towards the conflicts. Anne used to be a critical and forthright girl. Therefore, people around her see her as a bad-mannered and bad-tempered girl. She was very close to her father and she loved him very much. He used to be on her side, except once when she had quarrels with her mother and her sister. Then she realized that she could not count on anyone else. She had no shoulders to cry on whenever she needed someone to talk with. This fact hurt her and encouraged her to be an independent person because she could not always depend on someone to help her.

As time went by, she grew as a wise young girl with broader thinking compared to the girls in her age and to those people in Secret Annexe.

B. Approach of the Study

Due to obtain the answers to the problem formulation, a certain approach is needed to analyze a literary work and to give boundaries the aspect being

discussed. The psychological approach is applied in analyzing Anne Frank’s The Diary of a Young Girl. Psychological approach is an approach which is used to analyze character’s behavior and personality.

The character being analyzed in this study is Anne Frank as she is the central of the story. Anne’s psychological condition is interpreted both implicitly and explicitly in Anne Frank’s The Diary of a Young Girl. Thus, Anne’s character can be analyzed through her words, minds and attitudes stated in her literary work.

C. Method of the Study

I used the library study to analyze Anne Frank’s The Diary of a Young Girl. There were several steps that I took in order to analyze the study well. The first step was choosing a literary work to be discussed. Anne Frank’s The Diary of a Young Girl was chosen as the main reference. Then, I started to read it several times to understand the story thoroughly. I underlined important sentences in the literary work which related to my study. It was important to find the essential part and take notes. Therefore, the aim and the problem of the study could be formulated after the comprehensive reading.

Second, I decided to deal with the topic which was interesting and had not been taken by other researcher. Anne’s responses to the conflicts taking place during her hiding were the most interesting part. Thus, her motivation in giving response to the conflicts was chosen to be discussed in this study.

Third, I collected some references from books or internet that could support the study. They helped me to find some beneficial points about Anne Frank and her literary work.

Fourth, I looked for the method and theory that could be used to analyze Anne Frank’s The Diary of a Young Girl. In this phase, the problems in problem formulation were answered by using the approaches and references related to the study.

Finally, I made a conclusion of the study. The conclusion was the findings of the analysis. I gave conclusion together with some suggestions for further researcher and for the implementation of teaching-learning activity using Anne Frank’s The Diary of a Young Girl. I also gave the appendices containing the summary of it, the biography of the author, and the lesson plan of teaching-learning activity using Anne Frank’s The Diary of a Young Girl.

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CHAPTER IV

ANALYSIS

Three research problems have been further analyzed in this chapter; first, how Anne Frank is described in The Diary of a Young Girl, both before and after she goes to the hiding. Second, how Anne Frank gave responses to the conflicts during her hiding and third, the surface and deeper meanings of Anne Frank’s motivation in giving responses to the conflicts appearing during her hiding.

A. The Description of Anne Frank’s Character

This part discusses how the major character is described in The Diary of a Young Girl. Anne Frank is the major character in The Diary of a Young Girl for she always appears in the entire story. This part consists of two sub parts. The first part describes Anne’s physical description and the second part describes Anne’s personality description. Anne has some personality traits which can be analyzed by using Murphy’s theory of Characterization.

Anne, as the major character in The Diary of a Young Girl, can also be determined as a protagonist, round, and dynamic character. Anne is classified into a protagonist character because she becomes the central figure of the story. Anne Frank’s The Diary of a Young Girl focuses on Anne’s story and how she struggles during her hiding. The story is told from Anne’s point of view in first person

narrative. Anne is regarded as a round character since she tends to grow, develop and change. She is also classified as dynamic character who undergoes personality and perspective changes.

It is earlier stated that the nine ways presented by Murphy (161-173) include: personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism. Some of those nine ways are applied to analyze Anne Frank’s character. The direct comments of Anne Frank herself, her thoughts, her reactions and the opinions of another are some of the nine ways to analyze Anne Frank’s personality.

1. Anne’s Physical Description

This part describes Anne’s physical description. It helps the readers to understand Peter van Daan’s reasons for being in love with Anne. Anne Frank was a thirteen-year-old Jewish girl when she started writing the diary. When she was fifteen, she was forced to stop writing her diary. As it is mentioned in her diary:

Writing in a diary is a really strange experience for someone like me. Not only because I’ve never written anything before, but also because it seems to me that later or neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl. (12)

Anne’s personal description can be seen through the eyes and opinions of Peter van Daan when they were having conversation in 28 March 1944.

Peter often says, ‘Smile!’ I thought it was strange, so yesterday I asked him, ‘Why do you always want me to smile?’

‘Because you get dimples in your cheeks. How do you do that?’

‘I was born with them. There’s also one in my chin. It’s the only mark of beauty I possess.’

‘No, no, that’s not true!’

‘Yes, it is. I know I’m not beautiful. I never have been and I never will be.’ ‘I don’t agree. I think you’re pretty.’ (309)

It can be seen from Peter’s opinion that Anne had two dimples in her cheeks and one in her chin; and according to Peter, she was a pretty girl. Anne also wrote about her life before hiding,

I have a throng of admirers who can’t keep their adoring eyes off me and who sometimes have to resort a broken pocket mirror to try and catch a glimpse of me in the classroom. (13)

Therefore, it can be concluded that Anne was a pretty and attractive girl since she had many admirers in school. She also had three dimples in her face; two dimples in her cheeks and one in her chin. Peter van Daan finally fell in love with Anne because of her dimples which made her even prettier.

2. Anne’s Personality Description

Anne Frank had some personality descriptions which built her character. Those personality descriptions are as follow:

a. Forthright

We can see Anne’s character through her reactions, since it can also be used to understand someone’s character. Anne always expressed what she liked and disliked directly. On Friday, 2 April 1943, Anne’s mother offered listening to Anne’s prayer because Anne’s father could not come to her room and listen to her prayer as usual.

Last night I was lying in bed, waiting for father to tuck me in and say my prayers with me, when Mother came into the room, sat on my bed and asked very gently, ‘Anne, Daddy isn’t ready. What if I listen to your prayers tonight?’

‘No, Mumsie,’ I replied.

Mother got up, stood beside my bed for a moment and then slowly walked towards the door. Suddenly she turned, her face contorted with pain, and said, ‘I don’t want to be angry with you. I can’t make you love me!’ (125) Anne’s reaction in rejecting her mother request to listen her prayers can show that Anne’s was a forthright person. She directly rejected her mother because she did not like to pray with someone whom she did not love to; someone who had rejected her by telling tactless comments and cruel jokes about her.

She felt so bad and so cruel to have rejected her mother that way. She felt sorry to her mother, but on the other hand, she could not lie to her innermost feeling as she wrote, “I lay still, thinking how mean it was of me to reject her so cruelly, but also I knew that I was incapable on answering her any other way. I can’t be a hypocrite and pray with her when I don’t feel like it” (126). Her statement shows that she was an honest person who would not do what she did not want to do and she would say what she wanted to say.

Anne was always straightforward not only to her mother but also to everyone around her. She was always forthright to Mrs. van Daan which gave an advantage in her relation with Mrs. van Daan. At the first time, Anne had a bad relation with Mrs. van Daan. However, their relation was getting better and better because Anne knew exactly what she could do to get Mrs. van Daan’s attention. Anne wrote in her diary on March 25, 1944 that “Mrs. van D can be won over by

talking openly to her and admitting when you’re wrong” (301-302). Anne acknowledged herself as an honest person that it makes Mrs. van Daan had a better sight of her, as she wrote:

I know all too well that she doesn’t think as badly of me as she did in the beginning. And that’s simply because I’m honest and tell people right to their faces what I think, even when it’s not very flattering. I want to be honest; I think it gets you further and also make you feel better about yourself. (302)

Mrs. van Daan no longer gave Anne offensive remarks whenever they had different arguments. As the real example, one day Mrs. van Daan gave her opinion about the rice they had given to Mr. Kleiman. Mrs. van Daan did not agree if they gave their rice to Mr. Kleiman. According to her, they also needed the rice as badly. Moreover, Mr. Kleiman could get the rice easily since he was a free man. Anne frank’s reply was:

No Mrs. van Daan. I don’t agree with you. Mr. Kleiman may very well be able to get hold of a little rice, but he doesn’t like to worry about it. It’s not our place to criticize the people who are helping us. We should give them whatever they need if we can possibly spare it. One less plate of rice a week won’t make that much difference; we can always eat beans. (302) Anne’s speech when she was in a conversation with Mrs. van Daan proved that she was a forthright and honest person.

b. Introvert and Independent

Anne had a lot of friends before, but she could never share her deepest feelings but ordinary things to them. She wrote about it in the beginning of her diary:

I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other. (13)

That direct comment proves that Anne was an introvert young girl who always kept anything alone just as she said that she closed tighter than a drum (280). She did not believe to anybody but herself. She did not believe in her family even her father whom the one she loved most in this world. The evidence is her writing, “But what affected me even more was the realization that I was never going to be able to confide in father. I didn’t trust anyone but myself” (268). She also did not believe to her sister, Margot. On March 12, 1944 she wrote, “Margot is very kind and would like me to confide in her, but I can’t tell her everything” (274).

Anne was an introvert girl who liked for being alone so that she can live in her dreams and thoughts. “I have an intense need to be alone. Father has noticed I’m not my usual self, but I can’t tell him what’s bothering me” (229). Anne always kept every problem for herself. Then she would try to solve every problem by herself too because she felt that she could not lay on somebody else. The proof is her direct comment, “I knew I was on my own, that I couldn’t count on others for support” (229).

That was the reason why then she became an independent girl. She never sought for others’ help. She counted for herself whenever problems come to her. She felt that she was completely independent of others (283). Anne was more independent than other girls on her age as she stated “I started thinking about

myself and realized that I’ve become an ‘independent person’ sooner than most girls” (207). She also wrote:

You and I both know that I’m strong, that I can carry most burdens alone. I’ve never been used to sharing my worries with anyone, and I’ve never clung to a mother, but I’d love to lay my head on his shoulder and just sit there quietly. (313)

Anne also felt that she was more independent than the adults in Secret Annexe, especially her parents. On Tuesday, 11 April 1944 she wrote:

I’m becoming more and more independent of my parents. Young as I am, I face life with more courage and have a better and truer sense of justice than mother. I know what I want, I have a goal, I have opinions, a religion and love. (332)

Anne was an introvert girl who could not share her problems and secrets to anyone else because she did not trust others but herself. She used to stand on her own feet. She becomes an independent girl because of her being introvert.

c. Jealous

The reader could analyze that Anne Frank’s character as a jealous young girl through her direct comments “As you know, I’m quite the jealous type” (66). She always felt jealous easily when someone was too close or trying to get closer with someone she loved most, his father. Anne’s jealousy was shown clearly in her diary on 1 October 1942, when Mrs. van Daan tried to flirt with Pim:

Let me pause a moment on the subject of Mrs. Van Daan and tell you that her attempt to flirt with Father are a constant source of irritation to me. She pats him on the cheek and head, pulls up her skirt and makes so-called witty remarks in an effort to get Pim’s attention... As you know, I’m quite the jealous type, and I can’t abide her behaviour. (66)

Anne felt a remarkable feeling of jealousy whenever Margot stayed close with her father, as shown in her diary, “You know that I always used to be jealous of Margot’s relationship with Father” (218) or when her father stood on Margot side against her. On Saturday, 30 October 1943 she wrote about her quarrel with Margot and her mother which happened the night before. At that night, Margot was reading a book with a beautiful illustration inside. It caught Anne’s attention. When Margot got up and put aside her book, Anne picked it up and started to read it since she had nothing to do. When Margot got back to the room, she was very angry to see that Anne read her book. Margot insisted Anne to give her book back even she wasn’t reading it. Their mother who heard the quarrel between her daughters butted in: “Margot was reading that book” (180). Suddenly, her father came to defend Margot without asking what actually happened.

Father came in, and without even knowing what was going on, saw that Margot was being wronged and lashed out of me: ‘I’d like to see what you’d do if Margot was looking at one of your books!’. (180)

Anne was neither huffy nor cross, but she merely sad (180). She was sad for the reason that her father made judgment without knowing what the issue was. She used to be in a condition where her mother always stood on Margot side and her father usually stood for her to help her except for that day. That hurt her as she wrote:

I love them only because they’re Mother and Margot. I don’t give a dash about them as people. As far as I’m concerned, they can go jump in the lake. It’s different with father. When I see him being partial to Margot, approving Margot’s every action, praising her, hugging her, I feel gnawing ache inside, because I’m mad about him. (180)

It can be summarized that it did not matter if her mother always stood on Margot’s side. On the contrary, it hurt her when her father stood on Margot’s side. Anne’s statements proved that deep inside her heart she felt jealous. “He doesn’t realize that he treats Margot differently from me: Margot just happens to be the cleverest, the kindest, the prettiest and the best. But I have a right to be taken seriously too” (181). That direct comment showed that Anne did not feel comfortable when her father treated Margot well. In other words, she felt jealous to her sister as she wanted to be treated the same way by her father and all that she needed was her father’s attention.

d. More Introspective

Anne Frank learned how to build her self-knowledge. She regretted that she had written bad impressions about her mom. She wondered how she filled with so much anger and hate to her mother. She tried to understand herself during last year and made apologies for her. Her bad moods allowed her to see things only from her own perspective without considering what the others had hurt or offended.

I was suffering then (and still do) from moods that kept my head under water (figuratively speaking) and allowed me to see things only from my own perspective, without calmly considering what the others – those whom I, with my mercurial temperament, had hurt or offended – had said, and then behaving as they would have done. (203)

Anne finally realized that the circumstances of the wartime and the difficulties of living in the hiding with some people which caused the nerves of the Annexe’s residents including her mother. She felt guilty for did not consider this fact before she wrote those kind of rude words about her mother in her diary.

However, she had been passing through the growing process into a woman. She finally had an intense desire for self-understanding.

e. Smart

Anne Frank was a smart girl who became the favorite students of the teachers in her school. Her teachers were amused and entertained by her clever answers, witty remarks, smiling face and critical mind (265).

Before her hiding, Anne always talked too much in her Math class. Mr. Keesing, who taught Math, had given her several warnings. Since Anne still talked too much, he finally gave Anne extra homework. He wanted Anne to write an essay on the subject ‘A Chatterbox’. At the beginning, she found it difficult to write about that subject. Suddenly the trick came up to her mind. She wrote a convincing argument to prove the necessity of talking. She argued that talking was a female trait and that she would do her best to keep it under control, but that she would never be able to cure herself since her mother talked as much as she did. Moreover, there was not much we can do about inherited traits.

Mr. Keesing had a good laugh at her arguments, but he assigned her the second essay when she proceeded to talk through the next lesson. This time it was supposed to be on ‘An Incorrigible Chatterbox’. Mr. Keesing had nothing to complain when Anne summited her second essay. However, in the third lesson Mr. Keesing finally gave her punishment for talking too much in class. She had to write an essay entitled ‘Quack, Quack, Quack,’ Said Mistress Chatterbox’ (19).

Anne felt tired on that subject then she thought she would be better to come up with something else, something original. Finally, she made a poem about a joke for Mr. Keesing in that subject. It was about a mother duck and a father swan with three baby ducklings that were bitten by the father because they quacked too much. Luckily, her teacher took the joke the right way. Since then she had been allowed to talk and had not been assigned any extra homework. On the contrary, Mr. Keesing always made jokes after it (19-20).

Based on the above Anne’s experience, it can be concluded that Anne, a smart girl who was creative in expressing herself through writing convincing argument about the necessity of talking.

When Anne gave comment toward her mother fault in raising children, it also showed the reader how smart and critical she was. Since, a little girl like her understood what was wrong with the way her mother treated her and Margot.

The first is about Mother... I’ve suddenly realized what’s wrong with her. Mother has said that she sees us more as friends than as daughters. That’s all very nice, of course, except that a friend can’t take the place of mother. I need my mother to set a good example and be a person I can respect, but in most matters she’s an example of what not to do. (205)

Anne understood that a friend could not replace a mother’s role. She was also able to differentiate what was good to do and what was not good to do by taking her mother’s attitudes as the example.

B.Anne Frank’s Responses to the Conflicts Appearing during her Hiding

This second part of the analysis describes Anne’s motivations in giving responses to the conflicts appearing during the hiding. This part consists of three

sub parts: the first part is Anne Frank’s responses to the conflict appearing during the hiding. The second part is the surface meaning of Anne Frank’s responses to the conflict appearing during the hiding and the last part is the deeper meaning of Anne Frank’s responses to the conflict appearing during the hiding. I apply the theory of motivation to analyze Anne’s motivation in giving responses to the conflict appearing during the hiding.

There were some conflicts appearing during Anne Frank’s hiding, yet this study only presents one kind of conflicts, Anne Frank’s struggle against another person, since it is the major conflicts which are existed in The Diary of a Young Girl. Anne Frank had some external conflicts with the people in the hiding such as; her mother, Mrs. van Daan, and Mr. Dussel. Nevertheless, Anne Frank’s main conflict during her hiding was the conflict with her mother.

1. Anne’s conflicts Appearing during Her Hiding

Anne had some struggle again another person. It can be analyzed by using theory of conflict proposed by Holman. In this part I describe Anne’s conflicts appearing during the hiding and her responses towards those conflicts. This part is divided into four sub parts, they are:

a. Anne’s Conflicts with Her Mother

Anne Frank experienced many conflicts in the hiding. However, I only elaborate Anne Frank’s major conflicts during the hiding. The major conflict she

had is her bad relationship with some other residents of the hiding place which was called “Secret Annexe”, especially her bad relationship with her mother. Anne was not too close to her mother, Mrs. Edith Frank. Anne’s and her mother used to have different perception on everything as she mentioned in her diary that they always take the opposite view on everything (46).

A mother plays an important role to bend her children’s attitude and character since she is the closest person to her children. Mother is the one who is willing to risk her own life to her children. She is the one who understands her children better than anyone else in this world. However, Anne felt that her mother never understood her as Anne said, “At moments like these I can’t stand mother. It’s obvious that I’m a stranger to her; she doesn’t even know what I think about the most ordinary things” (56). On the other hand, Anne also felt that she could not understand her mother better than her girlfriends (57). She always wanted to have a mother who understands her (198). Therefore, it can be concluded that Anne and her mother did not get along well.

Anne often wished she could respect her mother and had a better relationship with her mother like other girls in her age. As it was quoted from her diary, “To love someone, I have to admire and respect the person, but I feel neither respect nor admiration for mother” (283).

Anne had her own standard of a good mother in her mind for she wished to be a good mother in the future. Anne wanted to be the kind of mum who doesn’t take everything people say too seriously, but who does take her children

seriously (198). Anne often called her mother ‘Mumsie’ for giving her the feeling of calling her mother something that sounds like ‘Mum’. However, Anne often shortened it to ‘Mums’ which means an imperfect Mum. Anne wished that she could honour her mother by removing the ‘s’ (198).

Anne viewed Edith Frank as imperfect mother, thus she never counted on her, “She’s not a mother to me – I have to mother myself” (181). Anne always imagined another mother (237). Aside from that, Anne also felt that her mother treated her and her sister differently. In other word, Anne’s mother was not fair in raising her children. Mrs. Frank always got angry easily to Anne whenever she made mistakes even trivial mistakes. In the contrary, Anne’s mother would be tenderer whenever Margot made mistake. On 12 July 1942 Margot broke a vacuum cleaner which caused the whole Secret Annexe should have no light for the rest of the day (40).

Mother said, ‘Well, Margot, it’s easy to see you’re not used to working; otherwise, you’d have known better than to yank the plug out by the cord.’ Margot made some reply, and that was the end of the story.

But this afternoon, when I wanted to rewrite something on Mother’s shopping list because her handwriting is so hard to read, she wouldn’t let me. She ticked me off again, and the whole family got involved. (40) On 5 February 1943 when Mr. van Daan brought up the fact that Margot eat so little that afternoon and he added in a mocking tone that Margot did it for keeping her figure. Anne’s mother who always comes to Margot defense, said in a loud voice, “I can’t stand that stupid chatter of yours a minute longer” (109). In

contrast, her mother never came to Anne’s defense whenever the van Daans irritated Anne with their tactless comments.

Anne loved her father differently if it is compared to her mother and sister. She loved her mother and sister only because they were her family. She regarded them just as mother and sister. She did not love them because they were the people whom she could not cling to and ask for some help or support whenever she found problems.

Anne felt that a month ago her family was so nice to her only because that was her birthday and it was not because they really loved her. “They were all so nice to me a month ago because of my birthday, and yet every day I feel myself drifting further away from Mother and Margot. I worked hard today and they praised me, only to start picking on me again five minutes later” (40).

Anne used to pray with her father before she went to bed every night. However, on 2 April 1943, her mother asked Anne whether she wanted her mother to listen her prayer. Unfortunately, Anne directly rejected her mother’s offer because she did not want to pray with someone whom she did not feel comfortable with. Even though Anne felt so bad that she had rejected her mother cruelly and felt sorry to her mother, she could not lie to her innermost feeling. She could not find different answer, since she could not be a hypocrite and pray with her mother when she did not feel like it (126).

When Anne was no longer be able to bear her mother’s behavior, she expressed her anger in her diary: “I simply can’t stand mother, and I have to force myself not to snap at her all the time, and to stay calm, when I’d rather slap her across the face” (68). One day on October 3, 1942, Anne’s father asked her to help her mother who was sick at that time. However, Anne did not volunteer herself to help her mother as her father’s wish because she did not love her mother and she did not feel enjoy doing it.

From all of Anne’s responses, we assume that Anne was reactive and honest in giving responses to the conflict. It is true that Anne’s anger can lead her to be aggressive. However, she always tried to force herself to control her emotion in giving response to the conflict she had.

b. Anne’s Conflicts with Her Father

Anne loved his father so much because his father was always nice and thoughtful. He was the only one who can understand her well. As it is quoted from her diary, “Daddy’s the only one who understands me, now and again, though he usually sides with Mother and Margot” (40). However, there were some conflicts appearing between Anne and her father during their hiding. One of the conflicts was caused by her quarrel with her sister, Margot. Anne felt angry and jealous to her father when he came to Margot side instead of her even without knowing what was really happened.

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ABSTRACT

Setyastuti, Maria Victori. 2010. Anne Frank’s Motivation in Giving Responses to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The Diary of a Young Girl.Yogyakarta: Faculty of Teachers Training and Education, Department of Language and Arts Education, English Language Education Study Program, Sanata Dharma University.

This study is entitled Anne Frank’s Motivation in Giving Responses to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The Diary of a Young Girl. It deals with Anne Frank’s literary work which describes a family who was hiding from Nazi’s occupation in the Netherlands. Anne Frank’s literary work tells about the life-experience of the author herself, Anne Frank, who was a Jewish girl that was forced to go into a hiding place with her family in searching for safety in order to avoid being chased by Nazi. The aim of the study is to see one’s responses to the conflicts taking place during a certain period of time as seen in Anne Frank, one of the main characters in Anne Frank’s The Diary of a Young Girl, who lived in a hiding place.

There are two problems discussed in this study. They are: (1) how Anne Frank is described in Anne Frank’s The Diary of a Young Girl, (2) how Anne Frank gave responses to the conflicts appearing during her hiding.

The method of this study was library study. The primary source of this study was Anne Frank’s The Diary of a Young Girl. The secondary sources were books and articles on the theory of Character and Characterization, theory of Critical Approaches and theory of Motivation in order to achieve the objectives. Since this study focuses on Anne Frank’s motivation, therefore psychological approach was employed as the approach of this study.

The first findings in this study reveal that Anne Frank is classified into a protagonist, round, and dynamic character. She also described as a thirteen-year-old Jewish girl with pretty face and dimples in her face. She was forthright, introvert and independent, jealous, smart, and she became more introspective during her hiding. The second findings reveal that the surface meaning of Anne Frank’s motivation in giving responses to the conflicts appearing during her hiding was her affiliation motives and achievement motives, while the deeper meaning of Anne Frank’s motivation in giving responses to the conflicts appearing during her hiding was her motivation to survive in the world.

It is recommended for future researchers who are interested in analyzing the same literary work to analyze the setting which took place in Amsterdam or to analyze it by using socio-cultural-historical or feminism approach. It is also suggested for the lecturer of English Language Education Study Program to use The Diary of a Young Girl as the materials in teaching Intensive Reading II.

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ABSTRAK

Setyastuti, Maria Victori. 2010. Anne Frank’s Motivation in Giving Responses to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The Diary of a Young Girl. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Penelitian ini berjudul Anne Frank’s Motivation in Giving Responses to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The Diary of a Young Girl. Penelitian ini berhubungan dengan karya sastra yang ditulis oleh Anne Frank yang menggambarkan sebuah keluarga yang bersembunyi dari pendudukan Nazi di negeri Belanda. Karya ini menceritakan tentang pengalaman hidup sang penulis, Anne Frank yang merupakan seorang gadis Yahudi yang terpaksa bersembunyi dengan keluarganya demi mencari keselamatan dari kejaran Nazi. Tujuan dari penelitian ini adalah untuk melihat reaksi seseorang terhadap konflik yang terjadi pada kurun waktu tertentu sebagaimana terlihat pada Anne Frank, salah satu tokoh utama dalam buku The Diary of a Young Girl yang ditulisnya sendiri, yang hidup di persembunyian.

Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: (1) bagaimana Anne Frank digambarkan di dalam The Diary of a Young Girl yang ditulis oleh Anne Frank, (2) bagaimana Anne Frank menanggapi konflik-konflik yang muncul selama persembunyiannya.

Metode penelitian ini adalah studi kepustakaan. Sumber utama dari penelitian ini adalah buku yang berjudul The Diary of a Young Girl yang ditulis oleh Anne Frank. Sumber sekunder adalah buku-buku tentang teori Karakter dan Karakterisasi, teori Pendekatan Tinjauan Kritis dan teori Motivasi untuk mencapai tujuan penelitian ini. Karena penelitian ini berfokus pada motivasi Anne Frank, maka pendekatan yang digunakan adalah pendekatan psikologis.

Penemuan pertama dalam penelitian ini mengungkapkan bahwa Anne Frank digolongkan sebagai karakter protagonis, dinamis, dan komplek. Ia juga digambarkan sebagai remaja Yahudi berumur tigabelas tahun yang cantik dan memiliki lesung pipit di wajahnya. Ia seorang yang terus-terang, tertutup dan mandiri, pencemburu, pandai, dan lebih introspektif selama berada di persembunyiannya. Penemuan kedua mengungkapkan bahwa makna tersurat dari motivasi Anne Frank dalam merespon setiap konflik yang muncul selama persembunyiannya adalah pengaruh dari motivasi mendekat dan motivasi pencapaian, sedangkan makna tersirat dari motivasi Anne Frank dalam merespon setiap konflik yang muncul selama persembunyiannya adalah keinginannya untuk bertahan hidup di dunia.

Disarankan bagi peneliti selanjutnya yang tertarik menganalisa karya sastra yang sama untuk menganalisa situasi dan tempat kejadian yang berada di Amsterdam atau menganalisanya dengan menggunakan pendekatan sosial, budaya, dan sejarah atau pendekatan feminis. Disarankan juga bagi guru untuk menggunakan buku The Diary of a Young Girl sebagai materi mengajar dalam mengajar mata kuliah Intensive Reading II.