The influences of socio cultural aspects toward antoinette`s personality development in jean rhys`s wide sargasso sea - USD Repository

  

THE INFLUENCES OF SOCIO CULTURAL ASPECTS

TOWARD ANTOINETTE’S PERSONALITY DEVELOPMENT

  

IN JEAN RHYS’S WIDE SARGASSO SEA

A THESIS

Presented as Partial Fulfillment of the Requirements

To Obtain Sarjana Pendidikan Degree

in English Language Education

  

By

  

VALENTINA RETNO ELIANI

Student Number: 041214014

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2008

  

THE INFLUENCES OF SOCIO CULTURAL ASPECTS

TOWARD ANTOINETTE’S PERSONALITY DEVELOPMENT

  

IN JEAN RHYS’S WIDE SARGASSO SEA

A THESIS

Presented as Partial Fulfillment of the Requirements

To Obtain

  Sarjana Pendidikan Degree

in English Language Education

  

By

  

VALENTINA RETNO ELIANI

Student Number: 041214014

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2008 A Thesis On THE INFLUENCES OF SOCIO CULTURAL ASPECTS TOWARD ANTOINETTE’S PERSONALITY DEVELOPMENT

  IN JEAN RHYS’S WIDE SARGASSO SEA By Valentina Retno Eliani

  Student Number: 041214014 Approved by Date Dr. A. Herujiyanto, M.A.

  1 December 2008 Sponsor

  

A Thesis on

THE INFLUENCES OF SOCIO CULTURAL ASPECTS

TOWARD ANTOINETTE’S PERSONALITY DEVELOPMENT

  

IN JEAN RHYS’S WIDE SARGASSO SEA

By

  

VALENTINA RETNO ELIANI

Student Number: 041214014 Defended before the Board of Examiners

on 18 December, 2008

and Declared Acceptable

  

Board of Examiners

Chairman : A. Hardi Prasetyo, S.Pd., M.A. ____________

Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________

Member : Dr. A. Herujiyanto, M.A. ____________

Member : Dr. Retno Muljani., M.Pd. ____________

Member : A. Hardi Prasetyo, S.Pd., M.A. ____________

Yogyakarta, 18 December 2008

  Faculty of Teacher Training Education Sanata Dharma University Dean Drs. Tarsisius Sarkim, M.Ed., Ph.D.

  

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I wrote, does not contain the work or parts of

the work of other people, except those cited in the quotations and the bibliography, as

a scientific paper should.

  

Yogyakarta, 1 December 2008

The writer

Valentina Retno Eliani

041214014

  ABSTRACT

ELIANI, VALENTINA RETNO. 2004. The Influences of Socio Cultural Aspects

toward Antointte’s Personality Development in Jean Rhys’s Wide Sargasso Sea.

English Education Study Program, Department of Language and Art Education,

Faculty of Teacher Training and Education, Sanata Dharma University.

  This thesis discusses Wide Sargasso Sea, a novel by Jean Rhys. The novel

presents a character, Antoinette, that experiences alienation and rejection due to the

existing socio cultural aspects within the society she lives. Her experiences of being

alienated and rejected have influenced her personality development.

  This research is meant to see one’s personality development due to the

existing of socio cultural diversity as seen in Antoinette, the main character of Wide

Sargasso Sea. This thesis deals with two problems, namely: 1) “How is Antoinette’s

character described in this novel?” and 2) “How is Antoinette’s personality

development influenced by socio cultural diversity?” This study is library research, meaning that the data collected are taken from

books, theories and any information related to the topic discussed. The theory of

character and characterization is applied to answer the first problem. The theory of

motivation, racial discrimination, post-colonialism (in this case, theory of

katresnanism

  ) and psychology are applied to deal with the second question. The

approach used is Marxism: this is especially due to the socio-cultural aspects

discussed have something to do with the concept of alienation and oppression.

  The result of this study shows that Antoinette is a sensitive person who

experiences rejection and alienation from the society and family. The researcher finds

that the main character’s alienation is caused by her condition that she is a white

Creole. Antoinette feels that her family and society do not accept her. Her being

rejected from the society has affected Antoinette’s personality development. She is

under pressures because she lives without love, respect and affection from the people

surrounds her. Being alienated and rejected from the society and her family makes

Antoinette becomes an irritable, aggressive and paranoid person. Sometimes she acts

in such a way that makes her husband thinks that she is mad.

  This study recommends that further researchers do a research on the

patriarchal system and gender issues founding Wide Sargasso Sea. It is also

suggested that the novel be used as material to teach Intensive Reading II Class.

  

ABSTRAK

ELIANI, VALENTINA RETNO (2004). Pengaruh Aspek Sosio Kultural

Terhadap Perkembangan Kepribadian Antoinette dalam Wide Sargasso Sea

oleh Jean Rhys. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan

Bahasa dan Sastra, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata

Dharma.

  Skripsi ini membahas tentang Wide Sargasso Sea sebuah novel yang ditulis

oleh Jean Rhys. Novel ini menceritakan seseorang yang mengalami pengasingan dan

penolakan karena adanya aspek sosio kultural dalam masyarakat dia tinggal.

Pengalamannya diasingkan dan ditolak telah mempengaruhi perkembangan

kepribadiannya.

  Penelitian dimaksudkan untuk mengetahui perkembangan kepribadian

seseorang dikarenakan adanya keragaman sosio kultural seperti terlihat dalam diri

Antoinette, tokoh utama dalam Wide Sargasso Sea oleh Jean Rhys. Skripsi ini

menyangkut dua masalah yaitu 1) Bagaimana karakter Antoinette digambarkan dalam

novel ini. 2) Bagaimana keragaman sosio kultural mempengaruhi perkembangan

kepribadian Antoinette.

  Penelitian ini menggunakan metode studi pustaka, yang berarti bahwa data

diperoleh dari buku-buku, teori-teori dan informasi lain yang berhubungan dengan

topik yang dibahas. Teori tentang karakter dan karakterisasi diterapkan untuk

menjawab permasalahan yang pertama. Teori motivasi, diskriminasi ras, pos

kolonialisme (dalam hal ini teori katresnanisme) dan psikologi diterapkan untuk

menjawab pertanyaan kedua. Pendekatan yang digunakan adalah marxisme, karena

aspek sosio kultural yang dibahas berbuhubungan dengan konsep tentang

pengasingan dan penekanan.

  Hasil penelitian ini menunjukkan bahwa Antoinette adalah seseorang

yang sensitif yang mengalami penolakan dan pengasingan dari keluarga dan

masyarakat. Peneliti menemukan bahwa pengasingan terhadap tokoh

utama disebabkan oleh kondisinya sebagai seorang Creole. Antoinette

merasa bahwa keluarga dan masyarakat disekitarnya nya tidak menerima dia.

Ditolaknya Antoinette dari masyarakat telah mempengaruhi perkembangan

kepribadiannya.

  Dia tertekan karena dia hidup tanpa cinta, rasa dihargai, dan kasih sayang dari

orang-orang disekitarnya. Diasingkan dan ditolaknya dia dari masyarakat dan

keluargnya membuat Antoinatee terluka, agresif, dan paranoid. Kadang-kadang

tingkah lakunya membuat suaminya berpikir bahwa dia gila.

  Skripsi ini menyarankan bahwa peneliti-peneliti selanjutnya meneliti sistem

patrialisme dan permasalahan gender.dalam novel Wide Sargasso Sea. Disarankan

juga bahwa novel ini digunakan sebagai materi dalam kelas Intensive Reading.

  

ACKNOWLEDGEMENTS

First of all, from the deepest of my heart I would like to thank Jesus Christ

for his amazing blessing, grace and mercy. He gives me faith that there is nothing

impossible and it is the biggest spirit for me in finishing this thesis. I am indebted to

my major sponsor, Drs. A. Herujiyanto, M.A., who has patiently guided me in

writing this thesis. I thank all the lecturers and staffs of the English Education Study

Program for their most valuable teaching during my study at this study program.

  My warmest and gratitude are addressed to my beloved father, Leonardus

Supardi and my beloved mother, C. Sri Supadmi for their love, trust, prayer and

support all this time. I thank them for their hard work to give me the chance to study

in English Education Study Program. I thank my sister and my brother, Mbak Atik

and Mas Agung for their love and support that finally I can finish my study. My

cousins, Erlian and Utik, for helping me exist. My special thanks go to my beloved,

Ardi for loving me just the way I am, for the incredible years together, for always

accompany me passing through the stressful days and for teaching me how to be the

real I am

  To my best friend Yudhi, I thank him for always being here, be patient when

I feel down in doing this thesis and all the things he has done to make me a better

woman. I thank Risa and Rini, for telling me what I did not know and her sincere in

introducing me to a lot of new experiences. I thank all my PBI friends especially

Christina, Sita, Aan, Joudi, Bram, Nana, Oon, Patpat, Tiwi, Ocan, Caycay,

  

Suksma, Lani, Reni Mak Geng, Sidha, Tia, Wida, Vina, Icha, Nora, Bayu, Toni

for their magnificent friendship all of this time.

  Valentina Retno Eliani

  I dedicate this thesis to: My beloved Father and Mother My beloved Sister And those who have filled my life with love

  

I see I have this patience to wait it out, and

the truth is no matter how dark I feel I would

never take my own life, because when the

darkness is over then what a blessing is the

feeblest ray of light!

• - Valerie Martin-

  TABLE OF CONTENTS Page TITLE PAGE ................................................................................................ i

  PAGES OFAPPROVAL................................................................................. ii STATEMENT OF WORK’S ORIGINALITY .............................................. iv ABSTRACT ................................................................................................ v ABSTRAK

  ................................................................................................... vi

ACKNOWLEDGMENTS .............................................................................. vii

PAGE OF DEDICATION .............................................................................. ix TABLE OF CONTENTS ............................................................................... x

TABLE OF APENDICES .............................................................................. xii

  CHAPTER 1: INTRODUCTION ................................................................. 1

  1.1 Background of the Study................................................... 1

  1.2 Objective of the Study....................................................... 4

  1.3 Problems Formulation....................................................... 4

  1.4 Benefit of the Study .......................................................... 4

  1.5 Definition of Terms........................................................... 5

  CHAPTER II: THEORETICAL REVIEW..................................................... 6

  2.1 Review of Related Theories ............................................. 6

  2.1.1 Theory of Character and Characterisation ............ 6

  2.1.2 Theory of Motivation ............................................ 9

  2.1.3 Theory of Post colonialism and Katresnanism ...... 12

  2.1.3.1 Theory of Post colonialism ....................... 12

  2.1.3.1 Theory of Katresnanism............................ 13

  2.1.4. Theory of Racial Discrimination ......................... 15

  2.1.5 Theory of Psychology .......................................... 16

  2.1.6 Maxism Approach .................................................. 19

  2.2 Criticism ........................................................................... 20

  

4.2 The Influences of Socio Cultural Aspect toward

Antoinette’s Personality Development.............................. 40

CHAPTER V: CONCLUSION AND SUGGESTIONS ............................. 57

  5.2.2.1 Teaching Intensive Reading II to the Second Semester

Students of English Education

Study Program ...........................................

  59

  5.2.2 Suggestion for Teaching Learning Activities Using Jean Rhys’s Wide Sargasso Sea..................

  5.2.1 Suggestion for Future researcher ......................... 59

  5.2 Suggestions .................................................................... 59

  5.1 Conclusion ..................................................................... 57

  4.1 Antoinette Character and Personality................................. 28

  2.3 Context of the Novel ......................................................... 21

  

CHAPTER IV: ANALYSIS ....................................................................... 28

  3.3 Procedure ................................................................. 26

  3.2 Approach to the Study.................................................... 25

  3.1 Subject Matter ................................................................ 24

  

CHAPTER III: METHODOLOGY ................................................................ 24

  2.4 Theoretical Framework ..................................................... 22

  59 BIBLIOGRAPHY ........................................................................................... 61 APPENDICES

  TABLE OF APENDICES APENDIX 1. The Summary of Jean Rhys’s Wide Sargasso Sea

  2. Biography

  

3. Lesson Plan for Intensive Reading II Class

CHAPTER I INTRODUCTION There are five chapters in this study. Chapter one, as an introduction,

  consists of five parts. The first part is Background of the Study, which provides the background information about this study, including some reasons that serve as a basis for writing this study and the importance of the topic of the study. The second part, Objectives of the Study, presents the aim of the study. The third part, Problem Formulation, states the questions of this study. The fourth part is Benefits of the Study. And for the last part, Definition of the Terms, defines the important terms used in this study.

1.1 Background of the Study Literature is expression of life through medium of language (Hudson, 1960).

  Literature presents some kinds of human aspects of life such as history, psychology, moral, social and many more. We know that literature is a piece of work which portrays our daily life. One kind of literature is novel. The problems presented in a novel are the reflection of problems in our daily lives. By reading literary works, we can get some lessons of life which are closely related to human aspects of life. This fact interests me to choose novel as the subject to be analyzed.

  There are two aspects of human life, namely individual and social aspects. Especially for the individual aspects, they are concerned with physical changes itself is influenced by two major factors. The first major factor is human’s early experiences within the family and the second major factor is important events happening outside the home (Hurlock, 1974).

  A literary work is unable to be separated from the real life since it is a presentation of the phenomena that happens in the world seen from the author’s point of view. In fact every event or phenomenon that happens in this life has its effect either on the individual who experiences it or the people around him.

  In this study, the writer is going to analyze Jean Rhys’s novel. Jean Rhys’s Wide Sargasso Sea is interesting because of its content and writing style. This study brings the problems of the Creole existence and lays emphasis on Antoinette's feelings of alienation due to the socio cultural diversity. In this case the white Creoles are neither part of the black slave community or accepted as European either. Those problems influence the personality development of its main character, Antoinette.

  Wide Sargasso Sea, was published in England by Andre Deutsch in 1966. Wide Sargasso Sea is one of the novels that has a very dramatic story about the Creoles’s rejection in the Caribbean Island. The story is set just after the emancipation of the slaves, in that uneasy time when racial relations in the Caribbean were at their most strained. The novel of Wide Sargasso Sea tells about colonization, racial issue, displacement, Creolization and cultural differences.

  Meanwhile, the topic of this study is about personality development influenced by socio cultural diversity. This topic is interesting since there are many factors that influence people’s personality development. Those factors come from family and environment. Environment itself includes social and culture, other people, and experiences outside the home.

  In this novel Jean Rhys sets out to show how the main character may have been driven to madness by the rejection from her family and environment. She enables us to see how the socio cultural diversity influences human personality development.

  Antoinette Mason lived in Jamaica in the mid 1830. During her lifetime, she had been discriminated from inside or outside the home. Antoinette lived with her family. Since the death of her father, Antoinette had been ignored by her mother, who was obsessed with her sick son, Pierre. She had only one friend, Tia, who later left her, stole her dress and thrown stone at her. The only person who loved and cares about her is Christophine, her nanny. Christophine practices obeah, or magic. Ironically Christophine’s magic cannot save her from her unhappy marriage which causes her to lose her happiness, name, money and freedom. It is because of the bad treatment from her husband who manipulates her life. How her mother’s treatment towards her has given significant influences to her personality development. Antoinette and her family as a Creole socially rejected from both of the black and the better of white communities. Antoinette becomes increasingly fearful of other people and her condition.

  The novel gives the readers a description of rejection experiences and things which probably we have ever seen before. It is hoped that by learning the influence of socio cultural diversity toward the main character in the novel, the readers can learn a lesson of what life is all about.

  1.2 Objective of the Study

  The aim of this study is to see one’s personality development due to the existing of socio cultural diversity as seen in Antoinette, the main character of Jean Rhys’ Wide Sargasso Sea.

  1.3 Problem Formulation

  Based on the information above, there are two questions to be discussed in this study:

  1. How is Antoinette’s character described in this novel?

  2. How is Antoinette’s personality development influenced by the socio cultural diversity around her?

  1.4 Benefits of the Study

  The study has the benefits for the readers generally and for the students or other researchers who want to conduct such kind of literary work. The readers can enrich their knowledge of literary study, particularly the Jamaica society and cultural aspect and how these socio cultural aspects can influence personality development. I hope that this study is to highlight the idea of the novel that would make the readers understand about the story of the Jane Rhys’s Wide Sargaso Sea.

  1.5 Definitions of Terms

  To understand this study easier, I will define the terms which have

1. Racial Discrimination

  According to Rawins William Beck (1993: 436), racial discrimination is presents people are treated differently than others who similarly situated because they are members of a specific race. It can occur when individuals are treated differently because of unalterable characteristics, such as physical features, indigenous to their race.

2. Personality

  According to International Encyclopedia of psychology (1996), personality is defined as the unique combination of thoughts, feelings, and behavior that make individual distinct from other.

3. Development

  In Human Development (1961), Pikunas defines development as a series of sequential changes in an organism to lead to its maturity as a result of experience. In this study development refers to the increasing of the maturity as the result of maturity and better understanding.

4. Creole

  According to American Heritage Dictionary of the English Language (1991), Creole is a person, a European descent born in the West Indies or Spanish America. In this study Creole is the light skinned European descendants born in the Caribbean.

CHAPTER II THEORETICAL REVIEW In carrying out this study, I present some theories which are relevant to the

  analysis of the novel. There are four sections in this chapter, namely theoretical review, criticism, content and theoretical framework. The first section presents the theory of literature which covers relevant and supportive theories to the study. The second section of this chapter is criticism made by some expert concerning Jane Rhys and her works. The third section is the context which covers the condition when the author writes the novel. The last section is the theoretical framework that discusses the application of the theories, which are important for the analysis of the problems.

2.1 Review of Related Theories

2.1.1 Theory of Character and Characterization

  Character is one of important elements in novel. Abrams in his book A Glossary of Literary Terms defines characters as the person presented in a dramatic or narrative work who are interpreted by the readers as being endowed with moral and dispositional qualities that are expressed in what they say ( the dialogue) and what they do ( the action). Meanwhile, the main character is the most important person in the story. Character from the beginning to the ending parts (1981)

  In more details, Abram (1980: 20) states that as people presented in the story, characters have the same characteristics as real human beings. They have temperament and moral nature. Their temperament and moral nature will become the basis of their speeches and actions. In the story, characters may remain stable or unchanged or may undergo a radical change through its development or as result of an extreme crisis in the story itself.

  After we know the existing characters in the novel, we need to know another element such as characterization to describe the characters, either physically or psychologically. To make the readers know what kind of character he or she is, the author uses some methods to explain the innermost thoughts of characters.

  Murphy in Understanding Unseen: An Introduction to English Poetry and English Novel for Overseas Student (1972) classifies nine ways of how an author reveals the characters’ personalities and traits to the readers. The first way is by looking at the personal description. The author portrays a clear description of the characters’ physical appearance and personal description. The characters’ clothing is one aspect to know their character. The physical appearance and personal description also include some details of someone’s performance, such as face, eyes, skin, body, hair, and other distinctive features. The personal description is very important because it can give the reader very obvious clues to the characters.

  The second way is by examining on how character as seen by another. The author may also describe the character through the eyes and opinion of others, instead of character may encounter other characters in the story on what they are like. The third way is known from speech. The author can give the reader a better understanding and an insight into the character of one of the persons in the novel through what the character says, through the conversation a character makes with another, the opinion that the character has in mind. The fourth way is by referring to past life. By letting the readers learn from a person’s past life, the author can give the reader a clue to events that have helped to shape ones character. The author may reveal it by giving a direct moment, through the person’s thought, conversation with others or the medium of another person. The fifth way is by observing character’s conversation with others. The things that people discuss or talk about one character also help us to get a better understanding about a character. Other characters conversations and what they say about one character may give clues on a certain character. Looking at character’s reaction is the sixth way to reveal character’s personalities. The author gives a clue on a character by permitting us to know how a character reacts to various conditions and atmospheres. Examining to character’s thought and direct comment are the seventh and eighth way. The author gives the readers direct knowledge of what a character is thinking about. What is in a character’s mind and what he/she feels reflected in his personality. The author can also give a comment or portrait on a character directly. The ninth or the last way to understand personalities is called mannerism. Here, the author portrays a character’s manner, habits, or idiosyncrasies that may tell the readers about his characterization.

2.1.2 Theory of Motivation There are many definitions of motivation given by different psychologist.

  Bootzin, Lotfus, Zajonc, Blake, Lo Piccolo, and Holahan in their book Psychology Today, An Introduction say that a “motive” is the “dynamic property of behavior that gives it organization over time and that defines its end states” (1983: 367). While the “corresponding process” of the motive is called “motivation” (1983: 367). Bootzin et al. believe that a person behavior is “organized.” We should imply that the behavior is conducted by some “purpose and that it leads to some end state, which may be a goal or the satisfaction of some need” (1983).

  Motivation can be stimulated either from “external” condition which is called “incentives” or from “internal” condition which is called “drives” (bootzin et al., 1983: 368). It is also stated that motivation which is caused by individual’s established preferences is called “intrinsic” motivation (1983).

  There are some drives or reasons or motives which cause people to conduct action. Maslow in Goble’s The Third Force says that people conduct action to fulfill their needs. He says that “man is initially motivated by series basic needs; as these are satisfied, he moves toward the level of the higher needs and becomes motivated by them” (1971: 47). The basic needs according to Maslow are “the Physiological Needs, the safety Needs, the Belonging Needs and Love Needs, the Esteem Needs, the Self-actualization Needs, and the Desire to Know and to Understand” (1971: 38-44).

  According to Maslow, the human being is a “wanting animal.” He or she always requires and “desires something”. People seldom gain “a state of complete satisfaction except for a short time. As one desire is satisfied, another pops up to take its place” (1971: 39).

  The explanation of each need is as follows.

  1. The Physiological Needs The first, “the most basic, the most powerful, the most obvious of all man’s needs are his needs for physical survival.” These needs are “the needs for food, liquid, shelter, sex, sleep, and oxygen.” When a person is extremely hungry, he or she only wants food. “No other interest but food. He dreams of food, he remembers food, he thinks about food, he emotes only about food, he perceives only food” (1971: 38). These needs must be fulfilled before fulfilling the next higher needs.

  2. The Safety Needs Once the physiological needs are satisfied, the safety needs emerge. A person needs the safety to grow. He or she needs “to feel secure and safe.” He or she needs to be “out of danger” (Handoko, 1992: 20)

  3. The Belongingness and love Needs When the physiological needs and the safety needs are satisfied, “needs for love, affection, and belongingness emerge” (1971: 40).

  Love is different from sex. According to Maslow, “love involves a healthy, loving relationship between two people, which includes that we need love is of exactly the same “as “the evidence that we need iodine or vitamin C.” The lack of love “stifles the growth and the development of potential” (1971: 41).

  4. The Esteem Needs There are two esteem needs according to Maslow. They are “self respect and esteem from other people. Maslow explains those two terms. He says:

  1. Self-esteem includes such need as desire for confidence, competence, mastery, adequacy, achievement, independence, and freedom.

  2. Respect from others includes such concepts as prestige, recognition, acceptance, attention, status reputation, and appreciation. (1971: 42)

  A person who has “self-esteem is more confident and capable and, thus, more productive.” When the “self-esteem” is absence, “the individual has feelings of inferiority and helplessness, which may result in discouragement and possible neurotic behavior” (1971: 42).

  5. The Self-actualization Needs “What a man can be, he must be.” Maslow states this need as “the desire to become more and more what one is, to become everything that one is capable of becoming.” This needs emerges after “reasonable satisfaction of the love and esteem needs” (1971: 42).

  6. The Desire to know and to understand “A character of mental health is curiosity.” Maslow also says This process has been phrased by some as the search for meaning. We shall then postulate a desire to understand, to systematize, to organize, to analyze, to look for relations and meanings, to construct a system values. (1971: 43) These are Maslow’s theory about needs which make people conduct actions.

2.1.3 Theory of Post colonialism and Theory of Katresnanism

2.1.3.1 Theory of Post colonialism

  Edward in his book Orientalism states that post colonialism (also known as postcolonial theory, or spelled with a hyphen) is a set of theories in philosophy, film and literature that grapple with the legacy of colonial rule. (https://www.poscolonialdiscourse.com/cgi-bin/db/single, accessed on 5 March, 2008)

  Bill and Gareth in The Empire Writes Back state that semantic basis of term post colonial might seem to suggest a concern only with the national culture after the departure of the imperial power. It has occasionally been employed in some earlier work in the area to distinguish between periods before and after independence (‘colonial period’ and ‘post colonial period’). We use the term post colonial, however to cover all the culture affected by the imperial process from the moment of colonization to the present day (1989: 1).

  Bill further says that a major feature of post colonial literatures is the concern with place and displacement. It is here that species post colonial crisis of identity comes into being, the concern with the development recovery of an effective identifying relationship between self and place. A valid and active sense of self may have been eroded by dislocation, resulting from migration, the experience of enslavement, transportation, or ‘voluntary’ removal for indentured labor. Or it may have been destroyed by cultural denigration, the conscious and unconscious oppression of the indigenous personality and culture by a supposedly superior racial and cultural model (1989: 8).

  The dialectic of place and displacement is always a feature post colonial societies whether these have been created by a process of settlement, intervention, or a mixture of the two. The alienation of vision and crisis in self-image which this displacement produces is as frequently found in the accounts of Canadian ‘free settlers’ as of Australian convicts, Trinidadian-Indian laborers and West Indian slaves (1989: 8). Such an idealisation is also exposed by the so-called theory of Katresnanism.

2.1.3.2 Theory of Katresnanism

  According to Antonius Herujiyanto, theory of katresnanism (divine love) is a term which refers to the result of an inductive work functioning as a reminder and invitation (éling-kèlingan) of one's true self (jati diri) and one's existence which was granted due to katresnan (divine love) as soon as one was born. It also holding the commitment—things such as one's work (including one's own work), numerous life situation by using positive thinking.

  He furthers explains that positive thinking produces a better understanding of things including that of one's own, so that one may be able to see that “giving means receiving.” In katresnanism, positive thinking is but central. To have a positive thinking is, thus, having an attitude of katresnanism (2006).

  Herujianto states that there are 99 aos katresnanism representing the hypothesis of this theory. Up to now, 33 aos (principles) have been discussed.

  The fact that theory of katresnanism is an open ended may be seen through the words positive thinking and through an invitation to anybody to develop by, among others, proposing for adding more aos. These aos or principles or rather characteristics may also be called the components of katresnanism .(2006: 128)

  Theory of “Katresnanism” (divine Love) may, thus, be seen through the following figure (2006):

  Those who offer katresnan = Those who receive katresnan Receiving Giving

  

Katresnan

[pious-divine love]

lo

  ve

  

The Real Truth: Aos Katresnanism

1 . andhap asor (being humble)

  7 . cancut taliwanda (being prepared)

  Racial discrimination is not a view issue in the entire world since it has existed for hundred years ago and becomes one thing that cling to the history of human race. Thomas Sowel in his book Race and Culture: A world View says

  Since the study deals with racial discrimination, I believe that it is necessary to present some theories related to the study.

  Like action research, theory of katresnanism may be considered as a strategy to help us live positively and in a way that we feel the very enlightening- peaceful way. It is believed, however, that the attitude is for the overt and covert meaning and values. They are seen through applying aos katresnan.

  33. nyedulur-mulur (brotherhood and absolution/ forgiveness)

  

22. samanunggal

(being at the same

boat)

  32. pas (just right) 11 . kasugengan (offering goodluck)

  10. yatna yuwana 21. rukun (promoting harmony)

  (promoting after you) 31. mbombong-mbimbing (encouraging)

  (calculated step) 20. nyumangga

  30. mra na ni (enthralling) 9. duga prayoga

  19. nyamleng (creating enjoyment)

  8. citra wicita wicitra (meaningful overt- covert)

  29. sumarah (trusting- surrendering)

  18. ngugemi (holding commitment)

  28. teposliro (celebrating tolerance)

  

12. kraton nDalem

(being spiritual)

  

17. nalar ( being

logical)

  6. binerkahan (being blessed)

  27. tuhu (celebrating faithfulness)

  

16 . mulat sarira

(being considerate)

  26. tulus (being sincere) 5 . banyu sinaring (becoming a purified model)

  15 . mrantasi (being reliable)

  4. atur panuwun (feeling gratitude)

  25. tentram (promoting peace)

  14. migunani (promoting benefit)

  3 . angon mangsa (being versatile)

  24. sumèlèh (being able to accept)

  13. lothong kemayangan (feeling lucky)

  2 . andhom slamet (sharing protection)

  23. sithik idhing (promoting win-win)

2.1.4 Theory of racial Discrimination

  Racial, ethnic, and cultural differences among peoples play a major role in the events of our times, in countries around the world, and have played a major role with the long history of the human race. Both inter group socio economic differences within a given country and larger differences on a world stage between nations or whole civilizations reflect large cultural differences that have pervaded history (1994: 1).

  Race gives important contribution in the civilization since it has a great power to unite people and also to separate or to divide people. People can be united when they belong to the same race, but they also can easily be divided when they do not to the same race. In Race and Culture: A World View, Thomas Sowell also says that “race as a social concept is a powerful force uniting and dividing people” (1994).

  In a racist society, race is used as the key to determine one’s class position. Usually, the class position of colour people is under the white people. Fenon, as cited by Karenga in Introduction to Black Studies, says that “in a racist context, i.e., the colony, race is the key determinant” (1993).

2.1.5 Theory of psychology

2.1.5.1 Personality

  According to Cole, in Theories of Personality, one’s personality is not fixed by heredity. It grows, shed some traits, acquires others, is sometimes quickly affected by illness, decease, or unusual emotional strain (1956: 156). Furthermore, the emotional strain is explained further by Ruch in his book Psychology and Life. According to him, through a process called repression, a person can eliminate conscious awareness of both the stimuli and the responses in emotion if they cause him psychological pain. In addition, he states that people’s external behavior, and even their internal physiological responses are often influenced by emotions of which they themselves are entirely unaware (1948).

  In his book Pattern and Growth in Personality, Allport states that from all determinants that possible to determine a person’s personality, environments seem to take the biggest contribution. Environments give more complex contributions to one’s personality. Therefore, Allport acquired the situation and the role as the determinant factors to determine a person personality. Each factor has its own contribution in forming one’s personality (1970).

  Hurlock in her book, entitled Personality Development, describes that there are three major factors which determine the development of personality pattern. The first is the individual’s heredity endowment, the second is the early experiences within one’s family, and the third is important events outside one’s home environment. Actually, behavior learned in childhood may later be changed by direct training or by altering one’s environment (1974).

  Byrne and Kelley (1981) consider one’s personality as a dynamic process for it can change throughout one’s life. Further, they state that personality change can happen when there is condition that leads the new emotional, informational or an adult personality. However, there is no final personality. It is because later experiences can modify the effects of the early experiences. An individual frequently will encounter new stimulus conditions. Therefore, he then may behave in a totally new way, it means that new may be, formed and new attitudes develop. While according to Abraham Maslow in his book Humanistic Phsychology (1983) states that without the support or a fixed place to live and a fixed place in the world’s work, one can grow increasingly irritable and aggressive.

2.1.5.2 Human Personality

  According to Allport in Hurlock’s Personality Development (1974), personality development is a stage in growth of constantly changing and involving process within an individual.

  In fact, the personality development can be influenced by some factors. Hurton and Hunts say that the factors that can influence the personality are heredity, physical environment and culture (1987). Heredity is an inherent factor from our parents, what is meant by physical environment around us such as parents, friend, and other people. Justin Pikunas in his book Human Development: An Emergent Science, the emotional condition and social development of the children are influenced by the mother’s attitude. The psychosocial development and emotional security of the child based on the mother’s reasonably patient and tender care.

2.1.6 Marxism Approach