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 Lan

  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

  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

  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,

  

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

  

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.

  Maria Victori Setyastuti

  i ii iv v vi vii ix xii xiii

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TABLE OF CONTENTS

Page TITLE PAGE …………..………………………………….………..………. APPROVAL PAGES …………………………………….….………......…. STATEMENT OF WORK’S ORIGINALITY ……………………….……. DEDICATION PAGE ………………………………….…...…..………….

  9

  B. Theory of Conflict ………………………………….……………….

  b. Human Motives …………………………………....….…....

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

  3. Theory of Characterization ……………………….…..……....… 4. Theory of Motivation …………………………………………...

  1. Theory of Critical Approaches ………………….…….………… 2. Theory of Character ……………………..……….…….………..

  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 ………………………….……..…..……

  ABSTRAK ………………………………………………………..…..……...

  ACKNOWLEDGEMENTS ………………………………….....………….. TABLE OF CONTENTS ………………………………………….……….. ABSTRACT ……………………………………………………..…...……..

  LEMBAR PERNYATAAN ………………….….………………………...…..

  6

  

D. Theoretical Framework …………………………………...........……

  23 CHAPTER III. METHODOLOGY

  A. Object of the Study ………………………………….…….…...……

  24 B. Approach of the Study ………………………………….........……...

  25 C. Method of the Study …………………………………….......…..…..

  26 CHAPTER IV. ANALYSIS A. The Description of Anne Frank’s Character …………..…..…......…..

  28 1. Physical Description …………………………….…...……...…...

  29 2. Personality Description ……………………………..…..…...…..

  30 a. Forthright ………………………………………..…….…….

  30 b. Introvert and Independent ……………………...……..…...

  32 c. Jealous ……………...…………………………...…………...

  34 d. More Introspective …………………………….….......…….

  36 e. Smart …………………………….…………….….....….…..

  37 B. Anne Frank’s Responses to the Conflicts Appearing during Her

  38 Hiding . …………………………….…...………………….…..……..

  39

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

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

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

  43

  46

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

  48 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

  50 Hiding……………………………………………………………...…..

  

1. The Surface Meaning of Anne Frank’s Motivation in Giving

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

  2. The Deeper Meaning of Anne Frank’s Motivation in Giving

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ……………………………………………..….…………

B. Suggestions …………………………………………………...………

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

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  61

  60

  67

  65

  77

  70

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

  68

  

D. Materials ………………..…………………………………………….

  

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

  

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

  

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

  REFERENCES ……………………………………………………...……... APPENDICES ……………………………………………………..……….

  62

  

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.

  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,

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

  th

  to Amsterdam in search of safety. German invasion of Holland began on May 10 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.

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

   

  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.