The two main characters` searching for self-identity as reflected in llewellyn`s if i were you.

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ix ABSTRACT

Parnika, Vensiana. (2008).The Two Main Characters’ Searching for Self-Identity as reflected in Llewellyn’s If I were You. Yogyakarta: English Education Study Program, Faculty of Teaching Training and Education, Sanata Dharma University

This study discusses the two main characters, Sophie and Natasha, in their self-identity searching in which their decisions are influenced by some factors around them as seen in Juali Lewellyn’s If I were You. The novel deals with friendship as the topic of the novel and takes London and its society in the modern era as the settings. It tells us about Sophie and Natasha’s life experience during their friendship from the very first time they met when they were only eleven until they were adults and their experiences in their relationship with others within their society and environment. Therefore the story is very close to the human’s life experiences since it may also be experienced by people in the real life.

The objective of this study is to analyze the two main characters’ significant attitudes towards their friendship and their relationship with others within the society. There are two problems discussed in this study. The first is the description of Sophie and Natasha’s characters. And the second is the factors that influence Sophie and Natasha’s decision in searching for their self-identity.

There are two kinds of source used in this study namely, the primary data, which was the novel itself, and other supporting sources taken from books, journals, and articles from the Internet.

The theories used in this study are the theory of character and characterization, psychoanalytic theory, psychodynamic theory, phenomenological theory, and theory of friendship. This study also employs the psychological approach to analyze the two main characters’ self-identity influenced by some factors.

The conclusion taken from the analysis shows that Sophie’s characters are ambitious, dreamer, attentive, compassionate, attractive person, and talkative. Then Natasha is described as an independent, attentive, workaholic, lonely, introvert and dishonest person. And the factors influence Sophie and Natasha’s decision in finding their self-identity are their thoughts, motivations, desires, and feelings, which are classified as the internal factors, then the environment including the society, the family and friends’ roles, and the faced conflicts or problems which are categorized as the external factors.

It is recommended that the future researchers discuss how Sophie and Natasha took and carried the decision for their self-identity related to the internal and external factors. And for English teachers, it is suggested that they use the novel as the materials to teach Extensive Reading I and Speaking IV.

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x ABSTRAK

Parnika, Vensiana. (2008).The Two Main Characters’ Searching for Self-Identity as reflected in Llewellyn’s If I were You.Yogyakarta: Program Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Sanata Dharma Yogyakarta.

Seperti yang tertera dalam judul, jelas bahwa studi ini membahas kedua tokoh utama, Sophie dan Natasha, dalam pencarian jati diri mereka dimana keputusan mereka dipengaruhi oleh faktor-faktor di sekitar mereka. Novel ini mengangkat persahabatan sebagai topik novel ini dan mengambil London dan masyarakatnya pada jaman modern sebagai setingnya. Novel ini menceritakan pengalaman hidup Sophie dan Natasha selama persahabatan mereka dari pertama kali bertemu ketika mereka masih sebelas tahun sampai dewasa dan juga pengalaman-pengalaman mereka dalam hubungan mereka dengan orang lain dalam masyarakat dan lingkungan. Maka dari itu cerita ini behubungan erat dengan pengalaman hidup manusia karena dapat juga dialami oleh orang-orang dalam kehidupan nyata.

Tujuan dari studi ini adalah untuk mengamati tingkah laku-tingkah laku yang berarti dari kedua tokoh utama terhadap persahabatan dan hubungan mereka dengan masyarakat. Ada dua masalah yang dibahas dalam studi ini. Yang pertama adalah karakter Sophie dan Natasha. Dan yang kedua adalah faktor-faktor yang mempengaruhi keputusan Sophie dan Natasha dalam mencari jati diri mereka.

Ada dua jenis sumber yang dipakai yaitu data utama yang adalah novel itu sendiri, dan sumber-sumber pendukung yang diambil dari beberapa buku, jurnal, dan artikel dari internet.

Teori yang digunakan dalam studi ini adalah teori karakter dan penokohan, teori psychoanalytic, teori psychodynamic, teori phenomenologi, dan teori persahabatan. Studi ini juga menggunakan pendekatan psikologi untuk manganalisa jati diri kedua tokoh utama yang dipengaruhi oleh faktor-faktor disekitar mereka.

Kesimpulan menyatakan bahwa karakter Sophie adalah ambisius, pemimpi, perhatian, penuh belas kasih, orang yang menarik, dan suka berbicara. Dan Natasha adalah orang yang mandiri, perhatian, workaholik, kesepian, tertutup, dan tidak jujur. Faktor-faktor yang mempengaruhi keputusan Sophie dan Natasha dalam mencari jati diri adalah pikiran-pikiran, motivasi-motivasi, impian-impian, dan perasan mereka yang digolongkan sebagai faktor-faktor internal, dan lingkungan termasuk masyarakat, peran keluarga dan teman-teman, dan masalah-masalah yang dihadapi yang digolongkan sebagai faktor-faktor eksternal.

Disarankan agar para peneliti selanjutnya meneliti tentang bagaimana Sophie dan Natasha memutuskan dan mejalankan keputusan jati diri mereka sehubungan dengan faktor-faktor internal and eksternal. Dan untuk para guru bahasa Inggris disarankan bahwa mereka dapat memakai novel ini sebagai bahan materi untuk mengajar Extensive Reading I dan Speaking IV.

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THE TWO MAIN CHARACTERS’ SEARCHING FOR SELF-IDENTITY AS REFLECTED

IN LLEWELLYN’S IF I WERE YOU

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English language Education

Vensiana Parnika Student Number: 041214133

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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THE TWO MAIN CHARACTERS’ SEARCHING FOR SELF-IDENTITY AS REFLECTED

IN LLEWELLYN’S IF I WERE YOU

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English language Education

Vensiana Parnika Student Number: 041214133

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

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PAGE OF DEDICATION

Live in this world in full awareness of the oneness of existence, giving and enjoying, experiencing sorrows and joys, but never

unaware even for a moment that this existence comes from the Almighty

and returns to Him

That experiences of transcendence come from prayer, poetry, happiness, sorrow, courage, and love.

They offer answers to what our lives are about If you ask, ask the Almighty

If you depend on someone – depend on the Almighty Whoever follows a path of seeking knowledge. The Almighty will make his path to Paradise easy

The final conclusion of all research : The universe did not just happen;

There is a purpose behind it

(AUTHOR UNKNOWN )

Dedicated with love and gratitude to: My beloved parents, my gorgeous brother, and

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TABLE OF CONTENTS

TITLE PAGE………. PAGES OF APPROVAL………..………... STATEMENT OF WORK’S ORIGINALITY……….... PAGE OF DEDICATION……….… TABLE OF CONTENTS……….….. ABSTRACT……….…...

ABSTRAK………....

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS………. ACKNOWLEDGEMENTS……….…..

CHAPTER I INTRODUCTION………... A. Background of the Study ……….…… B. Objective of the Study ……….………… C. Problem Formulation ……….……….. D. Benefits of the Study ………...………… E. Definition of Terms ……….…

CHAPTER II THEORETICAL REVIEW……….……. A. Review of Related Theories ……….………... 1. Theory of Character and Characterization ……….………….. B. Critical Approaches ……….……… . 1. Psychoanalytic Theory ……… 2. Psychodynamic Theories ……… 3. Phenomenological Theory ……….. 4. Theory of Friendship ………..……….

5. Theory of the Relationship between Psychology and Literature ………...… i ii iii iv v vi ix x xii xii 1 1 5 5 6 6 10 10 10 15 16 19 22 24

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vii

C. Theoretical Framework ……….……….. D. Criticism ……….………. E. Context of the Novel ……….………...

CHAPTER III METHODOLOGY………...…….……….. A. Object of the Study ……….………. B. Approaches of the Study……….………. C. Procedure ……….………

CHAPTER IV ANALYSIS……….……….. A. Sophie and Natasha’s Characteristics in If I were You …….………..… 1. Sophie’s Characters………...…………..….…. a. A dreamer ……….…… b. Ambitious ……… c. Attentive ……….……….. d. Compassionate ……….……… e. Attractive ………...………. f. Talkative ……….……….. 2. Natasha’s Characters………...……….…. a. Independent ……….………. b. Attentive ……….……….. c. Workaholic ……….…….. d. Lonely ………... e. Introvert ……….………... f. Dishonest ………. B. Factors that Influence Sophie and Natasha’s Decisions to Search for Their Self-Identity………...………... 1. Internal Factors that Influence Sophie and Natasha’s Searching for

26 28 30 31 35 35 37 38 40 40 41 41 43 45 47 48 51 52 52 54 55 57 58 60 62

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Their Self-Identity……….………. a. Sophie and Natasha’s Thoughts ……….……….. b. Sophie and Natasha’s Motivation ……….………... c. Sophie and Natasha’s Desires ……….………. d. Sophie and Natasha’s Feelings ……….………... 2. External Factors that Influence Sophie and Natasha’s Searching for Their Self-Identity………....………. a. The Environment around Sophie and Natasha ……… b. Sophie and Natasha’s Family and Friends’ Roles ……….………….. c. Problems Faced by Sophie and Natasha ……….………….

CHAPTER V CONCLUSION, SUGGESTIONS AND

RECOMMENDATION……….……… A. Conclusion ………...……….. B. Suggestion for Teaching Implementation ……….……….. C. Recommendation of If I were You for Further Researchers ……….…..

REFERENCES……….……….

APPENDICES……….…………... APPENDIX I. Summary of the Novel ……… APPENDIX 2. The Biography of Julia Llewellyn ………....………….. APPENDIX 3. Lesson Plan for Extensive Reading I ……….…………. APPENDIX 4. Lesson Plan for Speaking IV ……….………….. APPENDIX 5. The Material for Extensive Reading I ………….……….... APPENDIX 6. The Material for Speaking IV ……….……… APPENDIX 7. The Steps to teach Extensive Reading I and Speaking IV……...

64 64 67 70 72 74 75 77 80 84 84 85 87 89 91 92 94 96 97 98 99 100

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ix ABSTRACT

There are two kinds of source used in this study namely, the primary data, which was the novel itself, and other supporting sources taken from books, journals, and articles from the Internet.

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x ABSTRAK

Ada dua jenis sumber yang dipakai yaitu data utama yang adalah novel itu sendiri, dan sumber-sumber pendukung yang diambil dari beberapa buku, jurnal, dan artikel dari internet.

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ACKNOWLEDGEMENTS

I would like to give my biggest thank to The Almighty God, Jesus Crhist, who always gives his blessing to me and to every one, especially that He has led me passing my difficult time in doing this thesis. I thank God for always accompanying me through nights and days, good and bad times that He always gives me spirit to struggle more.

I also thank God for sending me the great persons to help me, pray for me, encourage and support me to finish this thesis.

I should thank God for sending me the kindest and the most patient advisor, Mr. Herujiyanto, who always leads and helps me with his suggestions, attention, support, and correction.

My special ”Thank God” is for giving me a kind family, my Father who is always patient to take and pick me up and teach me to be an independent woman; the best Mother who gives me unconditional love and cares about me when I get sick or have to sleep late doing my work; and my brother who is the only sibling in my family.

I would like to thank God for sending me kind hearted and everlasting friends like Mbak Yun, and ”other habitants” Beti, Nila, V3, who are always willing to share; Santi, Bekti, Susan, Alit, Ayux’, Riko, I thank them for the pleasure time we have ever had; and Dika, I thank him for his kindness of giving wisdom and straight advices; and all the members of class F whom I always miss; “ We had passed fun

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xiii and sad time together guys!”

I would also like thank to my family and friends in CEC, especially Cie Lan, Cie Wen, who have inspired me and advised me with the knowledge of life. I thank Mbak Widdy, my roommate, for always helping, teaching, and even teasing me. I want to express my gratitude to all my seniors in CEC whom I share my days during the four days working in every week, Kaka’ Retno, Cie Yani, Ka’ Ima, mbak Santi, mbak Cecil, mba Vryska, mba Nia, mba Ratih, Ko’ Adi, Yadi, Pak Eko, Cie End, for accompanying and leading me to be a better person and teacher; the Putra Persada teachers like Bu Eri and Bu Ari, and all the persons whom I cannot mention one by one. I also thank the creatures that I never realized of their existence in accompanying me. I thank them for the tear, blood, and sweat I shed during the process of making this thesis. And may all beings in this world be happy.

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1 CHAPTER I INTRODUCTION

The first chapter of this study mainly discusses four main things about Julia Llewellyn’s novel, If I were You. They consist of the Background of the Study, Objectives of the Study, Problem Formulation, the Benefits of the Study, and the Definition of the Terms.

The background of the study represents the description of the topic of the study and also represents the personal reasons why this topic is chosen. The objectives of the study are limited by only dealing with the problems, which are found in the Problem Formulations. The problem formulation concerns with the general description of the investigated problems of this thesis. The benefits of this study identify which parties will benefit from the study. The last part is the definition of terms that concerns with special words and their explanation used in this study to avoid the readers’ misunderstanding towards the certain words.

A. Background of the Study

Literature is one of the language branch studies that relates to the arts of language. Literature is very close to human’s life as a way to express one’s ideas, feelings, and views related to the human’s real life. From literature the readers are not only getting pleasure, but the readers can obtain various kinds of knowledge also. The general knowledge that can be obtained from reading novels, as one kind of literary

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works, is psychological knowledge that can be explored through the characters of the novels. The author of a novel usually creates characters that psychologically reflect the real human characters and implicitly describes their personalities, desires, feelings, ideas, relationship to others, their motivation of doing something, and their searching for self-identity. And those above mentioned statements become the inspiration for the general topic and for choosing a novel to be the subject of this study.

A novel that attracts the writer’s interest is Julia Llewellyn’s novel, If I Were You. What makes the story interesting is the story itself in which it is close to the human’s real life experiences. The story leads the readers’ minds and emotions to imagine and reflect themselves if they were in the situations where they were facing the situations as the same as faced by the two main characters in the novel. The author, Julia Llewellyn, has successfully created the marvelous story that can encourage the readers’ emotion and curiosity as her previous hilarious and enjoyable novel, The Love Trainer. She also cleverly describes how the settings of place and situation are and how the characters look like. The readers can easily imagine what kind of person Natasha or Sophie is and how they look like. Sophie, whose mother was an artist who had divorced and used to live with different men, is an easy going person and looks so fashionable. The other character, Natasha, comes from a good family. She is a hard worker and she rarely thinks about her love life. And as what has been mentioned above, this study is intended to concern more on the second Llewellyn’s work, If I Were You that was released in 2006.

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In this novel, the author takes a common and popular topic about human interactions that includes the relationship between the two main characters and their families, the relationship between the two main characters and their society, and the relationship within the two main characters itself. By those relationships, Llewellyn builds the two main characters’ personalities through their progress in searching their identities.

The novel itself contains 57 chapters. In the first chapter, Llewellyn introduces the two main characters, Sophie and Natasha who were best fiends from the first day they entered Betterton Ladies’ College Senior Division when they were eleven years until they were adults. Then when Sophie and Natasha had been adults, they had different career and style of life. Sophie had to take big efforts to make some money for herself and shared life with her boy friend; meanwhile Natasha has been a success career woman who lived in luxury flat, but she felt alone that she hadn’t got any boyfriend. The author also tells about Sophie and Natasha’s families and people close to them. Sophie was always influenced by her mother while Natasha was not.

To make the story more interesting and to attract the readers’ emotion and curiosity, the author creates some conflicts within Sophie and Natasha’s life. Sophie who worked as a staff in a publisher used to get financial problem, and she also had problems on her relationship with her boyfriend. But Sophie always looks so fashionable and attractive that many men are willing to have relationship with her. It is different from Natasha who rarely had dating, and once she had, she got problems with her relationship with a man whom she loved because he had already engaged.

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But Natasha had successful career as a TV show programmer and had many famous clients. Sometimes, Sophie and Natasha felt jealous to each other because of their life condition and problems they faced. The two main characters exercised their mentality trough the conflicts created by Llewellyn so that in the end of the story they became tough persons by helping each other and finally both of them could be the better persons.

But most of all, the thing that interests the writer at the story of If I Were You is the two main characters’ searching for self-identity. It is embodied by the two main characters’ self-development when they faced some problems coming to their life that made them discover their truly identity or personality.

This study is, therefore, meant to find out the factors that influence Sophie and Natasha’s decision to search their self-identity. There are some factors that can be analyzed from the novel. The other things that make this novel special and can be learnt are the ways Sophie shares her view about life, helps her best friend, Natasha, by letting her boyfriend marries Natasha, and changes herself to be a more mature person. And to get the deeper analysis about the two main characters’ self identity, it is necessary to know Sophie and Natasha’s characteristics and personalities.

Then in conducting a study on literature, it is better to choose library research that focuses on the primary source as the novel, and secondary sources as the supporting sources to figure out the ground theory. Here, this study uses the psychological approach and psychoanalytical criticism to analyze and explore the topic mentioned above that is The Two Main Characters’ Searching for Self-Identity

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as Reflected in Llewellyn’s If I Were You. Psychoanalytical criticism treats the two main characters as real people who have complex psyches. From it, the characters of a novel can be perceived as mirrors for their psychological fears, motivation, and desires (Cirese, 1985: 53). This study also employs some supporting theories, such as theory of character and characterization, psychoanalytic theory, psychodynamic theory, phenomenological theory, theory of relationship, theory of friendship, and the relationship between Psychology and Literature. The depth explanation is clarified more in chapter two.

B. Objective of the Study

The objective of this study is to look into ones’ significant attitudes on searching for their identities through their beliefs, thoughts, motivations, feelings, friendship and relationship with environment or society, and the problems they face as seen in Sophie and Natasha, the two main characters of Julia Llewellyn’s If I were You.

C. Problem Formulation

Considering the explanation above, there are two problems that are going to be discussed deeply in this study. Those two problems are:

1. How are Sophie and Natasha, the two main characters of the novel described? 2. What can influence Sophie and Natasha’s decision to find their self-identity?

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D. Benefits of the Study

From the conducted study on one of Julia Llewellyn’s master pieces, it indirectly introduces her novel; If I Were You and her other works to the readers. It also provides some information for those who may obtain the benefits of this study. First, the benefits may be obtained by the readers who read this study in which they can get some knowledge they do not know yet and as well as being entertained also. Second, for the students who concern on the same study that they can use this study as the references. Third, for other researchers, this study can be used as the comparison. And for English teachers, they can use the conclusion and teaching implementation of this study in the appendixes as the reflection and references in teaching.

E. Definition of Terms

In this part, some key words used in this study are going to be elaborated to avoid misunderstanding. In doing so, some sources from the Encyclopedias, Hornsby’s Learner’s Dictionary, Cirese’s Quest : A Search for Self, Davidoff’s Introduction to Psychology, and some websites on the internet are needed. Those terms are:

1. Character

Character is defined as the personality that is presented or realized in fiction or drama and also defined as one of the person of drama or novel as said in Merriam Webster’s Encyclopedia of Literature (1995). In www.wikipedia.org, it is said

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that characters are widely considered as an essential element of fictional works, especially novels, and plays (accessed on March 15th, 2007). It means that the persons on the novel’s story play big roles to make the story seem real. Characters are described through their actions, dialects, thoughts, and desires.

2. Characterization

According to Merriam Webster’s Encyclopedia (1995), characterization is defined as “The representation in fictional or drama of human character or personality”. From www.wikipedia.org it is said that “Characterization is process conveying information about characters in fictional literary work” (accessed on March 15th, 2007). In characterizing people, it involves the psychological make up of the characters such as fears, emotion, beliefs, motivation, and desires.

3. Identity

Identity can be defines as “A person’s sense of who she or he is as a unique individual, whole and separate from others” (Cirese, 1985: 14). A person has to know and has a feeling about who he or she is, to be who a person believes he or she is. And one’s identity is more than his or her name or social roles. It establishes and results from one’s “uniqueness” and “togetherness” in the society. One’s identity also depends on how society perceives him or her.

4. Personality

According to Davidoff, personality is “Distinct identity formed of relatively consistent and enduring patterns of perceiving, thinking, feeling, and behaving” (1987: 6-11). As a unique individual, each person has different personality

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affected by the environment around him or her. 5. Self-identity

“It is the concept of oneself as a person, unique and distinct from all others and as a whole being, existing as a unity through his or her life time” (Cirese, 1985: 176). It reflects a person’s idea of himself or herself, including the image or picture of himself or herself. Here, one thinks not only of himself, but also of the ways he evaluates himself and the ways he presents himself to the society. And it is a life-long process.

6. Social Role

Social role can be defined as the characteristic and expected behavior pattern associated with a particular social status (Cirese, 1985: 177). It is an essential part on one’s searching for identity process that he or she has to struggle to be accepted in the society.

7. Self-actualization

Maslow said that “Self-actualization is the process of becoming more competent, of developing capacities that serve to maintain or enhance on self “ (Cirese, 1985: 62). It is the highest of human needs. It includes the development of ones’ interests, skills, and behaviors in harmony with ones sense of self.

8. Self-presentation

It is how one reveals or represents oneself to others; the impression of self ones endeavor to give to others (Cirese, 1985: 182). It includes the ways ones dress, talk, and act; convey an image of themselves to others, such as want to appear

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charming, intelligent, cool, and other impressions. 9. Influence

As said in Hornby’s Oxford Advanced Learner’s Dictionary, “Influence means the power to affect somebody’s actions, characters, or beliefs, especially by providing example for them to follow, winning their admiration or making them afraid to disagree” (437). Related to this study, influence is defined as something that brings effect on ones’ life. It is related to Sophie and Natasha’s friendship, families, beliefs, views, motivation, desires, thoughts, and problems.

11. Internal Factors

From Hornby’s dictionary, Oxford Advanced Learner’s Dictionary, internal is defined as thing derived from within the thing itself. Here, the internal factors of self-searching come up from the inside of an individual itself, such as feelings, desires, and thoughts.

12. External Factors

From Hornby’s dictionary, Oxford Advanced Learner’s Dictionary, external is defined as thing situated on the outside. For self-searching, external factors come up from the outside of an individual such as the society, family, friends, and the environment that will influence the main characters’ searching for identity.

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CHAPTER II

THEORETICAL REVIEW

This following chapter elaborates the five sections namely the Review of Related Theories, Critical Approaches, Theoretical Framework, Criticism, and Context of the Novel. In this study, those five sections are used to analyze and comprehend Llewellyn’s novel, If I were You deeper.

A. Review of Related Theories

Here, the theories related to the study are going to be identified. To analyze the work of literature, such as novels, and short stories, this study needs to employ theory of literature including Theory of Character and Characterization. The theory will be explained as follows:

1. Theory of Character and Characterization

According to Holman and Harmon, character is “The idea of moral or constitution of human personality, the presence the moral value of the creature in the art in the form of human being. The character is also the description of a person who has some definite qualities.” (18)

from reading a book of Merriam Webster’s Encyclopedia of Literature (1995), there are found some definitions of the word of character. The first definition is defining character as a descriptive, often satiric analysis (usually in the form of short

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literary sketch) of a human virtue or vice or of a general type of human character. The second is character as the personality that is presented or realized in fiction or drama. The third one is character is defining as one of the person of drama or novel. From those definitions, it can be assumed that characters may be widely considered as an essential element of fictional works, especially novels and plays. Characters make the story of a literary work seems to be real. The readers can enjoy and follow the story through the characters actions and speeches. So, it is necessary for the authors who write novels or other literary works that they have enough skills in order to present their ideas into the story through the characters’ descriptions.

From www.wikipedia.com (accessed on March 15th, 2007), there are written several types of fictional characters. Those are Iconic characters that are well known outside of the work from which they come, for examples Superman, James Bond, Conan, etc. Dynamic characters are characters that change significantly during the course of the story including changes insight or understanding, changes in commitment, and changes in value. Static characters do not undertake significant changes. Whether round or flat, their personalities remain essentially stable throughout the story. This is commonly done with the secondary characters in order to let them serve as thematic or plot elements. The other two popular kinds of character are protagonists and antagonists. Protagonist characters are considered as the driver of the story, the one who forces the action that is defined as “Pursue and Consideration” characteristic. Antagonist characters are the characters directly opposed to the protagonists (Colwell, 1968: 15).

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In their book, Barnet, Berman, and Burto (71-72) classify four things to figure out what the characteristics of the character in the novel are, those are;

a. From What the Characters Say

From what the characters say or from the way they speak, the readers are able to predict what the author creates the personality of the speaker or character. It provides the readers the clue whether the actor is protagonist or antagonist. The readers can determine the characteristics from the statements the characters utter.

b. From What the Character Do

This classification relates to the characters’ action. By analyzing what the character does, the readers are able to know whether the character is from upper or lower class, educated or not, good or bad person. The readers will understand through the characters’ attitude. The readers will be able to predict the personality from the characters actions in the novel. It can be the reflection of the character.

c. From What Other Characters Say about the Main Character

What other characters say or comment can be used to analyze the main character’s personality. What other characters say about the main character can be used as additional information and clear description about the main character or others in the story. The author may give the descriptions of the main character’s personality through the other characters’ opinion or judgment. It can be from others close to the main character or from other characters who are the main character’s

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enemy. Therefore, the readers may get different opinions of the character’s personality.

d. From What Other Characters Do

What other characters do toward a certain character also can determine the analysis of the character. It is very important to know the characterization of the main character such as whether the main character is a lazy, clever, happy, kind, wicked, or careless person. Other characters’ responses in specific events in the story can be used as the reflection and can help the readers to understand the character’s personality.

As quoted by Larver and Schiever in their book, Perspective on Personality, Allport says that “The characteristic of a character is related to his or her behavior, thoughts, and feelings” (5). Here is clear that the way of thinking, feeling, and behavior will influence one’s character. Therefore it is important for the readers to analyze the characters and the main character’ thought, feelings, and actions to figure out the characters’ personalities.

Meanwhile, characterization is the process of creating and developing characters in a work of fiction. According to Merriam Webster’s Encyclopedia of Literature (1995), characterization is also defined as the representation in fictional or drama of human character personality. Characters are usually presented through their actions, dialects, thoughts, as well as description. Characterization can consider a variety of aspects of characters, such as appearance, age, gender, educational level,

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occupation, financial status, marital status, social status, cultural background, beliefs, ambitions, motivation, personalities, and many more else.

Basically, there are two general ways in identifying information about a character. Those areDirect orExplicit Characterization that the author directly tells what the character looks like through the narrator, another character, or by the character himself. The second way is Indirect or Implicit Characterization that the readers have to guess what the character looks like through the character’s thoughts, actions, speech, and interactions.

However from the explanation above, this study only chooses five ways that are included in Indirect Characterization to analyze the two main characters of If I were You, Sophie and Natasha. They are;

1. Characters as Seen by Another: The author of the novel describes the characters through other characters’ words, views, and opinions.

2. From What the Characters Say: The author can give the readers overview into the characterization of the character in the novel through what the character says and the way he or she speaks.

3. From What the Characters Do: The author can give clues to the character’s characteristic by letting the readers know how the character reacts to various situations or events.

4. Thoughts: The author gives the readers information from what a character thinks. How and what a character thinks of a situation or problems can reflect what he or she actually is.

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5. Direct Comment: The author of the novel may describe or give comment on one’s character directly. Here, the author usually has a role of the narrator of the story.

B. Critical Approaches

There are several approaches that can be used to analyze literature works. Critical approaches provide methods for the readers to obtain deeper understanding of literature works. According to Rohrberger and Woods, Jr, there are five approaches that can be used to analyze literature works. The first approach is the Formalist Approach. It analyzes literature without reference to facts of the author’s life, without reference to the genre and in which the literary object takes place. The second is the Biographical approach. It emphasizes on the importance of acknowledging the author’s personal life for the deeper understanding to his or her work. The author’s life and personality are considered to be important elements. Then the writer knows Sociocultural-Historical Approach. It includes the social, cultural, and historical backgrounds in which the literary works created and influences the literary object. The fourth is Mythopoeic Approach. It concerns on finding particular recurrent patterns of human thought, which are considered as the same sharing of universal beliefs to certain community mind. It generally involves death and rebirth, sacrifices and guilt, and patterns of basic behavior to Christian theology. And the last is Psychological Approach. Davidoff in his book (1987: 6) states that:

“Psychological Approach is used to figure out and demonstrate particular repetitive patterns, hence, from the knowledge of psychology to explain

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human personality, motivation, and behavior patterns within the literary work. And psychology itself focuses on behavior and mental processes that include cognition (knowing, perceiving, attending, remembering, reasoning, solving problems, dreaming, fantasizing, wishing, anticipating, and etc.)”

Therefore, this study employs the psychological approach since it can identify how a character influences one another, how a character develops or changes in behavior with his or her age, how and why a character differs from one another and how those differences can be analyzed. For instance, a person has different reactions to jokes, conflicts, and under stress.

The study also employs some supporting theories come from the knowledge of psychology to analyze and investigate the problems. Those theories are Psychoanalytic Theory, Psychodynamic Theory, Phenomenological Theory, Theory of Friendship, and Theory of the Relationship between Psychology and Literature.

1. Psychoanalytic Theory

There are psychological view points that try to understand and explain people in general, to apply to all or most human beings rather than to the individual. And psychoanalytic, one of psychological view points is a body of theory originated by Sigmund Freud that stresses the influence of unconscious motivation and drives on all human behavior (Cirese, 1985: 53).

According to Freud, one’s experiences in early childhood, especially those with sexual significance, have a lasting influence on one’s personality, and are often the basis for one’s adult emotional problems. “Psychoanalysis contains views of the person and of society and even a total philosophy of life,” as said by Freud (Flahive,

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2005: 74). Here it concerns with consciousness, which is the contents of mind, something that we are aware of or not (unconscious). Flahive in his book has an opinion on the psychoanalytic theory of personality (2005: 77) suggests that:

“Much of our behavior, perhaps the majority of it, is determined by the unconscious forces, and that much of our psychic energy is devoted either to finding acceptable expression of unconscious ideas or to keeping them unconscious.”

And in using psychoanalytic view to analyze one’s personality, it is found some important terms such as ID (the most primitive part of the personality, containing unconsciousness and aggressive impulses), Superego (the conscience part including the internalization of moral standards set by one’s parents), Ego (part of the personality that mediates between ID and the Superego, as well as responding to the environment, the rational, reality-oriented component of personality), Ego defense that is the ego’s unconscious mechanisms distorting feelings or perceptions that make some people turn aside feelings of anxiety, guilt, and conflict (Cirese, 1985: 53-55).

According to Freud, ID represents the source of all drive energy. It pursues pleasure and avoids pain. In the other word, it is the basis of personality, the energy source for the whole system, and the foundation from which the Ego and Superego later become differentiated (Mischel, 1976: 31). ID functions according to primary process and the pleasure principle, unconsciously seeks immediate satisfaction of biologically based drives, and is the source of psychic energy (libido).

Then Ego functions according to secondary process and the reality principle; it refers to processes whereby the individual becomes aware of eternal reality and makes judgments or decisions about what actions are relevant and appropriate

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(Lindgren, 1969: 189). Freud describes it in this way:

The Ego is in direct contact with the external world. It is governed by considerations of safety, and its task is preservation of the organism. The Ego wages its battle for survival against both the external world and the internal instinctual demands of the id. It has to continuously differentiate between the mental representations of wish-fulfilling images and the actual perceptual characteristics of the outer world of reality (Mischel, 1976: 31-32).

In another word, it can be said that Ego mediates between the instinctual demands of the ID and the outer world of reality.

But Superego represents society’s restrictions and produces guilt and ego ideal (Cloninger, 2004: 63). As said by Freud, “Whereas the ID seeks pleasure and the Ego tests reality, the Superego seeks perfection or the ideal” (Mischel, 1976: 32). Superego involves the morals and standards of society that have become part of the internal world of the individual in the course of the development of one’s personality. It is the conscience, the judge of right and wrong, of good and bad related to the internalized standards of the parents and indirectly of the society. In another word, Superego represents the internalized moral standards of the society, achieved through the internalization of parental control and characteristics in the course of socialization. It is more related to the conscious part of human mind.

This theory of psychoanalytic is crucial to study further the literary work in this study because the writer can use this theory to analyze the personal character including the character’s actions, motivation, personality, feelings, and desires. Psychoanalytic also describes the developmental stages in early life as a period of great significance in determining one’s personality from birth through adolescence. Freud considered the five psychological stages (oral, anal, phallic, and genital stages)

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crucial in the development of a personality. The oral stage characterizes the first year of life, which occurs at time when an infant is totally dependent upon others for satisfaction of his needs. The anal stage occurs in the second year of life in which a child has experience with imposed control of an instinctual impulse through trainings that can later affect traits and values and show character traits of obstinacy, stinginess, precision, and orderliness. Next the phallic stage occurs after the age of five which remains a vital force in later personality. It is characterized by masturbatory stimulation and the observation of the anatomical distinction between the sexes. For example, as Freud said “Both boys and girls love their mother as the satisfier of their basic needs and resent their father as a rival for their mother’s affection” (Mischel, 1976: 41). The genital stage is the final phase of maturity and in it; the individual is capable of genuine love and adult sexual satisfaction. “The love objects of the pregenital period are essentially selfish or narcissistic: that is, others are loved only because they provide additional forms of body pleasure to the person” (42).

According to Freud early personality development occurs in the setting of the family. In that context, Freud strongly emphasized the child’s attachment to the mother and the rivalry between son and father (43).

2. Psychodynamic Theories

Theories play prominent roles in personality psychology. In analyzing one’s personality, the study has to employ personality theories. In personality theories,

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there are many branches of theory that can be used to analyze one’s personality and identity, and one of it is psychodynamic theories.

Psychodynamic theories of personality stress the importance of motives, emotions, and other internal forces as consequences of one’s interaction towards his or her environment (Davidoff, 1987: 443). These theories include the ideas of Sigmund Freud, Carl Jung, Alfred Adler, Erik Erikson, and other psychologists. And those ideas are based on the assumption that an individual’s personality and reactions at any given time are the product of the interaction between the conscious-unconscious mind and environment. Erikson stresses social implications in psychodynamic theories. In Erikson’s view (1963: 266), people who lack a sense of personal identity have difficulty establishing close relationships. Both of Freud and Erikson cover their theories with personality development described in some developmental stages of the five stages (oral, anal, phallic, latency, and genital stages) as described in psychoanalytical theory (Davidoff, 1987: 451). From another source taken from http://plato.stanford.edu/entries/phenomenology/ (accessed on 22 November 2007), psychodynamics, also known as dynamic psychology, is defining as the study of the interrelationship of various parts of the mind, personality, or psyche as they relate to mental, emotional, or motivational forces especially at the unconscious level. It is the study of human behavior from the point of view of motivation and drives, depending largely on the functional significance of emotion, and based on the assumption that an individual's total personality and reactions at any given time are the product of the interaction between their conscious/unconscious

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mind, genetic constitution and their environment

In conducting this study, psychodynamic theories are used to analyze the two main characters’ personalities deeply. Factors involved in psychodynamic are usually divided into two types. First, Interaction of Emotional Forces: the interaction of the emotional and motivational forces that affect behavior and mental states, especially on a subconscious level. Second, Inner Forces Affecting Behavior: the study of the emotional and motivational forces that affect behavior and states of mind. And there is relationship between psychoanalytic and psychodynamic theory. A focus in psychodynamic theory is the connection among the emotional experiences, motivation, and desires in the Id, Ego, and Superego. On the other words, psychodynamic focuses on the dynamic interaction between the Id, Ego, and Superego that analyzed in psychoanalytic theory also. And psychoanalytic theory also assumes that personality development is as dynamic psychological conflicts that are resolved (Davidoff, 1987: 444).

In psychodynamic analysis, the dynamics of the personality is the main object which relates to conflict, anxiety, mechanisms of defense, and psychic energy (Mischel, 1976: 33). In conflict which exists between people and environment, a person comes to incorporate the societal code by which he is raised through a process of internalizing parental characteristics. Anxiety is a state of painful tension and people seek to reduce it. And there are three types of anxiety: Neurotic anxiety (a person fears that his instinct will get out of control and cause a punishment), Moral anxiety (a person feels guilty about unacceptable thing he has done), and Reality

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anxiety (the fear of real dangers in the external world). Then Mechanisms of defense are developed to avoid anxiety and to come to terms with the instinctual impulse or reaction serving as disguises through which a person hides his motives and conflicts from himself as well as from others (Mischel, 1976: 34). And according to Mischel’s view, Psychic energy is the essence of motives transformation, the objects at which a person directs and expresses the manner in form of energy or libido attached onto aspects of the internal and external environment (36). Thus, the character’s personality development can be analyzed through the character’s reactions in facing conflict that involve emotional experience.

3. Phenomenological Theory

This theory is another branch of personality theories. It comes from the ideas of some psychologists. Phenomenology can be defined as the study of structures of consciousness as experienced from the first-person point of view (http://plato.stanford.edu/entries/phenomenology accessed on 22 November 2007). As Mischel said in his book, Introduction to Personality, one perceives the interpretation of the self as a result of interaction with the environment that can influence his perception and behavior – as strong or weak, and then may affect how he perceives the rest of his world. Therefore, the experiences of the self become invested with values which may become the result of direct experience with the environment or may be taken from others. According to Husserl (Lauer, 1958: 17), phenomenology is an attempt to examine each act of consciousness, seeking to

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discover in each its essence. They may be things or thoughts, persons or events, categories or states of affairs, or they may be mental constructs such as numbers or geometrical figures.

The central structure of an experience is its intentionality (the directedness of experience toward things in the world, the property of consciousness that it is a consciousness of or about something), which is directed toward something, as it is an experience of or about some object. The most popular idea comes from Carl R. Rogers who assumes that the best vantage point for understanding behavior is from the internal frame of reference of the individual itself (Rogers, 1951: 494). And behavior depends on how one perceives the world, that behavior is the result of events as they are perceived and interpreted by the individual.

According to Husserl (http://plato.stanford.edu/entries/phenomenology accessed on 22 November 2007), phenomenology studies the structure of various types of experience ranging from perception, thought, memory, imagination, emotion, desire, and volition to bodily awareness, embodied action, and social activity, including linguistic activity. In recent philosophy of mind, the term "phenomenology" is often restricted to the characterization of sensory qualities of seeing, hearing, etc.: what it is like to have sensations of various kinds. It is addressing the meaning things have in people’s experiences, notably, the significance of objects, events, tools, the flow of time, the self, and others, as these things arise and are experienced in people’s "life-world”. And there is a tendency of people to develop all their capacities in ways which serve to maintain or enhance themselves (Rogers, 1959: 196). Therefore, the

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primary motive in the people’s lives is to actualize, maintain, and enhance their selves through their direct experiences with the environment or society and may also incorporate their perceptions of others.

According to Rogers, actualizing tendency comes from the experiences that someone perceived from the world around them, in this case is the environment or the society. For example actualizing tendency of a person are wanting to achieve good status, obtain a good job, enrich and satisfy himself as the ways the person tries to adapt himself in the condition of the society around him. Here the relationship between the person and his environment or the society is also important. The objective situation in which a person is involved needs to be considered. It means that a person has to know his society, how the society perceives him as an individual, and how the society responds to his behavior and his self-actualization. Therefore, one needs to interact to others and build relationship within the society in order to assure that the society perceive and give positive responses.

And the way people actualize themselves can be identified as the way of self-searching in which a person tries to search his identity or personality within the society where he is involved. Here, phenomenological theory can be used to analyze the external factors such as their relationship and their roles in society affecting the two main characters searching for their self identity.

4. Theory of Friendship

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book, Inter Personal Communication Relating to Other , Beebe explains the nature about friendship. “A friend is someone we trust, the one whom we share a good and bad time with. Someone who will always be there for you, even in the worst time, holds your hand when you are lonely and wipe your tears when you cry” (412). According to Beebe, there are three reasons why people need to build friendship with others, they are:

a. The Need of Inclusion

Everyone has a need to be included in events, activities, and beliefs. And to be included in events, activities, and beliefs, everyone needs human contact and fellowship. One needs to be invited by others to join with or vise versa, one probably need to invite others to join in. And since humans are unique, that everyone has different personality, it will be different to treat one to another. Besides that, the types and the qualities of the relationship can also be different from one and another. For example, the friendship among girls is different from boys; the friendship among children is different from teens or even adults.

b. The Need for Control

Everyone also needs some degrees of dominion over the relationship they build with others. Every person has to keep their control in the way they behave, speak, and think toward their relationship in order to predict how others will respond. Besides that ones also have to be controlled by others in order to keep the stability

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and harmony in their relationship and interactions with others.

c. The Need of Affection

Inevitably, according to Beebe, everyone needs to get and give love, encourage and motivate each other, support warmth and intimacy each other, even though the quality and the amount are different from each other. From the love, support of warmth and intimacy, people know that they are accepted in one community especially in their closer relationship with others, and people also can fell that they are worth enough for others.

From those needs, Beebe concludes and states that the meaning of friendship is dealing with one’s physical and mental needs. In his book (413), Beebe says “Besides helping us enjoying a healthy life, friends help us to cope with the stress, take care of physical needs even help us in the development of our personality. Friends help us with uncertainty and have a profound influence on our behavior”.

As said by Beebe about friendship (413), it can be concluded that friendship can influence someone’s personality and self-identity. A friend can give love, support, views of life, and can help in deciding whether something are good or bad.

5. Theory of the Relationship between Psychology and Literature

Psychology is a science that has many branches of case study and can be correlated with many other fields of knowledge, one of them is literary work. According to James, “Psychology is the science of mental life, both the phenomena,

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such as feelings, desires, cognitions, reasoning, decisions, etc, and their conditions” (15). Meanwhile, literature is the work that is related with imagination and creativity in writing representing human expressions and feelings. Readers can look into the fictional characters as the real characters and consider they look alive. The author of literary work can use the understanding from psychology side to enrich his or her fictional characters and vice versa, a psychologist can enlarge their understanding of human behavior by analyzing the deep sensitivity of a good author in creating a person’s character in a literary work.

There is other supporting opinion from Wellek and Warren in their book, Theory of Literature. They argue that psychology has four possibilities of understanding related to literature or literary work (90). First, psychology in literature means the psychological study of the author as a person. Second is the process study of creativity. Third is the study of the type and the application of psychological conditions applied in literary work. The fourth, psychology in literature means the study of the effect of literature towards the readers.

Wellek and Warren also argue that the readers of a literary work may look at the psychological motivations of the character and of the author itself in order to build psychological criticism of the work. Basically, literature represents the life and a realistic human motivation and behavior, while psychological criticism may give focus on the creativity of the art or the analysis of the character’s behavior and feelings. From what explained above, it is clear that literature and psychology can influence each other even though they come from different kinds of science.

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Literature may include the application of the psychology rules in the work (93).

C. Theoretical Framework

Here, this part of this study is written to explain briefly the contribution of the theories in analyzing and solving the problems of the study, why the theories are needed and applied in this study.

This study uses the theory of literature, including Theory of Character and Characterization, to answer the first problem that is “How are Sophie and Natasha, the two main characters of the novel described in the story of If I Were You?” Those theories mentioned above are used to analyze the characterization of the two main characters deeply. Using the theories, the characteristics of the two main characters can be explored and revealed through the way they speak, act, think, and express their emotion.

Besides, this study also uses some theories of psychology to answer the second problem that is “What can influence Sophie and Natasha to find their self-identity?” Some theories that are going to be used are Psychoanalytic Theory, Psychodynamic Theory to analyze the internal factors of self-searching, and Phenomenological Theory, Theory of Friendship, and Theory of the Relationship between Literature and Psychology.

The use of Psychoanalytic Theory is to give a brief explanation about one’s personality development. According to Freud, it is related to the unconsciousness and consciousness which mean that psychoanalytic theory pays close attention to the

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content of thought that can influence one’s attitude and personality (Cloninger, 2004: 34). Thus the main character’s thought can be used to figure out their personality.

Psychodynamic Theory is used to reveal one’s personality. This theory concerns with one’s behavior or reaction toward some situation or problems related to one’s mind in which ID, Ego, and Superego are involved. This way will make it easy to find out how the characters’ reaction and attitude towards problems or certain situation can influence their personality. The way a person perceives self and experiences his world in their society probably different from one another. It depends on the environment or the society around him or her, the way others treat or judge him or her. Therefore one may have subjective experiences and feelings. For the deeper understanding of one’s subjective experiences caused by environment and others, Phenomenological Theory is preferred to use.

Talking about one’s personality, it will be also related to the relationship an individual builds with. In another word, friendship will also influence one’s personality. The Theory of Friendship is used to analyze what kind relationship that the two main characters have. It has motivated them to find their identity and to solve their problems.

The relationship between psychology and literature is used to give a brief explanation about the connection between those two fields in order to help the readers perceive the characters as the real human who have real personalities and experience the real life so that it can be proved that psychology and literature can complete each other.

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D. Criticism.

Julia Llewellyn is the author of The Love Trainer, If I Were You and Amy's Honeymoon. Julia lives in London. Besides writing novels, she also writes regularly for The Sunday Telegraph, The Sunday Times and many other publications.

If I were You is her second novel which is a non-fiction story wrote in 2006. It is such a kind of popular novel, which is written for entertaining the readers. The novel has 487 pages and divided into 57 chapters. It is published by the Penguin Group in London, England. And it has published and sold into many countries. This novel is based on a subject very close to Llewellyn’s heart – a subject she realized the readers never hear anyone talking about: Friend Envy. “My girl friends have always been the most important constant in my life yet at the same time I am ashamed to admit I have often harbored deep feelings of envy for them” said Julia Lewellyn.

Like every kind of literary work, the novel of If I were You by Julia Llewellyn also gets many reactions from publics. In one side, there are readers who admire and enjoy reading the novel. But in the other side, there are also readers who criticize this work. As quoted in an articles entitled If I were You by Julia Llewellyn (http://www.penguin.co.uk/static/cs/uk/0/thenextbigthing/index.html accessed on 23 August 2008),there are some critics directed to the novel:

“As soon as I read the title of Julia's second novel I was already hooked. I can't think of a single woman who hasn't contemplated what it would be like to live someone else's life, particularly their best friends. I read a lot of women's fiction and more often than not, I find myself quite disengaged from the main female characters largely because I cannot relate to them in any way.”

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Natasha and Sophie and I constantly found myself remarking out loud 'I do that!' or 'I've so been there before!'. Her writing is refreshingly witty, playful and honest and you find yourself completely entangled in the lives of her characters.”

”Make sure you set aside a whole day to read this book because you wont want to put it down, not even for a minute.”

Rabbi Eliyahu Dessler in his book (Mitchtav M’Eliyahu, volume 5, page 123) suggests that “Whenever someone wishes to criticize others, he or she should project the criticism upon himself or herself. It is impossible to detect anything around them unless he or she is sensitive to it. It is only for talented artist who can see the beauty of something that would otherwise go unnoticed to a layman. It is only he or she who has experienced some levels of pride and arrogance within himself or herself will notice pride and arrogance in others.”

E. Context of the Novel

The novel of If I were You takes place in London in around 2006. It was created in the background of British society in the new era or in the modern era where people are used to live in work-life-world. The British society is determined in a traditional class system. There are the upper class, the upper-middle class, lower-middle class, the working class, and lower class. Factors which are important for the determination: birth, education, occupation, income, housing, life-style, language. And as what can be read from an article of Fact about British Society, (http://www.lmg.pf.bw.schule.de/faecher/englisch/landeskunde/page15/page15.html), the characteristics of each group are classified as follow:

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1. Upper class: mainly aristocracy and landowners, politically represented in the house of Lords, owning and administrating land.

2. Upper-Middle class: usually work as managers, civil servants, businessmen, become very important stratum in society, has a lot of influence in politic, administration and civil service.

3. Lower-Middle class: usually become the owner of small businesses, office workers, skilled workers, became the biggest stratum of British society, and they are the most expanding group in Britain.

4. Working class: usually become factory workers, waiters, shop assistants, the so called semi-skilled, cleaners, he unskilled, having close family and community ties.

5. Lower class: usually unemployed, the elderly, the disabled, unsupported mothers, casual labors, low paid, living below the poverty line, depending in state benefits.

The lifestyle also shows the class differences. There are three groups which can be distinguished: The Rich and The Upper class lifestyle, The Well-to-do and The Middle Class lifestyle, and The poor and The Working Class lifestyle. Britain is also a multi-racial society. For Rich and the upper class lifestyle, many of them live in big country houses, they have double barrel names, play cricket, rugby, do horse riding and skiing. They are used to going to elite public schools and universities, all in all luxury. The Well – to – do and the middle class life style is the second group. Mostly both parents work, they have two cars, and can spend their holidays

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abroad. This group is also very ambitious about the education of their children. Sometimes they make enormous financial sacrifices to send their child to public school. They prefer to live in modern suburbs and avoid contact with colored immigrants. The third group is the poor and the working class lifestyle. They live in terraced houses, often a council house close to their neighbors and mix easily with colored people. They spend their holidays, if they can afford any, in cheap holiday camps in Britain or in Mallorca. They separate themselves from the other groups. There is another social problem in London in 2006 era. “The growing problem of binge drinking among young women is one that must be dealt with at a societal level”, says Ian Gilmore (ian.gilmore@rcplondon.ac.uk accessed on 19 August 2008). As women quite rightly seek greater opportunities for equality in the workplace and in other aspects of life, we see signs of them falling prey more and more to so called lifestyle diseases. Young women are all too commonly seen huddling outside enjoying a cigarette; and while lung cancer rates fall overall, they continue to rise in women. Women are also conspicuously heading for equality in their drinking habits.

The United Kingdom has the heaviest drinking young women in Europe, nearly 40% of who admit to having drunk six or more units in one session in the previous week. But those who do not escape harm may have their life changed fundamentally under the influence of alcohol. Most first consensual sexual experiences and unwanted pregnancies occur in this way, and the distinction between rape and sex regretted the next day can become blurred when women are drunk. Some

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young women will be scarred for life through drunken brawls and arguments. Scotland about 30% of women committing violent crime are drunk (http://www.bmj.com/cgi/content/full/336/7650/952 accessed on 19 August 2008).

Those situations of London’s society in 2006 era are revealed in Llewellyn’s novel, If I were You. Sophie, one of the main characters, is described as a smoking woman and she is used to drinking alcohol. She is also used to hanging out with her friends or boy friends and they usually have drinking. Meanwhile Natasha, the other main character, gets her habit of drinking since she has problems in her relationship with a man whom she loves. For the lifestyle, Sophie tends to be included in The Rich and The Upper class lifestyle. People in that class live in the town in modern houses and live in luxury ways, and they are accustomed to go to parties or hang out after work. But Sophie and Natasha have different social class. Natasha comes from higher class, Upper-Middle class. But Sophie comes from lower class, which is Lower-Middle class. Because of those differences, Sophie sometimes feels jealous with Natasha’s life. And vise versa, Natasha sometimes also gets jealous with Sophie who can easily get relationship with men.

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CHAPTER III METHODOLOGY

For this chapter, there will be three sections. Those are, Object of the Study, Approach of the study, and Procedures. Object of the study gives brief discussion of the subject on which this study is conducted. Approach of the study gives clarification on particular approach and theories used to investigate the study. The Procedures contains the steps conducted in this study. .

A. Object of the Study

This study discusses one of literary works, thus this study focuses on the novel If I were You. Llewellyn’s If I Were You novel is kind of modern literature and written for entertaining the readers. It is one of Julia Llewellyn’s master pieces after her first work, The Love Trainer. If I were You novel was published in 2006 by Penguin Books in 495 pages and was illustrated by Bill Brown. The novel is not only read for adults, but also it is suit enough for teenagers even though the story of the novel is more about adulthood. It is proved by the author’s bright mind in creating the story and in describing the characters and the settings that are close to the real life. The settings are so clear that the readers can easily imagine the distinctive settings of places and situations described in the novel as if they were involved and witnessed in every incident in the story.

For the novel, Llewellyn chooses a big issue in friendship that she has ever

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experienced in her life. The novel is about the jealously had by Sophie and Natasha as a close friend. The author can easily bring the story to the readers’ attention since it reflects her own experiences in having friendship with her girl friends, getting jealous each other, helping each other passing their problems they have and in actualizing their views about them selves and others.

And there are distinctive versions of the way people search for their self-identity that are showed through the two main characters’ life experiences, actions, desires, thoughts, and feelings. There is Natasha who is more intelligent, has a successful career, a gorgeous penthouse flat, but she has trouble by loving a man who already has a girlfriend. On the other hand, there is Sophie who has a man she loves, and who is more attractive and beautiful. But she has trouble with her relationship with her boyfriend.

After Sophie and Natasha graduated from college, they have different way of life. Natasha continued her study into a well-known university, but Sophie could not continue her study because of her family financial problem. Sophie decided to attend short courses and got a job. Then finally Natasha graduated from her university and got a job as a manager of popular company, while Sophie only worked at a fair publisher in town. The different ways Sophie and Natasha passed their lives lead them to find their self identity in different process too. Both of them not only experienced uneasy time by being unmarried when their age was not young enough but also got difficult problems that tested their friendship.

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B. Approach of the Study

This second section discusses the approach used in analyzing the novel of If I were You. From the novel and the topic that has been chosen about the two main characters’ searching for self-identity, it is clear that this study focuses on the Psychology point of view. Therefore, the psychological approach is used to analyze the two conducted problems in this study and to achieve the objectives of this study. Besides that, psychological approach is used here to explain the human motivation, personality, and behavior patterns in the literary works as knowledge of psychology concerned with behavior and mental processes insight of an individual.

To get the complete analysis, it needs to explore the characteristics of the two main characters, Sophie and Natasha. Here, this analyzes the exploration of the characters’ personality using the Theory of Character and Characterization. For deeper discussion, this study also uses Psychoanalytic Theory developed by Sigmund Freud to explore the two main characters, Sophie and Natasha. And there are other supporting theories such as Psychodynamic Theories, Phenomenological theories, Theory Friendship, and Theory of the Relationship between Literature and Psychology. Those theories are used to analyze the characters’ searching for self-identity and self-actualization within the story of the novel including the internal and external factors. To get the understanding of Psychological implication, it needs to use the Theory of Friendship to look into Sophie and Natasha’s relationship. The theory of the Relationship between Psychology and Literature is employed to make this study easily to conduct.

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C. Procedures

This following part is going to describe the ways taken in analyzing this study. There were some steps needed to do. First, to conduct this study, it was important to choose the literary work that was Llewellyn’s novel If I were You, and then it was needed to read the novel several times to get deeper understanding and consideration of the problems that were going to discuss. Here, the problems of discussion were formulated.

The second step after formulating the problems formulation was finding the main characters of the novel and discussing them. Here, this step tried to analyze the description of the main characters. Third, it was necessary to determine the description of the main characters in the novel, and the contribution of this work towards society or even human being. The fourth was to provide the evidences in forms of theories and approach to support the analysis. Considering this study, it was urged to find sources from books and articles in the Internet that provided the explanation of the theories used to investigate and answer the second problem. The next step was to state the comments, opinions, events of the story. Then the criticism of the work was needed to be elaborated. All Those steps mentioned above were very important since they were the basic knowledge to analyze and to explore the story. In the fourth and fifth steps, the writer would like to take notes of quotations, useful information from many sources. Therefore this study was classified as library research. The settings of the novel included the time, place, and situation were also discussed. The sixth step was conducting critical analysis by using psychological

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approach and theories, then the answers to the problems could be found out.

The last step was adding some suggestions on teaching learning process using the story of the novel If I were You as the material, which is aimed to teach the fourth semester students of English Language Study Program in Sanata Dharma University, and to recommend the related topics for the future researchers.

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CHAPTER IV ANALYSIS

This chapter discusses the two questions mentioned in the problem formulation. First, it deals with the characteristics of the two main characters, Sophie and Natasha, as described in the novel of If I were You. Second, it discusses the factors that influence Sophie and Natasha’s decision to search for their self-identity.

A. Sophie and Natasha’s Characteristics in If I were You.

From reading the story of the novel, the writer can figure out the significant and important characteristics of the two main characters, Sophie and Natasha. Their characteristics re[resents the real human characteristics that can be analyzed by applying the theory of the relationship between psychology and literature. In psychology a person is seen as a unique being with his or her personality realized in his or her characteristics. And in literature, one’s personality is reflected in one character’s characteristics seen from his or her actions and thought. Here, both characters have similar and different characteristics. Sophie is described as an ambitious, dreamer, attentive, compassionate, attractive person, and talkative. Meanwhile Natasha is described as an independent, attentive, workaholic, lonely, introvert and dishonest person. Those characteristics can be figured out from Sophie and Natasha’s thoughts, speeches, desires, what other characters say about them, and from Sophie and Natasha’s behavior. The deeper explanations of the two main

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characters’ characteristics are as follows:

1. Sophie’s Characteristics a. A Dreamer

From the novel, it is considered that Sophie is a dreamer because she always dreams about happiness, pleasure, and popularity. In the story of the novel, she always dreams to have a wonderful future life, a great work, and she also dreams to be popular that everyone will turn their head on her. Those can be known from what Sophie thought and said and also from what other characters said.

When she was a child, Sophie lived in a wealthy family in which her mother married a rich man. From the marriage, Sophie got a stepbrother named Marcus who had been her best friend. In her puberty, she used to play game called “If I were You” with her friends, Natasha, Marcus, and Andy who later became her boyfriend. There, Sophie stated her dream of marriage.

“…., then you might as well all know that I plan a huge wedding on midsummer’s eve in Betterton church followed by a massive reception in the Betterton arboretum,” Sophie said. “As many people as possible. A band. Loads of food. Everyone legless. And a photographer fromTatler.” (3)

That was Sophie’s dream of her future marriage when she was a teenager and that still became her dream even when she had grown up. Being adult, Sophie dreams to have not only a great wedding party, but also a happy family with her beloved boyfriend.

“…., as she could remember she had wanted to get married, hold cozy dinner parties, have babies and create the perfect family life she had never had. She still would do that, everything would still come out all right. It had to.” (92)

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School : Sanata Dharma University

Subject : Speaking IV

Level of students : Fourth semester of English Education Study Program Time Allocation : 2 x 50 minutes

Material : If I were You page 342-343 Basic Competencies Achievement Indicator Learning Experiences Form of Evaluation Speaking Comprehending the content of the text

Working together in groups to express their opinions

The students draw ideas as the result of the discussion

The outline of ideas as the result of the discussion Performing the proficiency in critical thinking Defending their opinions with logical reasons in order to convince their opponents

The students defend their opinions with logical reasons in order to convince their opponents Oral statement in good pronunciation and intonation Arguing opinions with logical reasons in a good English Criticizing the opponents’ opinions with good reasons The students criticize their opponents’ opinion with good reasons Oral statement in good pronunciation and intonation

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Appendix 5

MATERIAL FOR TEACHING EXTENSIVE READING I

I. Read the passage which is taken from a popular novel If I were You and then answer the following questions!

1. What is the topic of the text?

2. What is the important point reflected on the text?

3. In your opinion, what is the main issue or conflict described on the passage?

4. In your opinion, what is the author’s purpose in writing the story? 5. What is the significance got from reading the story?

II. Summarize the story from the passage using your own words! Write down on this space!

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MATERIAL FOR TEACHING SPEAKING IV

The debatable Topic:

Having abortion because of getting pregnant outside of marriage

Instructions:

 Read the passage and outline or elaborate your ideas or opinions about it. Try to find reasonable opinions.

 For the For-group

You agree that abortion needs to be done for a better life in order to restore one’s life and reduce the problems

 For the Against-group

You do not agree that abortion is something usual to do that it means murdering a new life.

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Appendix 7

STEPS TO TEACH EXTENSIVE READING I AND SPEAKING IV IF I WERE YOU

I. Teaching Extensive Reading I with If I were You

In teaching extensive reading using If I were You, there are some procedures that can be taken up by the teachers. The followings are the procedures of how to conduct If I were You in teaching Extensive Reading I for the fourth semester students of English Education Study Program

1. The teacher chooses an appropriate and interesting text passage from If I were You novel.

2. Before distributing the text to the students, the teacher gives a brief explanation about the story of the novel, and tells that the reading text is taken from the novel.

3. The teacher distributed the text to the students.

4. The teacher gives some analysis questions related to the text.

5. The teacher gives the students time to read the text by them selves outside the class.

6. Then the teacher leads the students discuss the answers got from their analysis according to their comprehension knowledge on the text. Here, the teacher should make sure that the students already known what the content or the meaning of the text is about.

2. Teaching Speaking IV Using If I were You

There are a lot of ideas and topics that can be taken from the novel of If I were You to conduct speaking activities. It provides themes, settings, characters, and conflicts that can be fascinating topics for speaking activities in the classroom. Some activities, which are challenging, can stimulate their willing to speak and convey their

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In this activity, the teacher divides the class into several groups, each group may consist of three or four students. Then the teacher gives the topic and the text chosen from the novel. Ask the students to read and find the meanings of the difficult words by themselves. The teacher gives some questions that will be discussed based on the given text. Ask the students to discuss the text and the questions and then ask them to find the answers or the solution of the given case. The teacher lets the representative from each group to present their answers or solution.

Encouragement is important in speaking class. There are some important things that the teacher should pay their attention in:

1. The teacher should be able to motivate the students to speak.

2. the teacher should create a nice atmosphere for the students that they will feel comfortable enough.

3. The teacher may let the students use their dictionaries

4. The teacher shouldn’t give direct feedback for the mistakes done by the students while they are presenting their views. Feedback can be given by the end of the presentation and it is directed to all the students.

5. The teacher plays as a supervisor who is giving the topics, monitoring the activities, giving complements, and giving encouragement for the students.

b. Debate

The teacher can use If I were You as the material in the debate class. The debate will be successful that the students can achieve the advantage from this activity if they are willing to participate actively. Thus, the teacher should choose interesting topics that can stimulate the students to convey and maintain their ideas.

There are some procedures that can be conducted by the teacher in debate class:

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1. The teacher divides the students into groups, which consist of three or four students. And point them to become the pros and cons part.

2. The teacher gives the copy of the topic description and instruction to the students, and asks the students to read and discuss them in several minutes. 3. The teacher should encourage the pro and against-groups to elaborate and

express reasonable opinion upon the topics.

4. The teacher asks the groups to convey and defend their own opinion in turns. Then the teacher stops the activity after the two parts of groups are give the same opportunity.

The two main characters` searching for self-identity as reflected in llewellyn`s if i were you.

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Self As Reflected In Kahlil Gibran’s Four Prose Poetry: “The Prophet”

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The Madness Characters Reflected In Poe’s Three Short Stories

Leading Characters’ Ambition In Mary Shelley’s Frankenstein

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