The influence of Mr. Kobayashi`s teaching style on Totto Chan`s personality development as seen in Totto Chan the little girl at the window

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THE INFLUENCE OF MR. KOBAYASHI’S TEACHING STYLE
ON TOTTO-CHAN’S PERSONALITY DEVELOPMENT
AS SEEN IN TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW

A SARJANAPENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Grasia Anggia Mira Vania
Student Number: 081214029

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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THE INFLUENCE OF MR. KOBAYASHI’S TEACHING STYLE
ON TOTTO-CHAN’S PERSONALITY DEVELOPMENT
AS SEEN IN TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW

A SARJANAPENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Grasia Anggia Mira Vania
Student Number: 081214029

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014

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Having eyes, but not seeing beauty;
having ears, but not perceiving truth;
having hearts that are never moved
andthereforenever set on fire.
These are the things to fear.

Sosaku Kobayashi
To whom I owe the life,
MY BELOVED FAMILY:

Papa YULI &Mama HENI
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 10 July2014
The writer

Grasia Anggia Mira Vania
081214029

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LEMBAR PERNYATAAN PERSETUJUANPUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertandatangan di bawah ini, saya, mahasiswa Universitas Sanata Dharma:
Nama

: Grasia Anggia Mira Vania

Nomor Mahasiswa

: 081214029

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE INFLUENCE OF MR. KOBAYASHI’S TEACHING STYLE
ON TOTTO-CHAN’S PERSONALITY DEVELOPMENT
AS SEEN IN TOTTO-CHAN: THE LITTLE GIRL AT THE WINDOW
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal:10July 2014
Yang menyatakan,

Grasia Anggia Mira Vania

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ABSTRACT
Vania, Grasia Anggia Mira. (2014). The Influence of Mr. Kobayashi’s Teaching
Styleon Totto-chan’s Personality Development as Seen in Totto-chan: The Little
Girl at the Window.Yogyakarta: Teachers Training and Education Faculty,
Department of Language and Arts Education, English Language Education Study
Program, Sanata Dharma University.
This study discusses Tetsuko Kuroyanagi’s novel entitled Totto-chan: The
Little Girl at the Window.The novel tells about the life of a little girl, Totto-chan,
and a unique school called Tomoe Gakuen. Tomoe Gakuen was an extraordinary
school which providedfreedom in learning the lessons.It was run by Mr.
Kobayashi, the headmaster.
This study focuses on two problems. The first problem is to understand the
description of the main character, Totto-chan, based on Tetsuko Kuroyanagi’s
Totto-chan: The Little Girl at the Window. The second problem is to find out the
influence of Mr. Kobayashi’s teaching style on Totto-chan’s personality
development in the novel.
The study applies library research as the method for gathering data. The
primary data of this study is Tetsuko Kuroyanagi’s novel entitled Totto-chan: The
Little Girl at the Window. The secondary sources are some books about literature

and psychology. The other secondary source also comes from the article which is
related to the analysis. The theories of characters, characterization and
hyperactivity are applied to analyze Totto’s character. Meanwhile, the theory of
teaching styleand personality development used to find out the influence of Mr.
Kobayashi’s teaching style on Totto-chan’s personality development.
The analysis of the study found that Mr. Kobayashi’s teaching style
influenced Totto-chan’s personality development. The first result was about
Totto-chan’s character description. Before learning in Tomoe Gakuen, Totto-chan
is considered as an impulsive, vivacious and curious little girl. After learning in
Tomoe Gakuen, Totto-chan becomes unselfish, responsible, tough, curious, and
confident. The second result of the study was about the influence of Mr.
Kobayashi’s teaching style on Totto-chan’s personality development. The study
finds out that Totto-chan’s personality develops positively as the influence of Mr.
Kobayashi’s teaching style.
Thisstudy provides two suggestions for future researchers who analyze
Totto-chan: The Little Girl at the Window. This study also provides a suggestion
for English teachers. The lesson plan and material for teaching are provided in the
appendix.
Keywords: description of character, teaching style, personality development

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ABSTRAK
Vania, Grasia Anggia Mira. (2014). The Influence of Mr. Kobayashi’s Teaching
Styleon Totto-chan’s Personality Development as Seen in Totto-chan: The Little
Girl at the Window.Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma.
Skripsi ini membahas sebuah novel karya Tetsuko Kuroyanagi berjudul
Totto-chan: The Little Girl at the Window. Novel ini bercerita tentang kehidupan
seorang anak perempuan bernama Totto-chan dan sekolah unik bernama Tomoe
Gakuen. Tomoe Gakuen adalah sekolahluar biasa yang memberikan kebebasan
kepada muridnyauntuk belajar. Sekolah tersebut dikelola oleh Pak Kobayashi

sebagai Kepala sekolah.
Skripsi ini mengangkat dua permasalahan untuk dijawab. Permasalahan
pertama adalah memahami deskripsi karakteristik dari Totto-chan berdasarkan
novelTotto-chan: The Little Girl at the Window karya Tetsuko Kuroyanagi.
Permasalahan kedua adalah untuk mengetahui pengaruh dari caramengajarPak
Kobayashi terhadap perkembangan karakter Totto-chan.
Skripsi ini menggunakan penelitian pustaka. Sumber utama dalam
menganalisa skripsi ini adalah novel karya Tetsuko Kuroyanagi dengan judul
Totto-chan: The Little Girl at the Window. Buku-buku tentang sastra dan
psikologi menjadi sumber sekunder. Sumber sekunder juga berasal dari artikel
yang terkait dengan analisa. Teori karakter, karakterisasi dan
hiperaktivitasdigunakan untuk menganalisa karakteristik dari Totto-chan.
Sementara itu, teori cara mengajar dan perkembangan kepribadian digunakan
untuk menemukan pengaruh strategi mengajar Pak Kobayashi terhadap
perkembangan kepribadian Totto-chan.
Berdasarkan hasil analisa, skripsi ini menemukan bahwa cara mengajar
Pak Kobayashi berpengaruh pada perkembangan kepribadian Totto-chan. Hasil
pertama adalahdeskripsi karakteristik dari Totto-chan. Sebelum belajar di Tomoe
Gakuen, Totto-chan dianggap sebagai gadis yang impulsif, penuh antusiasme,
dan memiliki rasa ingin tahu. Setelah belajar di Tomoe Gakuen, Totto-chan
menjadi gadis kecil yang tidak egois, bertanggung jawab, tangguh, memiliki rasa
ingin tahu dan percaya diri. Hasil kedua adalah pengaruh caramengajar Pak
Kobayashi pada perkembangan kepribadian Totto-chan. Skripsi ini menemukan
bahwa kepribadian Totto-chan mengalami perkembangan yang positif.
Pada akhirnya, skripsi ini memberikan beberapa saran untuk penelitian
selanjutnya pada novel yang sama, Totto-chan: The Little Girl at the Window.
Skripsi ini juga memberikan saran untuk para guru bahasa Inggris. RPP dan
materi untuk mengajar juga tersedia dalam skripsi ini.
Kata kunci:descriptions of character, teaching points, personality development

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ACKNOWLEDGEMENTS

I have to admit that the completion of this thesis is impossible without the
help of a lot of people. Therefore, now I would like to express my gratitude to all
people who have given their support, prayers, and motivation to finish this thesis.
First of all, I would like to express my greatest gratitude to the Lord and
my Savior, Jesus Christ, for His wonderful love, blessing, and guidance. He gave
me strength whenever I nearly gave up and He helped me to find a way when I
faced problems. Without Him, this thesis could not have been completed.
I dedicate my special gratitude to my beloved family who has given me
their faith, love, advice, support and prayer to me. I thank my father, Drs. R. V.
Yuliadi K.and my mother, Dra. L. Heni S., Eyang kakung putri, Om Yon, and
Tante Farida, Om Tomo, Tante Joice, Hadasa, Om Rudi, Om Onggo, Tante
bunda Niken andOm Bowo.
My deep gratitude goes to my sponsor, Henny Herawati, S.Pd., M.Hum.,
who has given me her precious time to guide me during the completion of this
thesis. I thank her willingness to check, to read, and to give precious feedback for
me so that I can move on with this thesis. I also thank Bu Nanik, Bu Marni, Pak
Kus, Pak Barli and all PBI lecturers who have taught me a lot of things,
enrichedmy knowledge and given me a lot of experiences. I would also like to
show my sincerest appreciation to all of the secretariat, library staff, and all
employees in Sanata Dharma University for helping me during my study.

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I would like to thank all of my friends in Sanata Dharma University. I also
thank Ichoel, Nitnot, Rina, Winda, Angga, Memey, Andre, Damas, Via,
Vincent, Andreo, Adi, Gilang, Mas Risang, Mike, Andrew, Yohana, Mas
Wahyu, Ciku, Sera, Vivien, Mas Agung, and Antsa. I thank them for being
great friends and supporting each other. I also thank the big family of Cana,
Gandroeng, PKKN and LPPM. I thank them for warm friendship.
I thank Pauline, Detta, Liza, Retha, for being my best friends, for the
greatest time of togetherness. My special gratitude goes to BuSanti for being a
mother and also a great friend of mine. I also thank my sweet little sisters, Susan,
Dhany, Enda,Ayu and all my friends in Mrican Baru boarding house. My deepest
gratitude goes to Om Dodit, Tante Cicil, Cindy, and Flora fortheir love, advice,
and support. I would like also thank BenedictusReynusa for his care, support,
patience and love. I thank him for his encouragement during the process of
finishing my thesis.
Lastly, I would like to thank all of the great people who have supported
me throughout this college years whom I have not mentioned yet.

Grasia Anggia Mira Vania

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TABLE OF CONTENTS
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES ........................................................................................... ii
DEDICATION PAGE ........................................................................................ iv
STATEMENT OF WORK’S ORIGINALITY ..................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI ..................................................... vi
ABSTRACT ...................................................................................................... vii
ABSTRAK ......................................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of the Study ................................................................................. 1
B. Problem Formulation....................................................................................... 3
C. Objectives of the Study ................................................................................... 3
D. Benefits of the Study ....................................................................................... 3
E. Definition of Terms ......................................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE ...................................... 6
A. Review of Related Theories............................................................................. 6
1. Psychological Approach ............................................................................. 6
2. Theory of Character .................................................................................... 7
3. Theory of Characterization ......................................................................... 8
4. Theory ofHyperactivity ............................................................................. 11
5. Theory ofTeaching Style ........................................................................... 12
6. Theory ofPersonality Development ........................................................... 14
B. Theoretical Framework ................................................................................. 16

CHAPTER III METHODOLOGY ..................................................................... 17
A. Object of the Study........................................................................................ 17

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B. Approach of the Study ................................................................................... 18
C. Method of the Study ...................................................................................... 19

CHAPTER IV ANALYSIS ................................................................................ 21
A. Totto-chan’s Characteristics Description ....................................................... 21
1. Totto-chan’s Characteristics Before Learning in Tomoe Gakuen............... 22
a. Impulsive ............................................................................................. 22
b. Energetic .............................................................................................. 24
c. Curious ................................................................................................ 25
2. Totto-chan’s Characteristics AfterLearning in Tomoe Gakuen .................. 26
a. Unselfish .............................................................................................. 26
b. Responsible .......................................................................................... 27
c. Tough .................................................................................................. 28
d. Curious ................................................................................................ 29
e. Confident ............................................................................................. 30
B. Mr. Kobayashi’s Teaching Style in Tomoe Gakuen ....................................... 30
1. Acknowledging What Children Do or Say ................................................ 32
2. Giving Spesific Feedback ......................................................................... 34
3. Modelling Attitudes, Ways of Approaching Problems, and Behaviour ...... 35
4. Demonstrating the Correct Way to Do Something..................................... 36
5. Creating or Adding Challenge ................................................................... 37
6. Asking Questions that Provoke Children’s Thinking ................................. 38
7. Giving Assistance (such as a cue or hint) to Help Children Work on the
Edge of Their Current Competence ........................................................... 38
8. Giving Directions for Children’s Action or Behaviour .............................. 39

CHAPTER V CONCLUSIONS AND SUGGESTIONS .................................... 41
A. Conclusions................................................................................................... 42
B. Suggestions ................................................................................................... 43
1. Suggestion for Future Researchers ............................................................ 44

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2. Suggestion for English Teacher ................................................................ 45

REFERENCES ................................................................................................. 46
APPENDICES .................................................................................................. 48
1. Appendix A .............................................................................................. 48
2. Appendix B .............................................................................................. 49
3. Appendix C .............................................................................................. 51
4. Appendix D .............................................................................................. 54
5. Appendix E............................................................................................... 60
6. Appendix F ............................................................................................... 62

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CHAPTER I
INTRODUCTION

This chapter consists of five sections, namely the background of the
study, the problem formulation, the objectives of the study, the benefits of the
study, and the definition of terms. The background of the study gives some
explanations about the knowledge of this study and why Totto-chan: The Little
Girl at the Window was chosen as a primary data. The problem formulation
consists of two basic questions to be answered as the focus of the study. The
objectives of the study state the main purpose of writing the study. The benefits of
the study contain the advantages of the study for those who can obtain the
benefits. The definition of terms is the last part which provides several terms used
in the study to avoid any misunderstanding.

A. Background of the Study
Early education is important for many kinds of children in the world. It
offers opportunities for a better life. Based on the Cambridge Advanced Learner’s
Dictionary, school can be defined as a place where children go to be educated.
The educators or teachers have an important role at school. They support the
teaching and learning process by implementing specific education. The
manifestation of education is various.
Everybody has their own specific characteristics by which he can be
distinguished from other individuals. They have differences in perspective or way
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of thinking, attitude and also behaviour. Human being is autonomous and unique.
It means that human being as an individual has his own personality. Personality
can be developed consciously and unconciously. It depends on time and situation.
This fact makes an individual unique. Discussing the uniqueness of human beings
through life reflection means discussing the individual itself. Totto-chan is the
main character of Totto-chan: The Little Girl at the Window who has her own
uniqueness as a child.
Totto-chan talks about Tetsuko Kuroyanagi’s experience in the middle of
World War II. The novel mostly tells about a little girl namely Totto as a student
at an extraordinary school called Tomoe Gakuen. Totto-chan was expelled from
the regular school in the first grade, for being a distraction to the rest of the class.
Tomoe Gakuen was the living institution of knowledge for special children. The
teaching points used at Tomoe were much different from the conventional
schools. In Tomoe, children had freedom to study whatever subjects they like.
In Totto-chan: The Little Girl at the Window the readers will be informed
about knowledge related to an interesting teaching and learning process. Tottochan introduces a special education by the headmaster, Sosaku Kobayashi. The
novel is worth to be discussed because the teaching points are different from other
schools. The writer is interested in the way Mr. Kobayashi thinks and gives
perspective to the children especially Totto-chan as the main character in the
story. This study discusses the influence of Mr. Kobayashi’s teaching points on
Totto-chan’s personality development in Kuroyanagi’s Totto-chan: The Little Girl

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at the Window. This study analyzes Totto-chan’s characters, and how the teaching
points in Tomoe Gakuen influence the main character’s personality development.

B. Problem Formulation
By having the background of the study, there are some problems
formulated.
1. How are Totto-chan’s characteristics described in Tetsuko Kuroyanagi’s
Totto-chan: The Little Girl at the Window?
2. How does Mr. Kobayashi’s teaching style influence Totto-chan’s
personality development?

C. Objectives of the Study
Considering the problem formulation above, there are 2 objectives in this
study. The first objective is to get an understanding on the characteristics
description of Totto-chan in Tetsuko Kuroyanagi’s Totto-chan: The Little Girl at
the Window. The second objective is to find out the way Mr. Kobayashi’s
teaching style influence Totto-chan’s personality development in the novel.

D. Benefits of the Study
There are some benefits in the study. The first benefit is intended for the
writer. The writer finds that by conducting this study, the writer is enriched with
many kinds of knowledge related to education. From the novel the writer finds
that a teacher should love their job to enable the students to create a nice

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atmosphere in the classroom. The important part in teaching children is how to
build the students’ interest in joining teaching and learning activity. Second, the
benefit of the study is for students of Faculty of Teachers Training and Education,
particularly English Education Study Program as prospective educators. This
study helps them to be the guidance related to students’ activities for increasing
their knowledge and creativity to conduct an effective teaching points. This study
also gives them references about the implementation of a literary works in
teaching-learning materials. Third is a suggestion for the readers. The writer
hopes this study can give more perspectives on a child’s personality development
and how to handle a special child in an appropriate way.

E. Definition of Terms
Some terms will be defined to guide the readers in understanding this
thesis to avoid misinterpretation.
1.

Character
According to Abrams (1981: 20) a character is “a short, and usually witty,

sketch in prose of a distinctive type of a person.” Characters are interpreted by the
reader through seeing their moral expressed in the dialogue or actions. In this
study, Totto-chan is a portrayal of the main character in Totto-chan: The Little
Girl at the Window.
2.

Personality Development
Personality development means the way personality changes and develops

based on the factors that are responsible for changes that will affect someone’s

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life. It means that the personality development is the changes of someone’s
characteristics to the worse or the better ones. (Hurlock, 1972). In this study,
Totto-chan’s personality development is going to be analyzed as the influence of
Mr. Kobayashi’s teaching style.
3.

Teaching
Teaching is an interaction between a teacher and students in the teaching

and learning process. According to Brown (1980), teaching is a process of guiding
and facilitating, enabling learners to learn, to set the condition for learning.
Teaching is a process of giving instruction or knowledge or skill to somebody in
order to be understood and followed.
4.

Teaching Style
According to Mosston and Ashworth (1990), teaching style is a plan of

action that defines the specific decisions of the teacher and the learner for the
purpose of accomplishing objectives in subject matter and behavior. In this study,
Excellent teachers theory is used to categorize the influence of Mr. Kobayashi’s
teaching style in Totto-chan personality development.

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C H A P T E R II
REVIEW OF RELATED LITERATURE

This chapter consists of two sections. Those are a review of related
theories, and a review of theoretical framework. In the review of related theories
the

writer

presents

theory

of

the

psychological

approach,

character,

characterization, hyperactivity, teaching points, and some reviews on personality
development. In the theoretical framework, the writer clarifies the function of the
theories in analyzing the problem of the study.

A. Review of Related Theories
1.

Psychological Approach
In this study, the psychological approach is used to analyze the problems.

According to Rohberger and Woods there are five approaches that can be used to
analyze a novel (1971), namely, the formalist approach, the biograpichal
approach, the sociocultural-historical approach, the mythopoeic approach, and the
psychological approach.
The psychological approach reveals the unconscious aspects of human in
giving a reaction for some actions. The reaction taken by a character gives hints to
the writer to reveal the description about the main character in the novel.
Rohrberger and Woods, (1971) also say that the proponents of this approach insist
on the idea that each character’s behaviour refers to the psychology of human

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being. By this approach, the character’s thought and behaviour can be traced more
profoundly.

2.

Theory of Character
Stanton (1965: 17) states that characters are “individuals who appear in the

story and refer to the mixture of interest, emotions and moral principles that
makes up each of individual”. Meanwhile, Abrams offers the explanation of the
term “characters” as “the figure of a person or people presented in a dramatic or
narrative work and imagined by the reader through what they say (the dialogue) or
what they do (the actions) in the novel” (1981: 20). In other words, characters are
the people who experience things throughout the story, who play roles and blessed
with moral and emotional qualities as seen in what they do or say so that they are
unique or different from one another.
In his book, Aspect of the Novel, Foster differentiates flat character from
round character. A flat character has a steady characteristic, which means that the
characteristic does not change from the beginning of the story until the end of the
story. Meanwhile, a round character is changing which means that there is a
difference of the characteristic at the end of the story (Foster, 1974: 46-51).
During the story, a character can have some change or in stable. The experiences
that are happened to the character can affect their thoughts and ideas.
Described as a representation of human being, characters clearly have all
the good and the bad traits of human being. A trait is a quality of mind or habitual
mode of behaviour. It is considered important to begin studying character by

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firstly determining their traits. Thus, characters may be ambitious or lazy, serene
or anxious, aggresive or fearful, thoughtful or inconsiderate, open or secretive,
confident or self-doubting, kind or cruel, quite or noisy, visionary or underhanded,
‘winners’ or ‘losers’ and so on.
Characters can be defined as “story doer”. It is a whole unity between a
character and his characterization, because it is common when mentioning a name
of a certain character directly signals the readers to his characterization. Stanton
(1965: 17) states that the use of character term itself in any English literature
suggests two different definitions, firstly as the characters of the story presented,
and secondly as behaviour, attraction, willing, emotion, and moral principal
possessed by the characters.
From the statement above it can be seen that character cannot be separated
from characterization. As Jacobus (1996: 69) says that a character is a person
presented in a dramatic narrative work, and characterization is the process by
which a writer makes that character seem real to the readers.

3.

Theory of Characterization
Theories of characterization are used to find out description on Toto-

chan’s personality before analyzing the last problem, Totto-chan’s personality
development. Characterization is the method used by a writer to develop a
character. The method includes some aspects. First, it shows the character’s
appearance. Second, it displays the character’s action. Third, it reveals the

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character’s thought. Fourth, it lets the character speak, and the last aspect is
getting the reaction from others.
Based on Murphy (1972) in Understanding Unseen: An Introduction to
English Poetry and the English Novel for Overseas Students, understanding the
characters and the personalities of a person in the novel is obtained from
interpreting how the writer portrays the character in the novel. He also states some
ways that some authors tried to make his character understandable and real to his
reader (pp. 167-173). Below are some ways which Murphy proposes to
understand and analyze the characters and personalities in the novel:
a.

Personal Description
The author can describe the character by describing the appearances and

clothes. In the personal description, the author describes character through
appearances such his build, his face, his hair, or his arms.
b.

Character as Seen by Another
Character can be described directly and indirectly. Indirectly means the

character is described through the other characters’ point of view. The author
gives the description about the character through the other characters’ point of
view and also opinions.
c.

Speech
The author can also give a picture to the reader of one character through

his speaking. The character will be identified by his words or phrases when he is
talking to other characters in the novel.

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d.

Past Life
The author gives the reader a chance to learn a person’s past life. By

knowing the person’s past life, the author gives a clue about some events
happened which built his character. The person’s past life can be seen through his
conversation or through another person’s conversation and direct comment from
the author.
e.

Conversation of Others
The author also gives a clue about the character’s description through

other people conversation about him or her. By seeing what other characters say
about him or her, the readers will know his or her characteristics.
f.

Reaction
The reaction of a person to certain situations and events is also the clue

given by the author to the reader. How a person reacts to something or some
problems will define what kind of characteristics he has.
g.

Direct Comment
The author gives direct descriptions and comments about the character in

the novel. Commonly, it is clearly stated in some paragraphs and the reader does
not have to analyze carefully about the character’s characteristic.
h.

Thought
The author gives direct clues about the character through what he is

thinking. In the novel, we are able to know what a person thinks about something.

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By knowing what is going on in his mind we can analyze and know what his
characteristics are.
i.

Mannerism
The author sometimes describes the character’s characteristics by a

person’s mannerism, habits, or idiosyncrasies written. Those will be the clues for
the readers to analyze the character’s characteristics.

The first problem is analyzed by using the theory of character and
characterization. Analyzing the characteristics description of Totto-chan in the
novel helps the writer to find out how Totto-chan deals with the conflict she has.
The characteristics of Totto-chan can be identified by analyzing her personal
description, her dialog and interaction with other people, her action and reaction,
her responses, her thought, and her attitudes.

4.

Theory of Hyperactivity
Davidson and Neale say that children often behave impulsively or act

before thinking, a pattern that may lead both to social friction and to academic
failure (1996: 429). They have difficulty focusing on single activity and often
shift erratically from one to another task without finishing those projects they
begin. These children tend not to maintain the behaviours expected of them for
more than a few minutes. They seem to have remarkably high energy levels,
approaching activities with striking and sometimes formidable intensity.

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A hyperactive child is all to frequently “in trouble” with his peer, teachers,
family, and community. He seems almost normal in every way, but yet he has
inordinate and pervasive difficulties getting along in everyday world. The term
hyperactive clearly suggests the difficulty of the child in concentrating on the task
for an appropriate period of time and on the child’s involvement in non-goaldirected over activity. These children seem to have particular difficulty controlling
their activity in situations that call for such as at school. When required to be
quiet, they appear unable to stop moving or talking. Theory of hyperactivity are
applied in answering the first problem formulation. The theory is used as the
introduction to find out Totto-chan’s characteristic description before learning in
Tomoe Gakuen.

5.

Teaching Style
Excellent teachers theory are used to categorize the influence of Mr.

Kobayashi’s teaching style in Totto-chan personality development. It blended the
attention to the child as an individual with rights and claims of his own
characteristics. Copple and Bredekamp aim to integrate the school with society,
and the processes of learning with the actual problems of life. There are some
teaching style of excellent teachers according to Copple and Bredekamp in
Developmentally Appropriate Practice (2009).
First, teachers acknowledge what children do or say. They let children
know that they have noticed by giving children positive attention, sometimes

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through comments, sometimes through just sitting nearby and observing. Second,
teachers encourage persistence and effort rather than just praising and evaluating
what the child has done. Third, teachers give specific feedback rather than general
comments. Fourth, teachers model attitudes, ways of approaching problems, and
behaviour toward others, showing children rather than just telling them. Fifth,
teachers demonstrate when they show the correct way to do something. This
usually applies through a procedure that needs to be done in a certain way. Sixth,
teachers create or add challenge so that a task goes a bit beyond what the children
can already do. In other cases, teachers reduce challenge to meet children where
they are. Seventh, teachers ask questions that provoke children’s thinking. Eighth,
teachers give assistance (such as a cue or hint) to help children work on the edge
of their current competence. Ninth, teachers provide information, directly giving
children facts, verbal labels, and other information. Tenth, teachers give directions
for children’s action or behaviour.
The excellent teacher makes it a priority to develop a warm, positive
relationship with each child. The relationship is important to young learners’
learning and development in all areas. Guidance is effective when teachers help
children to learn how to make better desicions in the next time. Excellent teachers
recognize children’s conflicts and “misbehaviour” as learning opportunities.

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6. Theory of Personality Development
Based on Hurlock’s (1972) theory of School Influences on Personality, the
school influences the child’s developing personality both in the area of traits and
in the formation of self-concept.
The real self-concept is the concept the person has of who and what he is.
It is a mirror image, determined largely by his roles, his relationship with
others, and what he believes their reaction to him are. Traits are specific
qualities of behaviour or adjustive patterns, such as reactions or
frustations, ways of meeting problems, aggresive and defensive behaviour,
and outgoing or withdrawing behaviour in the presence of others (p. 462).
At school, the teacher’s own personality is more important than her
knowledge or teaching skill. Hurlock also reveals the direct and indirect
importance of the teacher (p. 478). Stated below is a careful study of the major
areas of influence to reveal the importance of teacher.
First, emotional climate is one of the important things to support teaching
learning activities in the classroom. A healthy emotional climate makes the child
relaxed, cooperative, happy and motivated to study. The emotional climate is due
mainly to the teacher’s attitude toward her works and her pupils.
Second, the teacher affects the child’s self-concept by her attitude toward
his academic work and his school behaviour directly. Indirectly, her influence
comes from helping him to develop socially approved patterns of adjustment.
Third, the discipline used in the school affects the child’s attitude and
behaviour. Authoritarian discipline makes the child tense, nervous, resentful, and
antagonistic; permissive discipline leads to lack of responsibility, lack of respect
for authority, and egocentrism; democratic discipline gives the child a feeling of

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self-worth and encourages him to be happy, relaxed, cooperative, trustworthy and
fair.
Fourth, the school is a transmitter of cultural values. It is more important
than the home in seeing the picture that the child accepts the cultural values as a
price for social acceptance.
Fifth, the teacher’s favourite becomes conceited, arrogant, and selfcentered.

Non

favourites

become

resentful,

antagonistic,

troublesome,

hypercritical of school, and plagued by feelings of martyrdom.
Sixth, grade placement is important whether in a “slow” or “fast” sectionpromotion are the criteria by which the child assesses his academic achievement.
Success is ego-bolstering; failure is ego-deflating.
Seventh, the child measures his social achievement in terms of social
acceptance and the holding of leadership roles. The more value the school places
on extracurricular achievements, the more influence these criteria of achievement
have on the child’s self concept.

Children learn and develop best when they are part of a community of
learners in which all participants consider and contribute to one another’s wellbeing in learning. The theory of personality development is applied in answering
Totto-chan’s personality development before and after learning in Tomoe Gakuen.

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B. Theoretical Framework
This section clarifies how the theories are applied in this study. There are
six theories that support the analysis of the problems. The theories are: theory of
psychological approach, character, characterization, hyperactivity, teaching style,
and personality development.
The character and characterization are applied in answering the first
problem. This step is important to understand the real description of Totto-chan as
the main character in the novel before analyzing the personality development.
Theory of hyperactivity is used as the introduction to find out Totto-chan’s
personality development. The theories on excellent teachers and personality
development are applied in answering the second problem. The theory on
excellent teachers proposed by Copple and Bredekamp is used to find out and
categorize teaching style in Tomoe Gakuen revealed by Mr. Kobayashi. Theory of
personality development is used to see how Mr. Kobayashi’s teaching style affects
on Totto-chan’s personality. The writer used Tetsuko Kuroyanagi’s Totto-chan:
The Little Girl at the Window as the main source of data to answer all the
problems.

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C H A P T E R III
METHODOLOGY

There are three sections in this chapter. The first section is object of the
study, which reveals the novel itself as the focus of this study. The second section
contains the approach, which is used to discuss the subject of the study. The third
section discusses the method that is used in the study. It explains the step in
analyzing the study.

A. Object of the Study
The object of the study is Tetsuko Kuroyanagi’s novel, Totto-chan: The
Little Girl at the Window. The novel is an English version of Madogiwa No Tottochan, the Japanese original edition, published in Japan by Kodansha International
Ltd., copyright in 1981 by Tetsuko Kuroyanagi. The English version copyright in
1982 by Kodansha International Ltd., was translated by Dorothy Britton. It
contains 188 pages and is divided into 61 chapters which are translated from the
Japanese text into English. The book is a long-standing best seller in Japan and
has been distributed to USA and England. It has changed many points of view
about education system (see Appendix A for further information).
Totto-chan: The Little Girl at the Window introduces to a special
education system by the educationalist Sosaku Kobayashi. The novel tells us
about the childhood experience of a little girl named Totto-chan in her childhood.
This study focuses on Totto-chan as the main character of the novel. She is a 7
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years old child with a plenty curiosity and high spirit. She is keen to know almost
everything around her. Totto-chan is a memoir of Tetsuko Kuroyanagi, the author
(see Appendix B for further information). Mostly the story tells us about a unique
school called Tomoe Gakuen. It is located in southwest Tokyo, a three-minutewalk from Jiyugaoka Station and Toyoko Line. Tomoe Gakuen was an
extraordinary school which provides a freedom in learning.
Tomoe Gakuen was run by an exceptional headmaster, Mr. Kobayashi,
who had built the school with his own money. He had extensively studied the
imparting of ‘knowledge’ to children, rather than the imparting of ‘education’.
Mr. Kobayashi had a great love for children. He helped Totto-chan to learn many
things and gave an understanding of life through effective teaching points. Tomoe
was indeed a special school and Mr. Kobayashi was indeed a gifted headmaster.
There were so many experiences in the story and they influenced Totto-chan’s
personality development.
This novel teaches the value of making the right decision, honesty, and
respect others. This novel also gives the readers motivation to have selfconfidence, to have no fear, to always have the spirit in life, and to love others
with a pure heart.

B. Approach of the Study
The psychological approach is an approach that fits best to analyze this
study. This approach is used to analyze more about the personality description of
the characters, including the personality development of the character in the novel.

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The process of understanding the character using this approach is done through
seeing his personality, thought, behaviour, and other sources related to the
psychological aspects.
The approach is used to give the limit of the aspects and background of
knowledge to analyze Kuroyanagi’s Totto-chan: The Little Girl at the Window.
This approach is used to analyze the influence of Kobayashi’s teaching style on
Totto-chan’s personality development in Tomoe Gakuen. The influence of the
teaching style can be seen through Totto-chan’s personality description and the
development.

C. Method of the Study
There were some steps taken in order to answer the questions stated in the
problem formulation. First, the writer read Kuroyanagi’s Totto-chan: The Little
Girl at the Window several times in order to understand the story. The writer was
interested in the effectiveness of teaching in Tomoe Gakuen school at the first
time reading. It showed the uniqueness of an unconventional school which
encouraged children to study whatever subjects they liked. Second, the writer
went to library and read some references related to the theory of literature. The
writer also read some books on psychology to find the theories related to
personality development. Besides, she went to the workstation and read some
criticism about Totto-chan and Tetsuko’s works from the internet websites with
the help of search engines such as Google.

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Third, the writer took some notes about some important aspects needed in
to answer the questions. She paid more attention to the author description of the
main character, Totto-chan. Fourth, the writer answered the first problem about
the description of the main character using the theories of character,
characterization, and hyperactivity that had been compiled before. The result of
the first question was used to answer the second problem formulation. Last, the
writer drew conclusions from the analysis to answer the questions stated in the
problem formulation. In addition, the writer gave some suggestion to the readers
and the teachers to conduct effective teaching points in their teaching-learning
activities using Tetsuko Kuroyanagi’s Totto-chan: The Little Girl at the Window.

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C H A P T E R IV
ANALYSIS

This chapter consists of two main parts. The first part is the characteristic
descriptions of Totto-chan as one of the characters in Tetsuko Kuroyanagi’s
Totto-chan: the Little Girl at the Window. The second part is Mr. Kobayashi’s
teaching points in Tomoe Gakuen found in the novel and the influence of it on
Totto-chan’s personality developments.

A. Totto-chan’s Characteristics Description
Based on Murphy (1972), there are nine ways to understand the characters
and the personalities of a character in the novel, namely, personal description,
character as seen by another, speech, past life, conversation of others, reaction,
direct comment, thought, and mannerism. Some of them will be applied to find
out Totto-chan’s characteristics description.
Totto-chan was a 7 year old girl. She was expelled from the regular school
in the first grade for causing a disturbance to the teacher and all the students in the
classroom. As a little girl Totto-chan could be said as a hyperactive child. She
needed more freedom to express herself. According to Davidson and Neale
(1996), a hyperactive child is all to frequently “in trouble” with his peer, teachers,
family, and community. She seems almost normal in every way, but yet she has
inordinate and pervasive difficulties getting along in everyday world.

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Mother did not tell Totto-chan that she had been expelled from the first
grade. She realized Totto-chan would not understand what was wrong with her.
Mother had to find another school that would understand her little girl and teach
her how to get along with other people.

Totto-chan’s characters before learning in Tomoe Gakuen
1. Impulsive
The Cambridge Advanced Learner’s Dictionary (Third Edition) defines
impulsive as “showing behaviour in which someone do things suddenly without
any planning and without considering the effects they may have.” (“Impulsive”).
It is one of the characteristics of a hyperactive child. According to Davidson and
Neale, a hyperactive child behaves impulsively or acts before thinking. It may
cause a social friction or acade