The psychological impacts on being drifted on Pacific Ocean as seen in PI, the main character on Yann Martel`s Life of PI.

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THE PSYCHOLOGICAL IMPACTS ON BEING DRIFTED
ON PACIFIC OCEAN AS SEEN IN PI, THE MAIN CHARACTER
OF YANN MARTEL’S LIFE OF PI

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

By
Christianus Agri Adi Prabowo
Student Number: 061214063

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

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THE PSYCHOLOGICAL IMPACTS ON BEING DRIFTED
ON PACIFIC OCEAN AS SEEN IN PI, THE MAIN CHARACTER
OF YANN MARTEL’S LIFE OF PI

A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Christianus Agri Adi Prabowo
Student Number: 061214063

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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AMO ET FACIO QUOD VOLO…

-I do and I love what I’ve chosen-

I dedicated this thesis to:
My beloved parents and family
Myself and my life
…and everyone who always supports me

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
of parts of the work of the other people, except those cited in the quotations and

the references, as a scientific paper should.

Yogyakarta, May 19th, 2012

Christianus Agri Adi Prabowo
061214063

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama

: Christianus Agri Adi Prabowo

Nomor Mahasiswa

: 061214063

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The Psychological Impacts on Being Drifted on Pacific Ocean as Seen in Pi,
the Main Character of Yann Martel’s Life of Pi
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: 19 Mei 2012
Yang menyatakan

Christianus Agri Adi Prabowo

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ABSTRACT
Prabowo, Christianus Agri Adi. (2012). The Psychological Impacts on Being
Drifted on Pacific Ocean as Seen in Pi, the Main Character of Yann Martel’s
Life of Pi. Yogyakarta: English Education Study Program, Faculty of Teachers

Training and Education, Sanata Dharma University.

This study analyses Pi’s experiences in 227 days of being drifted on the
Pacific Ocean in Yann Martel’s Life of Pi. The novel tells about a young Indian
boy named Pi Patel, who becomes the sole survivor after the cargo ship which
brings him and his family sank in the Pacific Ocean. He had been drifted for 227
days, accompanied by an adult Royal Bengal tiger named Richard Parker.
The aim of the study is to examine the psychological impacts experienced
by Pi, the main character of Yann Martel’s Life of Pi. There are two problems to
answer in this study. First, “How Pi, the main character is portrayed in the novel?”
and second, “What are the psychological impacts experienced by Pi when he is
drifted on Pacific Ocean for 227 days?”
There are two kinds of sources used in this study, namely the primary
source, which is the novel itself. The secondary sources are from books,
references and internet. The theories used are theory of character, theory of
characterization, theory of conflict and references on spiritual experiences. This
study employs Psychological Approach.
Based on the analysis, it can be concluded that Pi is a smart, curious, and
religious person. The psychological impacts on being drifted on Pacific Ocean are
making Pi grow as a strong person, becoming more loving and caring to other

people and animals, and also becoming an optimistic person in facing his future.
It is recommended that the future researchers to analyse Pi’s struggles.
It is also suggested that the novel be used as the material to teach Intensive
Reading II.

Keywords: psychological impacts, survivor, Pacific Ocean, Life of Pi

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ABSTRAK
Prabowo, Christianus Agri Adi. (2012). The Psychological Impacts on Being
Drifted on Pacific Ocean as Seen in Pi, the Main Character of Yann Martel’s
Life of Pi. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas

Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Kajian literatur ini menganalisa pengalaman-pengalaman Pi saat ia
terombang-ambing di Samudera Pasifik selama 227 hari dalam sebuah novel
karya Yann Martel yang berjudul Life of Pi. Novel ini bercerita tentang seorang
remaja dari India yang bernama Pi Patel yang menjadi satu-satunya penumpang
yang selamat setelah kapal kargo yang ditumpanginya bersama seluruh
keluarganya tenggelam di Samudera Pasifik. Ia terombang-ambing di tengah
lautan selama 227 hari, hanya ditemani seekor harimau Royal Bengal bernama
Richard Parker.
Tujuan studi ini adalah untuk melihat dampak psikologis dari pengalamanpengalaman Pi, yang menjadi karakter utama dalam novel ini. Ada dua
permasalahan pokok dalam kajian ini. Pertama, “bagaimana Pi, si karakter utama
digambarkan dalam novel ini?” dan kedua, “apa saja dampak psikologis yang
menimpa Pi saat ia terombang-ambing di Samudera Pasifik selama 227 hari?”
Ada dua data yang digunakan dalam kajian ini, yaitu data utama yang
berupa novel Life of Pi dan data pendukung yang dikumpulkan dari buku-buku
dan sumber internet. Teori-teori yang digunakan adalah teori karakter, teori
karakterisasi, teori konflik dan referensi tentang pengalaman religius, serta
menggunakan pendekatan psikologis untuk menganalisa kajian ini.
Dapat disimpulkan bahwa Pi adalah seorang yang cerdas, penuh rasa

ingin tahu dan seorang yang religius. Dampak-dampak psikologis yang menimpa
Pi ialah ia menjadi orang yang kuat, lebih perhatian dan penuh kasih pada sesama
dan binatang serta menjadi orang yang optimis dalam menghadapi masa depan.
Analisa tentang perjuangan-perjuangan Pi menjadi rekomendasi bagi para
peneliti lain yang ingin mengkaji novel ini.
Materi ajar bagi guru Bahasa Inggris untuk mengajar Intensive Reading II
juga disertakan dalam kajian ini.

Kata-kata kunci: dampak psikologis, orang yang selamat, Samudera Pasifik, Life
of Pi

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ACKNOWLEDGEMENTS

First of all, I would like to give my greatest gratitude to my Lord, Jesus
Christ, the One who always guides me and always be there to help me out from
my problems.
Then, my deepest gratitude goes to my idols and heroes, Paulus Dwi Agus
Yulianto and Maria Agustina Sih Wurini, who have always supported me and
always been there to encourage me. My gratitude also goes to my brother and
sister, Antonius Rinto Adi Prasetyo and Maria Katharina Wuliartha Febri
Ayu Pratiwi. My special gratitude goes to Christina Artyka Puspitasari, the
woman whom I want to grow old with.
I also would like to express my gratitude to my sponsor, Dr. Antonius
Herujiyanto, M. A. who has spared his time to guide me patiently with his
suggestions, advice, support, and kindness in writing this thesis. I also would like
to thank all of the lecturers of English Language Education Study Program for
their guidance during my study in Sanata Dharma University. I would like to
thank also to the secretariat staff of English Language Education Study
Program and the staff of Sanata Dharma University Library for their services.
Then, I would like to appreciate my friends Oda, Dita, Agnes, Ragil,
Nana, Marshel, Vita, Sari, and also FKIP Basketball Team Family, Doni,
Pandhu for their willingness to help me and for their support in many ways, and
also for sharing laughter, stories, happiness, and craziness. I would like to thank
also Penghuni Kost Laknat, Yoga, Panji ‘Celeng’, Febri ‘Ceper’, Doan

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‘Becak’, Doni ‘Jrot’, for the times we spent together in our boarding house. My
special gratitude goes to Invani Lela Herliana for being the proof reader of my
thesis.
I would like to thank all the people that cannot be mentioned here and who
had filled my life chapters, may God bless them all.

Christianus Agri Adi Prabowo

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TABLE OF CONTENTS

Page
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. Objectives of the Study ………………………………….

5

C. Problem Formulation ……………………………………

5

D. Benefits of the Study ……………………………………

5

E. Definition of Terms ……………………………………..

6

1. Psychological Impacts .. …………………………….

6

2. Pacific Ocean ……………………………………….

8

3. Religions in India …………………………………..

8

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CHAPTER II. THEORETICAL REVIEW

10

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

10

1. Theory of Character ………………………………..

10

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

13

3. Theory of Conflict ………………………………....

16

4. References on Spiritual Experiences ………………

24

B. Critical Approach ...……………………………………

26

C. Theoretical Framework ………………………………..

28

D. Context of the Novel …………………………………..

28

1. The Context of the Novelist ……………………….

29

2. The Context of the Novel ………………………….

31

CHAPTER III. METHODOLOGY

32

A. Object of the Study ……………………………………

32

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

34

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

34

CHAPTER IV. ANALYSIS

36

A. The Main Character Portrayed in Life of Pi …………...

36

1. Pi’s Early Life …………………………………….

36

2. Pi’s Adventure …………………………………….

42

3. Pi’s Adult Life …………………………………….

48

B. The Psychological Impacts on Pi’s Being Drifted
on Pacific Ocean ………………………………………

50

1. Pi’s Psychological Impacts ………………………..

50

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2. Pi’s Religious Experience ………………………..

53

3. Analysis on Pi’s Id, Ego, and Superego ………….

54

CHAPTER V. CONCLUSIONS, SUGGESTIONS AND
RECOMMENDATIONS

57

A. Conclusions …………………………………………...

57

B. Suggestions …………………………….……………..

60

C. Recommendations …………………….………….......

60

REFERENCES

62

APPENDICES
Appendix 1: Lesson Plan for Teaching Intensive Reading II ..

65

Appendix 2: Teaching Material ………………………………

67

Appendix 3: The Summary of the Novel Life of Pi …………..

71

Appendix 4: The Biography of Yann Martel …………………

75

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CHAPTER I
INTRODUCTION

The first chapter of this thesis explains five parts which become the main
discussion of this study. The first part is the background of the study. In this part
the writer explains the writer’s personal reasons in choosing the topic. The second
part is the objective of the study. This part will explain the goal of the study. The
third part is problem formulation. In this part, the problems of the study are
formulated. The fourth part is the benefits of the study. This part elaborates the
advantages that the reader may gain from reading the study. The last part is the
definition of the terms. In this part, the writer will explain or clarify some
important terms to help the readers in understanding the terms used in this study.

A.

Background of the Study
God creates human as stated in Holy Bible, “So God created man in his

own image, in the image of God he created him; male and female he created
them” (Genesis 1:27). Human is one of God’s creatures blessed with knowledge
to think and create. Human is also able to share their thoughts, feelings, and acts.
They could share their thoughts, feelings and acts by saying it or acting it or even
just writing about it, in the form of poems, songs, stories, paintings, etc.
In this study, the writer uses novel as the subject of the study. Some people
think that novel helps the readers to see things as they really are. Since novels are
more in touch with reality, therefore there are many aspects in life which the

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readers can find in the novels. The readers are invited not only to imagine what
they read, but also to feel the stories. By reading novels, the readers will be able to
find many things in life which the readers have not experienced before, whether
the novel is a fiction or a non fiction. Those things could enrich the knowledge
and the life experiences of the readers. The readers also can learn more about the
value of life through the characters and the story of the novel.
Each human in the world is different from each others, both physically and
mentally. That is why sometimes human has different thoughts and opinions with
the others. Those different thoughts and opinions could lead human into a conflict
between others. In the novel, the readers can also find conflicts. Conflicts make
the novel more interesting to read. Conflicts also could make the readers like or
dislike some characters of the novel. Hocker and Wilmot, as quoted by Adler and
Towne state that “conflict is an expressed struggle between at least two
interdependent parties who perceive incompatible goals, scare resources and
interference from the other party in achieving their goals” (355). In Yann Martel’s
Life of Pi, there are some conflicts that can be found. It is not only the conflicts
between the main character with other characters, but also the conflicts between
the main character with himself, as seen in Life of Pi. It is written by Yann Martel
and was the winner of The Man Booker Prize 2002.
Yann Martel was born on June 25, 1963 in Salamanca, Spain. His parents
were French-Canadian. He was raised in Costa Rica, France, Mexico and Canada
yet as an adult he has spent time in Iran, Turkey and India. According to his
personal essay, How I Wrote Life of Pi, after studying philosophy at Trent

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University in Peterborough, Ontario, he spent 13 months in India visiting
mosques, churches, temples and zoos, and spent two years reading religious texts
and castaway stories. Life of Pi (2001) is his third work after The Facts behind the
Helsinki Roccamatios and Other Stories (1993) and Self, Faber and Faber (1996),
followed by his two novels, We Ate the Children Last (2004) and Beatrice and
Virgil (2010).
Life of Pi tells about the adventure of a 16-year-old Indian boy named
Piscine Molitor Patel or known as Pi, who becomes the sole survivor of tragic
sinking of a cargo ship. He remains floating on a lifeboat on Pacific Ocean for 227
days and are accompanied by a hyena, a zebra with a broken leg, a female
orangutan, and a 450-pound Royal Bengal tiger.
During his adventure on the sea struggling for survival, Pi faces conflicts
with his surrounding, the Pacific Ocean,
It was terrifying to be in the water. It was black and cold and in a
rage. I felt as if I were at the bottom of a crumbling well. Water
kept crashing down on me. It stung my eyes. It pulled me down. I
could hardly breathe. If there hadn’t been the lifebuoy I wouldn’t
have lasted a minute. I saw a triangle slicing the water fifteen feet
away. It was a shark’s fin. An awful tingle, cold and liquid, went
up and down my spine (106).
He also faces conflicts with another passenger on the boat, a Bengal Tiger
named Richard Parker. How he manages his daily basis while trying not to be
eaten by the tiger also creates an intense conflict between him and Richard Parker,
Of the five senses, tigers rely the most on their sight. Their eyesight is very keen, especially in detecting motion. Their hearing is
good. Their smell is average. I mean compared to other animals, of
course. Next to Richard Parker, I was deaf, blind and nose-dead.
But at the moment he could not see me, and in my wet condition

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could probably not smell me, and what with the whistling of the
wind and the hissing of the sea as waves broke, if I were careful,
he would not hear me. I had a chance so long as he did not sense
me. If he did, he would kill me right away (108).
Furthermore, Pi’s interest in religions and spiritualism has led him into an
interesting conflict between him and God. The feeling of lonely man bobbing with
a monstrous tiger in the wide Pacific sometimes challenges his faith,
I practised religious rituals that I adapted to the circumstances –
solitary Masses without priests or consecrated Communion hosts,
darshans without murtis, and pujas with turtle meat for Prasad, acts
of devotion to Allah not knowing where Mecca was and getting
my Arabic wrong. They brought me comfort, that is certain. But it
was hard, oh, it was hard. Faith in God is an opening up, a letting
go, a deep trust, a free act of love – but sometimes it was so hard to
love. Sometimes my heart was sinking so fast with anger,
desolation and weariness, I was afraid it would sink to the very
bottom of the Pacific and I would not be able to lift it back up
(208-209).
Finally, he also faces a deep conflict within him,
I had to stop hoping so much that a ship would rescue me. I should
not count on outside help. Survival had to start with me...I looked
out at the empty horizon. There was so much water. And I was all
alone. All alone. I burst into hot tears. I buried my face in my
crossed arms and sobbed. My situation was patently hopeless (168169).
Regarding the fact that there are several conflicts occur while Pi struggles
hard to survive on Pacific Ocean as well as these conflicts have great
psychological impacts on Pi’s life, the writer intends to conduct a study to identify
the conflicts and analyze the psychological impacts on Pi’s experiences in 227days drifting on Pacific Ocean. This study uses psychological approach in

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analyzing the characters of the novel and employs the theory of character, theory
of characterization, theory of conflict and theory in spiritualism.
The personal reason for choosing this topic is because the writer has
experienced a deep personal conflict involving religious experience which results
a great psychological impact in the writer’s life. Thus, it triggers the writer to
conduct a library study in literatures which shares the same experience.

B.

Objectives of the Study
The objective of this study is to examine the psychological impacts

experienced by Pi as seen in Yann Martel’s Life of Pi.

C.

Problem Formulation
The problems of this study are formulated as follows:
1. How does Pi, the main character of Yann Martel’s Life of Pi, is portrayed?
2. What are the psychological impacts experienced by Pi when he was drifted
on Pacific Ocean for 227-days?

D.

Benefits of the Study
The study of literary works has several advantages. For the writer, this

study is an attempt to get personal reflection in life. Related to the world of
literature, this study is expected to contribute in giving more understanding about
the novel, as well as adding reader’s novel references, especially for the readers of
the novel and also the readers of others Yann Martel’s novels. For English

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Education Study Program students, the writer designs a lesson plan for Intensive
Reading II that uses some selected part of this novel as a medium for teaching
English in teaching learning activities.

E.

Definition of Terms
In analyzing the novel, it is essential for the writer to highlight certain

terms to provide an accurate analysis and a clearer explanation in answering the
problems formulated. There are three terms to define to avoid misinterpreting. The
definitions are given as follows:
1.

Psychological Impacts
Pi’s experiences being drifted on Pacific Ocean for 227 days has left a

psychological trauma for him. Moreover, he loses all of his family all at once in
front of his eyes. The big traumatic event happens in childhood results on
psychological trauma. However, not all traumatic events lead into lasting
emotional and psychological damage. Some people recover quickly from even the
most tragic and shocking experiences.
A number of risk factors make people susceptible to emotional and
psychological trauma. People are more likely to be traumatized by a stressful
experience if they’re already under a heavy stress load or have recently suffered a
series of losses. Experiencing trauma in childhood can have a severe and longlasting effect. Children who have been traumatized see the world as a frightening
and dangerous place. When childhood trauma is not resolved, this fundamental
sense of fear and helplessness carries over into adulthood, setting the stage for

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further trauma. Following a traumatic event, or repeated trauma, people react in
different ways, experiencing a wide range of physical and emotional reactions,
such as feeling sad and hopeless, anxiety and fear as well as insomnia and
nightmares. These symptoms and feelings typically last from a few days to a few
months,

gradually

fading

as

people

process

the

trauma

(http://www.helpguide.org/mental/emotional_psychological_trauma.htm; May 17,
2012).
Nevertheless, not all psychological trauma results psychological damage.
Katie Hanson, who writes about ‘Post-Traumatic Growth’, cited Nietzsche who
said that “What doesn’t kill you makes you stronger”. Furthermore, she states that
people require adversity, trauma, and setbacks in order to grow, find fulfillment,
develop as a person, and find their inner strength. According to Katie Hanson,
‘Post-Traumatic Growth’ is a set of traumatic events which result in three
benefits:
(1) feeling stronger and finding hidden abilities and strengths; this changes the
person’s self concept and gives them the confidence to face new
challenges, e.g. If I can survive this, I can survive anything;
(2) good relationships are strengthened, which is reflected in how people
often speak of “finding out who their true friends are” after they have
experienced a trauma; and
(3) priorities and philosophies concerning the present day and other people are
altered, e.g. living for the moment and prioritizing your loved ones.

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(http://www.positivepsychology.org.uk/pp-theory/post-traumatic-growth/105post-traumatic-growth.html; date of access May 19, 2012)

2.

Pacific Ocean
According to The World Book Encyclopedia, Pacific Ocean is the largest

and the deepest body of water. The Pacific Ocean covers more than third of
the surface of the world. The Portuguese explorer Ferdinand Magellan looked
upon this great ocean and named it Pacific, which means peaceful.
The ocean has a total area of about 63,800,000 square miles.
Geographers often divide the Pacific at the equator into the North Pacific and
the South Pacific. The Pacific has an average depth 14,000 feet.

3.

Religions in India
According to The Encyclopedia of the Peoples of the World, Hindu is the

most common religion in India. It is 82.5 percent of the population in India.
Second is Islam with 11.5 percent of Indians, and the rest percent are
Christians, Sikhs, Buddhist, and Jains. In India, religion plays an integral part
in the nation’s life.
In India, the most distinctive feature of Hinduism as far as the outsider is
concerned is its caste system. In fact, this system subsumes a twofold
classification of social strata. The caste is divided into four distinct,
hierarchically ordered groups. The first one is Brahmans, the sacerdotal elite,
the priests, the teachers, and religious guides. The second is Kshatriyas,

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warriors and rulers. Next caste is Vaishyas, merchants and traders are among
this caste. The last is Shudras, which constitutes farmers and the people who
serve the other three castes. India has about 180 languages, including 14 major
tongues and also 700 dialects.
According to India: an Introduction, there are eight different religions in
India:

Hinduism,

Islam,

Christianity,

Sikhism,

Buddhism,

Jainism,

Zoroastrianism and Judaism. India could be described as a Hindu country
since 83% populations are Hindus. The Muslims come next, around 11% of
the population and today number between 70 and 80 millions. Thus, after
Indonesia and Bangladesh, India has the world’s third largest population of
Muslims. After the Muslims come the Christians who total a little over 16
million. Christianity came to India earlier than it came to Europe, but it spread
only during the Portuguese, Dutch, French, and British occupation.
The Sikhs number around 13 million. Buddhism has 4.5 million of
followers. The Jain has 3 million populations, while Zoroastrians or Parsis, are
less than 100,000 and are concentrated in Mumbai. The Jews now are less than
5,000 people. Although anti-Semitism has never been known of in India, large
numbers of Indian Jews have immigrated to Israel.

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CHAPTER II
THEORETICAL REVIEW

This chapter consists of four parts. They are: Review of Related Theories,
Critical Approach, Theoretical Framework and The Context of the Novel. Review
of Related Theories involves the explanation on theory of character, theory of
characterization, theory of conflict, and references on spiritual experiences.
Critical Approach will describe Psychological Approach. Theoretical Framework
explains the contribution of theories in analyzing the study. The Context of the
Novel presents two important contextual factors that influence the novel which are
the setting of the novelist and the setting of the novel.

A.

Review of Related Theories
There are some theories related to this study. This part includes those

theories used in conducting the study. They are theory of character, theory of
characterization, theory of conflict, and references on spiritual experiences.

1.

Theory of Character
In his book, Koesnosoebroto (1988: 67) argues that “a character must be

believable or convincing.” He describes that a character has to be consistent in his
behavior, clearly motivated and credible. Their attitude and action must be
suitable with the personality given by the author, so the story of a fiction is
plausible. The naturalness of the characters relates to lifelines.

10

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While De Laar and Schoonderwoerd in their novel An Approach to
English Literature, say that “there are two main elements (of a novel) that should
be employed in a story; they are the story or the plot and the people or the
characters” (1963: 170).
In the other side, Abrams says that “a character may remain essentially
stable, or unchanged in his outlook and dispositions, from the beginning to the
end of the work, or he may undergo a radical change, either through a gradual
development or as the result of an extreme crisis” (1981: 20). And also he says
that “a character is an imagined person who inhabits a story and it shows a
distinctive type of person” (A Glossary of Literary Terms, 1981: 20). For that
reason, a character must be an important feature of a novel and a character will
not remain the same because it will change according to its situations and
conditions.
According to Kenney in his book How to Analyze Fiction, there are two
kinds of character (1968: 28-29), namely:
a. Simple (flat) characters
It is easy to recognize simple or flat characters because the readers see
only one side of the characters and these characters are familiar types to
the readers.
b. Complex (round) characters
The complex or round characters cannot be described only in one phrase.
They have some capability in surprising the readers because of the changes
in their character.

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Character, according to Rohrberger and Woods, Jr., is a person in a story
who acts out in a setting and conflicts in a pattern of events. There is always
central character in a story called protagonist. Protagonist is in opposition to
antagonist. Protagonist has its importance to all the events of a story. Character
can be described as round and flat that every character has to be credible means
that readers have to accept them as true people or believable people (20).
Roberts and Jacobs state round characters are usually the major and central
figures. Author develops them fully with many traits. Round characters are central
characters. That is why they are also called protagonist, yet not every round and
central character is a protagonist. Protagonist shows human attitudes expected of
round characters. Protagonist moves against antagonist which could grow
conflicts in the stories. Round characters are many-sided and possess many
unpredictable human traits. They are considered as dynamic for having capacity to
change and grow. At the beginning of a story, the major character may have
different quality compared to the end of the story (121).
The dissimilarity of round characters is flat characters. Flat characters do
not change within the story. They are representative which means that they are
undistinguishable from their classes to which they belong. Flat characters are
usually minor characters. They are useful for the story and remain the same
through the whole story. They are static and usually face the same challenges.
They are not central figures and not developed as much as round characters. To
reveal characters, readers must use their own knowledge and experience with
human beings to make the finding about characters’ quality (121-122).

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2. Theory of Characterization
Rohrberger and Woods, Jr state that “characters have particular
personalities and physical attributes that distinguish them from other characters”.
The creating process of characters is called ‘characterization’. Author can
characterize in two ways: direct and dramatic. Direct means the author plainly tell
readers about the characters. It can be through physical appearance, moral quality,
intellectuality, and other important information about the characters. In dramatic,
author places the characters in situation to show what they are. Readers can reveal
their characters through the way they behave and speak (20).
However, it is not enough to understand a novel. It needs another element
to help us build a complete description of the character, either psychologically or
physically. It is known as characterization. Rohrberger and Woods in their novel
Reading and Writing about Literature define the word “characterization” as “the
process by which an author creates character, the devices by which he makes us
believe a character is the particular type of person he is” (20).
It needs to know how the author makes the readers understand his
characteristics and personalities. For the purpose, the author usually employs
some techniques of characterization. Murphy in his novel Understanding Unseens
(1972: 161), points out nine ways in which an author attempts to make his
characters understandable to and come alive for his readers, namely:
a. Personal description
The author describes a person’s appearance and clothing using some
adjectives to tell the readers the details of the character’s appearance such

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as his face, skin, eyes, and his body. It is important because each character
has an individual aspect so that the reader can have a better imagination.
b. Character as seen by another
The author describes a character’s personality by letting the other
characters in the story tell what they see from the characters they
encounter. So the readers will gain some clues through the judgment of the
other characters.
c. Speech
The reader will gain some clues to a person’s character through the
character’s own words. When he gives his opinion in conversation with
another, he is reflecting his personality. From his speech we know his
attitude toward other characters and life.
d. Past life
The author can also describe his or her character by letting the readers
learn some events or experiences about the character’s past life that has
some close connection to his present life. The author gives a clue about the
character’s past experiences or moments which have influenced and
formed the character’s personality. This can be done through some straight
comment from the author himself through his conversation with the other
characters or through the means of another character.
e. Conversation of others
The author gives the readers hints to a character’s personality from the
other character’s conversation about other character.

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f. Reactions
The author can describe the character’s personality through his reaction on
different situations and moments, so that the readers may know the quality
of the character in dealing with the situations encountered by the character.
g. Direct comment
The author can describe the character’s personality explicitly by giving his
opinion and comment about the character.
h. Thought
The author lets the readers know the character’s personality by stating
explicitly what is in the character’s mind. The readers are led to the mental
process of the character that conveys ideas.
i. Mannerism
The author describes the character’s behavior and also his habits either the
positive or the negatives ones. From his habits and behavior the readers
can know the reflection of his personality.
In Structure, Sound and Sense, Perrine says that “to be convincing,
characterization must also observe three principles” (1974: 69), they are:
a. Consistency in behavior
Characters must not behave one way on one occasion and a different way
on another unless there is a clearly sufficient reason for the changes.
b. Motivation
Characters should be motivated in whatever they do especially when there
is any change in their behavior. Readers must be able to understand the

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reasons for what they do if not immediately, or at least by the end of the
story.
c. Plausibility
Characters must be plausible or lifelike. They must be relevant to the
readers. Characters must have some traits which are the same as those of
human beings in the real world.

3.

Theory of Conflict
In daily life, people will always deal with conflicts. It happens every day.

Abrams states that “conflict deals with many plots; there are the conflict between
individual, the conflict of a protagonist against fate, or against the circumstances
that stand between him and a goal he has set himself, and in some works, the
conflict is between opposing desires or values in a character’s of own mind”
(128). While Perrine mentions that “conflict as a clash of action, ideas, desire or
wills between two individuals or people in the society that can include physical,
mental, emotional, and moral” (44). Stanton also states that “the term ‘conflict’ is
decently applied only for two powers, which one power is trying to defeat the
other power and that power is opposing to be defeated by it” (16).
Stanton divides conflict into two; they are internal and external conflict.
Internal conflict means “this conflict is identified by term man versus himself. It
takes place inside the protagonist, meaning that he/she is arguing with
him/herself. He/she spends the entire story arguing with him/herself about what to
do before something finally happens that forces him/her to make decision” (16).

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While external conflict means “this kind of conflict is happened when the
protagonist is opposed by another character; frequently he/she fights with a single
person or more than one” (16).
a. Psychological Theories of Conflict
Atkinson and Hillgard state in their book that “sometimes conflicts arise
between a motive and a person’s internal standards rather than between two
external goals; an individual’s desire may conflict with his or her standards of
acceptable social behavior; achievement motives may conflict with individual
standards of helpful and cooperative” (363).
Still according to Atkinson and Hillgard, “a major source of frustration is
conflict between two opposite motives; when two motives are in conflict, the
satisfaction of one leads to the frustration of the order” (424). They also state that
conflicts between motives and internal standards often can be more difficult to
resolve than between external goals (424).
b. Types of Conflict
Worchel and Cooper propose that conflicts are divided into intrapersonal
conflict and interpersonal conflict. Intrapersonal conflict is a conflict that emerges
between one character with him/herself (460). It is also called as internal conflict.
While interpersonal conflict or can also be defined as external conflict, is stated
“interpersonal conflict is a conflict that arises between the characters with power
outside the character” (460). Worchel and Cooper also state that “by definition,
interpersonal conflict exists between two or more persons” (462).
Worchel and Cooper categorize intrapersonal conflict into four types:

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1) Approach – Approach
This type emerges when two positive goals motivate an individual but
he/she can only reach one of the two positive goals (461). This type of
conflict is the easiest one. Worchel and Cooper state “theoretically, this
type of conflict should be easy to resolve” (461).
2) Avoidance – Avoidance
This type of conflict emerges when a person has to choose one goal
between two unattractive goals which are equal (461). Worchel and
Cooper state “theoretically, vacillation between the two goals could
continue indefinitely” (461).
3) Approach – Avoidance
This type of conflict emerges when a person has only one goal which has
associated attractive and unattractive aspect in it (461). A person could be
trapped in a conflict between his/her desire to get the goal and avoid the
goal (461).
4) Double Approach – Avoidance
Worchel and Cooper state “this type of conflict can involve having to
choose between two goals, each of which has positive and negative
aspects” (461). They also state “a second type of double approachavoidance conflict could involve choosing whether to approach or avoid a
goal that has two positive and negative aspects” (461).
Furthermore, Beebe, Beebe, and Redmond state that there are three types
of conflict:

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1) Pseudo (fake) conflict
Pseudo conflict happens when a person misinterprets a message which is
given by another person (297).
2) Simple conflict
Simple conflict occurs because of having different ideas, definitions,
perceptions, and goals (298).
3) Ego conflict
They state that this type of conflict is “based upon personal differences”
(297).
c. Causes of Conflict
Conflicts can emerge because of many things and causes. It is important to
identify and know the causes of the conflict. Isenhart and Spangley say
“identifying underlying issues that fuel bad feelings and damage relationships is
one of the central tasks for resolving conflict. Conflict resists resolution when one
party fails to address the issues of most significance for other parties” (14). There
are seven causes of conflict which mostly occur to people. They are:
1) Data
People often have different opinion about the best source, reliability, or
interpretation of data.
2) Interests
The most common causes of disagreement are detail, tangible wants or
perceived needs of each person. The different interests or goals between
each person may lead them to a conflict.

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3) Procedures
“Parties may not engage in discussion if they do not agree with a way to
solve the problem, make a decision, or resolve conflict” (14).
4) Value
The most difficult conflict to be resolved is involving the different opinion
about the value or importance of interests, options, and choices.
5) Relationships
A person may avoid cooperating if he/she does not trust or believe that the
other person is honest, if he/she feels not being respected or listened or
understood. Collaboration is often started by having a high convenient
level of relationship.
6) Roles
It says that “professional, community, or family roles often create conflict
because of expectations for the role or power imbalance are created by the
role” (15).
7) Communication
It states that “conflict frequently results from how something is said” (15).
People might trigger their emotions because they take personally what the
other people say or interpret them as a threat.
d. Style of Approaching Conflicts
Beebe, Beebe, and Redmond propose three approaches commonly used by
people to approach conflicts. They argue that “the pattern we choose depends on
several factors: our personality, the individuals with whom we are in the conflict,

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the time and place of the confrontation, and other situational factors” (312). Those
three approaches are as follows:
1) Non-confrontational style
This style includes placating, distracting, computing, withdrawing, and
giving in. They define placating response as “an attempt to please;
generally placates are uncomfortable with negative emotions and may
adopt this approach because they fear rejection if they rock the boat”
(312). Commonly, a person who has this style looks for good opinion and
attempts to avoid threats to their pride and self-esteem. The distracters try
to alter the subject of the conflict than facing the conflict (312). The
computing response, according to Beebe, Beebe, and Redmond
“computers remove themselves from conflict by remaining aloof and cool”
(313), even when they are greatly forced. They reject to be provoked or
irritated. They avoid being involved emotionally. Then the withdrawing
response, Beebe, Beebe, and Redmond state “’I don’t want to talk about
it,’ ‘It’s not my problem,’ ‘Don’t bother me with that now,’ or ‘I’m not
interested in that’ are typical responses from someone who uses this style”
(313). While the giving in response’s person is not comfortable with a
conflict and he would give up easily before the conflict emerges (313).
2) Controlling style
Beebe, Beebe, and Redmond state “in managing conflict, controlling
people have a win-lose philosophy” (313). A person who uses this style
often puts the blame to his opponent or looks for a scape goat rather than

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being responsible to the conflict. When those methods do not work out,
controlling people move to the coercive power. They would give personalattack, threats or warning.
3) Cooperative style
Beebe, Beebe, and Redmond state “those who take a cooperative approach
to conflict management view conflicts as a set of problems to be solved”
(314). The cooperative people use several techniques in reaching win-win
position. Those techniques separate the people from the problem, focus on
shared interests, and generate many options to solve the problems, base the
decision on objective criteria.
e. Conflict Resolution
In resolving a conflict, Beebe, Beebe, and Redmond propose four conflict
management skills. Those skills are managing our emotions, managing
information, managing goals, and managing the problem (315-324). The first is
managing our emotions. Beebe, Beebe, and Redmond state “expressing our
feelings in an emotional outburst may make us feel better for the moment, but it
may close the door to logical, rational negotiation” (315). It will be difficult for us
to apply the next three skills if we have not managed our emotions.
The second skill is managing information. In managing information, we
should clearly explain the conflict in chronological order, narrow the subject of
the conflict, keep other-oriented, and understand the other person first than to be
understood, use clear and appropriate response (320-321). The third is managing
the goals. Beebe, Beebe, and Redmond say “to manage conflict, it is important to

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seek an accurate understanding of these goals and to identify where they overlap”
(323). The last skill is managing the problem. In managing the problems, we
should define the problem and analyze it. Beebe, Beebe, and Redmond state “to
analyze is to break something down into its components” (324).
If Beebe, Beebe, and Redmond recommend four skills in managing a
conflict, Isenhart and Spangle propose five ways in resolving a conflict. They are
negotiation, mediation, facilitation, arbitration, and judicial process (45-152).
Negotiation means a process that creates and fuels the collaboration to solve the
conflict. Isenhart and Spangle say “negotiation is as much about a state of mind as
it is a strategic choice for managing problems” (45).
While mediation, according Isenhart and Spangle, “a process in which a
third party who is impartial, has no stake in the outcome and has no power to
impose a decision-guides disputants through a non-adversarial discussion process
that has as its goal the settling the disputes (72). Meditation will be successful if
each person is willing to accept the mediator as the process expert to resolve the
conflict and share the information that helps in resolving the conflict.
Facilitation uses the third party as well, similar to mediation. Facilitator’s
job is to make and create a collaborative discussion progress. Roger Porter, as
quoted by Isenhart and Spangle, describes facilitator as “an honest broker,
someone who guarantees that the process is fair and does not disadvantage spokes
people with different perspectives” (107).
Arbitration is applied if both person and parties are not able to agree to
beneficial goals for both of them. The arbitrator is chosen by both parties to make

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a decision. Isenhart and Spangle state “arbitration is informal, the rules of
evidence are not strictly applied, the arbitrator may or may not provide reasons for
the award, and disputing parties may select the person who will serve the
arbitrator” (130). If the previous four