A study of Dara`s personality development as seen in Minfong Ho`s The Clay Marble.
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A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Widya Warasita Rahajeng Adi
Student Number: 071214046
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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A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Widya Warasita Rahajeng Adi
Student Number: 071214046
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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“Do the best,
and God will do the rest”
This thesis
is dedicated
to my beloved:
Babe Mulyadi,
Ibu Widyaningsih,
Mas Widyo Mursito Adi,
Mba’ Titih Wulantini,
Mas Tony Suhanto,
Mba’ Widya Arsianti Adi,
Dik Widya Kristina Asa Dewi,
and Antonius Septian Nugroho.
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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, 15 December 2011
The Writer
Widya Warasita Rahajeng Adi
071214046
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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
: Widya Warasita Rahajeng Adi
Nomor Mahasiswa
: 071214046
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
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 royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Desember 2011
Yang menyatakan
Widya Warasita Rahajeng Adi
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ABSTRACT
Adi, Widya Warasita Rahajeng. (2012). A Study of Dara’s Personality
Development as Seen in Minfong Ho’s The Clay Marble. Yogyakarta: English
Education Study Program, Sanata Dharma University.
This study analyzes Dara’s personality development as seen in Minfong
Ho’s The Clay Marble. Cambodia was at war, forcing thousands of its people to
flee to the refugee camps on the Thai-Cambodian border. Among them were Dara,
her mother and older brother, Sarun. Dara is the focus of this study. She was a 12year-old girl, who was separated from her family. In the struggle to live in the
refugee camp and gather the people she loved together again during the hardships
of war, Dara developed to be a better person.
This study aims at answering the research problem which is, “How does
Dara’s personality develop in Minfong Ho’s The Clay Marble?”. To answer the
problem, the researcher conducted library study. There are two sources of the
study, namely primary source and secondary source. The primary source is
Minfong Ho’s The Clay Marble, while the secondary sources are relevant books
about theories of psychological approach to literature, theories of character and
characterization, and theories of personality development.
The findings include two major parts; they are Dara’s personality at the
beginning and at the end of the story by using Murphy’s theory of character and
characterization. Then, Dara’s personality development is analyzed by using
Hurlock’s theory. The first finding mentions Dara’s personality at the beginning
of the story as immature, spoiled, impatient and unconfident in herself. Then,
Dara’s personality at the end of the story changes into mature, brave, independent,
thoughtful, and firm. The second finding states the changes, process, and
influence of Dara’s personality development. Dara’s personality development is
influenced by her family and environment. Based on Hurlock’s theory, the
researcher finds out that the changes are influenced by three conditions. They are
changes in significant people, strong motivation, and changes in roles. The
researcher concludes that Dara who has some immature personalities at the
beginning of the story develops to be a mature person at the end of the story.
Keywords: personality development, The Clay Marble
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ABSTRAK
Adi, Widya Warasita Rahajeng. (2011). A Study of Dara’s Personality
Development as Seen in Minfong Ho’s The Clay Marble. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini mengkaji perkembangan kepribadian Dara yang terdapat dalam
novel The Clay Marble karya Minfong Ho. Kamboja sedang terjadi peperangan,
memaksa ribuan orang untuk melarikan diri ke perkemahan pengungsi di
perbatasan Thailand-Kamboja. Di antara mereka adalah Dara, ibunya dan kakak
laki-lakinya, Sarun. Dara menjadi fokus dalam studi ini. Dia berusia 12 tahun,
terpisah dari keluarganya. Dalam perjuangannya untuk untuk bertahan hidup di
pengungsian dan menyatukan kembali keluarga yang dicintainya selama perang
berlangsung, Dara berkembang menjadi orang yang lebih baik.
Tujuan dari skripsi ini adalah untuk menjawab rumusan masalah,
“Bagaimana kepribadian Dara berkembang di dalam novel The Clay Marble karya
Minfong Ho?”. Peneliti menggunakan studi pustaka untuk menjawab pertanyaan
tersebut. Ada dua sumber yang dipakai dalam studi ini, yaitu sumber utama dan
sumber kedua. Sumber utama adalah novel The Clay Marble sendiri, sedangkan
sumber kedua adalah buku-buku relevan mengenai teori-teori pendekatan
psikologi dalam sastra, teori tentang karakter dan karakteristik, dan teori tentang
perkembangan karakter.
Hasil analisa studi ini meliputi dua hal utama yaitu kepribadian Dara di
awal dan akhir cerita yang dianalisis menggunakan teori karakter dan karakteristik
Murphy. Kemudian analisis perkembangan kepribadian menggunakan teori
Hurlock. Hasil analisa yang pertama menyebutkan kepribadian Dara yang muncul
di awal cerita yaitu belum dewasa, manja, tidak sabar dan tidak percaya diri.
Kemudian kepribadian Dara yang di akhir cerita berubah menjadi dewasa, berani,
mandiri, bijaksana, dan tegas. Hasil analisis kedua menyatakan perubahan, proses,
dan yang mempengaruhi perkembangan kepribadian Dara. Hal tersebut
dipengaruhi keluarga dan lingkungan. Berdasarkan teori Hurlock, peneliti dapat
menemukan bahwa perubahan yang terjadi dapat dipengaruhi oleh tiga kondisi,
yaitu perubahan pada orang yang signifikan, besarnya motivasi, dan perubahan
peran. Peneliti menyimpulkan bahwa Dara yang memiliki beberapa kepribadian
yang belum dewasa di awal cerita mampu berkembang menjadi orang yang
dewasa di akhir cerita.
Kata kunci: perkembangan karakter, The Clay Marble
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ACKNOWLEDGEMENTS
First of all, I would like to convey my greatest gratitude to Jesus Christ
for his blessing and guidance so that I could accomplish this thesis. I realize that
He always gives me strength and courage to deal with the hard time.
I would also like to express my deepest gratitude to my supervisor, Henny
Herawati, S. Pd., M. Hum., for guiding me with her patience, sharing a lot of
knowledge about literature, giving suggestions, and supporting me in finishing
this thesis. I am deeply indebted to Sr. Margaret O’Donohue, FCJ and Adesti
Komalasari, S.Pd., M.A., for their willingness to be my proof readers. I
appreciate their help and kindness for checking my language and giving some
suggestions that are useful to finish this thesis. My gratitude also goes to all
lecturers of English Education Study Program, Sanata Dharma University who
have taught me everything, especially to Drs. Y.B. Gunawan, M.A. for being my
academic advisor. Next, I would like to say thanks to Mba’ Dhanniek and Mba’
Tari for their help during my study and also the library staff for their hospitality
and help.
Sincere love and gratitude are also expressed to my beloved parents, Drs.
Mulyadi, MS. and Dra. Widyaningsih, M.Si., for their love, prayer, patience,
and support. I am grateful for having them in my life. I also thank my beloved
brother, Itok and my sister-in-law, Titih, for their love and support; my sister,
Arsi and my brother-in-law, Tony, for their support; my little sister, Asa and my
beloved nieces, Kayla and Keysha, for cheering up my days. My great
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thankfulness goes to my beloved boyfriend, Anton, for his love, patience, time,
and support. I would also like to thank Bapak Floribertus Handoyo, Ibu Maria
Theresia Iriani, Dik Bertha, and Mas Ekky for their love and support.
I owe much to my friends, Leoni Irina Mutiara, S.Pd., Rr Rieta
Anggraheni, S.Pd. and Dwi Yulianto Nugroho, S.Pd. for their willingness to
share their knowledge. My next appreciation is for Dian, Leoni, Inez, Martha,
and Kak Ping for being my great friends and work partner in Nuswantara English
Course. My gratitude is expressed to my beloved friends, Uni, Kiki, Cisca, Mba’
Lala, Calvin, Mba’ Yuliana and all my friends in PBI 2007 whom I cannot
mention one by one, especially my classmates for all the great moments,
teamwork, laughter and friendship we have shared during our study.
I also give big thanks to my best friends, Ayu, Mas Luluk, Adin, Angky,
Dina, Elis, Bambang, Mba’ Pipit for the support, affection, and prayers so that I
could be tough in facing my hard times. My thanks also go to grup piknik, Tinut,
Mba’ Rumi, Mba’ Dewi, Mas Bokir, Tami, and Mba’ Vita for sharing every
wonderful moment, jokes, and happiness. I would also like to express my special
thanks to Vita, Miranda, Elip, Dekky, and Elias, for teaching me how to live ‘a
life’.
At last, I sincerely thank all the people whom I cannot mention one by
one. I thank them for helping and supporting me in finishing my thesis. May God
bless them.
Widya Warasita Rahajeng Adi
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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
LIST OF APPENDICES.............................................................................
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CHAPTER 1 INTRODUCTION
1.1 Background of the Study ..........................................................
1
1.2 Problem Formulation ................................................................
5
1.3 Objective of the Study ..............................................................
5
1.4 Benefits of the Study ................................................................
5
1.5 Definition of Terms ..................................................................
6
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Review of Related Theories ......................................................
8
2.1.1 Psychological Approach ...................................................
8
2.1.2 Character and Characterization .........................................
9
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2.1.3 Personality Development .................................................
12
2.1.3.1 Characteristics of Change in Personality ..............
15
2.1.3.1.1 Better Versus Worse ..............................
15
2.1.3.1.2 Quantitative Versus Qualitative .............
15
2.1.3.1.3 Slow Versus Rapid ................................
16
2.1.3.2 Variation in Personality Change ...........................
16
2.1.3.2.1 Ages of Change .....................................
17
2.1.3.2.2 Kinds of People .....................................
17
2.1.3.2.3 Areas of Personality Pattern...................
17
2.1.3.3 Conditions Responsible for Personality Change ...
18
2.1.3.3.1 Physical Change ....................................
18
2.1.3.3.2 Changes in Environment........................
18
2.1.3.3.3 Changes in Significant People ...............
19
2.1.3.3.4 Changes in Social Pressure ....................
19
2.1.3.3.5 Changes in Role ....................................
19
2.1.3.3.6 Strong Motivation..................................
20
2.1.3.3.7 Changes in Self Concept ........................
20
2.1.3.3.8 Use of Psychotherapy ............................
21
2.2 Theoretical Framework..............................................................
21
CHAPTER 3 METHODOLOGY
3.1 Object of the Study ....................................................................
23
3.2 Approach of the Study ...............................................................
26
3.3 Method of the Study ..................................................................
27
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CHAPTER 4 ANALYSIS
4.1 The Analysis on Dara’s Personality ............................................
29
4.1.1 Dara’s Personality at the Beginning of the Story ...............
30
4.1.1.1 Immature ..............................................................
30
4.1.1.2 Spoiled..................................................................
34
4.1.1.3 Impatient ...............................................................
35
4.1.1.4 Unconfident in Herself ..........................................
36
4.1.2 Dara’s Personality at the End of the Story ........................
38
4.1.2.1 Mature .................................................................
38
4.1.2.2 Brave ...................................................................
41
4.1.2.3 Independent .........................................................
42
4.1.2.4 Thoughtful ...........................................................
43
4.1.2.5 Firm .....................................................................
46
4.2 Dara’s Personality Development................................................ .. 48
CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions ...............................................................................
57
5.2 Implications ..............................................................................
59
5.2.1 Education that Teaches about the Value of Rice ................ .. 61
5.2.2 Education that Teaches about the Value of Family and
Friendship ......................................................................... .. 62
5.3 Suggestions ................................................................................
65
REFERENCES ...........................................................................................
66
APPENDICES.............................................................................................
68
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LIST OF APPENDICES
Page
Appendix A : The Summary of The Clay Marble .........................................
69
Appendix B : The Biography of Minfong Ho ...............................................
71
Appendix C : The Pictures of Nong Chan Refugee Camp in 1980 ................
82
Appendix D : The Pictures of Khao I Dang ..................................................
85
Appendix E : The Pictures of Some Details Used in The Clay Marble..........
88
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CHAPTER 1
INTRODUCTION
This chapter has five parts. They are background of the study, problem
formulation, objectives of the study, benefits of the study, and definition of terms.
In the first part, the researcher discusses the background knowledge of the study,
the reason for choosing the novel, and the importance of the topic. The second
part presents the research problem analyzed in this study. The third part explains
the purpose of the study. The fourth part gives explanation on the significance of
this study. The last part, the researcher discusses the definition of some terms
related to the study to avoid misunderstanding.
1. 1
Background of the Study
“Literature helps to make us human” (Roberts & Jacobs, 1987, p. 3) is one
of the significances that people can get by reading literary works. There are
numerous other significances. It is not only for pleasure as some people think, but
literature discovers many things. People will enrich their knowledge by reading
literary works. Moreover, people also have various opportunities to learn about
moral values. Literature helps us to grow, both personally and intellectually.
Abrams (1981) states in A Glossary of Literary Terms that “Literature as an
imitation, or reflection, or representation of the world and human life” (p. 36).
From this statement, it can be concluded that literary work is the portrayal of real
life. Therefore, people will find the situation like what they face in reality. People
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can arouse their feelings and emotions when they read it. It offers happiness,
sadness, hope, fear, laughter, and also regret. It will bring human to an experience
through literary works which are closely related to human life. Literary works also
present situations in human society. There are many aspects of life which are
discussed in literary works, such as psychology, culture, and also history.
Literature has three main genres or types. Those are prose fiction, poetry,
and drama. According to Roberts and Jacobs (1987) in An Introduction to Reading
and Writing, “prose fiction which is in prose form, consists of novel, short story,
myth, parable, romance, and epic” (p. 3). Novel becomes the subject of this study
because novel is interesting to analyze. David Cecil says that, “A novel is a work
of art in so far as it introduces us into a living world; in some respects resembling
the world we live in, but with an individuality of its own” (as cited in Mukherjee,
1991, p. 82). It proves that novel is closely related to human life as stated before.
Collins’s Dictionary defines a novel as “A fictitious prose tale dealing with the
adventures or feelings of imaginary persons so as to portray, by the description of
action and thought, the varieties of human life and character” (as cited in Boulton,
1975, p. 11). Since novel is a kind of literary works, so we can see that the
significance of literature is proved here. Novel exercises our feelings. Although
novel is fictitious, but it is an account of human life; which reveals that the truth
of novel is true to life, not necessarily to the world of historical and scientific
facts.
In this study, the researcher is interested in analyzing Minfong Ho’s The
Clay Marble. The novel was chosen because of its interesting story. Minfong Ho,
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the writer, spent most of her childhood in Thailand, neighbor country of
Cambodia. Her literary works mostly talked about strong female protagonists with
their families and friends against the backdrop of real events. Some of them were
written because of experiences that she had in some countries. Her first novel,
Sing to the Dawn, won the first prize from the Council of Interracial Books for
Children in 1973. She first started writing after she left home, to combat
homesickness while studying in the United States. Sing to the Dawn and her
second novel, Rice without Rain, are set in the country of her childhood. Five
years after that, Ho published her third book, The Clay Marble. This novel is the
result of her sojourn in Thai-Cambodian border as a nutritionist with thousands of
refugees. Besides she also wrote Interracial Books for Children Bulletin, the Two
Brothers, and Brother Habit: A Cambodian Tale. Then, she became a translator
and compiler Maples in the Mist: Children's Poems from the Tang Dynasty. She
has also contributed in School Library Journal and Kirkus Review.
Because literary work is the portrayal of real life, people could discover
many phenomena in daily life which are also presented in a novel. One of the
examples is personality development. The researcher wants to analyze the central
character’s personality development which is influenced by some factors. There
are two factors which can develop someone’s personality. They are internal and
external factors. In this study, the researcher found that the personality
development of the central character in this novel, Dara, is influenced by three
conditions, they are changes in significant people, changes in roles and strong
motivation in Minfong Ho’s The Clay Marble. Dara is a 12-year-old Cambodian
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refugee who is forced to flee in 1980 from camp to camp with her mother and
brother. At Nong Chan, one of the camps, she meets a friend named Jantu. Jantu is
the person who makes a clay marble for Dara. Dara believes that the clay marble
has been invested with Jantu's magic and gives her courage to get through her
ordeals. When the camp is bombed, Dara is separated from her family and Jantu.
She is forced to struggle with her own effort to find them and return to their home.
Through the hardships of war, Dara’s personality develops.
Personality development is chosen as the focus of this study because of
two reasons. First, it is an interesting aspect of the novel. The researcher found
that Dara’s personality developed. The hardships of war changed Dara’s
personality. The other characters in the novel also influenced her personality in
which she developed to be better. Second, The Clay Marble has drawn the
researcher’s attention to learn about life and the struggle of life. By reading The
Clay Marble novel, the researcher learnt about life through the central character’s
personality development. The researcher realized that everybody changes and
progresses. By understanding personality development, the researcher also learnt
that there are numerous factors which can determine individual’s personality
development. Many studies have analyzed about personality, but here the
researcher wants to limit the study on Dara’s personality development as seen in
Minfong Ho’s The Clay Marble.
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1.2
Problem Formulation
Based on the background stated above, the question of the problem to
analyze can be stated as:
How does Dara’s personality develop in Minfong Ho’s The Clay Marble?
1.3
Objective of the Study
Based on the problem formulation above, the objective of this study aims
to find out how Dara’s personality develops in Minfong Ho’s The Clay Marble.
1.4
Benefits of the Study
The study of literary works has a lot of benefits. This study hopefully can
give benefits to the researcher and absolutely the readers. In analyzing Minfong
Ho’s The Clay Marble, the researcher aims at two benefits of this study. First, this
study aims to make the readers of this thesis familiar with Minfong Ho’s work.
This novel is worth reading because it can make the readers understand the
messages implied in this novel, which one of them is teaching us to be stronger to
face the difficulties in life. The second is to share knowledge and understanding of
Minfong Ho and her works. This study hopefully can give additional information
for readers who want to study literature especially about the personality
development in Minfong Ho’s The Clay Marble.
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1.5
Definition of Terms
In order to avoid misunderstanding, the researcher defines three terms that
are used in this study.
1. Personality
Richard A. Khalish (1973) states personality as “the dynamic organization
characteristics attributes leading to behavior and distinguishing one individual
from other individuals” (p. 51). It refers to the total individual and includes
“needs, motives, methods of adjusting, temperament qualities, self-concepts, role
behaviors, attitudes, values, and abilities” (p. 52). According to Hjelle in
Personality Theories (1981), personality represents “an evolving process subject
to a variety of internal and external influences, including genetic and biological
propensities, social experiences and changing environmental circumstances” (p.
7). In this study, the definition of personality includes the three definitions. It
means that Dara’s actions toward her life that make her different from other
people are influenced by both internal and external aspects, including her needs,
motives, self-concepts, behaviors, attitudes, abilities, social experiences and
environmental circumstances changes.
2. Development
The term “development”, according to Pikunas (1976), means “all the
process of change by which an individual’s potentialities unfold and appear as
new qualities, abilities, traits, and related characteristics. It includes the long-term
and is relatively irreversible gains from growth, maturation, learning, and
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achievement” (p. 23). In this study, development refers to the process of changing
that happened to Dara, the central character. Dara’s personality at the beginning of
the story which develops into different personality at the end of the story, shows
that her individual’s potentialities appear as new qualities and traits.
3. Personality Development
From the previous definition of personality and development, it can be
concluded that personality development means all the process of change of one’s
actions toward his/her life that make him/her different from other people
influenced by both internal and external aspects, including him/her needs,
motives, self-concepts, behaviors, attitudes, abilities, social experiences and
changing environmental circumstances. According to Hurlock (1974), personality
development means “the way the personality changes and develops based on the
factors that are responsible for changes that will affect someone’s life”. In this
study, the researcher would focus on Dara’s personality development which is
influenced by internal and external factors of her life during the hardships of war.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
In conducting this study, this chapter encompasses two subtopics. First,
the researcher provides relevant theories as references to support this research in
theoretical description. Second, the researcher summarizes and synthesizes all
relevant theories used in this research in theoretical framework.
2.1
Review of Related Theories
This part presents theories related to the study that will be useful to reveal
and analyze the information that is used to answer the problem. This subtopic
includes the theory of psychological approach to literature, theory of character and
characterization, and the theory of personality development.
2.1.1 Psychological Approach
Rohrberger and Woods in Reading and Writing about Literature (1971)
distinguish five critical approaches. Those are “the formalist approach, the
biographical approach, the sociocultural-historical approach, the mythopoeic
approach, and the psychological approach” (p. 3). Among those five approaches,
psychological approach is the one which the researcher applied in this study. The
psychological approach is an approach which uses psychological point of view as
the main criticism to analyze the story and characters’ personality. Psychology
itself is the scientific study of behavior and the behavior which most psychologist
study is human behavior. The psychological approach investigates the characters’
behavior as a human being. In this study, the approach is applied to analyze the
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main character’s personality and its development. Rohrberger and Woods explain
t ha t :
The psychological approach brings us to the exploration of the
unconscious of the human mind, that led him to the conclusion that it was
this area that was wellspring of man rich imagination, his capacity for
creation and the complexity of his thought, behavior, and that the contents
of his region of the mind found expression in symbolic words, thoughts
and action (p. 13).
The psychological approach is used to discuss the personality development
of the main character in this novel through her thoughts and action. Daiches states
that “We can look at the behavior of characters in a novel or a play in the light of
modern psychological knowledge” (p. 337). It proves that psychological approach
is the most appropriate approach which consists of various theories of psychology
in order to analyze the character’s personality and personality development
written in the story.
2.1.2 Character and Characterization
A character is one of the important pats in a story. Abrams (1981) says
that characters are “persons in a dramatic or narrative work, endowed with moral
and depositional qualities that express in what they say – dialogue – and what they
do – action” (p. 21). Furthermore, Abram also states that character which
appeared in novel “possess some characteristics which are similar to human
beings in the real world” (p. 21). The theory of character will help the researcher
to understand the characters in The Clay Marble, especially Dara as the main
character in the novel. “The main character tries to express his or her idea about
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the quality of life through his or her action, experience his or her speech, and his
or her judgment” (p. 20).
Henkle (1977) points out that “a character can be divided into two parts,
the first one is major and the second is secondary character” (p. 87). Major
character is the most significant character in the story. He explains that “the major
characters will completely need the reader’s fullest attention because they perform
a key structural function” (p. 179). The Clay Marble involves many characters and
the major character of the story is Dara. Forster in Aspect of the Novel (1974)
divides the characters into two kinds, flat and round character. A flat character is
“built around “single idea or quality” and is presented in outline and without
much individualizing detail, and so be fairly adequately described in a single
phrase or sentence” (p. 47). While a round character is “complex in temperament
and motivation and is represented with the subtle scenes” (p. 47). Dara’s character
belongs to a round character since she is fully developed by the author of the story
and considered as a dynamic character, which demonstrate her capacity to change
or grow as her reaction toward events and to other characters.
Characterization is a process where the characters in the novel are
portrayed as if they are real people and they live in the real world. In
understanding the characters and their personalities in the novel, the researcher
chooses Murphy’s book entitle Understanding Unseen: An Introduction to
English poetry and the Novel for Overseas Students (1972). In this book, he
provides nine ways which are used to present the characters in the novel
understandably for the readers. The first way is personal description, which is
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used to describe the “character’s appearance and clothes” (p. 161). This method
gives a clue to the person through his appearance and clothes.
The second way is character as seen by another. It means that the author of
a novel can describe a character “through the eyes and opinions of another”
person (p. 162). Another person’s capture and thought toward his character gives
information to the reader about the character’s personality. The third way is
speech. Murphy gives an explanation that the readers can understand someone’s
character through “what that person says” (p. 164). The statement reveals that the
reader can get some clue to someone’s character “through the way of the character
speaking, having a conversation, and bringing forward an opinion” (p. 164).
The fourth way is through past life. In using this method, the readers have
to understand the character’s past life written in the novel. “By letting the reader
learn something about a person’s past life, the author can give the reader a clue to
events that have helped to shape a person’s character” (p. 166). The person’s past
life is connected to his present life which results on the character’s personality. It
can be shown on “a direct comment by the author, through the person’s thoughts,
through his conversation or through the medium of another person” (p. 166). The
fifth way is conversation of others. The clue which makes the readers get the
information about a person’s character is through “the conversations of other
people and the things they say about him” (p. 167). It shows that the reader should
pay attention to the other people’ conversation and things they say about him
since the author can also give a clue through this method.
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The sixth way is reactions. “The author can also give the reader a clue to a
person’s character by letting the reader know how that person reacts to various
situations and events” (p. 168). The readers can find out the person’s character
due to the reactions which explicitly shows the personality. The seventh way is
direct comment. A comment from the author on a person’s character is directly
shown in a novel (p. 170). It means that the readers know his characteristics easily
by reading the author’s description or comment in the novel.
The eighth way is through thoughts. This method is nearly the same as the
previous one in which the author gives the reader “direct knowledge of what a
person is thinking about” (p. 171). The author’s description of the person’s
thought helps the readers a lot in understanding his characteristics since the reader
is able to know the inmost thought of the character. The last way is mannerisms.
Mannerisms or “habits” of one character can describe his character to the readers
(p. 173).
2.1.3 Personality Development
Considering the title and the approaches used in the study, the researcher
presents some theories related with personality development to help the researcher
understand Dara’s personality and its development. There are numerous
definitions of personality as Allport identified almost 50 definitions of personality
in the literature and there are doubtless more today. Most of the definitions
accepted today are patterned on Allport’s: “Personality is the dynamic
organization within the individual of those psycho-physical systems that
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determine his characteristic behavior and thought” (as cited by Hurlock, 1974, p.
7). He explaines that “psycho-physical system a composition of habits, attitudes,
emotional states, sentiments, motives, and belief, are not only psychological but
also have a physical basis in each individual” (as cited by Hurlock, 1974, p. 7).
Thus, psycho-physical systems are the product of learning and they derive from
the life experiences of the individual.
Everybody is unique and each person has his own personality. As Allport
says, each person is a “unique and never-repeated phenomenon” (as cited in
Hurlock, 1974, p. 8). Furthermore, he describes that “each personality pattern is
unique which it differs from all other patterns in the combination and organization
of its constituent traits, in the strength, of the different traits, and in its core – the
person’s concept of himself” (as cited in Hurlock, 1974, p. 8). No one has exactly
the same personality. Phares in Introduction to Personality (1984) states that
“pattern of characteristics, thoughts, feelings and behaviors that persist over time
and situations, distinguishes one person from another” (p. 678). Personality
distinguishes one from another from the characteristics, thoughts, feelings and
behaviors which do not only have a positive value, but also negative. Personality
is dynamic; it exists over time and situations.
According to Morris (1990), “personality does not always include positive
qualities, but it includes negative as well as positive personal qualities” (p. 450).
Personality does not only consist of positive traits such as love, care, and patience.
It can be the negative ones, such as jealousy, dishonesty and impoliteness. As we
all know that human life consists of two aspects: individual and social aspects.
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The individual aspect concerns with physical changes and individual’s personality
development. Morris (1990) adds “individual’s personality development is usually
influenced by two factors, which are individual’s early experience within her
family and the important events that happens outside home or people call this as
the social aspect” (p. 19-20).
Personality development is the main topic of this study, so the theory of
personality development gives a great contribution toward the discussion of the
problem. The term “development” means the changing of someone’s personality.
According to Pikunas (1976), “development is a sequence of changes that lead to
maturity” (p. 56). As we all know that actually not only maturity which become
the changes, but of course wider than that. It is more about appearing new traits
and abilities. Development process happens through a lifetime. It does not stop at
a certain time. Development is also identical with someone’s learning
experiences. Papalia and Wendkos-Olds states that “development continues
throughout life, and is influenced …by those we acquire through our experiences”
(p. 4). It is clear that the development is the result of someone’s experiences.
Personality development is an individual process of changing in growth.
According to Allport, “personality changes from time to time, from situation to
situation” (as cited by Hurlock, 1974, p. 7). Thus, it can be concluded that
personality development is the personality changes from time to time and from
situation to situation since personality development can be interpreted as
personality changes.
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2.1.3.1 Characteristics of Change in Personality
Hurlock (1974) characterizes changes in the personality pattern into three
major categories. First, some changes are for the better and some are for the
worse. Second, some are for quantitative and some are qualitative. Third, some
occur slowly and some rapidly.
2.1.3.1.1 Better versus worse
Hurlock states that personality which changes for the better or for the
worse “reflects the kind of life adjustments the individual is making at the time”
(p. 120). The kind of life adjustments represent the development which may
happens to a person. If the person succeeds in adjusting himself with the condition
happens, he “will improves his self-concept and exhibits greater poise, selfconfidence, and self-assurance” (p. 120). The successful adjustment means that
the person changes for the better. Meanwhile, if the person fails in adjusting
himself, it “will lead to deterioration in the self-concept and to feelings
inadequacy and inferiority which are expressed in antagonism, defensive reaction,
depression, and many other behavior patterns which lead to even poorer personal
and social adjustment” (p. 121).
2.1.3.1.2 Quantitative versus qualitative
Hurlock explains that mostly changes are quantitative and the
characteristic that is already present will be reinforced, strengthened, or weakened
(p. 121). Furthermore, she adds that “there is only a little evidence that any
revolutionary change occurs” (p. 121). A person does not change totally into
someone who is completely different. By the contrast, qualitative or the total
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change shows that “there is always a reason for the changes though it may not
always be recognized” (p. 121). Hurlock states that “when a person alters his selfconcept so radically, he will affect the quality of his adjustment” (p. 121). She
explains that qualitative changes, “either complete replacement or a desirable trait
by an undesirable one or vice versa, do not normally occur even in the early years
of life” (p. 121). In other words, qualitative change rarely happens because a
person who has a bad character will tend to fix or weaken that character, rather
than to remove it.
2.1.3.1.3 Slow versus rapid changes
Hurlock classifies that changes regarded as slow if “they are barely
perceptible, while rapid changes are readily apparent to all” (p. 122). Personality
development normally happens in a slow pace, because “every development
involves new habits that already has been learnt” (p. 122). In other words, these
new habits are difficult to be learnt in a short time. Meanwhile, rapid change is a
sign of danger. It is because “a change in a short duration is usually due to some
artificial stimulation which causes the person to forget his self-concept and see
himself as he would like to be” (p. 122).
2.1.3.2 Variation in Personality Change
Variations in personality change are about the number and kinds of change
that happen. This variation is divided into three categories. They are ages of
changes, kinds of people who change, and areas of the personality pattern that
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2.1.3.2.1 Ages of Change
Hurlock states that “as one grows older, the habit of thinking of oneself in
a particular way and of acting in accordance with this self-concept becomes more
firmly rooted and personality changes more difficult” (p. 122). It means that the
habit of thinking and acting “becomes increasingly difficult and requires a longer
time as people pass from childhood into adolescence and adulthood” (p. 122). It is
clearly seen that the younger person will be easier to change his characteristics
than the older person since it will harder for them to change.
2.1.3.2.2 Kinds of People
Hurlock explains, “those who are other-directed, who are highly
susceptible to social pressures and the attitudes of significant people in their lives,
change their self-concepts and patterns of adjustive behavior more often and more
radically than inner-directed people-those who are governed more by their own
values and goals” (p. 122). Some people always want to develop their character in
order to help their life. While some other people, tend to resist and do not want to
change because they think that they already have a good life. As Hurlock (p. 123)
says that a person who is satisfied with himself has little motivation to change.
2.1.3.2.3 Areas of Personality Pattern
There are areas of personality pattern which cannot be changed, they are
“self-concept, attitude, belief, values and aspiration” (p. 123). While the other
areas, which can be changed or remain stable, consist of traits related to social
relationships. Hurlock states that as the individual’s experiences broaden, he
becomes increasingly aware of what traits are approved, and what are disapproved
(p. 123).
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2.1.3.3 Conditions Responsible for Personality Change
One of the causes of personality development is the condition around a
person, which triggers the person to change his or her personality for better or for
worse. Hurlock states that personality development is “the result of multiple
revisions in the thoughts and feelings related to the person’s concept of self (p.
124). Furthermore, she explains about eight conditions which are responsible for
the personality development. Those conditions are stated as follow:
2.1.3.3.1 Physical change
Physical changes influences a person’s self-concept. Hurlock states that
“when the physical change enables him to approximate his concept of his ideal
self, the effect on his real self-concept will be favorable” (p. 124). In other words,
a positive physical change will help a person to build a good self-concept.
Maeanwhile, a negative physical change will make a person difficult to build a
good self-concept as mentions by Hurlock that, “illness, overweight, grandular
disturbances, or blindness, often result in personality changes because they affect
the person’s self-concept unfavorably” (p.124).
2.1.3.3.2 Changes in environment
Environment is not different with physical changes which may produce
changes in the person’s self-concept. Hurlock says that “whether a changed
environment leading to an improvement of the personality pattern will depend
largely on whether the personality moves toward the equilibrium with its
environment” (p. 125). Therefore, it can be said that the changes in the
environment will affect the person’s personality.
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2.1.3.3.3 Changes in Significant People
Significant people in a person’s life is able to influence the person’s
personality. Hurlock says that “when the significant people in individual’s life
change, and when he tries to adapt his pattern of behavior and his attitudes,
beliefs, values, and aspiration to theirs, changes in his personality pattern are
inevitable” (p. 126). It means that when the person wants to be similar with the
significant people, he changes himself. He will change himself into a greater level,
if he thinks it is necessary. Hurlock states that “if there is a great disparity, he will
be motivated to effect greater changes” (p. 126).
2.1.3.3.4 Changes in Social Pressure
In order to be accepted in a community where social pressure is a part of
it, people tries to be similar with other people in that community. For example, a
person who has a disliked character will change it, as stated by Hurlock:
As childhood progresses, the child becomes increasingly aware that some
personality traits are admired while some are disliked. And since everyone
normally has a strong desire to be accepted by those who are significant to
him, he tries to change any personality trait that will militate against his
being accepted (p. 126).
Thus, it can be said that a person changes his personality in order to be
accepted by significant people in his life. Social pressure influences him to change
his personality to be accepted in his community.
2.1.3.3.5 Changes in Role
Each person has his own role in life. Hurlock states that “age, economic
conditions, and affiliation with new group are the factors in changes in role that
are dominant” (p. 127). Furthermore, she explains that “if role changes result in a
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more favorable status, there will be a change for better in the person self’s selfconcept” (p. 127). There are some conditions that if the role changes happen in
that condition, it will damage the personality pattern. Hurlock explains that the
first condition is “when the person is being prevented from making a change when
one feels capable of doing so and when his peers are permitted to do so” (p.
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A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Widya Warasita Rahajeng Adi
Student Number: 071214046
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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A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Widya Warasita Rahajeng Adi
Student Number: 071214046
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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“Do the best,
and God will do the rest”
This thesis
is dedicated
to my beloved:
Babe Mulyadi,
Ibu Widyaningsih,
Mas Widyo Mursito Adi,
Mba’ Titih Wulantini,
Mas Tony Suhanto,
Mba’ Widya Arsianti Adi,
Dik Widya Kristina Asa Dewi,
and Antonius Septian Nugroho.
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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, 15 December 2011
The Writer
Widya Warasita Rahajeng Adi
071214046
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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
: Widya Warasita Rahajeng Adi
Nomor Mahasiswa
: 071214046
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A STUDY OF DARA’S PERSONALITY DEVELOPMENT
AS SEEN IN MINFONG HO’S THE CLAY MARBLE
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 royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Desember 2011
Yang menyatakan
Widya Warasita Rahajeng Adi
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ABSTRACT
Adi, Widya Warasita Rahajeng. (2012). A Study of Dara’s Personality
Development as Seen in Minfong Ho’s The Clay Marble. Yogyakarta: English
Education Study Program, Sanata Dharma University.
This study analyzes Dara’s personality development as seen in Minfong
Ho’s The Clay Marble. Cambodia was at war, forcing thousands of its people to
flee to the refugee camps on the Thai-Cambodian border. Among them were Dara,
her mother and older brother, Sarun. Dara is the focus of this study. She was a 12year-old girl, who was separated from her family. In the struggle to live in the
refugee camp and gather the people she loved together again during the hardships
of war, Dara developed to be a better person.
This study aims at answering the research problem which is, “How does
Dara’s personality develop in Minfong Ho’s The Clay Marble?”. To answer the
problem, the researcher conducted library study. There are two sources of the
study, namely primary source and secondary source. The primary source is
Minfong Ho’s The Clay Marble, while the secondary sources are relevant books
about theories of psychological approach to literature, theories of character and
characterization, and theories of personality development.
The findings include two major parts; they are Dara’s personality at the
beginning and at the end of the story by using Murphy’s theory of character and
characterization. Then, Dara’s personality development is analyzed by using
Hurlock’s theory. The first finding mentions Dara’s personality at the beginning
of the story as immature, spoiled, impatient and unconfident in herself. Then,
Dara’s personality at the end of the story changes into mature, brave, independent,
thoughtful, and firm. The second finding states the changes, process, and
influence of Dara’s personality development. Dara’s personality development is
influenced by her family and environment. Based on Hurlock’s theory, the
researcher finds out that the changes are influenced by three conditions. They are
changes in significant people, strong motivation, and changes in roles. The
researcher concludes that Dara who has some immature personalities at the
beginning of the story develops to be a mature person at the end of the story.
Keywords: personality development, The Clay Marble
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ABSTRAK
Adi, Widya Warasita Rahajeng. (2011). A Study of Dara’s Personality
Development as Seen in Minfong Ho’s The Clay Marble. Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini mengkaji perkembangan kepribadian Dara yang terdapat dalam
novel The Clay Marble karya Minfong Ho. Kamboja sedang terjadi peperangan,
memaksa ribuan orang untuk melarikan diri ke perkemahan pengungsi di
perbatasan Thailand-Kamboja. Di antara mereka adalah Dara, ibunya dan kakak
laki-lakinya, Sarun. Dara menjadi fokus dalam studi ini. Dia berusia 12 tahun,
terpisah dari keluarganya. Dalam perjuangannya untuk untuk bertahan hidup di
pengungsian dan menyatukan kembali keluarga yang dicintainya selama perang
berlangsung, Dara berkembang menjadi orang yang lebih baik.
Tujuan dari skripsi ini adalah untuk menjawab rumusan masalah,
“Bagaimana kepribadian Dara berkembang di dalam novel The Clay Marble karya
Minfong Ho?”. Peneliti menggunakan studi pustaka untuk menjawab pertanyaan
tersebut. Ada dua sumber yang dipakai dalam studi ini, yaitu sumber utama dan
sumber kedua. Sumber utama adalah novel The Clay Marble sendiri, sedangkan
sumber kedua adalah buku-buku relevan mengenai teori-teori pendekatan
psikologi dalam sastra, teori tentang karakter dan karakteristik, dan teori tentang
perkembangan karakter.
Hasil analisa studi ini meliputi dua hal utama yaitu kepribadian Dara di
awal dan akhir cerita yang dianalisis menggunakan teori karakter dan karakteristik
Murphy. Kemudian analisis perkembangan kepribadian menggunakan teori
Hurlock. Hasil analisa yang pertama menyebutkan kepribadian Dara yang muncul
di awal cerita yaitu belum dewasa, manja, tidak sabar dan tidak percaya diri.
Kemudian kepribadian Dara yang di akhir cerita berubah menjadi dewasa, berani,
mandiri, bijaksana, dan tegas. Hasil analisis kedua menyatakan perubahan, proses,
dan yang mempengaruhi perkembangan kepribadian Dara. Hal tersebut
dipengaruhi keluarga dan lingkungan. Berdasarkan teori Hurlock, peneliti dapat
menemukan bahwa perubahan yang terjadi dapat dipengaruhi oleh tiga kondisi,
yaitu perubahan pada orang yang signifikan, besarnya motivasi, dan perubahan
peran. Peneliti menyimpulkan bahwa Dara yang memiliki beberapa kepribadian
yang belum dewasa di awal cerita mampu berkembang menjadi orang yang
dewasa di akhir cerita.
Kata kunci: perkembangan karakter, The Clay Marble
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ACKNOWLEDGEMENTS
First of all, I would like to convey my greatest gratitude to Jesus Christ
for his blessing and guidance so that I could accomplish this thesis. I realize that
He always gives me strength and courage to deal with the hard time.
I would also like to express my deepest gratitude to my supervisor, Henny
Herawati, S. Pd., M. Hum., for guiding me with her patience, sharing a lot of
knowledge about literature, giving suggestions, and supporting me in finishing
this thesis. I am deeply indebted to Sr. Margaret O’Donohue, FCJ and Adesti
Komalasari, S.Pd., M.A., for their willingness to be my proof readers. I
appreciate their help and kindness for checking my language and giving some
suggestions that are useful to finish this thesis. My gratitude also goes to all
lecturers of English Education Study Program, Sanata Dharma University who
have taught me everything, especially to Drs. Y.B. Gunawan, M.A. for being my
academic advisor. Next, I would like to say thanks to Mba’ Dhanniek and Mba’
Tari for their help during my study and also the library staff for their hospitality
and help.
Sincere love and gratitude are also expressed to my beloved parents, Drs.
Mulyadi, MS. and Dra. Widyaningsih, M.Si., for their love, prayer, patience,
and support. I am grateful for having them in my life. I also thank my beloved
brother, Itok and my sister-in-law, Titih, for their love and support; my sister,
Arsi and my brother-in-law, Tony, for their support; my little sister, Asa and my
beloved nieces, Kayla and Keysha, for cheering up my days. My great
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thankfulness goes to my beloved boyfriend, Anton, for his love, patience, time,
and support. I would also like to thank Bapak Floribertus Handoyo, Ibu Maria
Theresia Iriani, Dik Bertha, and Mas Ekky for their love and support.
I owe much to my friends, Leoni Irina Mutiara, S.Pd., Rr Rieta
Anggraheni, S.Pd. and Dwi Yulianto Nugroho, S.Pd. for their willingness to
share their knowledge. My next appreciation is for Dian, Leoni, Inez, Martha,
and Kak Ping for being my great friends and work partner in Nuswantara English
Course. My gratitude is expressed to my beloved friends, Uni, Kiki, Cisca, Mba’
Lala, Calvin, Mba’ Yuliana and all my friends in PBI 2007 whom I cannot
mention one by one, especially my classmates for all the great moments,
teamwork, laughter and friendship we have shared during our study.
I also give big thanks to my best friends, Ayu, Mas Luluk, Adin, Angky,
Dina, Elis, Bambang, Mba’ Pipit for the support, affection, and prayers so that I
could be tough in facing my hard times. My thanks also go to grup piknik, Tinut,
Mba’ Rumi, Mba’ Dewi, Mas Bokir, Tami, and Mba’ Vita for sharing every
wonderful moment, jokes, and happiness. I would also like to express my special
thanks to Vita, Miranda, Elip, Dekky, and Elias, for teaching me how to live ‘a
life’.
At last, I sincerely thank all the people whom I cannot mention one by
one. I thank them for helping and supporting me in finishing my thesis. May God
bless them.
Widya Warasita Rahajeng Adi
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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
LIST OF APPENDICES.............................................................................
xiv
CHAPTER 1 INTRODUCTION
1.1 Background of the Study ..........................................................
1
1.2 Problem Formulation ................................................................
5
1.3 Objective of the Study ..............................................................
5
1.4 Benefits of the Study ................................................................
5
1.5 Definition of Terms ..................................................................
6
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Review of Related Theories ......................................................
8
2.1.1 Psychological Approach ...................................................
8
2.1.2 Character and Characterization .........................................
9
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2.1.3 Personality Development .................................................
12
2.1.3.1 Characteristics of Change in Personality ..............
15
2.1.3.1.1 Better Versus Worse ..............................
15
2.1.3.1.2 Quantitative Versus Qualitative .............
15
2.1.3.1.3 Slow Versus Rapid ................................
16
2.1.3.2 Variation in Personality Change ...........................
16
2.1.3.2.1 Ages of Change .....................................
17
2.1.3.2.2 Kinds of People .....................................
17
2.1.3.2.3 Areas of Personality Pattern...................
17
2.1.3.3 Conditions Responsible for Personality Change ...
18
2.1.3.3.1 Physical Change ....................................
18
2.1.3.3.2 Changes in Environment........................
18
2.1.3.3.3 Changes in Significant People ...............
19
2.1.3.3.4 Changes in Social Pressure ....................
19
2.1.3.3.5 Changes in Role ....................................
19
2.1.3.3.6 Strong Motivation..................................
20
2.1.3.3.7 Changes in Self Concept ........................
20
2.1.3.3.8 Use of Psychotherapy ............................
21
2.2 Theoretical Framework..............................................................
21
CHAPTER 3 METHODOLOGY
3.1 Object of the Study ....................................................................
23
3.2 Approach of the Study ...............................................................
26
3.3 Method of the Study ..................................................................
27
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CHAPTER 4 ANALYSIS
4.1 The Analysis on Dara’s Personality ............................................
29
4.1.1 Dara’s Personality at the Beginning of the Story ...............
30
4.1.1.1 Immature ..............................................................
30
4.1.1.2 Spoiled..................................................................
34
4.1.1.3 Impatient ...............................................................
35
4.1.1.4 Unconfident in Herself ..........................................
36
4.1.2 Dara’s Personality at the End of the Story ........................
38
4.1.2.1 Mature .................................................................
38
4.1.2.2 Brave ...................................................................
41
4.1.2.3 Independent .........................................................
42
4.1.2.4 Thoughtful ...........................................................
43
4.1.2.5 Firm .....................................................................
46
4.2 Dara’s Personality Development................................................ .. 48
CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
5.1 Conclusions ...............................................................................
57
5.2 Implications ..............................................................................
59
5.2.1 Education that Teaches about the Value of Rice ................ .. 61
5.2.2 Education that Teaches about the Value of Family and
Friendship ......................................................................... .. 62
5.3 Suggestions ................................................................................
65
REFERENCES ...........................................................................................
66
APPENDICES.............................................................................................
68
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LIST OF APPENDICES
Page
Appendix A : The Summary of The Clay Marble .........................................
69
Appendix B : The Biography of Minfong Ho ...............................................
71
Appendix C : The Pictures of Nong Chan Refugee Camp in 1980 ................
82
Appendix D : The Pictures of Khao I Dang ..................................................
85
Appendix E : The Pictures of Some Details Used in The Clay Marble..........
88
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CHAPTER 1
INTRODUCTION
This chapter has five parts. They are background of the study, problem
formulation, objectives of the study, benefits of the study, and definition of terms.
In the first part, the researcher discusses the background knowledge of the study,
the reason for choosing the novel, and the importance of the topic. The second
part presents the research problem analyzed in this study. The third part explains
the purpose of the study. The fourth part gives explanation on the significance of
this study. The last part, the researcher discusses the definition of some terms
related to the study to avoid misunderstanding.
1. 1
Background of the Study
“Literature helps to make us human” (Roberts & Jacobs, 1987, p. 3) is one
of the significances that people can get by reading literary works. There are
numerous other significances. It is not only for pleasure as some people think, but
literature discovers many things. People will enrich their knowledge by reading
literary works. Moreover, people also have various opportunities to learn about
moral values. Literature helps us to grow, both personally and intellectually.
Abrams (1981) states in A Glossary of Literary Terms that “Literature as an
imitation, or reflection, or representation of the world and human life” (p. 36).
From this statement, it can be concluded that literary work is the portrayal of real
life. Therefore, people will find the situation like what they face in reality. People
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can arouse their feelings and emotions when they read it. It offers happiness,
sadness, hope, fear, laughter, and also regret. It will bring human to an experience
through literary works which are closely related to human life. Literary works also
present situations in human society. There are many aspects of life which are
discussed in literary works, such as psychology, culture, and also history.
Literature has three main genres or types. Those are prose fiction, poetry,
and drama. According to Roberts and Jacobs (1987) in An Introduction to Reading
and Writing, “prose fiction which is in prose form, consists of novel, short story,
myth, parable, romance, and epic” (p. 3). Novel becomes the subject of this study
because novel is interesting to analyze. David Cecil says that, “A novel is a work
of art in so far as it introduces us into a living world; in some respects resembling
the world we live in, but with an individuality of its own” (as cited in Mukherjee,
1991, p. 82). It proves that novel is closely related to human life as stated before.
Collins’s Dictionary defines a novel as “A fictitious prose tale dealing with the
adventures or feelings of imaginary persons so as to portray, by the description of
action and thought, the varieties of human life and character” (as cited in Boulton,
1975, p. 11). Since novel is a kind of literary works, so we can see that the
significance of literature is proved here. Novel exercises our feelings. Although
novel is fictitious, but it is an account of human life; which reveals that the truth
of novel is true to life, not necessarily to the world of historical and scientific
facts.
In this study, the researcher is interested in analyzing Minfong Ho’s The
Clay Marble. The novel was chosen because of its interesting story. Minfong Ho,
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the writer, spent most of her childhood in Thailand, neighbor country of
Cambodia. Her literary works mostly talked about strong female protagonists with
their families and friends against the backdrop of real events. Some of them were
written because of experiences that she had in some countries. Her first novel,
Sing to the Dawn, won the first prize from the Council of Interracial Books for
Children in 1973. She first started writing after she left home, to combat
homesickness while studying in the United States. Sing to the Dawn and her
second novel, Rice without Rain, are set in the country of her childhood. Five
years after that, Ho published her third book, The Clay Marble. This novel is the
result of her sojourn in Thai-Cambodian border as a nutritionist with thousands of
refugees. Besides she also wrote Interracial Books for Children Bulletin, the Two
Brothers, and Brother Habit: A Cambodian Tale. Then, she became a translator
and compiler Maples in the Mist: Children's Poems from the Tang Dynasty. She
has also contributed in School Library Journal and Kirkus Review.
Because literary work is the portrayal of real life, people could discover
many phenomena in daily life which are also presented in a novel. One of the
examples is personality development. The researcher wants to analyze the central
character’s personality development which is influenced by some factors. There
are two factors which can develop someone’s personality. They are internal and
external factors. In this study, the researcher found that the personality
development of the central character in this novel, Dara, is influenced by three
conditions, they are changes in significant people, changes in roles and strong
motivation in Minfong Ho’s The Clay Marble. Dara is a 12-year-old Cambodian
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refugee who is forced to flee in 1980 from camp to camp with her mother and
brother. At Nong Chan, one of the camps, she meets a friend named Jantu. Jantu is
the person who makes a clay marble for Dara. Dara believes that the clay marble
has been invested with Jantu's magic and gives her courage to get through her
ordeals. When the camp is bombed, Dara is separated from her family and Jantu.
She is forced to struggle with her own effort to find them and return to their home.
Through the hardships of war, Dara’s personality develops.
Personality development is chosen as the focus of this study because of
two reasons. First, it is an interesting aspect of the novel. The researcher found
that Dara’s personality developed. The hardships of war changed Dara’s
personality. The other characters in the novel also influenced her personality in
which she developed to be better. Second, The Clay Marble has drawn the
researcher’s attention to learn about life and the struggle of life. By reading The
Clay Marble novel, the researcher learnt about life through the central character’s
personality development. The researcher realized that everybody changes and
progresses. By understanding personality development, the researcher also learnt
that there are numerous factors which can determine individual’s personality
development. Many studies have analyzed about personality, but here the
researcher wants to limit the study on Dara’s personality development as seen in
Minfong Ho’s The Clay Marble.
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1.2
Problem Formulation
Based on the background stated above, the question of the problem to
analyze can be stated as:
How does Dara’s personality develop in Minfong Ho’s The Clay Marble?
1.3
Objective of the Study
Based on the problem formulation above, the objective of this study aims
to find out how Dara’s personality develops in Minfong Ho’s The Clay Marble.
1.4
Benefits of the Study
The study of literary works has a lot of benefits. This study hopefully can
give benefits to the researcher and absolutely the readers. In analyzing Minfong
Ho’s The Clay Marble, the researcher aims at two benefits of this study. First, this
study aims to make the readers of this thesis familiar with Minfong Ho’s work.
This novel is worth reading because it can make the readers understand the
messages implied in this novel, which one of them is teaching us to be stronger to
face the difficulties in life. The second is to share knowledge and understanding of
Minfong Ho and her works. This study hopefully can give additional information
for readers who want to study literature especially about the personality
development in Minfong Ho’s The Clay Marble.
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1.5
Definition of Terms
In order to avoid misunderstanding, the researcher defines three terms that
are used in this study.
1. Personality
Richard A. Khalish (1973) states personality as “the dynamic organization
characteristics attributes leading to behavior and distinguishing one individual
from other individuals” (p. 51). It refers to the total individual and includes
“needs, motives, methods of adjusting, temperament qualities, self-concepts, role
behaviors, attitudes, values, and abilities” (p. 52). According to Hjelle in
Personality Theories (1981), personality represents “an evolving process subject
to a variety of internal and external influences, including genetic and biological
propensities, social experiences and changing environmental circumstances” (p.
7). In this study, the definition of personality includes the three definitions. It
means that Dara’s actions toward her life that make her different from other
people are influenced by both internal and external aspects, including her needs,
motives, self-concepts, behaviors, attitudes, abilities, social experiences and
environmental circumstances changes.
2. Development
The term “development”, according to Pikunas (1976), means “all the
process of change by which an individual’s potentialities unfold and appear as
new qualities, abilities, traits, and related characteristics. It includes the long-term
and is relatively irreversible gains from growth, maturation, learning, and
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achievement” (p. 23). In this study, development refers to the process of changing
that happened to Dara, the central character. Dara’s personality at the beginning of
the story which develops into different personality at the end of the story, shows
that her individual’s potentialities appear as new qualities and traits.
3. Personality Development
From the previous definition of personality and development, it can be
concluded that personality development means all the process of change of one’s
actions toward his/her life that make him/her different from other people
influenced by both internal and external aspects, including him/her needs,
motives, self-concepts, behaviors, attitudes, abilities, social experiences and
changing environmental circumstances. According to Hurlock (1974), personality
development means “the way the personality changes and develops based on the
factors that are responsible for changes that will affect someone’s life”. In this
study, the researcher would focus on Dara’s personality development which is
influenced by internal and external factors of her life during the hardships of war.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
In conducting this study, this chapter encompasses two subtopics. First,
the researcher provides relevant theories as references to support this research in
theoretical description. Second, the researcher summarizes and synthesizes all
relevant theories used in this research in theoretical framework.
2.1
Review of Related Theories
This part presents theories related to the study that will be useful to reveal
and analyze the information that is used to answer the problem. This subtopic
includes the theory of psychological approach to literature, theory of character and
characterization, and the theory of personality development.
2.1.1 Psychological Approach
Rohrberger and Woods in Reading and Writing about Literature (1971)
distinguish five critical approaches. Those are “the formalist approach, the
biographical approach, the sociocultural-historical approach, the mythopoeic
approach, and the psychological approach” (p. 3). Among those five approaches,
psychological approach is the one which the researcher applied in this study. The
psychological approach is an approach which uses psychological point of view as
the main criticism to analyze the story and characters’ personality. Psychology
itself is the scientific study of behavior and the behavior which most psychologist
study is human behavior. The psychological approach investigates the characters’
behavior as a human being. In this study, the approach is applied to analyze the
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main character’s personality and its development. Rohrberger and Woods explain
t ha t :
The psychological approach brings us to the exploration of the
unconscious of the human mind, that led him to the conclusion that it was
this area that was wellspring of man rich imagination, his capacity for
creation and the complexity of his thought, behavior, and that the contents
of his region of the mind found expression in symbolic words, thoughts
and action (p. 13).
The psychological approach is used to discuss the personality development
of the main character in this novel through her thoughts and action. Daiches states
that “We can look at the behavior of characters in a novel or a play in the light of
modern psychological knowledge” (p. 337). It proves that psychological approach
is the most appropriate approach which consists of various theories of psychology
in order to analyze the character’s personality and personality development
written in the story.
2.1.2 Character and Characterization
A character is one of the important pats in a story. Abrams (1981) says
that characters are “persons in a dramatic or narrative work, endowed with moral
and depositional qualities that express in what they say – dialogue – and what they
do – action” (p. 21). Furthermore, Abram also states that character which
appeared in novel “possess some characteristics which are similar to human
beings in the real world” (p. 21). The theory of character will help the researcher
to understand the characters in The Clay Marble, especially Dara as the main
character in the novel. “The main character tries to express his or her idea about
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the quality of life through his or her action, experience his or her speech, and his
or her judgment” (p. 20).
Henkle (1977) points out that “a character can be divided into two parts,
the first one is major and the second is secondary character” (p. 87). Major
character is the most significant character in the story. He explains that “the major
characters will completely need the reader’s fullest attention because they perform
a key structural function” (p. 179). The Clay Marble involves many characters and
the major character of the story is Dara. Forster in Aspect of the Novel (1974)
divides the characters into two kinds, flat and round character. A flat character is
“built around “single idea or quality” and is presented in outline and without
much individualizing detail, and so be fairly adequately described in a single
phrase or sentence” (p. 47). While a round character is “complex in temperament
and motivation and is represented with the subtle scenes” (p. 47). Dara’s character
belongs to a round character since she is fully developed by the author of the story
and considered as a dynamic character, which demonstrate her capacity to change
or grow as her reaction toward events and to other characters.
Characterization is a process where the characters in the novel are
portrayed as if they are real people and they live in the real world. In
understanding the characters and their personalities in the novel, the researcher
chooses Murphy’s book entitle Understanding Unseen: An Introduction to
English poetry and the Novel for Overseas Students (1972). In this book, he
provides nine ways which are used to present the characters in the novel
understandably for the readers. The first way is personal description, which is
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used to describe the “character’s appearance and clothes” (p. 161). This method
gives a clue to the person through his appearance and clothes.
The second way is character as seen by another. It means that the author of
a novel can describe a character “through the eyes and opinions of another”
person (p. 162). Another person’s capture and thought toward his character gives
information to the reader about the character’s personality. The third way is
speech. Murphy gives an explanation that the readers can understand someone’s
character through “what that person says” (p. 164). The statement reveals that the
reader can get some clue to someone’s character “through the way of the character
speaking, having a conversation, and bringing forward an opinion” (p. 164).
The fourth way is through past life. In using this method, the readers have
to understand the character’s past life written in the novel. “By letting the reader
learn something about a person’s past life, the author can give the reader a clue to
events that have helped to shape a person’s character” (p. 166). The person’s past
life is connected to his present life which results on the character’s personality. It
can be shown on “a direct comment by the author, through the person’s thoughts,
through his conversation or through the medium of another person” (p. 166). The
fifth way is conversation of others. The clue which makes the readers get the
information about a person’s character is through “the conversations of other
people and the things they say about him” (p. 167). It shows that the reader should
pay attention to the other people’ conversation and things they say about him
since the author can also give a clue through this method.
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The sixth way is reactions. “The author can also give the reader a clue to a
person’s character by letting the reader know how that person reacts to various
situations and events” (p. 168). The readers can find out the person’s character
due to the reactions which explicitly shows the personality. The seventh way is
direct comment. A comment from the author on a person’s character is directly
shown in a novel (p. 170). It means that the readers know his characteristics easily
by reading the author’s description or comment in the novel.
The eighth way is through thoughts. This method is nearly the same as the
previous one in which the author gives the reader “direct knowledge of what a
person is thinking about” (p. 171). The author’s description of the person’s
thought helps the readers a lot in understanding his characteristics since the reader
is able to know the inmost thought of the character. The last way is mannerisms.
Mannerisms or “habits” of one character can describe his character to the readers
(p. 173).
2.1.3 Personality Development
Considering the title and the approaches used in the study, the researcher
presents some theories related with personality development to help the researcher
understand Dara’s personality and its development. There are numerous
definitions of personality as Allport identified almost 50 definitions of personality
in the literature and there are doubtless more today. Most of the definitions
accepted today are patterned on Allport’s: “Personality is the dynamic
organization within the individual of those psycho-physical systems that
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determine his characteristic behavior and thought” (as cited by Hurlock, 1974, p.
7). He explaines that “psycho-physical system a composition of habits, attitudes,
emotional states, sentiments, motives, and belief, are not only psychological but
also have a physical basis in each individual” (as cited by Hurlock, 1974, p. 7).
Thus, psycho-physical systems are the product of learning and they derive from
the life experiences of the individual.
Everybody is unique and each person has his own personality. As Allport
says, each person is a “unique and never-repeated phenomenon” (as cited in
Hurlock, 1974, p. 8). Furthermore, he describes that “each personality pattern is
unique which it differs from all other patterns in the combination and organization
of its constituent traits, in the strength, of the different traits, and in its core – the
person’s concept of himself” (as cited in Hurlock, 1974, p. 8). No one has exactly
the same personality. Phares in Introduction to Personality (1984) states that
“pattern of characteristics, thoughts, feelings and behaviors that persist over time
and situations, distinguishes one person from another” (p. 678). Personality
distinguishes one from another from the characteristics, thoughts, feelings and
behaviors which do not only have a positive value, but also negative. Personality
is dynamic; it exists over time and situations.
According to Morris (1990), “personality does not always include positive
qualities, but it includes negative as well as positive personal qualities” (p. 450).
Personality does not only consist of positive traits such as love, care, and patience.
It can be the negative ones, such as jealousy, dishonesty and impoliteness. As we
all know that human life consists of two aspects: individual and social aspects.
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The individual aspect concerns with physical changes and individual’s personality
development. Morris (1990) adds “individual’s personality development is usually
influenced by two factors, which are individual’s early experience within her
family and the important events that happens outside home or people call this as
the social aspect” (p. 19-20).
Personality development is the main topic of this study, so the theory of
personality development gives a great contribution toward the discussion of the
problem. The term “development” means the changing of someone’s personality.
According to Pikunas (1976), “development is a sequence of changes that lead to
maturity” (p. 56). As we all know that actually not only maturity which become
the changes, but of course wider than that. It is more about appearing new traits
and abilities. Development process happens through a lifetime. It does not stop at
a certain time. Development is also identical with someone’s learning
experiences. Papalia and Wendkos-Olds states that “development continues
throughout life, and is influenced …by those we acquire through our experiences”
(p. 4). It is clear that the development is the result of someone’s experiences.
Personality development is an individual process of changing in growth.
According to Allport, “personality changes from time to time, from situation to
situation” (as cited by Hurlock, 1974, p. 7). Thus, it can be concluded that
personality development is the personality changes from time to time and from
situation to situation since personality development can be interpreted as
personality changes.
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2.1.3.1 Characteristics of Change in Personality
Hurlock (1974) characterizes changes in the personality pattern into three
major categories. First, some changes are for the better and some are for the
worse. Second, some are for quantitative and some are qualitative. Third, some
occur slowly and some rapidly.
2.1.3.1.1 Better versus worse
Hurlock states that personality which changes for the better or for the
worse “reflects the kind of life adjustments the individual is making at the time”
(p. 120). The kind of life adjustments represent the development which may
happens to a person. If the person succeeds in adjusting himself with the condition
happens, he “will improves his self-concept and exhibits greater poise, selfconfidence, and self-assurance” (p. 120). The successful adjustment means that
the person changes for the better. Meanwhile, if the person fails in adjusting
himself, it “will lead to deterioration in the self-concept and to feelings
inadequacy and inferiority which are expressed in antagonism, defensive reaction,
depression, and many other behavior patterns which lead to even poorer personal
and social adjustment” (p. 121).
2.1.3.1.2 Quantitative versus qualitative
Hurlock explains that mostly changes are quantitative and the
characteristic that is already present will be reinforced, strengthened, or weakened
(p. 121). Furthermore, she adds that “there is only a little evidence that any
revolutionary change occurs” (p. 121). A person does not change totally into
someone who is completely different. By the contrast, qualitative or the total
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change shows that “there is always a reason for the changes though it may not
always be recognized” (p. 121). Hurlock states that “when a person alters his selfconcept so radically, he will affect the quality of his adjustment” (p. 121). She
explains that qualitative changes, “either complete replacement or a desirable trait
by an undesirable one or vice versa, do not normally occur even in the early years
of life” (p. 121). In other words, qualitative change rarely happens because a
person who has a bad character will tend to fix or weaken that character, rather
than to remove it.
2.1.3.1.3 Slow versus rapid changes
Hurlock classifies that changes regarded as slow if “they are barely
perceptible, while rapid changes are readily apparent to all” (p. 122). Personality
development normally happens in a slow pace, because “every development
involves new habits that already has been learnt” (p. 122). In other words, these
new habits are difficult to be learnt in a short time. Meanwhile, rapid change is a
sign of danger. It is because “a change in a short duration is usually due to some
artificial stimulation which causes the person to forget his self-concept and see
himself as he would like to be” (p. 122).
2.1.3.2 Variation in Personality Change
Variations in personality change are about the number and kinds of change
that happen. This variation is divided into three categories. They are ages of
changes, kinds of people who change, and areas of the personality pattern that
change.
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2.1.3.2.1 Ages of Change
Hurlock states that “as one grows older, the habit of thinking of oneself in
a particular way and of acting in accordance with this self-concept becomes more
firmly rooted and personality changes more difficult” (p. 122). It means that the
habit of thinking and acting “becomes increasingly difficult and requires a longer
time as people pass from childhood into adolescence and adulthood” (p. 122). It is
clearly seen that the younger person will be easier to change his characteristics
than the older person since it will harder for them to change.
2.1.3.2.2 Kinds of People
Hurlock explains, “those who are other-directed, who are highly
susceptible to social pressures and the attitudes of significant people in their lives,
change their self-concepts and patterns of adjustive behavior more often and more
radically than inner-directed people-those who are governed more by their own
values and goals” (p. 122). Some people always want to develop their character in
order to help their life. While some other people, tend to resist and do not want to
change because they think that they already have a good life. As Hurlock (p. 123)
says that a person who is satisfied with himself has little motivation to change.
2.1.3.2.3 Areas of Personality Pattern
There are areas of personality pattern which cannot be changed, they are
“self-concept, attitude, belief, values and aspiration” (p. 123). While the other
areas, which can be changed or remain stable, consist of traits related to social
relationships. Hurlock states that as the individual’s experiences broaden, he
becomes increasingly aware of what traits are approved, and what are disapproved
(p. 123).
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2.1.3.3 Conditions Responsible for Personality Change
One of the causes of personality development is the condition around a
person, which triggers the person to change his or her personality for better or for
worse. Hurlock states that personality development is “the result of multiple
revisions in the thoughts and feelings related to the person’s concept of self (p.
124). Furthermore, she explains about eight conditions which are responsible for
the personality development. Those conditions are stated as follow:
2.1.3.3.1 Physical change
Physical changes influences a person’s self-concept. Hurlock states that
“when the physical change enables him to approximate his concept of his ideal
self, the effect on his real self-concept will be favorable” (p. 124). In other words,
a positive physical change will help a person to build a good self-concept.
Maeanwhile, a negative physical change will make a person difficult to build a
good self-concept as mentions by Hurlock that, “illness, overweight, grandular
disturbances, or blindness, often result in personality changes because they affect
the person’s self-concept unfavorably” (p.124).
2.1.3.3.2 Changes in environment
Environment is not different with physical changes which may produce
changes in the person’s self-concept. Hurlock says that “whether a changed
environment leading to an improvement of the personality pattern will depend
largely on whether the personality moves toward the equilibrium with its
environment” (p. 125). Therefore, it can be said that the changes in the
environment will affect the person’s personality.
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2.1.3.3.3 Changes in Significant People
Significant people in a person’s life is able to influence the person’s
personality. Hurlock says that “when the significant people in individual’s life
change, and when he tries to adapt his pattern of behavior and his attitudes,
beliefs, values, and aspiration to theirs, changes in his personality pattern are
inevitable” (p. 126). It means that when the person wants to be similar with the
significant people, he changes himself. He will change himself into a greater level,
if he thinks it is necessary. Hurlock states that “if there is a great disparity, he will
be motivated to effect greater changes” (p. 126).
2.1.3.3.4 Changes in Social Pressure
In order to be accepted in a community where social pressure is a part of
it, people tries to be similar with other people in that community. For example, a
person who has a disliked character will change it, as stated by Hurlock:
As childhood progresses, the child becomes increasingly aware that some
personality traits are admired while some are disliked. And since everyone
normally has a strong desire to be accepted by those who are significant to
him, he tries to change any personality trait that will militate against his
being accepted (p. 126).
Thus, it can be said that a person changes his personality in order to be
accepted by significant people in his life. Social pressure influences him to change
his personality to be accepted in his community.
2.1.3.3.5 Changes in Role
Each person has his own role in life. Hurlock states that “age, economic
conditions, and affiliation with new group are the factors in changes in role that
are dominant” (p. 127). Furthermore, she explains that “if role changes result in a
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more favorable status, there will be a change for better in the person self’s selfconcept” (p. 127). There are some conditions that if the role changes happen in
that condition, it will damage the personality pattern. Hurlock explains that the
first condition is “when the person is being prevented from making a change when
one feels capable of doing so and when his peers are permitted to do so” (p.