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ABSTRACT

Taju, Maria Stephani (2012). The Motivation behind Child Abuses in

Brisco’s Ugly. Yogyakarta: English Language Education Study Program,

  Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

  This thesis studies child abuses theme from Constance Briscoe’s Ugly. This theme can be relevant to some recurring cases that happen in real life and therefore is expected to reflect and explain the reasons behind this very act. The writer opts to have the kinds of abuses and motivations of the perpetrators of child abuse as the central attention and intends to reveal what can possibly generate their abusive actions toward Clare, the main character in Briscoe’s Ugly.

  The problems formulated in this thesis are (1) how Carmen, Eastman and Georgie are described in Briscoe’s Ugly, (2) what kinds of abuses Carmen, Eastman and Georgie have done to Clare and (3) what motivates Carmen, Eastman and Georgie to abuse Clare.

  This study applied psychological approach to solve all three problems formulated. The first was solved by the theory of character and characterization in order to reveal Carmen, Eastman and Georgie’s characters in the novel. Meanwhile, the second was solved by the theory of child abuse in which it provides the types of abusive action performed by Carmen, Eastman and Georgie. The last problem was solved by the theory of motivation that, when discussed with the first and second questions, uncover Carmen, Eastman and Georgie’s motivations in performing the abuses.

  The result of the study on Carmen, Eastman and Georgie’s characters yields findings that (1) Carmen’s characters are beautiful and stylish, bad- tempered and cruel, unfair, stingy and greedy, and self-centered; (2) Eastman’s characters are fatuous, cruel, stingy, and improper; (3) Georgie’s characters are funny, easy-going, and improper. Those characters are revealed through Murphy’s nine ways of characterization. The second findings explain in detail kinds of abuses performed by Carmen, Eastman and Georgie toward Clare by means of child abuse theory. There are four kinds of abuses performed by the perpetrators, namely physical abuse, psychological abuse, sexual abuse and neglect. The third findings, to answer the third problem, discuss what motivates the perpetrator to act out those abuses. The discussion on the third findings applies the theory of motivation, which divides motivation into intrinsic and extrinsic motivation. The first and the second findings are taken into account to answer the third problem since the intrinsic motivation is closely related to personal behavior and character.

  The first suggestion derived from this study is an offer to study Clare’s relationship with her other siblings, or the influence of Miss K’s appearance in Clare’s life development, or the grammatical mistake patterns in Eastman’s direct speech. The second suggestion is an offer of teaching material for Basic Reading

  II developed from Briscoe’s Ugly’ excerpts.

  Key words: child abuse, motivation, perpetrator

  

ABSTRAK

Taju, Maria Stephani (2012). The Motivation behind Child Abuses in

Brisco’s Ugly. Yogyakarta: Program Studi Bahasa Inggris, Jurusan Pendidikan

  Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.  

  Skripsi ini mempelajari tema pelecehan terhadap anak yang diangkat dari novel Ugly karya Constance Briscoe. Tema ini dapat ditemukan dalam kasus yang sering terjadi di kehidupan nyata sehingga diharapkan dapat menjadi cerminan dan menjelaskan alasan dibalik kasus-kasus pelecehan anak. Penulis memilih jenis-jenis pelecehan terhadap anak dan motivasi para pelakunya sebagai pusat pembahasan dalam studi ini, dengan tujuan untuk mengungkapkan hal-hal yang memunculkan tindakan pelecehan terhadap Clare, karakter utama dalam novel Ugly karangan Briscoe.

  Rumusan permasalahan dalam skripsi ini adalah (1) bagaimana Carmen, Eastman dan Georgie dideskripsikan dalam novel Ugly karya Briscoe, (2) jenis pelecehan apa saja yang dilakukan Carmen, Eastman dan Georgie terhadap Clare dan (3) apa yang memotivasi Carmen, Eastman dan Georgie untuk melecehkan Clare.

  Studi ini mengaplikasikan pendekatan psikologis untuk menjawab ketiga permasalahan yang dirumuskan diatas. Permasalahan pertama dipecahkan dengan teori karakter dan penokohan yang bertujuan untuk menyingkap karakter Carmen, Eastman dan Georgie. Sementara itu, permasalahan kedua dijawab dengan menggunakan teori pelecehan terhadap anak, yang mengupas jenis-jenis pelecehan yang dilakukan oleh Carmen, Eastman dan Georgie. Permasalahan terakhir dipecahkan dengan teori motivasi yang ketika dibahas bersama dengan permasalahan pertama dan kedua dapat mengungkapkan motivasi Carmen, Eastman dan Georgie untuk melakukan pelecehan.

  Studi tentang karakter Carmen, Eastman and Georgie menghasilkan temuan-temuan sebagai berikut (1) karakter Carmen adalah cantik dan modis, pemarah dan kejam, tidak adil, pelit dan rakus, dan egois; (2) karakter Eastman adalah bodoh, kejam, pelit, dan tidak sopan; (3) karakter Georgie adalah lucu, ringan tangan, dan tidak sopan. Karakter-karakter tersebut dapat disingkap melalui sembilan cara penokohan yang dirumuskan oleh Murphy. Temuan kedua merinci jenis-jenis pelecehan yang dilakukan oleh Carmen, Eastman dan Georgie terhadap Clare dengan menggunakan teori pelecehan terhadap anak. Ada empat macam pelecehan yang dilakukan oleh para pelaku, yaitu pelecehan fisik, pelecehan psikologis, pelecehan sexual dan pengabaian. Temuan ketiga, untuk menjawab permasalahan ketiga, membahas hal yang memotivasi pelaku untuk melakukan pelecehan. Pembahasan tentang temuan ketiga mengaplikasi teori motivasi, yang membagi motivasi menjadi motivasi intrinsic dan motivasi

  

extrinsic . Temuan-temuan pertama dan kedua juga dibahas untuk menjawab

  permasalahan ketiga karena motivasi intrinsic sangat erat kaitannya dengan prilaku dan karakter individu.

  Saran pertama yang dapat dikembangkan dari studi ini adalah tawaran untuk meneliti tentang hubungan Clare dengan saudara-saudaranya, atau pengaruh kemunculan Miss K dalam perkembangan hidup Clare, atau pola kesalahan tata bahasa dalam kalimat langsung yang diucapkan Eastman. Saran kedua adalah materi yang ditawarkan untuk mengajar Basic Reading II yang dikembangkan dari penggalan cerita dalam novel Ugly.

  Kata kunci: child abuse, motivation, perpetrator

  

ACKNOWLEDGEMENTS

  My highest praise and deepest gratitude go to the Almighty God, Jesus

  

Christ who shows me His miracle over miracle along my life. I am really

  thankful for the life He has granted me and for every event that shapes me throughout my life. I also thank Him for my splendid family and friends that He sends me as the best gifts in my days. It is His love that nurtures me to this step when I have chance to finish my undergraduate thesis.

  I would like to express the big thank you to my beloved parents, Stefanus

  

Hendri Taju and Caroline Justine for their unconditional and endless love,

  prayer and support, both emotionally and financially in my 23 years of life on earth and up to my future. I thank them for their patience in nurturing me, for their trust in me that I may grow as I am now and for the lessons of life that they implant in me. I owe them so much that I could never have enough to return.

  I would like to thank my lovely sisters and brother, Monica Sonia Taju,

  

Fransisca Sherly Taju and Marcelo Fernando Taju for their company and love

  throughout my life, and for the unforgetable memories we create together day by day that crave smile in my heart. Thank you for reminding, supporting and motivating me in finishing my thesis.

  My gratitute goes to my major sponsor V. Triprihatmini, S.Pd., M.Hum.,

  

M.A. for her guidance, useful feedbacks and sincere smile that has helped and

  motivated me during the completion of this thesis. My sincere gratitude also goes to all PBI lecturers and staffs, who have devoted their work, knowledge, lessons and experiences during my study in Sanata Dharma University. They open my gate to the next step of my life. I am so grateful to meet them in my life.

  I would like to express my appreciation to all PBI students of the

  

academic year 2005 for the good time we spent together, especially for Andre,

Ruma, Molen, Panda, Verdi, Bocong, Indro, Mayang, Vita, Bubu, Ari, Antris

  & Mui. I also express my gratitude to the Spring members: Nancy, Frida, Dian,

  

Lia, Nita, Andre, Ezra, Fandi, Thomas, Yason & Koko for their sincere

  friendship. I would also grant my special thanks to Yason, who has kindly proofread my thesis, Nancy and Marlin for becoming my besties and for Andre,

  Ruma & Fandi for always reminding me to finish my thesis.

  My gratitude also goes to my colleagues in Primagama English for their cooperation and care for me. I thank them for giving me a break from my work to finish my thesis and motivating me while I feel so desperate during its process. I also thanks my SWA 3d friends, Tanti, Hana, kak Oni, Mb Bekti, Redi, Reta,

  Nanda, Ida, Menjenk, and Indri (kos Beo) for sharing me part in their days.

  Last but not least, my deepest love and gratitude goes to Candra Cahya

  

Putra, the beautiful curse in my life, who has patiently and faithfully become my

  partner in ups and downs. I thank him for his gift of love and care in my life every day and for being there when I needed the most. I also thank him for granting his holidays to accompany me in finishing my thesis.

  There are many people whom I cannot mention one by one here, but I am surely indebted to them, lots of thanks, may God bless them all.

  Taju

  

TABLE OF CONTENTS

Page

TITLE PAGE .................................................................................................... i

APPROVAL PAGES ........................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY ............................................... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA

  

ILMIAH UNTUK KEPENTINGAN AKADEMIS .......................................... . v

PAGE OF DEDICATION ................................................................................ vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................ . viii

ACKNOWLEDGMENTS ................................................................................ x

TABLE OF CONTENTS .................................................................................. xii

  CHAPTER I. INTRODUCTION A. Background of the Study ...................................................................... 1 B. Problems Formulation .......................................................................... 6 C. Objectives of the Study ........................................................................ 6 D. Benefits of the Study ............................................................................ 6 E. Definition of Terms .............................................................................. 8

  1. Motivation ..................................................................................... 8

  2. Child Abuse .................................................................................... 8

  3. Perpetrator ...................................................................................... 9

  4. Character ......................................................................................... 9

  CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Studies .................................................................. 10 B. Review of Related Theories ................................................................ 11

  1. Critical Approach ........................................................................ 12

  2. Character and Characterization ................................................... 14 a. Character ...............................................................................

  14 1) Definition of Character ................................................... 14 2) Types of Character .......................................................... 15 b. Characterization ....................................................................

  16

  3. Child Abuse ................................................................................. 19

  a. Definition of Child Abuse ..................................................... 19

  b. Kinds of Abuses .................................................................... 19 1) Physical Abuse ................................................................ 20 2) Psychological Abuse ....................................................... 20 3) Sexual Abuse .................................................................. 22 4) Neglect ............................................................................ 23 4. Motivation ...................................................................................

  23 C. Theoretical Framework ....................................................................... 27

  CHAPTER III. METHODOLOGY A. Object of the Study ............................................................................ 30 B. Approach of the Study ....................................................................... 32

  C. Method of the Study ........................................................................... 32

  CHAPTER IV. ANALYSIS A. The Figure of Carmen, Eastman and Georgie in Briscoe’s Ugly ....... 35 1. Carmen ........................................................................................

  35

  a. Beautiful and Stylish .............................................................. 36

  b. Bad-Tempered and Cruel ...................................................... 37 c. Unfair .....................................................................................

  40

  d. Stingy and Greedy ................................................................. 43 e. Self-centered ..........................................................................

  48 2. Eastman .......................................................................................

  49 a. Fatuous ...................................................................................

  50 b. Cruel ......................................................................................

  51 c. Stingy .....................................................................................

  52 d. Improper ................................................................................

  53 3. Georgie ........................................................................................

  54 a. Funny .....................................................................................

  55 b. Easy Going ............................................................................

  55 c. Improper ................................................................................

  56 B. Kinds of Abuses Performed by Carmen, Eastman, and Georgie toward Clare in Briscoe’s Ugly ............................................................. 57

  1. Physical Abuse ............................................................................

  58

  2. Psychological Abuse ................................................................... 62

  3. Sexual Abuse ............................................................................... 67 4. Neglect ........................................................................................

  69 C. Carmen, Eastman, and Georgie’s Motivations to Perform Abusive Behavior toward Clare ............................................................ 71

  1. Carmen’s Motivation to Abuse Clare ......................................... 72

  a. Extrinsic Motivation or Social Motives ................................. 72 1) To Teach and Punish Clare ............................................. 73 2) To Express Anger and Dislike ........................................ 75 3) To Show Her Power in the House .................................. 77

  b. Instrinsic Motivation or Primary Motives ............................. 80

  2. Eastman’s Motivation to Abuse Clare ........................................ 81

  a. Extrinsic Motivation or Social Motives ................................. 81 1) To Get Carmen’s Attention ............................................ 81 2) To Express Hate and Anger ............................................ 83

  b. Instrinsic Motivation or Primary Motives ............................. 83

  3. Georgie’s Motivation to Abuse Clare ......................................... 85

  b. Instrinsic Motivation or Primary Motives ............................. 85 1) To Have Fun ................................................................... 86

  CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS A. Conclusions........ ................................................................................ 88 B. Implications........ ................................................................................ 91 C. Suggestions…….. .............................................................................. 92

  

REFERENCES................................................................................................94

APPENDICES

  Appendix A: The Summary of Briscoe’s Ugly .............................................. 99 Appendix B: Biography of Constance Briscoe ............................................ 102 Appendix C: Lesson Plan ............................................................................. 104 Appendix D: The Implementation of the Excerpts of Briscoe’s Ugly in Teaching Basic Reading II ........................................ 106 Appendix E: The excerpts of Briscoe’s Ugly (chapter 6) .......................... 109

     

  

CHAPTER I

INTRODUCTION Chapter 1 provides orientation to the selected topic of this study, the

  motivations behind child abuses in Ugly. This chapter comprises of background of the study, problem formulation, objectives of the study, benefits of the study, and definition of terms. The background of the study provides a general background regarding the topic and the basic reasoning behind the writing of this thesis. The problem formulation states the main problems of this study. The objectives of the study aim to answer the questions stated in Problem Formulation. The section ‘benefits of the study’ explains the advantages and importance of this study. Finally, the Definition of Terms provides explanation about some of the important terms used in the study.

A. Background of the Study

  Doubtless, most parents want a happy childhood and a bright future for their children. A happy childhood, especially, is the most important time in the life of a person to learn and to experience happiness. It is a moment in life that can never be repeated, as one grows older and not younger. In fact, most people remember their childhood as the best time of their life. They often say how they wish time could go back so they could be carefree children again, living without any burden. They would not have to think about how to earn a living, how to survive and how to face the possibility of a harsh future.

   

  This is indeed true for most people because as children, their parents would tackle all life challenges for them, including all their needs and problems.

  Whenever they, as children, want something, a toy, for example, they could just ask their parents to buy it for them. If their parents refused, they would only need to cry and sulk a little bit, and then, voila! There comes the toy. Truly, having doting parents is a great blessing for any child.

  Yet, not everyone is this lucky, and not all children have doting parents. In fact, there are also those who are suffering from parental torture and abuse on a daily basis. The U.S. Department of Health & Human Services, Administration on Children Youth & Families (1959-2012) conducted research on child abuse, resulting in the shocking statistics: In 2007, approximately 5.8 million children were involved in an estimated 3.2 million child abuse reports and allegations (http://www.childwelfare.gov/systemwide/laws_policies/statutes/define.cfm). In the same report, it is also mentioned that a report of child abuse is in fact made every 10 seconds. For many of the children in the report, not even their basic needs are fulfilled by their parents, they will never be able to ask for anything they like. If they dared to ask, they would probably just get a beating or scolding.

  Many things can cause these parental abuses. It can be because of poor family economy, the lack in education on the parents’ side, the emotional stresses the parents are in, or due to a cruel cultural trait inherited from their own parents, et cetera.

  These abuses can also take place in several environments on a daily basis: at home, at school or other social settings. At, it could happen whenever abusive

   

  parents feel disturbed or annoyed by their own child, or when they were not satisfied by the achievements of their children or when they feel depressed by the burden they have as parents. One common example of child abuse in a family setting is beating done by parents whenever their children are naughty or annoying. It could happen when children want something that their parents cannot/willnot fulfill, for whatever reasons (sometimes for good reasons), and these children keep on pestering, the children could sometimes be beaten as a result.

  At a school setting, the abuse is generally done by teachers. From my experiences of being student, some teachers believe that threatening their students is a good way to gain respect and to get their students to focus. It is true that it sometimes works, but on a long-term basis, it could only bring harm to the child’s later life. In some schools, certain abusive techniques are considered normal teaching methods. In these schools, teachers who are emotional could very easily lose patience and freely abuse their students. For example, in one junior high school in Indonesia, their strict rules come with physical punishment. Teachers there are charged to keep the rules and give punishments. Whenever they find the students breaking rules, they will be the police to execute physical punishments.

  The children would usually obey the rules out of fear of the physical punishment because if they are careless, they will receive abuse nicknamed “physical punishment”.

  Why people abuse children and what motivated them are the questions that keep repeating themselves in my head. Sometimes the motive for physical abuse

   

  is good, just like the example of the abusive punishments given out in the school setting described above. Teachers perform abusive punishments because they want students to be disciplined. In the family setting, parents beat their children in order to teach them not to be naughty. It is interesting how people could abuse their children for good reasons and how they will then be considered as bad and abusive by the children who receive the abuse. Since the motivation in this sort of case is positive, the writer considered it as being a positive-motivated abuse. On the other hand, there are also abuses driven by negative motivations, for example, for perverted sexual reasons. This negative kind of abuse is often highly egocentric on the parents’ side. The abuses done on negative motivations could be done as an emotional expression to hurt someone or to take advantages from them.

  Thus, the writer would like to analyze the motivations behind abuses in

  

Ugly in order that it would enrich the writer’s knowledge regarding both positive-

  motivated and negative-motivated abuses and to further understand the paradigm of people performing abuses.

  The existence of positive and negative motivations in abuses is one of the writer’s reasons to study Ugly, a novel based on a true story about someone with a childhood full of abuse. Through this novel, the writer hopes to gain real insight into people’s different perceptions of life, particularly regarding abuse, and also the ups and downs in life. Novel is a kind of literary works that also plays a big role in expressing real life experiences by means of writing. Laar and Schoonderwoerd ( 1969) say, “A novel is a work of art in so far as it introduces us

   

  into a living word; in some respects resembling in the world we live in, but with an individuality of its own” (p.163).

  The novel, Ugly, is an autobiography written by Constance Briscoe, revealing her own childhood experience with child abuses. It is given the title

  

Ugly as a reflection of the great suffering in author’s childhood, and especially

  due to her mother calling her ‘ugly’, despite of having a nicer nick name ‘Clare/Clarie’. The unfairness and abuse indeed began with this epithet naming.

  What was her mother’s motive in calling Clare ‘ugly’, while Clare’s siblings were given better epithet? Clare’s mother seemed to really hate her and felt sorry to have ever delivered her to earth. The motives of this abuse prompted the writer to further analyze and write a thesis on the novel.

  Clare – nickname of Constance Briscoe, the main character as well as the writer of the novel – experienced an extremely hard childhood. She is a victim of several types of child abuses. It is given to her not only by one person, but also by several other people who are close to her. She is abused and abandoned by her only mother, and sexually and physically abused by her stepfather and a close friend of her family – and the many kinds of abuses strangles her childhood.

  Among her siblings, she is the only one who experienced the abuses. The question is why is she the only child who is abused by these three people? The perpetrators must have had certain reasons to make her their object of abuse. This question greatly disturbs the writer. Therefore, by analyzing the novel

  

Ugly , the writer wishes to learn the motivations behind the people who abused

   

  Clare in her childhood. This is a very sad and harrowing novel, but it would tell the sour truth of life.

  B. Problem Formulation

  In order to study the novel thoroughly – and based on the preceding orientation - three problems are formulated as follows:

  1. How are Carmen, Eastman, and Georgie Porgie described in Briscoe’s Ugly?

  2. What kinds of abuses have Carmen, Eastman, and Georgie Porgie done to Clare?

  3. What motivates Carmen, Eastman, and Georgie Porgie to abuse Clare?

  C. Objectives of the Study

  The goal of this study is to understand the motivations behind child abuse in the novel Ugly. This can be done by answering the three problems formulated above. The first will describe the characters of the perpetrators. The second will uncover the kinds of abuses done by the described perpetrators. The first and second problems will lead to the answers to the third problem, the reasons behind the abusive acts done by the perpetrators.

  D. Benefits of the Study

  This study is done to find out the motivations behind child abuse. The study is aimed to generally benefit all readers, teachers and teacher trainees, and people who are working on child-abuse-related projects.

   

  Personally, by analyzing and discussing this topic, the writer hopes to understand better the motivations of people doing abusive acts towards children.

  In the future, when the writer becomes a parent and a teacher, the writer can then be more careful in taking any actions towards her pupils and children, and the writer can also better reflect and evaluate her own actions as to avoid unaware and/or unintentional child abuse.

  For English Education teacher trainees specifically, and all teachers generally, the writer hopes this study will help them to be more sensitive and wise to differentiate a teaching method from an abusive method. By understanding the motivations behind the abuse, a teacher could give appropriate positive help to students if any abusive actions happened to them. If possible, the teacher can act as a bridge between abusive parents and their children, as showed in this novel.

  Since many child abuses take place every day, the writer do hope more people who are working on projects to help child abuse can benefit from this study. By further understanding the motivations behind an abuse, they can better understand the perpetrators and find better approaches convince perpetrators to minimize the child abuse.

  The writer hopes this study can convey knowledge and information to readers, especially people who are concerned with the child abuse issues.

  Understanding the many kinds of abuses can also help people to analyze their own action, to evaluate themselves and their environment, and to find solutions.

  Understanding the motivations behind abusive acts will help people to be more vigilant in preventing and minimizing the child abuse.

   

E. Definition of Terms

  1. Motivation

  According to Murray (1964), motivation is a desire (p.7). Motivation in

  Huffman, Vernoy and Vernoy’s Psychology in Action (1997) refers to “factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal” (p.364).

  In this study, the term “motivation” means reasons or causes that drive Carmen, Eastman, and Georgie Porgie to abuse Clare.

  2. Child Abuse

  Wilson et al (1996)   mention child abuse as physical abuse, sexual abuse, emotional abuse, and/or neglect directed against a child (p.551). The term is explained further by The Child Abuse Prevention and Treatment Act (CAPTA), (1959-2012), describing abuse to mean any recent acts or failures to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an ). imminent risk of serious harm (http://www.childhelp.org/pages/statistics

  In additional, The National Center on Child Abuse and Neglect, as cited from a learning specialist, C. J. Newton, in Mental Health Journal (2001), describes abuse as the physical injury or maltreatment of a child under the age of eighteen by a person who is responsible for the child’s welfare under circumstances which indicate that the child’s health or welfare is harmed or threatened.

   

  In this study the concept of child abuse is the combination of all those explanations given above. Child abuse means any abusive treatments, both physically and mentally, for whatever any reasons, done towards Clare during her childhood.

  3. Perpetrator

  Based on West's Encyclopedia of American Law (2008), perpetrator is a term commonly used by law enforcement officers to designate a person who actually commits a crime. So, in this study, which is focused on child abuse, the word perpetrator is used specifically to refer to a person who performs any abusive acts toward Clare as described in the novel.

  4. Character

  Abrams (1981) described character as an imagined person who inhabits a story and it shows a distinctive type of person (p.20). In addition, Rohberger and Woods Jr. (1971) define character as a person who involves and acts out in a story in a particular time and place (p.20 – p.21).

  In this study, the term character refers to both the person in the story, and the physical characteristics and personality traits of the person in the story. Kalish (1973) explains that personality traits refer to the total individual, including (but is not limited to) needs, motives, methods of adjusting temperament qualities, self- concepts, role behaviors, attitudes, values, and abilities (p.134) When the term character is used in describing physical appearances and trait of the person in the story, it is sometimes changed into the word ‘trait’ or ‘characteristic’.

     

CHAPTER II REVIEW OF RELATED LITERATURE The foundations for answering the research questions, amassed from

  books and journals, researches and theories, are reviewed in this chapter. This

  chapter is divided into three sections: review of related theories, review of related studies, and theoretical framework. Review of related theories consists of four parts: critical approach, character and characterization, child abuse and theory of motivation. Review of related studies describes some researchers conducted on the same topic or on the same novel. Meanwhile, the theoretical framework explains the contributions that the reviewed theories make in solving the problems of this study.

A. Review of Related Studies

  In relation to child abuse in Ugly, a prior researcher, Isti’anah (2009) in her thesis entitled The Influences of Childhood Abuse on Clare’s Achievement as

  

The First Black Female Judge in The United Kingdom in Briscoe’s Ugly analyzes

  the effects of child abuse on Clare’s future life. She discusses Clare’s personality and the influences that Clare’s childhood abuses had on her life (p.21 – p.44). It is explained there that Clare experienced certain damages in her adult life as a result of her being abused as a child, for example: the feeling of being unwanted and unhappy in general. The effects of her psychological damages have indeed shaped Clare’s future.

   

  Another research on Ugly was conducted by Fibrianingsih (2010) in her thesis entitled Clare’s Struggle for a Better Life as Seen in Constance Briscoe’s

  

Ugly . This thesis mainly discusses the struggles of the main character in her hard

  life. The researcher discusses Clare’s motivation more than the abuse itself. She discusses Clare’s description and her struggle for a better life (p.28 – p.71). There is a short discussion about the child abuse when she reviews ‘The Causes of Clare’s Struggle’, especially in ‘Her Family Life’ section.

  Quite in opposition to the two previous studies, this study will discuss and analyze the perpetrators more. There will be greater concern on the perpetrators instead of on the victim, as it is essential to first understand the perpetrators in order to understand the abuse and the reasons behind the abuse.

B. Review of Related Theories

  This section deals with theories that are suitable for analyzing the work in this study. The theories that are going to be presented in this study are: theory of critical approach, theory of character and characterization, theory of child abuse and theory of motivation. Besides reviewing the theories, the writer will also review several previous studies related to the topic and/or the novel being discussed in this study. These theories and previous studies are very useful to establish the descriptions of Carmen, Eastman, and Georgie Porgie; and the kinds of abuses they had done to Clare and their motivations behind those abuses.

   

1. Critical Approach

  In analyzing a literary work, a novel for instance, we could use certain approaches as basis in understanding the literary work, and furthermore help to make the analysis clear and understandable.

  Rohrberger and Woods Jr., in Reading and Writing about Literature (1971 said that in order to understand and apprehend the aesthetic values of

  )

  literary work, the critical approach should be applied (p.3). The critical approach is divided into five approaches to analyze a work of literature. Those are “formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach, psychological approach” (p.6).

  The first one is the formalist approach, “this approach concerns with demonstrating the harmonious involvement of all the parts to the whole and with pointing out how meaning is derived from structure and how matters of technique determine structure” (p.6). The formalist approach focuses on examining the object to the literary study itself and the beauty of art in it.

  The second approach is the biographical approach, “this approach asserts the necessity for an appreciation of the ideas and personality of the author to an understanding of the literary object” (p.8). Therefore, it puts an emphasis on the author’s life and background to get a good understanding about a certain literary work because often, the literary work produced by the author is based on the author’s life experiences. The author might share his/her life experience to the reader.

   

  The third one is the sociocultural-historical approach, “it investigates the social milieu in which a work was created and which it necessarily reflects” (p.9).

  It emphasizes the use of historical and socio-cultural knowledge in examining literary works. It insists that the only way to understand a work is to refer to the civilization in which the attitudes and actions of a specific group of people is the subject matter. Literary works can therefore be a portrait of events at a certain moment in time.

  The fourth one is the mythopoeic approach, “it seeks to discover certain universally recurrent pattern of human thought, which they believe find expression in significant works of art” (p.11). The universally recurrent patterns are those that found first expression in ancient myths and folk rites. Those are very basic to human thought that they have meaning to all men. They are often related to death and rebirth, guilt and sacrifices, primitive rites, and theological aspect of Christian doctrine, which are found in the ancient myth and folk rites. Through this approach, the mystical relationship in a story can be explained.

  The last one is psychological approach. It involves the effort to locate and to demonstrate certain recurrent patterns. It draws on a different body of knowledge, “one of the most powerful of the conflicts arising from the interplay of parts of the personality occurs early in childhood” (p.13). This approach uses psychological theories to explain human motivation, personality, and behavior patterns written in literary objects.

  In this study, the psychological approach is employed to analyze the novel, since the analysis is mainly on the characters, the abuse, and the motivations

   

  underlying the characters’ action. Those three elements are subordinate to the psychology field.

2. Character and Characterization a. Character 1) Definition of Character Character is the most important part of a story, besides its plot and setting.

  Without character, there will be no story because stories are made to tell a tale of the character. Character is a reflection of a human individual in real life. In some novels which are autobiographies, the characters in the story actually exist in real life because the story is based on an actual person’s past experience.

  Abrams in his book entitled A Glossary of Literary Term (1993) clarifies that characters are the people in a dramatic or narrative work, interpreted by the readers as being endowed with moral and dispositional qualities that are expressed in what they say and by what they do (p.20). By reading the descriptions, reader will be able to imagine and interpret the character(s) written by the author.

  In addition, Rohberger and Woods Jr. (1971) define character as a person who involves and acts out in a story in a particular time and place (p.20 – p.21). It restricts the values of a character by means of certain time and place.

  In this study, characters are the people taking roles in the story. Those characters are alive in the real world of the author of the novel.