DAVID S PERSONALITY DEVELOPMENT AFTER ESCAPING FROM A CONCENTRATION CAMP AS DEPICTED IN ANNE HOLM S I AM DAVID A SARJANA PENDIDIKAN THESIS

Transcription

1 DAVID S PERSONALITY DEVELOPMENT AFTER ESCAPING FROM A CONCENTRATION CAMP AS DEPICTED IN ANNE HOLM S I AM DAVID A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Margareta Wiwik Tri Wijayanti Student Number: ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017 i

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6 ABSTRACT Wijayanti, Margareta Wiwik Tri. (2017). David s Personality Development after Escaping from a Concentration Camp as Depicted in Anne Holm s I am David. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers and Education, Sanata Dharma University. This study analyzes a major character named David in Anne Holm s novel entitled I am David. The novel focuses on David s journey after escaping from a concentration camp in Eastern Europe to Denmark where his mother lives. During the journey, David experiences a developmental process in his personality because of people he meets. This study aims to describe the development of personality experienced by David. Thus, this thesis focuses on his personality and the development along with the factors that influence the development. In this study, there are two research questions: (1) How is David s personality described in Anne Holm s I am David? And (2) How does David s personality develop after escaping from a concentration camp? Psychological approach is used in this study because it focuses on the personality development of one character. There are two sources which are used to answer the questions. The main source is the novel written by Anne Holm entitled I am David. The secondary sources are books about theory of psychological approach, theory of character and characterization, theory of personality development, and theory of adolescent s identity. Based on the analysis, the writer concludes that David is the major character of the story and he experiences personality development after escaping from the concentration camp. In the beginning of the story, he is portrayed as an adolescent who is categorized in moratorium identity status. He has a dirty body, strange eyes, cold, sceptical, intransigent, fearful, obedient, atheistic, and anxious. His personality develop after he escapes from the concentration camp and interacts with people during the journey. His identity status becomes identity achievement as he becomes cleaner, tidier, friendly, hopeful, forgiving, helpful, warm-hearted, independent, religious, and brave. David s personality developments occur because of several events during his journey that involves physical changes, the changes in environment, the changes in significant people, the changes in social pressures, the changes in roles, and the changes in the selfconcept. Besides, the use of psychotherapy also takes a role in developing David s personality. Keywords: adolescence, personality development, I am David vi

7 ABSTRAK Wijayanti, Margareta Wiwik Tri. (2017). David s Personality Development after Escaping from a Concentration Camp as Depicted in Anne Holm s I am David. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma. Studi ini menganalisa perkembangan kepribadian tokoh utama dari novel Anne Holm berjudul I am David yang bernama David. Novel ini berfokus pada perjalanan David setelah keluar dari kamp konsentrasi di Eropa Timur menuju Denmark dimana ibunya berada. Sepanjang perjalanan, David mengalami proses perkembangan kepribadian karena orang-orang yang dia temui. Studi ini bertujuan untuk mendeskripsikan perkembangan kepribadian yang dialami oleh David. Dengan demikian, skripsi ini berfokus pada kepribadian David dan perkembangannya beserta faktor-faktor yang mempengaruhi perkembangan tersebut. Dalam studi ini, terdapat dua pertanyaan: (1) Bagaimana kepribadian David dideskripsikan dalam novel Anne Holm berjudul I am David? Dan (2) Bagaimana kepribadian David berkembang setelah keluar dari kamp konsentrasi? Pendekatan psikologi digunakan dalam studi ini karena berfokus pada perkembangan kepribadian dari salah satu tokoh. Ada dua sumber yang digunakan untuk menjawab pertanyaan-pertanyaan. Sumber utama adalah novel yang ditulis oleh Anne Holm berjudul I am David. Sumber kedua adalah beberapa buku tentang teori pendekatan psikologi, teori karakter dan karakterisasi, teori perkembangan kepribadian, dan teori identitas remaja. Berdasarkan analisa, penulis menyimpulkan bahwa David adalah tokoh utama dalam cerita ini dan dia mengalami perkembangan kepribadian setelah keluar dari kamp konsentrasi. Pada awalnya, dia adalah seorang remaja yang memiliki status identitas moratorium. Dia memiliki tubuh yang kotor, mata yang aneh, dingin, skeptis, pendendam, penakut, bergantung pada orang lain, atheis, dan selalu gelisah. Kepribadiannya berkembang setelah dia keluar dari kamp konsentrasi dan berinteraksi dengan orang-orang di perjalanan. Status identitasnya berubah menjadi pencapaian identitas (achievement identity) karena dia menjadi lebih bersih, rapi, ramah, penuh harapan, pemaaf, mau menolong, berhati hangat, mandiri, religius, dan pemberani. Perkembangan kepribadian David muncul karena beberapa hal yang terjadi selama perjalanan yang melibatkan perubahan fisik, perubahan lingkungan, perubahan terhadap orang yang penting dalam hidupnya, perubahan tekanan sosial, perubahan pada peran, perubahan pada konsep diri. Selain itu, penggunaan psikoterapi juga berperan dalam perkembangan kepribadian David. Kata kunci: adolescence, personality development, I am David vii

8 ACKNOWLEDGEMENTS I am so blessed that I can finish my study in this study program. I would like to express my gratitude to those who have supported me in my study. My deepest gratitude goes to Lord Jesus Christ for giving me grace, blessing, guidance, and courage during the process to finish this undergraduate thesis. My greatest gratitude goes to my advisor Ibu Veronica Triprihatmini, S.Pd., M.Hum., M.A. for her patience, ideas, support, encouragement, and suggestions in guiding my undergraduate thesis writing. I would like to express my gratitude to Ibu Diana Permata Sari, S.Psi., M.Sc., the lecturer from Psychology Study Program, who provides her valuable time to give suggestions on the theory about personality development and feedback for my thesis. My sweetest gratitude goes to my beloved parents and brother. My father, Richardus Budi Triyono, my mother, Yosepha Suwartini, and my brother, Stefanus Priambudi for their love, prayers, and patience to support me in finishing this thesis. I would like to give my appreciation to my beloved best friends, Evi, Vita, Angel, Prima, and Peter. They are never tired of supporting, motivating, and accompanying me until I finish this thesis. Their loves and caring mean a lot to me. I also thank my classmates in The A Team, my colleagues in ViaVia Travel and Wonder English, Ibu Endang, Mbak Citra, Via, and Intan, who always cheer me up when I feel down. May God always bless them. Margareta Wiwik Tri Wijayanti viii

9 TABLE OF CONTENTS Page TITLE PAGE... APPROVAL PAGES... STATEMENT OF WORK S ORIGINALITY... PERNYATAAN PERSETUJUAN PUBLIKASI... ABSTRACT... ABSTRAK... ACKNOWLEDGEMENTS... TABLE OF CONTENTS... LIST OF APPENDICES... i ii iv v vi vii viii ix xi CHAPTER I. INTRODUCTION... 1 A. Background of the Study... 1 B. Research Questions... 3 C. Significance of the Study... 3 D. Definition of Terms... 4 CHAPTER II. REVIEW OF RELATED LITERATURE... 6 A. Review of Related Studies... 6 B. Review of Related Theories Theory of Character and Characterization Theory of Critical Approach Theory of Personality Development Theory of Adolescent s Identity C. Theoretical Framework CHAPTER III. METHODOLOGY A. Object of the Study B. Approach of the Study ix

10 x C. Method of the Study CHAPTER IV. ANALYSIS A. David s Personal Description David s Physical Appearance Sceptical Intransigent Fearful Obedient Atheistic Anxious B. David s Personal Description after Escaping from a Concentration Camp David s Physical Changes Friendly Hopeful Forgiving Helpful Warm-hearted Independent Religious Brave CHAPTER V. CONCLUSIONS, IMPLICATONS, AND SUGGESTIONS.. 52 A. Conclusions B. Implications C. Suggestions REFERENCES APPENDICES x

11 LIST OF APPENDICES Appendix 1: About the Author Appendix 2: The Summary of I am David xi

12 CHAPTER I INTRODUCTION This chapter describes the background and the focus of the study. It consists of the background of the study, research questions, significance of the study, and definition of terms. The background of the study describes the reason of the selected topic. The research questions provide problems discussed in the study. The significance of the study explains about the benefits of the study for the readers to develop the knowledge and definition of terms provide information about the terms used in the study to avoid the misunderstanding. A. Background of the Study No man is an island is one famous line from a work by English poet John Donne in In his poem, Donne emphasizes that human beings are connected to each other. Thus, without others, a human being cannot develop. They connect to each other by interaction which takes an important role in life because it helps them learn and transfer their experience. Thus, by interaction, they can help each other to develop. However, not all human beings like to interact with others. There are some people who avoid interacting with others and enjoy doing activities alone. Kim (2012) explains that some people show their nonsocial behavior because of some factors, such as uncertainty about strangers 1

13 2 because of safety concerns and the discomfort with the unpredictable and incalculable situation. The phenomena of nonsocial behavior and the significance of interaction with other people are reflected in a novel entitled I am David written by Anne Holm. This novel tells the readers about an escape of a twelve-year-old boy named David from a concentration camp in Eastern Europe to Denmark. Since David does not know anything about himself and about the world outside the camp, it becomes a great journey for him. Furthermore, it is also challenging because he believes that people are as cruel as those in the camp are. Due to his fear, in the beginning of the journey, he does not have any courage to meet and talk to people. As time goes by, he cannot avoid them and he finds it important to talk to people. However, David still cannot hide his fear of people and the world, especially the fear that the guards from the camp will always go after him. The thought makes him think that if people know who he is, they will send him back to the camp. Nevertheless, as a teenager who is looking for his identity, his decision to go on a long journey to Denmark gives him a great experience. After interacting with people, David s view of the world changes. It also makes him know many things, such as love, caring, how to smile, how to earn money, and many more. Furthermore, the presence of other people helps David to understand how to live his life instead of surrendering to death. In conclusion, those people take an important role in the development of David s life.

14 3 The writer finds the personality development in David because of the interaction with other people interesting to be analyzed. Perrine (1974) said that analyzing fictional characters enables us to know people, to understand them, and to learn compassion from them, as we might not otherwise do (p.68). In other words, from the characters in literary works, we can widen our knowledge and understanding about life from the people s experiences which are presented in the story. In addition, Stanton (1965) states through our knowledge of the characters, we understand their action; through their actions, we understand the characters (p.18). By understanding the characters, the readers can see the value of the story delivered through the characters so they will have better understanding. Thus, in this study the writer analyzed David s development after escaping from the concentration camp and interacting with people during the journey. To conduct the study, the writer used a psychological approach to analyze David s personality development along with the factors which influence David s personality development. B. Research Questions Based on the focus of the study, the writer develops two research questions to examine David s personality development. Those questions are: 1. How is David s personality described in Anne Holm s I am David? 2. How does David s personality develop after escaping from a concentration camp according to Hurlock s theory?

15 4 C. Significance of the Study This study is conducted in order to answer two research questions to reveal the personality development of David after escaping from a concentration camp as depicted in Anne Holm s I am David. Besides, this study is expected to be beneficial for the writer, the readers especially for the English Language Education Study Program students, and future researchers. For the writer, this study helps her to expand her knowledge about analyzing the character from a novel, specifically analyzing the major character s personality development. This study is also expected to give information to the readers about how the character s personality in the novel can develop. Moreover, the writer expects this thesis can be a reference for the English Language Education Study Program students who are interested in conducting research by using the novel like I am David. Besides, this novel can be applied in teaching English because it improves reading skills and contains a lot of life lessons and moral values. This study is also expected to be a reference for future researchers who conduct a similar study about personality development from another novel. D. Definition of Terms There are four terms that need to be explained to avoid the readers misunderstanding when they read the content of this study. The terms are characters, personality development, escape, and concentration camp.

16 5 1. Characters According to Rohrberger and Woods (1971), characters are people who are involved in a story. In this study, the character refers to David. The writer analyzes David because he experiences the changes in his personality during the journey from the concentration camp to Denmark. 2. Personality Development Hurlock (1974, p. 108) explains that personality changing or development is the alteration or variation of someone s personality pattern which can change in some areas and remain persistent in others. The changing or development can be either for the better or for the worse. In this study, personality development means the changing of David s personality trait. 3. Escape In this study, an escape refers to David s attempt to get free from the concentration camp in order to come to the safe country, Denmark. His escape becomes the beginning of him to learn more about life. 4. Concentration Camp A concentration camp in Anne Holm s novel is a cruel place where David is arrested and put with other prisoners. According to the story, the camp is located in Eastern Europe and the prisoners are put there because of the political situation. In the camp, they have to work under the cruel guards.

17 CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer reviews related literature. This chapter consists of three sections. First, review of related studies section provides a brief summary of some previous studies with a similar focus. Second, review of related theories provides some theories related to the study in order to help the writer analyze the work. Third, theoretical framework describes how the writer applies the theories. A. Review of Related Studies The writer finds some previous studies with similar focus written by the researchers from Sanata Dharma University, such as the study conducted by Anna Deviasari (2005) and Paskalina Widiastuti Ratnaningsih (2009). The first study is from Deviasari (2005) entitled The Influence of Other Characters on Ethan Frome s Personality Changes as Seen in Edith Wharton s Ethan Frome. The novel is about Ethan, a poor man, who is trapped in an isolated area and a marriage of a twentieth century. In this novel, the minor characters make the major character s personality change but not only into positive changes but also negative changes. Eventually, the major character commits suicide with one minor character. Meanwhile, Ratnaningsih (2009) conducted a study entitled The Influence of Jalil, Rosheed, and Laila on Mariam s Personality Changes in Khaled 6

18 7 Hosseini s a Thousand Splendid Suns. This novel is about a major character, named Mariam who is influenced by three people around her which change her from time she was a child until she was married. The study reveals that two minor characters worsen her personality and one minor character betters her personality. Those two studies reveal the influence given by the minor characters to the development of major character s personality. As the previous studies, this study also reveals the personality development of David, the major character. However, it is different from the previous studies because it focuses on good treatments that David receives from the environment and people he meets after escaping from a concentration camp which develop his personality. B. Review of Related Theories 1. Theory of Character and Characterization A character is one intrinsic element of literary work, especially a novel. By portraying characters, the story becomes interesting. Rohrberger and Woods (1971) explain that characters are people who are involved in a story. Kennedy and Gioia (2010) state also that a character extends the novel to be real because it represents the human being from the thoughts, speech, and behavior. It can be concluded that characters are the important element in the story because they deliver the moral values in the story to the readers. Characters in a novel are divided into two types, flat and round characters. According to Kennedy and Gioia (2010), a round character is a character that is developed by the author. In other words, it is dynamic because the character is

19 8 changed by the events of the story. Usually, this character is a major figure in the story. On the contrary, a flat character is static which means the character stays the same because it is not central to the plot. A flat character is usually a minor character. There are some ways that the author does in order to make the characters in the novel become understandable and alive. According to Murphy (1972, pp ), there are nine ways in describing personality of the character in a novel. Those ways help the readers to be aware to the characters and their personality in the novel. In addition, the author does not only choose one way but he/she can blend it so the readers have clear understanding of the character. The following is the nine ways to describe the character. a. Personal Description Through this way, the author describes the characters by their appearances and clothes. In this case, the choice of adjectives determines how the readers think the characters are. Mostly, the author tells the details about the face, the skin, the eyes, and the clothes. b. Characters as Seen by Another The author can also describe the characters through the eyes and opinions of another, instead of describing directly. By describing from others, the readers get a reflected image.

20 9 c. Speech The author can give deep descriptions of the characters through what the character says. Whenever the character speaks with another character and puts forward an opinion, the author is giving the readers clues about the character. d. Past Life By describing the past life of the character, the author can give the readers clues about events that have helped shape the character. It can be written through direct comments by the author, the character s thoughts, or the conversation between the characters. e. Conversation of Others The author can also give the readers clues to the characters through the conversations of other people. The other characters talk about another one and the things they say often give clues about the characteristic of the person spoken. f. Reactions A clue to the characters can also be given by letting the readers know how those characters react to the various situations and events. g. Direct Comments The author can describe or comment on a person s character directly. (Murphy, 1972:170) h. Thoughts The direct knowledge of what a person is thinking can also be used to give clues about the character. In this way, the author can tell the readers what different people are thinking.

21 10 i. Mannerisms The author can also describe the character through its usual or strange habits which may also tell the readers something about the characters. 2. Theory of Critical Approach Rohrberger and Woods (1971) state that a critical approach to literature is needed before people judge the literary work. Knowing the approach before analyzing the literary work is important in order to avoid the subjective response. Furthermore, it can be the base of making judgment of the work. According to Rohrberger and Woods (1971), there are five kinds of critical approaches, namely formalist approach, biographical approach, sociocultural-historical approach, mythopoeic approach, and psychological approach. Since this study analyzes the personality development of one character, the writer needs to see the character from the psychological matters. Thus, the writer uses a psychological approach. According to Rohrberger and Woods (1971), this approach deals with human mind which is believed as the source of man s rich imagination that is expressed in symbolic words, thoughts, and actions. The symbol itself can be an interpretation of individual s experience. From the story, the writer can see the description of the character and by using this approach, the writer can see the correlation between the character s action and the character s personality. 3. Theory of Personality Development Hurlock (1974) states that personality is the quality of the individual s total psychological makeup, which is revealed through that individual s speech and

22 11 behavior. She also states that personality can be expressed in some ways, such as in speech, in reactions to people and things, in habits, in fantasy whether consciously or unconsciously in order to adjust to the environment around. A. Characteristics of Change in Personality It is possible for a person to change the personality. Normally, people change it because of the other people or the situations. Hurlock (1974) categorizes the changes in the personality pattern into three majors, as follow: a. Better versus Worse There is a difference of the personality changes for the better and the worse. The successful changes improve the self-concept and make people exhibit great self-confidence, calmness, and the belief that they own abilities. On the contrary, the failure brings the person to the worse self-concept, the feeling of hatred, protective reactions, depression, and other behavior patterns which lead to poorer and social adjustments. b. Quantitative versus Qualitative There are qualitative changes and quantitative changes. Qualitative changes mean the desirable traits are replaced by the undesirable traits or vice versa. In short, there is replacement of kinds; for example, a timid person becomes a daredevil show-off person. Meanwhile, quantitative changes are the changes in the amount. Normally, it becomes more or less, because it is reinforced, strengthened, or weakened. An example of this change is when a shy person becomes less shy because of the presence of intimate friends.

23 12 c. Slow versus Rapid Changes The changes of the personality can happen slowly or rapidly. When the changes cannot be seen, heard, or noticed, it regards as slow changes. On the contrary, if it can be seen and understood, the changes are rapid. In fact, personality changes are slow and gradual because it needs a process. Meanwhile, if the changes happen rapidly, it can be a danger signal because it can cause the person forgets his/her real self-concept and sees himself/herself as what they would like to be. B. Conditions Responsible for Personality Change The changes of the personality do not come without an input. It happens because of particular circumstances that appear from the outside or inside of the person. Hurlock (1974) says, Changes in personality do not occur of their own record. Usually, they are the result of multiple revisions in the thoughts and feelings related to the person s concept of self. There are some causes of personality changes. The following are factors responsible for personality changes based on Hurlock s theory about personality development. a. Physical Changes Personality changes are not the result of growing older but rather the result of a changed self-concept. The self-concept itself is influenced by the physical changes of someone. Hurlock (1974) says that the more sudden the physical changes, the greater the influence to someone s self-concept. She also explains that a sudden physical change will upset the body homeostasis and the person s

24 13 feelings of well-being. Thus, he/she needs to readjust the self-concept to the social expectation that will affect his/her personality. There are two possibilities of the sudden changes. When the physical changes enable a person to be almost the same as the concept of the ideal self, the effect on that person s real self-concept will be favorable. On the contrary, when the physical changes are worse, it will affect person s self-concept unfavorably. An example case of the change is the girl who was fat in her childhood will have better self-concept if she becomes slim at puberty, but she will have worse selfconcept if she continues to be fat or fatter. b. Changes in Environment Changes in environment will produce changes in the person s self-concept and the characteristic behavior; yet it will not guarantee an improvement in personality. In fact, it can worsen the personality. However, moving to a new environment does not always have a negative effect on the personality pattern, unless the changes do four things. First, it improves the status of the person so the person feels safer. Second, the changes must enable the person to be more in equilibrium with the environment that it can fulfill the person s needs. Third, it must enable the person to be closer to the person s ideal. Fourth, when opportunities for broader social experiences with different cultural backgrounds, values, and ideals come, the changes must help the person to be more realistic about the goals so it is suitable with his/her abilities.

25 14 c. Changes in Significant People When the important people in a person s life change, the person tries to adapt the pattern of the people s behavior, attitudes, belief, values, and aspirations. In that case, the changes in his/her personality pattern cannot be avoided; yet it is neither obvious nor permanent. The changes of someone itself will depend on the attitudes, values, and aspirations of the significant people. The greater the difference, the greater the motivation to change. d. Changes in Social Pressures Normally, people have a strong desire to be accepted by people they think important for them that consequently make them change their personality. This condition has a big role in someone s personality changes because the changes depend on the traits of the person. When the traits lead to rejection, such as shyness and greed, the person will change the personality. By contrast, when the traits lead to admiration, such as generosity and cooperativeness, the person will not change. e. Changes in Roles The status changes within the group might be caused by the changes in roles. There are three conditions can change a person because of the role changes. They are the change in age, the change in economic conditions, and the affiliation with a new group. When the person gets a better status because of the role changes, there will be an improvement in someone s self-concept. However, the role changes do not only bring an improvement to the personality pattern. The role changes can also damage the personality. The

26 15 following is three conditions related to role changes which are damaging to the personality. First, when the person is prevented from making a change even though he/she is able to do it and when his/her peers are allowed to do it. Second, the changes roles will damage the person when he/she is forced to be in a role when he/she does not want to do. Third, when the person is not ready or does not have any preparation for the role changes. f. Strong Motivation The changes can occur because of the strong motivation for improving the personality pattern. People are motivated to change the traits because they want to improve their social relationships and earn the social acceptance. When an outerdirected person gets opinion from an inner-directed person, especially a negative opinion, that outer-directed person has a strong motivation to change the personality to achieve the approval. g. Changes in the Self-Concept Self-concept is the core of the personality patterns. It determines the kinds of changes the person will make. Thus, the changes in the self-concept will bring about changes in the entire personality patterns. Nevertheless, changing someone s self-concept is not easy because a person may have a strong defense against the other people who change his/her self-concept. In addition, in order to change the self-concept itself, the person needs to be able to see what he/she actually is. There are three obstacles in changing the self-concept. First, when the person is accustomed to particular behavior in facing one situation, he/she will

27 16 find difficulty to see that there are other ways to deal with the situation. Second, people refuse to think differently about themselves. They believe it will make them admit they were wrong about themselves. Third, people will find a difficulty to see themselves as useful people to society racial, religious, sex or age prejudices. Instead, it leads them to social discrimination. However, some conditions can change the self-concept. The most important is self-introspection to see oneself as one actually is and to examine of one s behavior whether it is good or bad to others. Second, getting a new selfinsight from someone who has respect and confidence. Third, avoiding copying another person s personality, and changing the aspiration to be more realistic instead. Fourth, ignoring the unfavorable aspects of the environment. Fifth, practicing the new-concept until the person becomes accustomed to it and accepts it. h. Use of Psychotherapy A person may have a strong motivation but he/she still needs professional help in changing his self-concept, learning to think of him/herself in a new way, and breaking destructive habits. In this case, psychotherapy is used. Hurlock (1974) states several benefits of psychotherapy. It helps a poorly adjusted person to get better insight into his/her self-concept. It makes the person realize how selfconcept affects the quality of his/her behavior so that they recognize how irrational their self-concepts and behavior are. Besides, it also helps the person achieve both the motivation and knowledge about how to change his/her selfconcept without upsetting the entire personally patterns. The psychotherapy also

28 17 helps change the condition in the environment which contributes to an unfavorable self-concept of a person. 4. Theory of Adolescent s Identity According to Erikson (as cited in Santrock, 2009, p.386), adolescent (10 to 20 years old) experiences the fifth developmental stage that is identity versus identity confusion. Identity is a self-portrait composed of many pieces, including a religious identity, an intellectual identity, a cultural identity, a physical identity, and personality. During this stage, they have to decide who they are, what they are all about, and where they are going in life. For those who are able to cope with this stage will emerge with a good sense of self, but for those who are not will suffer from identity confusion that might make them isolate themselves from society. Even though they isolate themselves, the adolescents develop the loyalty, faith, or a sense of belonging to a loved one. It is as an extension of the trust they develop in the previous stage. Erikson (as cited in Papalia, 2007, p.438) explains that during adolescence, the fidelity develops. They extend their trust to mentors or loved ones to identify the set of values, an ideology, a religion, a political movement, a creative pursuit, or an ethnic group. In sharing their thoughts and feelings, they clarify a tentative identity by seeing the response from the beloved. Moreover, in searching of identity, the adolescents face the identity formation which involves crisis and commitments. Crisis in this term is the period of conscious decision-making and commitment is the investment of an ideology. Marcia (as cited in Papalia, 2007, pp ) states that there are four types of

29 18 identity status. First status is identity achievement. In this period, they are more mature and socially competent because they can make their own decision after thinking about how they resolve the problem. Second status is foreclosure that involves the adolescents who are obedient because they are depending on other people even when they do not have problems. Third status is moratorium. In this status, the adolescents are anxious and fearful because they cannot make their own decision to resolve their own problems and resist someone else s help. The last status is identity diffusion. It is characterized by the absence of commitment toward the crisis. People in this category tend to have low levels of ego development, cognitive complexity, self-certainty, and poor cooperative abilities. However, when the adolescents are categorized in one status, they are likely to change as they continue to develop. C. Theoretical Framework This study discusses David s personality development in the novel I am David. The writer uses some theories to answer two research questions related to the topic. The theories are theory of character and characterization, theory of critical approach, theory of personality development, and theory of adolescent s identity. The theory of character and characterization from Rohrberger and Woods (1971), Kennedy and Gioia (2010), and Murphy (1972) are used to find out the character in the novel and to analyze David s character. These theories are used to answer the question about how David is described.

30 19 The third theory is the theory of critical approach by Rohrberger and Woods (1971). This theory is used to help the writer decide which approach is appropriate to be applied in this study. The theory of personality development from Hurlock (1974) comes as the fourth theory. It is supported by the theory of adolescent s identity from Erikson and Marcia which are cited in Santrock (2009) and Papalia (2007). The theories from Hurlock (1974), Erikson, and Marcia (as cited in Santrock, 2009 and Papalia, 2007) are used to answer the question about how David s personality develops after escaping from the camp.

31 CHAPTER III METHODOLOGY This chapter consists of three sections. The first section is object of the study. It provides information about the work such as the physical description, the special record, and about the content of the work. The second section is the approach of the study. This section explains the approach which is employed in analyzing the work. The third section explains the used method in conducting the study. A. Object of the Study The book analyzed by the writer is a novel entitled I am David which is written by Anne Holm. This novel originally wrote in Danish and published in 1963 by Gyldendal, Copenhagen, but it was translated into English by L.W. Kingsland in 1965 by Hartcourt, Inc and Methuen & Co., Ltd. It consists of 329 pages which are divided into eight chapters. This novel won the ALA Notable Book Award (1965), the best Scandinavian Children s Book award (1963), and the Boys Club of America Junior Book Award Gold Medal. I am David tells the readers about a twelve-year-old boy who has spent most of his life in a concentration camp in Eastern Europe. One day, the commandant who David hates the most, gives David a chance to escape from the camp to Denmark. With the man s help, David succeeds in leaving the camp then 20

32 21 he has to continue his journey himself. He follows the route that the man has told the night before. First, David has to go to Salonika and go on board a ship bound for Italy. Then, he walks until he arrives in Denmark. During the journey, David learns many experiences because of meeting other people who in the beginning are avoided by him. As a result, those experiences make David know who he is and understand that the life outside and inside the camp is different. In the end, he arrives in Denmark with his new personality. B. Approach of the Study Since this study examined the personality development of David after escaping from the concentration camp, the writer used the psychological approach. According to Rohrberger and Woods (1971), psychological approach deals with human personality which involving the analysis of human s words, thoughts, and actions. In addition, Daiches (1981) states about psychoanalytic study of the characters in a literary work. He says that through the knowledge of psychological problems and situations, people can interpret a work of literature because we can look at the behavior of characters in a novel (p.337). The implementation of this approach in this study is needed because the purpose of this study is to describe David s personality development after he escapes from concentration camp. By using this approach, the writer gets deep information from the characters in the novel, especially the information about the development of the character s personality. In analyzing personality development, the writer used the

33 22 theory from Elizabeth Hurlock (1974). It is also supported by the theory of adolescent s identity from Erikson and Marcia which are cited in Santrock (2009) and Papalia (2007). The theory discusses the changes in adolescent s personality and conditions responsible for personality change. C. Method of the Study In conducting this study, the writer used library study since the data was gathered by analyzing and reading the book. The primary source was a novel of Anne Holm entitled I am David. The secondary sources were theories of literature, a theory of personality development, theories of adolescence, and online sources. In order to analyze the novel, there were several steps taken by the writer. First, the novel I am David by Anne Holm was read several times. The writer found it interesting to analyze David s personality development and made it as the focus of the study. Second, the writer formulated the problem questions. Third, the writer looked for the relevant theories. These theories helped the writer to find out the answers of the research questions. Those theories are the theory of character and characterizations, the theory of critical approach, the theory of personality development, and the theory of adolescent s identity. Fourth, the novel was analyzed by applying the theories. In this step, the psychology point of view was used. The fifth step, since this study was related with psychology field, it was consulted to the psychology lecturer in Sanata Dharma University in order to justify whether the theory and the analysis were right or not. From the

34 23 consultation, the lecturer suggested to add the theory of adolescence to deepen the analysis about David as an adolescent. After revising the analysis, the result of the study was concluded by summarizing the answer of the research questions.

35 CHAPTER IV ANALYSIS This chapter discusses the answers of two research questions. First, the writer describes how David is described in the novel. After that, the writer analyzes David s personality development after escaping from concentration camp. The writer also considers how the personality develops along with the factors influence David s personality development. A. David s Personal Description David is a major character in the novel I am David because he experiences the development. It proves that David is a round character and based on Kennedy and Gioia s theory (2010), a round character is usually a major character in the story. David is portrayed as a twelve-year-old adolescent who is different from the other normal boys. For twelve years, he is imprisoned in a concentration camp in Eastern Europe for unclear reason. Spending his childhood in the camp makes him only know about sorrow and death. Based on Erikson s and Marcia s theories (as cited in Santrock, 2009 and Papalia, 2007), David is categorized as an adolescent with moratorium identity status. The status can be seen from David s behavior in the beginning of his journey. He has an opportunity to escape but he cannot decide whether he will 24

36 25 attempt to go out finding the freedom or just stay in the camp for the rest of his life. David also wants to look like a normal boy who looks happy and likes playing but he cannot be like them. Since he is familiar with death, he does not know how to look happy. His fear of the guards will go after him has led him to avoid people and his act blocks him to learn how to be a normal boy. From those evidences, it shows that David has many problems but he is not able to solve them because of his fear and his ignorance about what he is going to do in his life. There are other David s characteristics which were identified based on Murphy s theory. The characteristics are classified into nine ways, they are personal description, characters as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerisms. 1. David s Physical Appearance David is a young boy who is imprisoned in a concentration camp in Eastern Europe. Spending his childhood in the camp has made him become ignorant about himself. He knows his age because he sees his identity card and it shows that he is twelve years old (p.5). However, he does not know exactly when he is arrested and put in the camp. He assumes that he has been there since he is small. David is not only ignorant about his age, but he also does not know who he is. His ignorance makes him scared of meeting new people. The fact that he knows nothing about who he is and from what country he does makes him scared

37 26 of meeting new people. He thinks that they will ask him questions to find out who he is. The author explains David s ignorance of himself through David s thought. Here again David ran into the blank wall of his own ignorance. He did not know who he was, did not even know from what country he had come. David wondered what he looked like. (p.42) The quotation explains that David also does not recognize his face. He never sees himself in the mirror. Even though he has seen a mirror in the camp, David cannot reach it (p.42). The novel also explains that people in the camp, includes David, works under the cruel guards. Because of the situation, they do not dare to think about food that influences their bodies, so does David s body. The author from her direct comment states that David has a skinny body because he works hard with very little food. However, he has a strong and tough muscle. (pp.38-39) David s appearance is not only explained from the author s direct comments, but also by the Italian sailor s thought about David. the boy was so quiet- a very thin, very dirty boy who stood as still as death and who had the calmest face he had ever seen. (pp.23-24) The sailor sees David sneaking in a ship bound for Italy. However, after he looks at David, he does not have the heart to catch David. He is surprised with David s body that is very dirty and thin but his face is very calm. Instead of catching David, he talks to David to find out what he is doing in the ship. Furthermore, the author explains David s appearance clearly through his thoughts when he sees himself for the first time in the broken mirror that he finds on the street.

38 27 It did not look ugly. No, he honestly could not see what could be wrong with it. It was thin, but so were many people s faces. The color of his hair perhaps was not quite right; possibly it should have been a darker brown. He held the mirror close to his face to take a good look at his eyes, whereas his own now looked very bright. Was there something wrong with dark gray eyes? Perhaps there was a touch of green in them if you looked carefully. (p.77-78) The passage shows David s thought after seeing his appearance. He sees his face, hair and eyes for the first time. Since many people look at him strangely, he thought he was ugly and after seeing his reflection, he changes his mind. He thinks that having a thin face, dark brown hair, and hazel eyes is normal. However, while he thinks that there is nothing wrong with his appearances, he still keeps wondering why people look at him strangely. He finds the answer when he hears people comment on his eyes but he cannot see what is wrong with his eyes. The author explains David s eyes through the Italian sailor s opinion. Then, by the beam of his flashlight, he looked down into the boy s strange dark eyes and knew he could not because that was just what those eyes expected him to do and this boy s were-well, it was not easy to see in that dim light-very dark gray, perhaps, or green. (p.24) The text above explains another reason why the sailor does not catch David. David s eyes are not like the eyes of normal children. He sees that the eyes tell what David wants the sailor to do. The eyes hope he keeps David safe without telling anyone about him. According to the sailor s opinion, David s eyes look desperate and quiet-looking like an old man s eyes. Giovanni. David s strange look is also explained by the conversation of Elsa and Yes And his eyes frighten me, too. They re the eyes of an old man, an old man who s seen so much in life that he no longer cares to go on living.

39 28 They re not even desperate just quiet and expectant and very, very lonely, as if he were quite alone of his own free choice Giovanni, a child s eyes don t look like that! There s something wrong there (pp ) Since David stays some days in their house after rescuing their daughter from fire, Elsa tells her husband, Giovanni that she is afraid of David s presence. She sees that David s eyes are not like the eyes of other children. His eyes look desperate and pathetic. The quotation above also explains that Elsa assumes there is something wrong with David. However, even though David lives there for some days, David never tells anyone about his identity. That is the reason why Elsa and Giovanni do not know anything about David s past life. They do not know that the life in the camp has made him have desperate and pathetic eyes. The thing that make Elsa feel uncomfortable is not only the eyes, but David is also cold since he cannot smile. It is shown through her comment about his smile. And his smile if it weren t so incredible, I d be tempted to say he looks as if he d never smiled before he set eyes on Maria. He never smiles at the rest of us: he just looks at us politely and with dead earnestness (p. 152) Elsa notices about David s smile that has never been shown to anyone in the house but Maria. Elsa feels that David s behavior of being polite to people in the house make him look like a very serious person. Knowing the truth about his smile makes David feel uncomfortable. It is shown by the speech between David and the tourist who has been helped by him. but David, I would like to see you smile. David felt awkward; her face had an anxious look,... I I m sorry; I don t know how to do it (p.74)

40 29 The quotation above reveals that David refuses to smile. There are some reasons of his rejection. First, David feels like the woman is waiting for him to give her something while he does not have anything (p.74). Second, David does not know how to smile. Instead of trying to smile, he prefers saying the truth that he cannot smile. Nevertheless, David does not stop trying to smile when no one is around him. After he gets a mirror, he practices smiling many times during the days. He finds it difficult to smile since he is not used to it. He failed because his smile looks weird compared to other people s smiles. Eventually, he gives up practicing (p.78). In the novel, the author states the reason why David cannot smile through the direct comments of David s past life. Before he comes to Salonika and hears the sound of laughter, he does not know anything but death and cruelty (p.60). His ignorance about expressing happiness shows that all David knows in his life is the violence in the camp that he cannot forget. He knows the unhappiness too well. 2. Sceptical In the beginning, David is portrayed as a boy who is always ready to die. It is stated through David s thought. And then quite suddenly David decided he would do it... David had no wish to make the attempt: it would only be a question of time before he was caught. But suppose it were a trap and they shot him it would all be over quickly anyway. If you were fired at while trying to escape, you would be dead within a minute. Yes, David decided to try. (p.5) David never believes any people in the concentration camp, especially the guards. However, he makes an exception to the commandant of the guards who he

41 30 calls the man. He does not fully believe the man but he can accept what the man says that he will help David escape. In the beginning, he wonders why the man wants to help him and it makes him hesitate to do it. He thinks that the man has a plan to catch and kill him in another way. He keeps thinking like until he finds the truth that the man s help is a trap and the guards will catch him. Eventually, David decides to try to escape but the reason is not about getting freedom but he wants to end his suffering. While running from the camp, David waits for the guards to kill him. The thought pounded through his head as every moment he expected to see the ground lit up in front of him. Then he stopped. He would run no more. When the beam of light caught him, they should see him walking away quite calmly. David frowned in the darkness and stood for a moment undecided; it couldn t possibly? (pp. 6-7) The direct comment from the author above shows that the negative thought of being caught while trying to escape goes over in David s mind. While escaping, he stops running to make the guards see him. He thinks that when the guards see him because of the light, they will shoot him. It is clearly explained that David is portrayed as a boy who does not have hope to live but he is always ready to die whenever the guard see him escaping from the camp. 3. Intransigent As a child who spends the whole life in a concentration camp, David can only see mistreatment done by the guards. It makes him hate cruel and violent and he feels hard to forgive them. There are two people who he hates the most in his life. The first person is the commandant of the guards who is called the man by

42 31 David. Even though the man has given him a chance to escape, it does not change David s hatred toward the man. You must get away tonight, the man had told him. Stay awake so that you re ready just before the guard s changed. When you see me strike a match, the current will be cut off and you can climb over- you ll have half a minute for it, no more He saw the man and was conscious, somewhere in the pit of his stomach of the hard knot of hate he always felt whenever he saw him. (p.1) In the quotation above, the author explains how the man helps David to get away from the camp by his speech and how David hates the man can be seen from David s mannerism. When David sees the man in front of him, he feels the great hatred toward the man. David does not want to call the man with his real name because it will be like he forgives the man for what he has done to David (p.2). It is explained in the statement below. He hated the man, both because he was bad and because he had made him into a boy who seemed odd to other people and would never be able to shake himself entirely free of the concentration camp. (p. 198) In the text, the author explains why David hates the man through David s thought. The man has made him spend his life in the cruel concentration camp which makes David become different from the normal children. Besides, he feels that he cannot be free because the bitter memory of his life in the camp will always be in his mind. The second person that David hates the most is Carlo, the boy he meets in Italy when David admires the large house he sees among the trees. Carlo thinks that David is a thief so Carlo blows him until David bleeds. It makes David sick because it reminds him about the violent guards in the concentration camp. David s feeling toward Carlo can be seen from the author s direct comment.

43 32 David was sick, and every time he thought about the young stranger, he felt like being sick again That boy was just like the guards in the camp, the only difference being that the guards did not leave off striking till their victims lost consciousness. The boy, of course, had had only his bare hands to strike with and had tired of the effort too soon. (p.101) After that incident, David rescues Carlo s younger sister from the burning hut. Because of his action, he has to stay in the large house that David admires because the parents want to thank David for saving their daughter. The fact that Carlo also lives there makes David inconvenient because he does not like to be in the same house with someone who has irritated him (p.134). Furthermore, David cannot hide his hatred toward Carlo. Carlo had tried to wheedle himself into David s good books, but David was only too familiar with that kind of approach, (p.139). The quotation above shows how David feels about Carlo through the author s direct comment about David s past life and David s thoughts. No matter how hard Carlo helps David, he still hates Carlo. David cannot pretend to like Carlo. It can be seen when Carlo tries to approach David by giving David the good books. Carlo wants to convince David that he is not as bad as what David thinks but David still hates and sees Carlo as a violent boy. 4. Fearful David does not like people. He is afraid of meeting or being seen by them. This personality is explained by the reaction of David. When he sleeps, unintentionally he touches fur. At that moment, he does not dare to move and he prefers laying still because he is scared that people come to him. When he dares to see what fur it is, he feels less tense because those are actually the sheep.

44 33 David was awakened by something warm and hairy touching his hand. He lay still, tense with fear It was some minutes before he could bring himself to turn his head, and then he saw- a sheep.. (p.11) Another evidence, which shows that David avoids meeting people, is explained by the author s direct comment. The comment shows that David would like to wait until the night rather than continue his journey in the day and meet people. And there were people about. That meant he had not nearly so much of the night at his disposal he would have to wait until they had gone to bed. (p.13) There are two reasons of David s fear toward the people. First, David is not used to the sound or voice of people talking. Before he escapes, the last voice he hears is the man s and the guards. Since then, he just spends the day alone. It is stated through David s reaction below. in the world. Then he heard voices he was so terrified that he nearly jumped out of his skin. He was quite unused to the sound of voices by this time; the last he had heard were the guard s and the man s. (p.16) The second reason is David thinks that it is impossible to meet kind people For a moment David was tempted to think that perhaps there were no good people at all outside concentration camp (p.101) The thought comes to David s mind after Carlo blows him when he does not make any mistake. David who starts trying to accept other people gets irritated because of Carlo. Then, David thinks that there are no good people inside and outside the camp.

45 34 5. Obedient David is a boy who will do what the commandant ask him to do. The author explains it through the direct comment below. He dared not disobey it; it was almost as if some part of the man himself were traveling with him. (p.13) Even though David has escaped from the camp, he does not dare to disobey what the man says about the route. In the beginning of the journey David still depends on the man. He feels like if he does not obey the man s command, he will be punished. However, it is not the reason why he follows what the man said. The author gives another explanation about what David feels during the journey through her direct comment. But what now? He must go northward: that was what the man had told him... He had told him to go north till he came to a country called Denmark. (p.65) The text shows another reason why David follows the man s command. David does not know where to go after he escapes. That is why he follows what the man says because he tells the route which should be followed by David otherwise he does not know where to go. His ignorance has led him into an obedient person. 6. Atheistic David does not only know nothing about God, but also has no religion. At first, David thinks he is Jewish but Johannes, a man who has known him for long time, is sure that David is not. Through the author s direct comment, she gives the explanation in the quotation below.

46 35 David had thought at one time that perhaps he was Jewish But Johannes had said he was sure David was not Jewish. (p.42) Another evidence is given through the author s direct comment. The comment states that David has no God (p.67). It is explained when David is wondering because the prisoners often call their God when they are in the difficult situation. Although he often hears it, he does not know what it means because he believes that he does not have God. 7. Anxious As he hates the man the most, he always thinks that the man s offer is just a trap for him so the man can kill him while he is trying to escape. Because of the thought, he doubts whether he will do it or not. David was not yet sure whether he would make the attempt. He tried to figure out why the man had told him to do it. It was certainly a trap: just as he was climbing over, the searchlight would suddenly swing around and catch him in its beam, and then they would shoot. (p.4) The text explains how David thinks the man will kill him. No matter what the man does or gives to David, he will end up thinking that the man attempts to kill him. Before the man tells David that the man will help him escape the camp, the man has prepared stuff that David needs by putting it all in the bundle and burying the bundle under the big tree. After David succeeds in escaping from the camp, he finds the bundle and when he tries to open it, he thinks that the stuff inside the bundle is a bullet or a bomb. David does not merely believe that the man does not do any harm to him. When he finds the bundle, he keeps thinking suspiciously about the things inside. David s reaction is explained in the passage below.

47 36 He fumbled with the knot, but his fingers were clumsy and would not respond-and then he suddenly realized that he dared not undo it. There would be something dangerous inside the bundle He tried to gather his thoughts together sufficiently to think what it might be, but his imagination did not get beyond a bomb. (p.8) Because of his anxiety, David cannot open the bundle. He is too afraid to know the things inside the bundle. He assumes that the man tries to kill him by putting the bomb. Although he controls his thought, his mind keeps telling him it is a bomb because it is prepared by the person who he hates the most. David does not only mistrust the man, but also anyone he meets event though the people will not do any harm to him. It is stated through the author s direct comment and David s reaction below. He stopped outside a shop where they baked around flat loaves Hi, want one, eh? David turned around with a start. The man was standing in the open doorway offering him one of the loaves. David automatically put out his hand and then he quickly withdrew it. A trap. He would take the bread and then the man would fetch them (p.47) The previous quotation states a situation when David is looking for something to eat because he is starving. He stops walking when he smells something delicious from the shop. Apparently, the owner goes out and offers him a loaf of bread. David who is hungry but feels afraid does not dare accept the offer. He knows he needs the loaf but he is too afraid to accept the offer. He thinks that it is a trap from the man from the concentration camp too that after he accepts the bread, the owner will catch and give him to the man.

48 37 B. David s Personality Development after Escaping from a Concentration Camp This part discusses David s personality development along with the evidence of the development after escaping from the concentration camp. The writer uses Murphy s theory of characterization, Hurlock s personality development theory, and theory of adolescent s identity from Erikson and Marcia (as cited in Santrock, 2007 and Papalia, 2009) to analyze David s personality development. Based on Erikson s theory, as an adolescence, David is on the process of finding out his identity during his journey. From the stage where he does not know anything about himself, David changes into a boy who knows many things. The changes are supported by his escape from the concentration camp that makes him confront different environment. The interaction with other people makes David s fidelity develop because he has chances to know other people s opinion. Consequently, his thoughts about his ideology, religion, and set of other values also develop and the development of his thought makes him more mature. Based on Marcia s theory about the identity status of adolescents, learning many things during the escape has changed David into an adolescent with an identity achievement status. In the beginning of the journey, he does not have any life goal but after he knows who he is and the beauty of the world, he wants to keep alive and try to reach Denmark. Besides, as he knows his goal, he has spirit to resolve his problems. When he does not have any money, he earns it by helping people in the train station. When he is arrested in farmer s house and becomes a

49 38 slave, he has courage to escape so he can continue his journey to meet his mother in Denmark. All of his actions show that he gets a new identity status that makes him know what to do when he has problems. David s personality development is influenced by the people he meets and the environment where he stays. Spending his childhood in the concentration camp shapes David to be a boy who has tough life. It makes him have a dirty body, strange eyes, and cold too. Besides, he is also a boy who is sceptical, intransigent, fearful, obedient, atheistic, and anxious. However, Hurlock (1974) states people are possible to change their personality because of others or the situations. The change happens to David. His decision to escape from the concentration camp totally makes him have to meet new people and confront the situations that change his personality. According to Hurlock (1974), there are better and worse in the personality changes. The better changes will increase the self-concept and the worse changes will decrease the self-concept. Based on the theory, the writer concludes that David s personality mostly has developed to be better. Besides, David s character has developed quantitatively because his bad personality are weakened by his new good personality. Based on Hurlock s theory, David s changes happen rapidly since it can be seen, heard, or noticed. Furthermore, Hurlock (1974) states that when the changes are rapid, it can be a danger signal because it causes people forget their real self-concept. However, the writer finds that although David s changes happen rapidly, his new self-concept makes him a better person. Escaping from the concentration camp has made David change because of meeting new people and confronting many situations. Based on Hurlock s theory

50 39 about personality development, the writer finds there are some factors that are responsible in David s personality development. Those are physical changes, the changes in environment, the changes in significant people, the changes in role, the changes in social pressures, the changes in self-concept, and the use of psychotherapy. The following is the discussion of the David s personality development after escaping from the concentration camp. 1. David s Physical Changes Escaping from the concentration camp makes David change physically. Before David escapes from the camp, he does not have interesting appearances because he has a very thin dirty body. However, after he arrives in the island, he makes some changes. The author explains his physical changes through the direct comment below. And there was water a lazy little runnel glinting in the sunlight in the midst of a much wider riverbed David had his clothes off in no time; he had only a shirt and a pair of trousers kept up with string that the night s soaking had made remarkably sniff. (p.31) After David arrives in Salonika, he finds a good spot to clean his body. That is the first time as well for David to clean his shirt and a pair of trousers in the water using the soap he gets from the man. It shows that David wants to do something he never does in the camp. He wants his clothes clean. David does not only clean his clothes, but he also cleans all of his body from hair to toenails. It is explained through the author s direct comment in the quotation below. David scrubbed away until he was in a sweat He lay right down, dipping his head in the water so that his hair was thoroughly wet, rubbed soap all over it until his arms grew tired, then ducked again and rubbed away with his shirt until his hair no longer felt sticky. He turned cold, but

51 40 he took no notice; his one thought was to be quite, quite clean Finally he sat down with his knife and whittled away at a twig until he had a sharp point of clean wood in the end his nails were clean, toenails included. (pp.31-32) Since it is the first time for David to clean himself, he scrubs everything until he is tired but clean. He uses the soap to clean his hair so it is not sticky and he uses the water as much as he wants to soak his body. He does not only clean his body and hair, but he also cleans his nails. The quotation also explains that he enjoys cleaning his body because he keeps cleaning his body inside the water although it is cold. In other words, it indicates that David has a strong willingness to clean his body. For David, cleaning his body helps him to change his self-concept. His personality develops because of the physical changes. The author tells the effect after David cleans his body through the direct comment and David s thought. there was no more dirt to rub away He was David. Everything else was washed away, the camp, its smell, its touch and now he was David, his own master, free free as long as he could remain so. (p.32) After David finishes cleaning his body and clothes from the dirt, he feels different. It makes him think that everything related with the camp has gone. He has a freedom in himself, especially a freedom to live his own life without being controlled by the guards in the camp. From the previous explanation, it shows that the physical change takes a role in David s personality development. The physical change here is about David s body that changes from dirty to clean. Moreover, cleaning his body and clothes from the dirt makes him have better self-concept because he can release

52 41 from his bad memory in the concentration camp. It also makes him have a different view about his life as he thinks that he is the master of himself. 2. Friendly The social pressure takes a role in David that changes him become a boy who is able to smile. In spite of his ignorance of smiling, David wants to learn it. It can be seen through the author s direct comment in the quotation below. And he would have to learn to smile. People had sometimes smiled at him in the town, and then they had looked put out, as if they regretted having done it. (p.76) The more David meets people, the more he wants to learn to smile. The quotation above shows that he realizes that people regret smiling at him because he cannot smile back. Based on Hurlock s theory, people have a strong desire to be accepted by the people they think important for them and it occurs in David. People give pressure by showing their regret faces that make David want to change so he can be accepted by people. The development of David s personality is not only affected by the social pressure but also by the changes in significant people. The story tells that David saves Maria s life. Since she is the girl with whom he falls in love, she becomes an important person for David. The author explains it through the direct comment and David s reaction after Maria talks to him. David? repeated the little girl, not as if she had not heard him but rather as if the sound of his name were something god to hold on to. And she did not stop smiling. Then David understood. He was smiling himself now. (pp ) The text above is a part of the story when David saves Maria from the burning hut. Because of the happiness he gets when he looks at Maria, he smiles

53 42 without being asked by anyone for the first time. She has become an important person for David since he falls in love with her. Because of her, David can show his rare smile. The meeting with Maria that makes David able to smile is an evidence that his change happens because of the change in the significant person. 3. Hopeful Based on Hurlock s theory about the personality development, the changes in environment will produce the changes in the person s self-concept and the behavior. This theory is proven in this novel since David experiences the development of his personality because of the changes in environment. In this case, the nature takes a role in changing David s personality. David who has never seen the beauty of the world is amazed when he sees it for the first time. It is stated through David s thought below. Beauty Perhaps that was why he had come back and gone with him to Salonika, so that he, David, could sail across the sea till he came to a lad of beauty. Suddenly he knew that he did not want to die. He did not want to be caught; he did not want to die he no longer wanted to die he wanted to live (p.29) David s personality development occurs when he arrives in Salonika. The nature there is so beautiful. David who has just awakened after drifting ashore all night long cannot stop enjoying the view. Moreover, he never sees something colorful before he escapes. What he sees in the camp is just pale and muddy colors, like gray and brown (p.28). He is not used to bright colors. He sees the blue sea, the sky, the green and the golden land with the red flowers, the green trees, the mountains, and the shining warming sun. He just sits still for long time

54 43 there. Since that moment is his first time seeing the beauty of the world, he really adores it until he cries. His escape has brought him there to see the beauty of the world. Because of this scenery, David changes his view about his life. He realizes that his attempt to escape is not easy but it is worth it. Everything that happens during the journey from the camp to the land of beauty gives him the best lesson. The nature has given him a spirit to keep alive. 4. Forgiving In the beginning, David is an intransigent boy who keeps the hatred of someone by himself. Two people who he hates the most are the man and Carlo. As time goes by, after David comes to a new place and find out different things, his hatred to those two people starts to change. The story explains that David develops because of the use of psychotherapy. It is shown through David s thought as shown in the quotation below. He hated the man, both because he was bad and because he had made him into a boy who seemed odd to other people and would never be able to shake himself entirely free of the concentration camp. Yet at the same time David could not hate him wholeheartedly because in the end he had let him go. (p.198) When David arrives in Switzerland, he meets his mother s friend named Sophie Hartmann and he stays some days at her house. David asks a lot of things that Sophie knows about his mother whose name is Edith Hjort Fengel. David also finds out about his past life. Sophie who does not know if David is Edith s son tells everything, including the story of the man. Because of the story, David

55 44 knows the truth that the man loves his mother and he wants to revenge on her because she does not love him back. David thinks that the man lets David go because Edith does not do anything with David who he keeps in the camp. Since then, David cannot hate the man as he used to feel because the man has let him go from the camp. In short, by telling the story of David s past life, unintentionally, Sophie makes him forgive the man. David also feels the same with Carlo. The change of self-concept occurs in David. After being kidnapped by the cruel farmer, David contemplates his life. He reflects where the trouble lays. The author explains it through David s thought which is stated below. and Johannes has said to David, Never let me hear you say it s someone else s fault. There s always something where you re at fault. He had told God plainly what the fault was! He had said God was cruel like Carlo and the farmer and all bad people, when perhaps God just wanted to teach him where his own fault lay! HE had been cruel to himself. (pp ) When David is angry because he thinks God is cruel to him, he suddenly remembers what Johannes has said to him that the fault is not always in someone else. Then he contemplates what he has done. He takes the lesson that God wants him to learn to be wiser and stronger. He realizes that not all people are wrong so he changes his self-concept. He realizes that he makes a mistake by refusing to forgive Carlo. As the result of his contemplation, when David succeeded in escaping the farmer s house, he writes a letter to Carlo. But he would not feel easy in his mind until it was done he did not want God to think he had forgotten the lesson of the barred door! So David wrote:

56 45 To Carlo. Carlo, I want you to know I m no longer so sure you re bad. Perhaps you re only stupid. And so I ll stop hating you, because I only hate those that are bad. But if you ever use force again and I get to know about it, then I shall hate you again. (pp ) The quotation above shows that he wants to forgive and tell that what Carlo has done is wrong. He also explains that he stops hating Carlo. Through his own words, David shows that he does not want Carlo to commit any violence again, or he cannot tolerate and hates him again. The bitter experience he gets while becoming the farmer s slave gives him a lesson. He believes that the incident is the God s way to make him forgive people in his life. 5. Helpful The environment also has made David have willingness to help people. A person can develop when the changes enable the person to be more in equilibrium with the environment that it can fulfill the person s needs. David tries to be like normal people and mingle with them so he can get free bread. It is shown in the direct comment and the speech between David and the Englishman. He thought, too, that if he did not find any bread next day, he would have to ask God for some.... A man got out of the car and began rummaging in the trunk. David raised his head he was quite an ordinary man, not one of them. The man made a sudden movement, and David heard him mutter, Blast, my glasses! David rose to his feet. When people wore glasses, they could not see anything without them I ll help you find your glasses (pp.70-71) The quotation above is the evidence which shows the moment when David mingles with the strangers for the first time as a consequence of helping the tourists to find the losing glasses. While David is thinking by the roadside and sees a man gets out of the car because he loses his glasses. After seeing the man

57 46 looks like an ordinary man, David comes to the man and helps him to find the glasses. David who is afraid of people has changed to be a helpful boy although he does not know the person. 6. Warm-hearted The ability to think about the people around and the changes of environment make David brave to interact with strangers. The changes of environment have turned him into a warm-hearted boy. By coming to the new environment, David is able to show that he cares about other people. David s speech in the quotation below shows that he cares about the stranger s safety. For the first time David spoke to someone of his own accord. He had to. She could know nothing about it, this woman who was able to laugh. He looked into her smiling face and said, trembling with anxiety, Oh, you must look after him! You mustn t forget him for a single moment! He s so terribly small that he can do nothing for himself, and one blow might crush him You must take care all the time, or else he ll never grow big enough t look after himself (p. 52) He feels so worried about the baby that he sees when he is in Salonika. Because of the baby, for the first time he has courage to talk to the baby s mother who is a stranger for David. David sees the baby is so small and weak that makes him worry that nobody will take care of the baby and he wants to let the mother of the baby know that the world is dangerous for the baby so she has to look after the baby. David does not stop there. He thinks about the baby because he is afraid that something bad happens to the baby. and even when at last he fell asleep, he found no relief, for he dreamed all night long of the terrible things that could happen to such a tiny baby For the first time in his life, David knew that he could feel fear for others. (pp.52-53)

58 47 The quotation above explains that David cannot sleep well because he keeps thinking about the baby. He worries about the baby, yet he realizes that he does not know anything about the baby. He does not realize that the baby is with its mother who will take care of it. However, David s action indicates that David, a boy who is afraid of people, has become a boy who cares about people. 7. Independent The changes in self-concept makes David become an independent person. It appears when he realizes that he is the master of himself. He thinks that no one can control him but himself. David s thoughts about it is shown in the quotation below. But why should he do what the man told him? Was not he David, his own master, who decided for himself? In the camp, of course, you had to obey the man. He was the commandant, and it had never occurred to David not to obey him. (p.65) The text above explains the development of David from an obedient person becomes an independent person because he realizes the self-concept of himself. After David arrives in Italy alone, he realizes for the first time that he is the one who can decide what he will do and where he will go. No one rules him. Thus, he thinks independently since he is not in the camp anymore because no one will punish him for not obeying the command. David s independent personality does not only come from how he thinks about freedom and sets his own destiny, but also how he survives his life from earning his own money. The new environment teaches him that he needs to make

59 48 money in order to fulfill his needs. The author gives a direct comment as shown below. So, when he arrived in Milan, David went in search of the station. And what a good way of earning money it was! The people who were boarding the trains or getting off them were often in need of someone to carry their cases, and at the station there were still many tourists to be found who did not know Italian and were glad of someone who understand what they said and could find out what they wanted to know David spent a whole evening at the station and earned enough money to buy bread for several days. (p.177) When he is in Milan, he finds the station there. He sees that people there sometimes need help to carry the cases. David, who is strong, can help them by carrying the cases. Besides, since there are a lot of tourists from other regions in the station, David who is polyglot can help them by giving information they need using their languages. The environment has developed David to be smarter to take the benefit of the situation and it makes him more independent. 8. Religious The fact that he needs to survive and fulfill his need alone has made David become a religious person. In the beginning, he is a boy who does not believe any religion or God. Until one day, he loses his compass and he does not have anything else. Suddenly, he remembers about the prisoners who call their God when they are in the difficult situation. Even though David does not really know why they call their God, he tries to talk to God for the first time even though he is not sure about it (p.67) When he is in the difficult situation, David always prays and asks for help from God. He says that his God is the God of the green pastures and the still waters and no one can make David change it, even the priest.

60 49 So, you re David and who s your God, David? He s the God of the green pastures and the still waters I d rather keep my own God, if you don t mind, signor. He s very strong and helps you when you re frightened. And you shouldn t change your mind once you ve made your choice, for you must respect what you ve said (pp ) The dialogues above are the conversation between David and the priest. Once, he meets the priest in the church and they discuss God. The discussion begins when he thinks that Saint Christopher is God. The priest says that there is only one God but he does not agree when the priest says the God which is believed by him is similar with the God the priest believes. David still wants to keep his God because he believes his God is strong and helpful. Whenever he needs help and prays to God of the green pastures and the still waters, he can find the solution of everything, for examples when he asked God for some bread, he meets the tourist who needs his help to find the losing glasses and gives him sandwiches (pp.71-74). Another evidence is he asks God to help him to get quickly to another country and suddenly there is a truck driver takes him to the next city (p.92). Since then, he believes that God is strong and helpful (pp.94-95). 9. Brave In the beginning of the journey, David is represented as a boy who is afraid of other people. He does not want to talk to other people, even to be seen by them. He is afraid that the people he meets will send him to the camp again. However, because of the changes of the environment, he realizes that he cannot always avoid people. Based on Hurlock s theory about personality development, the person can develop when opportunities for broader social experiences with

61 50 different cultural backgrounds, values, and ideals come. In addition, the changes must help the person to be more realistic about the goals. Thus, to make people accept David, he decides to act like a normal boy who walks in front of the people although he cannot deny that he still feels afraid. As shown in the author s direct comment below. He had noticed, too, that as long as people were not able to take a good look at him, they paid him little enough attention he was just a boy passing by. (p.63) The quotation indicates that David wants to be accepted by the people around him. He changes himself to be brave to be seen by other people so people will not look suspiciously at him. He wants to change because if he keeps his fear, he cannot continue his journey during the day. In the journey, David falls in love with Maria, the girl who has been rescued by David from the burning hut. She was burning the girl! It was the girl they were talking about now the little girl who looked so like a flower was inside that fire! David sprang up and took a step forward; then he turned around and, grabbing his clothes, flung them into the river and jumped in after him. They were now sopping wet again. (pp ) David s reaction shows how brave he is to save the girl he loves. When David takes a rest not far from the place where Maria and her brothers play. Suddenly David is awakened by the shouts of Maria s brothers. They are panic because they burn the hut where Maria is trapped inside. Without any hesitation, David runs and rescues Maria. Here is the development of David s personality occurs because of the change in roles and the change in significant people. David s role has changed from a boy who does not know anyone becomes a boy

62 51 who falls in love with the girl and he acts as if he has responsibility to save Maria s life since she has become an important person to him. Because of his love, he is willing to sacrifice his life for saving Maria.

63 CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS This chapter consists of three parts. The first part is the conclusion of the research. The second part is the implication for education. The last part is suggestions for future researchers who might be interested in conducting further studies of the novel. A. Conclusions Based on the analysis, David is described as the major character in the novel entitled I am David. He is a twelve-year-old boy who has lived for a long time in the concentration camp and one day he gets a chance to escape from the camp. Throughout the novel, David is represented as a boy who has a dirty body, strange eyes, and cold. He is also sceptical, intransigent, fearful, obedient, atheistic, and anxious. All the bad personality in David are influenced by his life in the concentration camp which full of violence and cruelty. As a major character, David has a round or dynamic character because after escaping from the camp and interacting with a lot of people, his personality develops. David s identity status changes from moratorium identity status to identity achievement. In the beginning, he does not know anything about his life and himself. After escaping, he learns many things that lead him to set his life goal and he tries to reach it. He also experiences several developments in himself. 52

64 53 It can be seen from the analysis of the story that his appearances which are cleaner and tidier. He also becomes friendly because he is able to smile since falling in love. Besides, he changes into a person who is hopeful, forgiving, helpful, warmhearted, independent, religious, and brave. Furthermore, David s personality developments occur because of several events during his journey that include physical changes, the changes in environment, the changes in significant people, the changes in social pressures, the changes in roles, the changes in the selfconcept, and the use of psychotherapy. B. Implications From the result of the study, the writer found the implications of the study especially for future teachers. As future teachers, we can learn from David that people are not always bad. Someday, they will change their bad attitudes and become good people. It also happens to the students. When the teachers teach those students who have similar personality like David, the teachers have to believe that they will change after they know what they should do. The teachers can also use this novel as a source to improve students reading skills. The teachers can pick some parts of the reading text from the novel. By using the reading text, they can ask the students to read the text and then find the meaning of some vocabulary from the text. They also can ask the students to discuss the text to answer the questions from the reading text.

65 54 C. Suggestions I am David is an interesting novel which contains a lot of moral values. It describes how people can change because of other people. It emphasizes the benefit of interacting with other people. By understanding the novel, the reader will be able to deepen the knowledge of life. Furthermore, the author shows that we should not easily give up when we are in the bad situation because there will always be the way to reach the goal in our live. The writer suggests the further researcher to conduct the study using this novel since it has many aspects to be analyzed. The future writer can conduct the study on analyzing David s motivation in escaping from the concentration camp in the novel. Another suggestion is about the social analysis related to the author. Since this novel tells the story related to a concentration camp in Eastern Europe, the writer can reveal the fact that happens in Eastern Europe during that time.

66 REFERENCES Barkan, S. E. (2010). Sociology: Understanding and changing the social world, comprehensive edition. New York: Flat World Knowledge, Inc. Daiches, D. (1981). Critical approaches to literature b. New York: Longman Inc. Deviasari, A. (2005). The influence of other characters on Ethan Frome s personality changes as seen in Edith Wharton s Ethan Frome. Yogyakarta: Sanata Dharma University. Holm, A. (2003). I am David, (L. W. Kingsland, Trans.). New York: Harcourt, Inc. Hurlock, E. B. (1974). Personality development. New York: McGraw-Hill, Inc. Kennedy, X. J. & Gioia, D. (2010). An introduction to fiction (11th ed.). New York: Pearson Education, Inc. Kim, E. C. (2012). Nonsocial transient behavior: Social disengagement on the greyhound bus. Symbolic Interaction, 35(3), Retrieved on February 3, 2017, from Murphy, M.J. (1972). Understanding unseens: An introduction to English poetry and the English novel for overseas students. London: George Allen & Unwin, Ltd. Papalia, D.E. (2007). Human development (10th ed.). New York: McGraw-Hill, Inc. Perrine, L. (1974). Literature: Structure, sound, and sense. New York: Harcourt Brace Jovanovich, Inc. Ratnaningsih, P. W. (2009). The influence of Jalil, Rasheed, and Laila on Mariam s personality changes in Khaled Hosseini s A Thousand Splendid Suns. Yogyakarta: Sanata Dharma University. Rohrberger, M. & Woods, S. H., Jr. (1971). Reading and writing about literature. New York: Random House, Inc. Santrock, J.W. (2009). Life-span development (12th ed.). New York: McGraw- Hill, Inc. Stanton, R. (1965). An introduction to fiction. New York: Holt, Rinehart, and Winston, Inc. 55

67 APPENDICES 56

68 Appendix 1 About The Author Anne Holm, born Else Annelise Jørgensen (September 10, 1922 in Oksbøl - December 27, 1998) was a Danish journalist and children writer. She spent part of her life in United States. Also writing under the pseudonym Adrien de Chandelle. Her books are typically recommended to age groups 8-16 years, but they include elements even for adult readers. Her best known book is David (1963) (translated I am David and filmed 2004; also published with name North to Freedom), which tells about a 12-years old boy who grows in a prison camp, escapes and travels home through Europe. It is a book about hope and freedom, and it is a bestseller. It won the ALA Notable Book award in 1965, the 1963 Best Scandinavian Children's Book award, and the Boys Club of America Junior Book Award Gold Medal. Another well-known book by Holm is Peter (1966), which tells about a teenage boy who travels in time to ancient Greece and medieval England. Adapted from: 57

69 Appendix 2 The Summary of I am David A twelve-year-old boy named David is given a chance by the man, the commandant of the guards, to escape to Denmark. The man tells David how he will help David escape. After David leaves the camp, he has to continue his journey himself. However, the night before his escape, the man tells the route David should take. First, David has to go to Salonika and go on board a ship bound for Italy. In the ship, he meets an Italian sailor who helps him to cross the sea to Salonika then travel north to a free country that has a king. Whenever people he meets ask where he goes, he says that he joins a circus which has gone ahead. It is to avoid people curious since he can speak many languages and travels alone. On his way, he helps people, and sometimes they give him money. Along his journey, David discovers the beauty of the world and slowly he changes his behavior and the way he interacts with people. 58