Chapter Ii Iyak.docx

CHAPTER II THEORETICAL FRAMEWORK

This chapter consists of several sections. Biography of the author, intrinsic elements, theory of psychological approach, definition of children rights, and theory of moral value.

A. Biography of the Author My Sister’s Keeper is one of the best book that was written by Jodi Picoult. She was born in New York, Long Island, 19th May 1966. When she was young she had an ambition to be a writer. She got a designation A.B for the creative writing from Princeton University and master in Harvard University. Upon graduating from Harvard, Picoult wrote five issues of Wonder Woman for DC Comics. She married Timothy Warren van Leer and wrote her first novel, Songs of the Humpback Whale, while pregnant with their first child. She and her husband have three children: Samantha, Kyle, and Jake. Picoult is involved with many charitable organizations, including the Writer's Council for the National Writing Project, Positive Tracks/Children's Hospital at Dartmouth and the New Hampshire Coalition Against the Death Penalty. She is the founder of the Trumbull Hall Troupe, a teen theater group. In 2003 Jodi Picoult got esteem New

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England Book Award for her fiction. In 2006 she had made 13 novels and most of them talked about family, privacy, and love. In total until now she had made 23 stories and almost all of her works are on No. 1 New York Times Bestseller list; Plain Truth (2000), Perfect Match (2002), Salem Falls (2001), My Sister’s Keeper (2004), The Tenth Circle (2006). There are several novels of her that have already adapted into a movie, such as; My Sister’s Keeper (2009), Plain Truth (2004), and The Pact (2002). At present Jodi Picoult lives in New Hampshire together with her husband and her children. Jodi Picoult had created a hugely successful career writing high-octane dramas about families ravaged by events straight off the CNN ticker: date rape, school shootings, the sexual abuse of children and teen suicide. B. Instrinsic Elements In the literary works, there are some important elements that building the story. Such as plot, setting, theme, character, characterization, etc. in this research, the researcher will focus only on plot and character. 1.

Theory of Plot Plot is the process or part of story from beginning to the end, and gives a story a dramatic shape and outcome fulfilling to

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an audience. According to Kennedy (1963: 9) “plot is pattern of show from beginning to the end will arise out of conflict”. Abrams (2012:293) also states that plot (umwhich Aristotle termed the mythos) in a dramatic or narrative work is “constituted by its events and action, as these are rendered and ordered toward achieving particular artistic and emotional effects.” Kennedy has divided the plot into several parts : 1. Exposition Exposition is setting of beginning. It is the “part of introduction”. Kennedy (1963: 9) 2. Complication Kennedy (1963: 9) explains the complication is “conflict in the story”. 3. Climax or Turning Point According to Kennedy (1963: 9) the crisis of climax is “the point on which the future actions turn. In this stage the action increases and eeises to the highest point”. 4. Resolution Kennedy (1963: 9) states that resolution is the problem solving of the story. 2. Theory of Character Character is the foundation of good fiction and it can also help the readers to understand people in the literary works. Character is

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the most important part in a story to recognize individuals and figure. Abrams (2012:42) states characters are the person performed in a narrative work, which are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say and by what they do. According to Subhan (2015: 8-9), there are two types of character in the novel, the first one is major or main characters and the second one is minor characters. The major character divided into three groups: (1) the protagonist, the very central character, or the hero, (2) the antagonist or the enemy (or the challenger) of the protagonist, and (3) the companion or the supporter of the protagonist. a.

The protagonist character The protagonist character is usually called the main character. The protagonist is the very central character or the leading actor or actress. He or she becomes the hero who is usually had good morality and mentality. The protagonist in a novel usually can be identified by his or her position in the story, has a lot of appearance in the story and becomes the title in the novel (Subhan,2015:12-13)

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b.

The antagonist character The antagonist character is the enemy or challenger of the protagonist or main character. In a didactic or in the novel in which there is an element of moral teaching. The antagonist character is usually immortal or evil because the protagonist is usually good and true.

c.

The companion character The companion character is the one who support and becomes the companion or a partner of the protagonist or the main character. The companion character helps the protagonist character is pursuing his duty, career, struggle, or aspiration. The companion of the protagonist character may function as the lover of protagonist. In other words, the companion of the protagonist also plays an important role in the story, so that sometimes it is difficult for a reader to judge who the protagonist character is (Subhan,2015:12-13)

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C. Psychological Approach According to Hornby (1997:697) “the word psychological derives from Greek psyche and logos. “Psyche” means soul, spirit of human mind and mentally, while “logos” means a science. Psychology means science study of human soul, spirit, nature or mind in process. Psychology can be used to help a literary work (Subhan,2015:57). Literature is conceived to be primarily an art that is a set of skills, which though it requires innate talents must be perfected by along study and practice and consists mainly in the deliberate adaption of known and tested means to achievement of foreseen end the upon the audience or the readers (Abrams.2012:199). There is a relationship between psychology and literature since both of the studies concern with human personality. Psychology is a part of the external elements such as feeling, ideas, and human behaviors. A psychological approach is an approach that always talks about the psychological life of the character in literary works. According to Wellek and Warren (1989:90), there are four meanings of psychological approach: 1.

To the author as a person The author shows the nature type in them writing and this type’s contrast to them as personality. The author explains their life obsession in work, and then makes the story with the full application, carefulness, and consciousness.

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2.

To the creative process of building or creating literary works It starts with pushing which it is not an aware condition that born the literary work as far as to the last correction that finish by the writing. And the creative process of literary works contains at all of the stages.

3.

To the psychological rule and norm that can be gained from a literary work It means that the rule and norm of psychological could found in the literary works. In this case, the literary work has a function as a social institution. There is a technique that used in the traditional literary work, namely symbolism and social norm in the classic literary work. The social fact of the reader’s life seen in the literary itself.

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To the effect of a literary work on the reader Literary work has the power to move the reader’s health or to stir they emotion. Because literary works show the life event of human being, so the reader is interested in reading it. In addition, the literary works will be more interesting if they show the quality of the writer.

Based on Wellek and Warren psychological approach, the researcher takes the psychological approach to the effect of a literary work on the readers, because Anna Fitzgerald as the main character in this novel has been changed her behaviour and how can she gathered

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the courage to sue her parents. What factors that makes Anna change her mind. How the main character is facing her life to be in a family that only care about her ill sister, Kate. Psychological critics deal with a work of literature primarily as an expression, in fictional form, of the state of mind and the structure of personality of the individual author (Abrams, 2012:263). Psychology is an explanation why a certain characters in the novel become bad, good, frustrated, illuminated, or killed by someone (Subhan, 2003; 58). It means this the study of literature has a close to the study of human being that is psychology.

D. Definition of Children’s Rights 1.

Children’s rights a. Children According to Article 1 of the United Nations Convention defines a child as any human being below the age of eighteen years ‘unless,’ it adds, ‘under the law applicable to the child, majority is attained earlier’ (United Nations 1989). Whereas, According to Wikipedia, Children is a human being between the stages of birth and puberty. The legal definition of child generally refers to a minor, otherwise known as a person younger than the age of majority.

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Child may also describe a relationship with a parent (such as sons and daughters of any age) or, metaphorically, an authority figure, or signify group membership in a clan, tribe, or religion; it can also signify being strongly affected by a specific time, place, or circumstance, as in "a child of nature" or "a child of the Sixties".In what follows this definition will be assumed. Some think it obvious that children do have rights and believe that the only interesting question is whether children possess all and only those rights which adults possess. Others are sceptical believing that given the nature both of rights and of children it is wrong to think of children as right-holders. b. Rights The word “rights” is difficult to define (Alderson, 2000; Alston, 1994a, 1994b; Freeman,1992) and there are many diverse and doubt about children’s rights. Alexander (1995) likens the debates to plaiting with fog and knitting with tracle. Michael Freeman (2002, p.6) describeschildren’s rights as “just claims or entilements that derve from moral and/or legal rules,” and argues that rights, in particular children’s rights, are important: “if we have rights we are entitled to respect and dignity” ( Freeman, 1992, p.29) According to an Oxford dictionary,the word “rights” means the autority to perform, publish, and has a strong

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relationship of human rights. Humans rights is a right which os believed to belong to every person, and children are also a person. c. Children’s Rights They want to be valued and accepted. They want to be safe. They want to learn and explore, they want to play and have fun, they need to find the meaning in their lives and make a spiritual connection (Garbarino, 2008: 17). When the social environment spreads “fear and falsehood,” it becomes poisonous to the development of children and youth, much as when the physical environment is poisoned and misused it can undermine their physical well-being. The addition of children’s rights to the human right agenda was articulated and organized into specific areas (Sigman, in Garbarino 2008: 163). Children rights are human rights (Garbarino, 2008:6). Human Rights: every human being should be equally respected by every other, every human being should be free in their embodied integrity from state repression, and every human being should live in socio-economic, cultural, and political conditions in which they might flourish (Nash,2009: 9) The reseacher uses the Convention on the Rights of the Child as the basic rule because it is the first international treaty to guarantee civil and political rights as well as

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economic, social, and cultural rights. Convention on the Rights of a Child is the world’s most ratified human rights treaty. According to The aim of the Convention on the Rights of the Child is to set standards for the defence of children against the neglect and abuse they face to varying degrees in all countries every day. It is careful to allow for the different cultural, political and material realities among states. The most important consideration is the best interest of the child. The Convention covers the whole range of human rights of children, described as the 4 “P’s”, namely : 1. P rovision 2. P rotection 3. P revention 4. P articipation Preamble of the Convention on The Right of a Child. Article 1: Definiton of the Child Every human being below 18 years unless majority is attained earlier according to the law applicable to the child. Article 2: Non discrimination All rights must be granted to each child without exception. The States must protect the child without exception. The States must protect the child against all forms of discrimination. Article 3: Best interests of the child In all actions concerning children, the best interest of the child shall be the major consideration. Article 4: Implementation of rights

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The obligation on the States to ensure that the rights in the Convention are implemented. Article 5: Parents, family, community rights and responsibilities States are to respect the parents and family in their child rearing function. Article 6: Life, survival and development The right of the child to life and the state’s obligation to ensure the child’s survival and development. Article 7: Name and nationality The right from birth to a name, to acquire a nationality and to know and be cared for by his or her parents. Article 8: Preservation of identity The obligation of the State to assist the child in reestablishing identity if this has been illegally withdrawn. Article 9: Non-separation from parents The right of the child to retain contact with his parents in cases of separation. If separation is the result of detention, imprisonment or death the State shall provide the information to the child or parents about the whereabouts of the missing family member. Article 10: Family reunification Article 11: Illicit transfer and non-return of children The States shall combat child kidnapping by a partner or third party. Article 12: Expression of opinion The right of the child to express his or her opinion and to have this taken into consideration. Article 13: Freedom of expression and information The right to seek, receive and impart information in various form, including art, print, writing. Article 14: Freedom of thought, conscience and religion States are to be respect the rights and duties of parents to provide direction to the child in the exercise of this right in accordance with the child’s evolving capacities. Article 15: Freedom of association The child’s right to freedom of association and peaceful assembly. Article 16: Privacy, honor, reputation No child shall be subjected to interference with privacy, family, home or correspondence. Article 17: Access to information and media Article 18: Parental responsibility

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Both parents have common responsibilities for the upbringing of the child and assistance shall be given to them in the performance of the parental responsibilities. Article 19: Abuse and neglect (while in family or care) States have the obligation to protect children from all forms of abuse.Social programs and support services shall be made available. Article 22: Refugee children Special protection is to be given to refugee children. States shall cooperate with international agencies to this end and also to reunite children separated from the families. Article 24: Health care Access to preventive and curative health care services as well as the gradual abolition of traditional practices harmful to the child. Article 25: Periodic review The child who is placed for care, protection or treatment has the right to have the placement reviewed on a regular basis. Article 26: Social security The child’s right to social security. Article 27: Standard of living Parental responsibility to provide adequate living conditions for the child’s development even when one of the parents is living in a country other than the child’s place of residence. Article 31: Play and recreation The right of the child to play, recreational activities and to participate in cultural and artistic life. Article 40: Juvenile justice Treatment of child accused of infringing the penal law shall promote the child’s sense of dignity. Article 41: Rights of the child in other instruments Article 42: Dissemination of the Convention The State’s duty to make the convention known to adults and children. Article 43-54: Implementation These paragraphs provide for a Committee on the Rights of the Child to oversee implementation of the Convention.

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d. Children psychology The infringements of children’s rights are various, one of them is violence. Unicef defines the psychological violence includes behaviors aimed at intimidating and persecuting, threatening or abusing authority, supervising, taking the rights of children, damaging children’s thing, isolating, verbal aggression and constant humuliation. Azevedo & Viviane (2008:68) classifiy forms of psychological violence in children : CLASSIFICATION Indifference

Humiliation

Isolation

Rejection Terror

EXAMPLES Not talking to children unless necessary, ignoring the needs of children, not caring for them, giving no protection and lacking interaction with children Insulting, mocking, calling inappropriate names, making them feel childish, opposing their identity, dignity and self-esteem, humiliating and so on. Keeping children away from their friends, deciding child contact with others, confining their own children and so on. Refuse or ignore the presence of children, do not respect children's ideas and achievements, discriminate against children. A situation that is frightening for children, worries and so on.

Sources: Azevedo & Viviane. Domestic Psychological Violence: Voice of Youth. 2008 2. Medical emancipation on Children’s Rights A glimpse of notion of children’s right has already been explained. More specific about the rights of medical emancipation of

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children’s rights states by Bjorkman and Hansson (2006: 165) the expert explained that own and ownership are often used to denote not only full property rights but also some of inalienable and non- tradable rights. It is common to say that a person owns her body, but not that she owns her freedom of expression or her right to vote. In general ownership is a precondition for economic transactions, but to develop types of ownership relations that are appropriate for different objects of ownership, ownership is the extent of biological material that can be owned. The principles of ownership or other rights a person should have to parts of his/ her own body. According to Bjorkman and Hansson in Journal of Medical Ethics (2006) there are five of ownership of bodily principles that can be used in constructing bundles of rights for differents types of biological material. He also mention that ‘’no material may be taken from a person's body without that person's informed consent’’ E. Theory of Moral Value According to Hornby (2000:825-826) Moral has the definitions, namely: 1. Concerned with principles of right and wrong behavior. 2. Based on your sense of what is right and fair, not a legal right or duties. 3. Following the standards behavior considered acceptable and right by most people.

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4. Able to understand the difference between right and wrong. In Hornby (1995:755), “ moral is described as standards’ of behavior, principle of right and wrong. It is also a practical lesson that a story and event or experience teaches.” Moral value considered as one of the essential elements that build the history. Incorporating moral values are just one way in which an author can communicate with the readers about what is good or bad according to the author belief. Moral values can be stated implicitly and could be of right or wrong behavior. (The author usually describes the good relation to the life, the sadness and the happiness of life by using her or his literary work.) According to Robert Audi, actions and traits of character have moral value only insofar as they contribute in a certain way to happiness: to enhancing pleasure or reducing pain or both, i.e., to hedonic value. Thus, keeping a promise is not morally good as such; it is potentially good insofar as it contributes to happiness (so some promise-keeping, by producing less happiness than breaking the promise, is not morally good) (Audi, 2007:47). It is expressly about definitions of good (or bad) and right (or wrong) of the terms used in several different ways. The social relationship judged by standards such as efficiency or showing careful when makes judgments and decisions. Also, the moral value of the literary works is crucial to the readers. The readers can appreciate and study the moral values applied in their life.

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The readers can compare the values with their attitude, behavior, and the frame of thinking. It hoped that the moral values in this novel could make the readers better and wiser in facing the real life. It means, the novel contains the message about the good and bad things such behavior or norm which is given by the author to the reader to be taken the lesson from them and affect to the reader how to think before they were doing something.