PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ANNE FRANK’S MOTIVATION IN GIVING RESPONSES
TO THE CONFLICTS APPEARING DURING HER HIDING
AS SEEN IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Victori Setyastuti
Student Number: 051214058
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ANNE FRANK’S MOTIVATION IN GIVING RESPONSES
TO THE CONFLICTS APPEARING DURING HER HIDING
AS SEEN IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL
A THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Victori Setyastuti
Student Number: 051214058
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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How wonderful it is that nobody needs to
wait a single moment before starting to
improve the world.
(Anne Frank)
This Thesis is dedicated with love and gratitude to:
My greatest father, my wonderful mother,
and my lovely Dudy
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I would like to express my deepest praise and gratitude to my
Lord Jesus Christ and Mother Mary who always guide and strengthen me so that I
am able to finish my thesis. I can do nothing without Their Bless, love and
guidance.
My deepest gratitude goes to my sponsor, Drs. Antonius Herujiyanto,
M.A., Ph.D. for his patience in guiding and giving beneficial suggestions. I thank
him for his support and encouragement so that I can accomplish my thesis. I
would also thank to all lectures of English Language Education Study Program for
guiding me and sharing their knowledge during my study in Sanata Dharma
University. I also thank English Language Education Study Program secretaries,
Ms. Tari and Ms. Dani for being helpful and I thank the library staffs for their
help in the process of doing this thesis.
My deepest and endless gratitude goes to my beloved parents, Albertus
Dwi Semiyanto and Catharina Tinte Budi Astuti, S.Pd. for their endless love,
prayer and support. I also thank all members of Harjono and Supomo family for
giving me support, accommodation and encouragement. My deepest and purest
love and gratitude goes to Dudy Virnandi, S.Pd. and family for always
supporting and loving me in good times and bad times.
I would like to thank Vebri, Gendruw, Adi, Evi, Andre, Desi, Lara, Retno
Bere, Datia, Lusi and Ponsi for being my best friends, entertaining me and
encouraging me when I got stuck with my thesis. Thanks for making possible to
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do both serving my Lord and finishing my thesis. Special thanks to Hieronimus
Indra for his help sending me Anne Frank’s The Diary of a Young Girl movie.
I would like to appreciate all my classmates, The Chicken Coop China
Man crew, Elite English Club members (Nana, Vega, Kanya, Sano, Varo and
Filus), OMK Paroki Delanggu, and my friends in KKN (especially Dita and Putri)
and PPL. Thank you for laughter and tears we have shared together and for
making my life worthwhile.
I thank all of PBI 2005 students who have given me support in the process
of writing this thesis from the beginning until the end. I thank them for coloring
my life with wonderful friendship.
Finally, I would like to thank everyone who has given me support,
encouragement, and prayers I could not mention one by one. Wish the best comes
to us all.
Maria Victori Setyastuti
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TABLE OF CONTENTS
Page
TITLE PAGE …………..………………………………….………..……….
i
APPROVAL PAGES …………………………………….….………......….
ii
STATEMENT OF WORK’S ORIGINALITY ……………………….…….
iv
DEDICATION PAGE ………………………………….…...…..………….
v
LEMBAR PERNYATAAN ………………….….………………………...…..
vi
ACKNOWLEDGEMENTS ………………………………….....…………..
vii
TABLE OF CONTENTS ………………………………………….………..
ix
ABSTRACT ……………………………………………………..…...……..
xii
ABSTRAK ………………………………………………………..…..……...
xiii
CHAPTER I. INTRODUCTION
A. Background of the Study …………………………….….…..……….
1
B. Problem Formulation …………………………………..……......……
5
C. Objectives of the Study …………………………………..…..………
6
D. Benefits of the Study ……………………………………...….……...
6
E. Definition of Terms ………………………………………...….….….
6
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Review of Related Theories ………………………….……..…..……
9
1. Theory of Critical Approaches ………………….…….…………
10
2. Theory of Character ……………………..……….…….………..
12
3. Theory of Characterization ……………………….…..……....…
15
4. Theory of Motivation …………………………………………...
16
a. Definition of Motivation ……….………………...…......…..
17
b. Human Motives …………………………………....….…....
18
B. Theory of Conflict ………………………………….……………….
21
C. Context of the Book: Amsterdam during the World War II.….…..…
22
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D. Theoretical Framework …………………………………...........……
23
CHAPTER III. METHODOLOGY
A. Object of the Study ………………………………….…….…...……
24
B. Approach of the Study ………………………………….........……...
25
C. Method of the Study …………………………………….......…..…..
26
CHAPTER IV. ANALYSIS
A. The Description of Anne Frank’s Character …………..…..…......…..
28
1.
Physical Description …………………………….…...……...…...
29
2.
Personality Description ……………………………..…..…...…..
30
a. Forthright ………………………………………..…….…….
30
b. Introvert and Independent ……………………...……..…...
32
c. Jealous ……………...…………………………...…………... 34
d. More Introspective …………………………….….......…….
36
e. Smart …………………………….…………….….....….…..
37
B. Anne Frank’s Responses to the Conflicts Appearing during Her
Hiding . …………………………….…...………………….…..…….. 38
1. Anne’s Conflicts Appearing during Her Hiding ……….…......…
39
a. Anne’s Conflict with Her Mother …………………....…..…
39
b. Anne’s Conflict with Her Father …………………....…........
43
c. Anne’s Conflict with The van Daan’s …………………...…
46
d. Anne’s Conflict with Mr. Dussel ………….……………..….
48
C. The Surface Meaning and Deeper Meaning of Anne Frank’s
Motivation in Giving Responses to the Conflicts during Her
Hiding……………………………………………………………...….. 50
1. The Surface Meaning of Anne Frank’s Motivation in Giving
Responses to the Conflicts during Her Hiding ………..………...... 50
2. The Deeper Meaning of Anne Frank’s Motivation in Giving
Responses to the Conflicts during Her Hiding ……….….…......… 56
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………………..….…………
60
B. Suggestions …………………………………………………...………
61
1. Suggestions for Future Researchers ………………………...…...
61
2. Suggestion for Using Literature in Teaching English ……...…...
62
REFERENCES ……………………………………………………...……...
65
APPENDICES ……………………………………………………..……….
67
A. Summary of The Diary of a Young Girl ………….........................….
68
B. Biography of Anne Frank ……………………….…………..…...…..
70
C. Lesson Plan for Teaching Intensive Reading 2 ….…………..…........
73
D. Materials ………………..…………………………………………….
77
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ABSTRACT
Setyastuti, Maria Victori. 2010. Anne Frank’s Motivation in Giving Responses
to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The
Diary of a Young Girl. Yogyakarta: Faculty of Teachers Training and Education,
Department of Language and Arts Education, English Language Education Study
Program, Sanata Dharma University.
This study is entitled Anne Frank’s Motivation in Giving Responses to
the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The
Diary of a Young Girl. It deals with Anne Frank’s literary work which describes
a family who was hiding from Nazi’s occupation in the Netherlands. Anne
Frank’s literary work tells about the life-experience of the author herself, Anne
Frank, who was a Jewish girl that was forced to go into a hiding place with her
family in searching for safety in order to avoid being chased by Nazi. The aim of
the study is to see one’s responses to the conflicts taking place during a certain
period of time as seen in Anne Frank, one of the main characters in Anne Frank’s
The Diary of a Young Girl, who lived in a hiding place.
There are two problems discussed in this study. They are: (1) how Anne
Frank is described in Anne Frank’s The Diary of a Young Girl, (2) how Anne
Frank gave responses to the conflicts appearing during her hiding.
The method of this study was library study. The primary source of this
study was Anne Frank’s The Diary of a Young Girl. The secondary sources were
books and articles on the theory of Character and Characterization, theory of
Critical Approaches and theory of Motivation in order to achieve the objectives.
Since this study focuses on Anne Frank’s motivation, therefore psychological
approach was employed as the approach of this study.
The first findings in this study reveal that Anne Frank is classified into a
protagonist, round, and dynamic character. She also described as a thirteen-yearold Jewish girl with pretty face and dimples in her face. She was forthright,
introvert and independent, jealous, smart, and she became more introspective
during her hiding. The second findings reveal that the surface meaning of Anne
Frank’s motivation in giving responses to the conflicts appearing during her
hiding was her affiliation motives and achievement motives, while the deeper
meaning of Anne Frank’s motivation in giving responses to the conflicts
appearing during her hiding was her motivation to survive in the world.
It is recommended for future researchers who are interested in analyzing
the same literary work to analyze the setting which took place in Amsterdam or to
analyze it by using socio-cultural-historical or feminism approach. It is also
suggested for the lecturer of English Language Education Study Program to use
The Diary of a Young Girl as the materials in teaching Intensive Reading II.
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ABSTRAK
Setyastuti, Maria Victori. 2010. Anne Frank’s Motivation in Giving Responses
to the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The
Diary of a Young Girl. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Sanata Dharma.
Penelitian ini berjudul Anne Frank’s Motivation in Giving Responses to
the Conflicts Appearing during Her Hiding as Seen in Anne Frank’s The
Diary of a Young Girl. Penelitian ini berhubungan dengan karya sastra yang
ditulis oleh Anne Frank yang menggambarkan sebuah keluarga yang bersembunyi
dari pendudukan Nazi di negeri Belanda. Karya ini menceritakan tentang
pengalaman hidup sang penulis, Anne Frank yang merupakan seorang gadis
Yahudi yang terpaksa bersembunyi dengan keluarganya demi mencari
keselamatan dari kejaran Nazi. Tujuan dari penelitian ini adalah untuk melihat
reaksi seseorang terhadap konflik yang terjadi pada kurun waktu tertentu
sebagaimana terlihat pada Anne Frank, salah satu tokoh utama dalam buku The
Diary of a Young Girl yang ditulisnya sendiri, yang hidup di persembunyian.
Ada dua permasalahan yang dibahas dalam penelitian ini, yaitu: (1)
bagaimana Anne Frank digambarkan di dalam The Diary of a Young Girl yang
ditulis oleh Anne Frank, (2) bagaimana Anne Frank menanggapi konflik-konflik
yang muncul selama persembunyiannya.
Metode penelitian ini adalah studi kepustakaan. Sumber utama dari
penelitian ini adalah buku yang berjudul The Diary of a Young Girl yang ditulis
oleh Anne Frank. Sumber sekunder adalah buku-buku tentang teori Karakter dan
Karakterisasi, teori Pendekatan Tinjauan Kritis dan teori Motivasi untuk mencapai
tujuan penelitian ini. Karena penelitian ini berfokus pada motivasi Anne Frank,
maka pendekatan yang digunakan adalah pendekatan psikologis.
Penemuan pertama dalam penelitian ini mengungkapkan bahwa Anne
Frank digolongkan sebagai karakter protagonis, dinamis, dan komplek. Ia juga
digambarkan sebagai remaja Yahudi berumur tigabelas tahun yang cantik dan
memiliki lesung pipit di wajahnya. Ia seorang yang terus-terang, tertutup dan
mandiri, pencemburu, pandai, dan lebih introspektif selama berada di
persembunyiannya. Penemuan kedua mengungkapkan bahwa makna tersurat dari
motivasi Anne Frank dalam merespon setiap konflik yang muncul selama
persembunyiannya adalah pengaruh dari motivasi mendekat dan motivasi
pencapaian, sedangkan makna tersirat dari motivasi Anne Frank dalam merespon
setiap konflik yang muncul selama persembunyiannya adalah keinginannya untuk
bertahan hidup di dunia.
Disarankan bagi peneliti selanjutnya yang tertarik menganalisa karya
sastra yang sama untuk menganalisa situasi dan tempat kejadian yang berada di
Amsterdam atau menganalisanya dengan menggunakan pendekatan sosial,
budaya, dan sejarah atau pendekatan feminis. Disarankan juga bagi guru untuk
menggunakan buku The Diary of a Young Girl sebagai materi mengajar dalam
mengajar mata kuliah Intensive Reading II.
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CHAPTER I
INTRODUCTION
This chapter consists of five parts. The first part is the Background of the
Study, stating the reason of choosing the book as the primary data of this study.
The second part is the Problem Formulation that contains questions to be
answered as the focus of this study. The third is Objectives of the Study which
elaborates the main purpose of this study. The fourth is Benefits of the Study that
contains the advantages of this study and the last part is Definition of Terms that
will help readers to understand this thesis better.
A. Background of the study
Literature as one of special written art works involves social phenomena,
thoughts, feeling, attitude, and even the society itself in it. As a unique art, it
offers special way to provide us with a very clear reflection of our living.
Therefore, we can understand ourselves, people around us, even our society by
reading literature. Moreover, people can learn the life values through literature
without experiencing by themselves. In other words, literature is the best teacher
in our life since it is a mean that provides us with chances to reflect. Literature lets
us stand as an observer so that we can see life and its aspects clearly. We do not
need to experience, just follow the scene and observe it.
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According to Hudson (10), literature is a vital record of what men have
seen about life; what they have experienced of it, what they have thought, and felt
about those aspects of which have the most immediate and enduring human
interest. Literature also plays an important role in language learning. We can
enrich our vocabularies and improve our reading skills by reading literary works.
Anne Frank’s The Diary of a Young Girl is one example of literary works.
Literary works in the form of diaries are not common or popular to be read by
Indonesian people. Since, our people are socialized who like to share their feeling
to others better than to write it in a diary. In contrast, Western people are more
introvert and independent, so that it is common to write everything in a diary.
Therefore, many art works in the form of diaries are more popular in Western
countries rather than in our country.
Anne Frank’s The Diary of a Young Girl contains many life-lessons which
can also improve our reading skills and enrich our vocabularies, since it has varied
diction. Anne Frank used a simple language which was easy to follow in her
diary. Moreover, she told her experiences, her thoughts and feelings clearly which
makes the readers can feel that they are involved in the story. Anne Frank’s The
Diary of a Young Girl has won several literary awards which prove that it is worth
reading. Because of its strengths, I choose Anne Frank’s literary work as the
primary source of my study.
I am interested in studying Anne Frank’s motivation in giving response to
the conflicts and how she learns to be stronger by conquering every problem,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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conflict and difficulty in her life. Anne Frank’s The Diary of a Young Girl tells
about a life of a young Jewish girl who was forced to go into hiding in order to
avoid Nazi’s execution. Anne Frank was not a great author. She was only a little
girl who liked to write on her diary. She wrote everything about her life, her
thoughts, her feelings and her comments in her diary that she called Kitty. Despite
the fact that she was not a great author, her literary work is so inspiring as it
contains so many lessons of life. The readers can see how a young girl overcame
every problem, how tough she was, how critical and sensitive her thoughts were,
and how the situation in the hiding caused a little girl grew up much wiser than
other girls in her age.
The central of the character in this literary work is the author herself, Anne
Frank who was a young Jewish girl who lived during the World War II. She was
born in Frankfurt am Main, Germany in 1929. In 1933, she and her family moved
to Amsterdam in search of safety. German invasion of Holland began on May 10th
1940. The Jews, whose freedom was restricted by a series of anti-Jewish decrees,
lived under severe discrimination during the Nazi’s authority. Some of those
decrees were: Jews were required to wear a yellow star to show that they were
Jews, Jews were forbidden to use trams, swimming pools, tennis court and other
public places. They were forbidden to go to cinemas, theaters, and any other
forms of entertainment, Jews were forbidden to ride car even their own, Jews were
required to do their shopping between 3.00 and 5.00 p.m., Jews were required to
have their hair-cut only in Jewish-owned barber shops and beauty salons, they
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were also forbidden to be out on the street between 8.00 p.m. and 6.00 a.m. Jews
were forbidden to sit in their gardens or in their friends’ gardens after 8.00 p.m.,
Jews were forbidden to visit Christians in their homes, and last but not least Jews
were required to attend Jewish school.
One day, her sister, Margot, was called by Nazi to go to the concentration
camp. Franks family decided to go into hiding sooner than what had been planned
in order not to let Margot taken by Nazi. Living in the small hiding place with
some other people was not easy. There were many conflicts that aroused there.
However, those conflicts brought some development toward the major character,
Anne Frank. A young girl was growing older and more mature in emotion after
experiencing some conflicts in which most of those came from other people’s bad
treatments and behaviors toward her.
At first, Anne Frank was a reactive girl who always got angry easily
whenever she felt bothered by others. However, she grew wiser, more
introspective and more mature. Anne Frank’s maturity in thinking and attitudes
were not without crossing a long process. She faced many troubles and conflicts
in her life. She had her own motivation in solving every problem.
Anne Frank’s The Diary of a Young Girl is a good literary work for all
ages. The readers can learn how cruel the war is and how it is important for people
in this world to respect each other’s rights and respect other persons as unique
characters from it. The readers can see how difficult to live in the hiding with
some people without having enough food, clothes, soaps, and other basic needs.
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Anne and her family faced many troubles and conflicts in the hiding. They lived
in fears and anxiousness and lived without freedom for about two years. This
literary work also shows the readers Anne’s relationship with her mother which
was not going well and how she gave response to it.
This is a unique literary work which teaches us how to dream and conquer
every problem to be stronger and more independent through a story of a young
girl. Through the main character people can learn how to be ambassadors of peace
for the entire world, how to be sensitive and emphatic. They will never think
about promoting war to gain their goals. Someone will not promote war if he/she
knows exactly that war will not bring anything except grief, pain and suffering of
thousands innocent people.
B. Problem Formulation
In order to facilitate the analysis, I formulate the following problems:
1. How is Anne Frank described in The Diary of a Young Girl?
2. How did Anne Frank give responses to the conflicts appearing during her
hiding?
3. What are the surface and deeper meanings of Anne Frank’s motivation in
giving responses to the conflicts appearing during her hiding?
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C. Objectives of the Study
The aim of the study is to see one’s responses to the conflicts taking place
during a certain period of time as seen in Anne Frank, one of the main characters
in Anne Frank’s The Diary of a Young Girl who lived in a hiding place.
D. Benefit of the Study
The benefit of the study is to investigate the motivation of Anne Frank to
live in and conquer every problem during her life in the hiding. By reading this
thesis, the readers and the English Education students may know how Anne Frank
gives responses to the conflicts appearing during her hiding. Therefore, they can
also realize that war will only bring misery and suffering in our life. Besides, the
students who want to analyze the same literary work can use this study as a
reference to have a different perspective of it.
E. Definition of Terms
There are some terms which need to be clarified in order to avoid
misunderstanding, as follows:
1.
Motivation
Huffman, Vernoy and Vernoy (392) describe motivation as factors within
an individual (such as needs, desires, and interests) that activate, maintain, and
direct behavior toward a goal. This indicates that the way a person behaves is
guided by some purposes and that it leads to a goal or the satisfaction of some
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needs. Huffman, Vernoy and Vernoy (392) also state that research in motivation
attempts to answer ‘why’ questions about human and animal behavior. That is
why to answer the question of why people behave as they do. Moreover Abrams
(23) defines motivation as the ground in the characters’ temperament, desires, and
moral nature for their speech and actions. Motivation in this study refers to Anne
Frank’s motivation in giving responses to the conflict appearing during her hiding.
2.
Conflict
Conflict is the essence of all stories. According to Holman (107), conflict
is the struggle that grows out of the interplay of the two opposing forces in a plot.
It provides interest, suspense, and tension. Holman (107) adds that a character
might be involved in conflicts of four different kinds: a struggle against nature, a
struggle against another person, a struggle against society, a struggle of mastery
by two elements within a person. The conflict may be simple (single) or complex.
Nevertheless, it is hardly to find a simple conflict taking part in someone’s life,
generally a complex one partaking of two or even all of the preceding elements.
Conflict not only implies the struggle of a protagonist against someone or
something, it also implies the existence of some motivation for the conflict or
some goal to be achieved thereby (108). The conflict used in this study refers to a
struggle against another person or the disagreement among the Anexe’s residents.
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3.
Diary
According to Hornby in Oxford Advanced Learners Dictionary (331),
Diary is “(a book used for a) daily record of events, thoughts, appointments, etc”.
While the term “Diarist” refers to “person who writes diary, especially one that is
later published”. Diarist in this novel refers to Anne Frank herself. In this study,
diary refers to Anne Frank’s notebook which records her life-story during the
hiding and a little part tells her life before going into hiding.
4.
Response
According to Hornby in Oxford Advanced Learners Dictionary (1000),
response is an action or feeling produced in answer to something, a reaction. In
other words, when you are facing problem then you take an action, evaluate and
learn from your faults that cause problem so that you can be a better person.
Response in this study refers to Anne’s actions and reactions to the conflicts
appearing during her hiding.
5.
Personality
Kalish (53) determines personality as someone’s nature and development,
the way it adjusts to the world, its feeling, its value, its problems, and the ways in
which it deals with these problems. From this statement it can be concluded that
personality is someone’s quality in adjusting everything that happens in his/her
life. Personality in this study refers to Anne Frank’s quality in adjusting
everything happens in his/her life including her conflicts and problems.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
THEORITICAL FRAMEWORK
It is necessary to take account of some theories which can support the
answers of the questions in the problem formulation. This chapter consists of three
main parts. The first one is review of related theories. The second one is context
of the book and the third is Theoretical Framework. In the review of related
theory, I give a brief explanation of the theories that support my study. Context of
the book gives the description of the setting in Anne Frank’s The Diary of a
Young Girl, while Theoretical framework gives a brief summary about the
theories that is used in my study.
A. Review of Related Theories
This section presents some theories and reviews which can be used in
analyzing a literary work. I have two problem formulations in this study.
Psychological approach will be used in answering the two problems. Besides that,
theory of character and characterization are used to find out a clear description of
Anne Frank as the main character to support the answer. To support the answer of
the second problem, theories of motivation are used to find out Anne Frank
motivation in giving responses to the conflicts appearing during her hiding.
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10
1.
Theory of Critical Approaches
A standard preference which is called critical approaches is crucial in
analyzing a literary work, since individual prejudice will naturally lead to be
subjective. An approach will guide us to understand the nature, function and the
possible value of literary work. According to Rohrberger and Woods (13-17) in
Reading and Writing about Literature, there are five critical approaches which can
be implemented in analyzing a literary work. The first is formalist approach that
emphasizes the derivation of meaning from the structure and the consideration of
technique towards the structure for the sake of the integrity. Therefore, this
approach is said to be concentrated on esthetic value.
The second is biographical approach that considers the author’s
personality development and life as a guidance to understand his or her literary
work. It is correlated with a belief that the author’s ideas and personality might be
reflected into his work of art. The third is sociocultural-historical approach that is
used to analyze the literary works by referring to the social, cultural, and historical
environment in the literary work.
Mythopoeic approach, as the fourth approach uses a particular recurrent
pattern of human thoughts such as myths and folk rites in order to understand the
literary works. It also concerns with the concept of death and rebirth, guilt, and
sacrifices, primitive rites and theological aspect of Christian doctrine.
The last one is psychological approach that applies psychology to explain
human motivation, personality and behavior patterns written in literary objects in
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11
analyzing the literary works (13-17). From those approaches, the psychological
approach is chosen and implemented in analyzing Anne’s motivation in giving
responses to the conflicts taking place during her hiding. I choose this approach
because this study deals with Anne Frank’s motivation and personality. Therefore,
psychological approach is the most suitable approach to be implemented in this
study. Using this approach enables me to have better understanding the main
character behavior. Psychological approach also helps me to dig out some
psychological characteristics influenced by the moral values in the main character.
According to Lester D. Crow and Alice Crow in Reading In General
Psychology (228-231), psychology is often said as the study of human behavior
and the progress of man’s self development. Human behavior and development
are influenced by the environment and the potential that man have. That is why
psychology can be said as the study of personality.
In this book, the most famous work of personality is Sigmund Freud’s
theory of personality. As the first psychoanalyst he states three elements, namely
the id, the ego, and the superego, can affect human personality. Those three
elements have their own function.
The first component is the id. The id is that aspect of self that encourages
the fulfillment of personal needs and urges, possibly through personally and
socially harmful behavior (229). This component is the only one component that
every human has since he or she is born. The second is the ego. The ego
represents conscious states and acts (229). Human will have this ego if they are
able to develop their id first. Id gives some impulses to ego so that a human being
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12
can act appropriately in society. This component deals with the reality. The third
is the superego. The superego was one of personality trait that controls
participation in selfish or self-centered activities (229). As the last component of
personality, superego holds very important part. This component of personality
provides human being to be able to make judgment, build a sense of right or
wrong. Since the id gives impulses to the ego then the superego acts what the ego
has decided to act.
2.
Theory of Character
Story in Anne Frank’s literary work has the elements which help readers to
understand the idea of the story. They are plot, characters, dialogue, time and
place. This part will elaborate further the theory of character and characterization
in order to get a better understanding of the character in the literary work. The
theory of character and characterization is used to examine Anne Frank’s
character as the main character in Anne Frank’s The Diary of a Young Girl. I
apply this theory by relating the theory with her behavior and action.
Based on M.H. Abrams’ A Glossary of Literary Terms (23), characters are
the person’s described in a literary work, who have the moral and natural qualities
that can be identified by seeing what they say as in the dialogue and what they do
as in the action. Characters have emotion, temperament, moral, and social values
that become the basic motivation of his or her speech and actions. During the
story, a character can have some changes or in stable. The experiences that are
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happened to the character can affect their thoughts, ideas, or their environment or
society.
According to Graham Little (89), character is a very important feature of
the narrative forms of literature. Graham also states the importance of
relationships between characters, and depth of portrayal of character. Characters
have different ideas about another character, or false ideas about themselves. He
adds further that the contrasts and misunderstanding is obviously has relationships
between characters. Depth of portrayal of character is a complex of human
personality of character, many motives and desires, some in conflict with one
another.
Milligan (195) defines two kinds of character; major characters are those
who appear more often in the story than the other characters, while secondary
characters are those who appear less in the story. While, Abrams (89) explains
character can be divided into protagonist and antagonist. Protagonist character is
the essential figure in the story and usually becomes the main character of the
story. However, according to him, antagonist character which refers to human,
situation or condition may as well create some conflicts in the story.
Based on E.M Forster (46), there are two kinds of character; they are
flat and round character. Flat or simple character, which is defined as a single idea
or quality, is presented in outline without individualizing detail. Therefore, it can
be summed up as a single phrase or sentence. A flat character usually possesses
just one dominant trait, or at most very few traits in clear and simple relationship
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14
to one another. Furthermore, there are two benefits in using flat character (Forster
47). First, the reader can recognize the character in the story easily. In other
words, the reader can get the description of the whole character only by seeing a
part of the character. The second benefit is that the character does not have many
changes from the beginning until the end of the story. Thus, the reader can
remember the character unalterable since he or she is not changed by the
situations.
According to Abrams (24), the character is called round or complex
because he or she is complex in temperament and motivation and is represented
with subtle particularity. Round characters are artistically speaking and have a
higher achievement. Laar and Sshoonderwoerd (170-171) determine that there is
always a surprise element in round character and the action is clear to reader
because that action is quite suited. The round character is more lifelike than flat
character because it represents human character which does not only have a single
attitude. Someone’s character always changes.
Based on Perrine (71), there are two kinds of character; static character is a
character that does not undergo the process of development as result of all things
which happen to the person, whereas dynamic character changes when things
happen. It also undergoes an important, basic, and permanent change in character,
personality and perspective.
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3.
Theory of Characterization
In analyzing characters in literary work, it is important to know how the
author presents the character. It is called characterization. According to
Rohrberger and Wood (20), they define characterization as the process by which
an author creates character, the devices by which he makes us believe a character
is the particular type of person he is.
I use Murphy’s theory of characterization in his book Understanding
Unseen: An Introduction to English Poetry and the English Novel for Overseas
Students to support my idea in analyzing Anne Frank’s The Diary of a Young
Girl. Murphy points out nine techniques of characterization that can be used to
understand characters in a literary work. The first way is from personal
description. The author directly describes the characters’ appearance and clothes
(161), what the character looks like and what social class they belong to. The
readers have the imagination from the descriptions given about how the character
looks like.
The second way is character as seen by another. Differs from the personal
description which tells the readers directly about the character, the author can also
describe him through the eyes and opinions of another (162). Thus, the readers get
a reflected image of the character through others characters’ thought and
perception. The third way is speech. The author can give the readers insight of the
character through what the character says, whenever he speaks, whenever he is in
conversation with another, and whenever he puts toward an opinion (164).
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The fourth is past life. The author can give the readers a clue to events that
have helped to shape a person’s character by telling his past life. This can be
showed by the direct comment of the author, through a person’s thoughts, by his
conversation or by a medium of another person (166). The fifth is conversation of
others. The author can describe a character through the conversations of other
people and the things they say about him. People are talking about other people
and the things they say often give us a clue to the character of the person being
spoken about (167).
The sixth way is reactions. The author also gives a clue to a person’s
character by letting the readers know how the character reacts to various situations
and events (168). The seventh way is direct comment. The author describes or
comments on a person’s character directly (170). The eighth way is thoughts. The
author gives the readers direct knowledge of what the person is thinking about
(171).
The last way of characterization is Mannerism that describes a character’s
mannerisms, habits, or idiosyncrasies that may also tell the readers something
about his character (173).
4.
Theory of Motivation
There are many types of motivation stated by theorists. However, this
study only focuses on achievement and affiliative motive proposed by David
McClelland.
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a.
Definition of Motivation
According to McConnell (259), motivation originally comes from the
Latin word “motivate” meaning “to move”-is defined in many different ways, the
most common one is a series of questions that you ask about why people think,
feel, and behave as they do. Murray (7) distinguishes motivation from the other
factors that also influence behavior, such as the past experience of a person, the
physical capabilities, and the environmental situation in which a person finds
himself.
When we are talking about motivation it assumes that there is a cause in
every behavior (Franken 3). Robert Beck (24) states that motivation is broadly
concerned with the contemporary determinants of choice (direction), persistence,
and vigor of goal-directed behavior.
According to Huffman, et al (392), motivation refers to factors within an
individual (such as needs, desires, and interests) that activate, maintain, and direct
behavior toward a goal. This indicates that the way a person does some behaviors
is guided by some purposes and goals or satisfaction of some needs. Research in
motivation attempts to answer ‘why’ questions about human and animal behavior
(Huffman, Vernoy and Vernoy 392). That is why to answer the question of why
people behave as they do.
The ground in the characters’ temperament, desires, and moral nature for
their speech and actions are called their motivation (Abrams 23). This definition is
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applied in literary terms meaning motivation in literary works can be analyzed
from the characters’ speech and actions. While, Petri (4) proposes,
Some motivation theories emphasize that the basic motive of all humans is
to become as personally fulfilled as we can. Every human has socially
motivated, it deals their interaction with others, and this interaction both
generates and directs behavior.
Therefore, it can be concluded that motivation is any factors (such as
needs, desires, and interests) that activate and maintain on why one thinks, feels
and behaves and the other factors that influence behavior, such as her past
experience, her physical capabilities and the environmental situation. Motivation
can be determined by answering ‘why’ people behave as they do to reach their
goal.
b. Human Motives
Based on David C. McClelland’s theory (224), there are four human
motives including achievement motive, power motive, affiliative motive and
avoidance motive. However, I only discuss achievement and affiliative motive
since these two motives are appropriate to this research.
“Rewarding the achievement motive is doing something better” is the
natural incentive for the achievement motive. It now is time to become
more precise, for people can do better for all sorts of reasons – to please
the teacher, to avoid criticism, to gain the approval of a loved one, or
simply to get some time off from work. What should be involved in the
achievement motive is doing something better for its own sake, for the
intrinsic satisfaction of doing something better. (227)
From the statement above, achievement motivation can be concluded as a better
means to improve and to get the same output or to get greater output for the same
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work. Thus, people who have high achievement are attracted primarily to the
situations where they are possible to make an improvement.
According to Murray in Huffman, Vernoy and Vernoy’s Psychology in
Action (399) identify “achievement motivation as the need for success, for doing
better than others, and for mastering challenging tasks”. In McClelland’s Human
Motivation, Murray states his Illustrative List of Need, in which one of them is
achievement motives. He defines achievement as follows:
To accomplish something difficult. To master, manipulate, or organize
physical objects, human beings, or ideas. To do this as rapidly and as
independently as possible. To overcome obstacles and attain a high
standard. To excel oneself. To rival and surpass others. To increase selfregard by the successful exercise of talent. (46)
While in Beck’s Motivation (317), Murray defines “need for achievement
as a desire or tendency ‘to overcome obstacles, to exercise power, to strive to do
something difficult as well and as quickly as possible’. Though it seems there are
different definitions of achievement motivation, they have the same meaning. In
this study, achievement motivation can be defined as motives to overcome
obstacles and make improvement; to strive to do something difficult as well, as
rapidly as and independently as possible.
The term ‘affiliations’ refers just to associate with others, apart from the
question liking them or loving them ( Beck 354). It indicates that affiliation
consists of all kinds of relationship, not only because of liking or loving someone
but also hating or confronting someone. According to Illustrative List of Murray’s
Need in McClelland’s Human Motivation, affiliation is:
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To draw near and enjoyable cooperate or reciprocate with an allied other
(an other who resembles the subject or who likes the subject). To please
and win affection of a cathected object. To adhere and remain loyal to a
friend. (46)
This definition shows that affiliation motives have something to do with human
relationship.
McClelland (346-347) states “whether or not it is exactly what
people seek in interacting with others, certainly depriving individuals of the
opportunity for interaction arouses in them what has been called the need for
affiliation or the need to be with people”. Everybody needs others in their life; it
cannot be avoided by human.
There is considerable evidence that when people are fearful they prefer to
be with others as it can provide comfort (Beck 356). It clarifies that individual
needs others in their life. Epley in Beck’s Motivation (356) suggests three ways
by which the presence of others may reduce responses:
Epley suggests three ways by which the presence of others may reduce
responses to aversive stimuli (or conditioned aversive stimuli). First, the
other person may serve as a ‘calm’ model for the anxious person to
imitate. Second, the companion may do something to distract the subject.
Third, the mere physical presence of another might be fear reducing, even
though the other person does nothing.
The presence of others may have good and bad side. When it can calm down the
other, it can be said that it is good. However, if it distracts one’s concentration
then that must be the bad one. While due to the presence of others can reduce fear,
it can also be very helpful.
Based on the above definition, affiliative motive is summarized as loyalty
to others in having good relationship or good interaction; and being cooperative
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with other people. The need for affiliation is also called the need to be with
people. The presence of others can either calm an individual and reduce his/her
fear, or distract the human being.
5.
Theory of Conflict
Theory of conflict is applied to dig out second problem formulation of this
study. Conflict is the essence of all stories. According to Holman (107), conflict is
the struggle that grows out of the interplay of the two opposing forces in a plot. It
provides interest, suspense, and tension. There are two kinds of conflict. An
external conflict is a struggle between a character and an outside force. While, a
struggle that takes place in a character's mind is called internal conflict. Holman
(107) adds that a character might be involved in conflicts of four different kinds: a
struggle against nature, a struggle against another person, a struggle against
society, a struggle of mastery by two elements within a person.
The conflict may be simple (single) or complex. Nevertheless, it is hardly
to find a simple conflict taking part in someone’s life, generally a complex one
partaking of two or even all of the preceding elements. Conflict not only implies
the struggle of a protagonist against someone or something, it also implies the
existence of some motivation for the conflict or some goal to be achieved thereby
(108).
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B. Context of the Book: Amsterdam during the World War II
Anne Frank’s story which was written in her diary was taken place in
Amsterdam during the World War II. She started her diary on June 12, 1942 and
she was forced to stop on August 1, 1944. The German invasion began on May
10, 1940. Holland was forced to surrender after the fierce fighting near Arnhem
and the bombing of Rotterdam.
Nazi rule in Holland brought many changes which mean difficulties for the
Dutch especially the Jews. The identity cards were introduced and food rationing
was begun. The Dutch Jews began to suffer persecution. Between 1940 and 1941
there was a regular removal of Jews from public life. Jews were excluded from
hotels and restaurants, they had to register with the Nazi authorities, and Jewishowned land was appropriated and sold to non-Jews.
The Jewish population in Holland in 1940 was about 140.000, 24.000 of
them were refugees. Amsterdam had the largest Jewish community of 90.000. The
first mass of Jews began to be arrested on February 1941. On February 22, 1941,
Jews boys and men were grabbed, beaten and taken away from their homes, the
streets and cafes. They never came back after that and no one knew where they
were taken to. Another 230 Jews who were mainly refugees suddenly disappeared
in June 1941. Young Jews were excluded from state schools and universities.
Then, by April 1942, all Jews had to wear a yellow star so that everyone could see
who they were.
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C. Theoretical Framework
This part mentions the theories required in this study and the function of
each theory. Theory of character and characterization is attached in order to
answer the first research problem in this study. Theory of critical approach
supports this study as it focuses on the psychological aspects of the character.
Theory of conflict investigates Anne Frank’s conflicts appearing during her
hiding. Theory of motivation investigates surface and deeper meaning of Anne
Frank’s responses to the conflicts which appear during the hiding.
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CHAPTER III
METHODOLOGY
This chapter consists of three parts; the first part is Object of the Study
which explains what the literary work is generally about. The second part is
Approach of the Study that discusses the approach which is used to analyze this
literary work. The last part is Method of the Study which explains about the
method that is applied in conducting this study.
A. Object of the Study
The object of the study is Anne Frank’s The Diary of a Young Girl which
consists of 427 pages. This literary work is an English version which was
originally entitled Het Achterhuis. This literary work was originally written by
Anne Frank but then edited by Otto Frank (Anne’s father) and Mirjam Pressler.
This literary work was published in London, England by Puffin Modern Classic in
2002 (first published in 1947). The date of the diary started from 12 June 1942
and ended on 1 August 1944.
Anne Frank’s The Diary of a Young Girl portrays the life of a young
Jewish girl in the hiding place including its conflicts and problems. This girl
named Anne Frank was born in Frankfurt am Main, Germany, in 1929. In 1933,
Frank family moved to Amsterdam in searching for safety because of anti-Jewish
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measures created by Adolf Hitler. Then, on 6 July 1942 they had to go into hiding
place in order not to be sent to the concentration camps.
The life of Annexe’s residents changed dramatically in the hiding place.
They had no freedom, enough foods, money, water and even spaces during their
hiding. Living with some people in one small place for years aroused many
problems and conflicts. However, those conflicts could form one’s character, in
this case Anne’s characters. She had some conflicts not only with her mother but
also Mr. Dussel and the Van Daans. The motivation in facing and solving
problems determined her response towards the conflicts. Anne used to be a critical
and forthright girl. Therefore, people around her see her as a bad-mannered and
bad-tempered girl. She was very close to her father and she loved him very much.
He used to be on her side, except once when she had quarrels with her mother and
her sister. Then she realized that she could not count on anyone else. She had no
shoulders to cry on whenever she needed someone to talk with. This fact hurt her
and encouraged her to be an independent person because she could not always
depend on someone to help her.
As time went by, she grew as a wise young girl with broader thinking
compared to the girls in her age and to those people in Secret Annexe.
B. Approach of the Study
Due to obtain the answers to the problem formulation, a certain approach
is needed to analyze a literary work and to give boundaries the aspect being
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discussed. The psychological approach is applied in analyzing Anne Frank’s The
Diary of a Young Girl. Psychological approach is an approach which is used to
analyze character’s behavior and personality.
The character being analyzed in this study is Anne Frank as she is the
central of the story. Anne’s psychological condition is interpreted both implicitly
and explicitly in Anne Frank’s The Diary of a Young Girl. Thus, Anne’s character
can be analyzed through her words, minds and attitudes stated in her literary work.
C. Method of the Study
I used the library study to analyze Anne Frank’s The Diary of a Young
Girl. There were several steps that I took in order to analyze the study well. The
first step was choosing a literary work to be discussed. Anne Frank’s The Diary of
a Young Girl was chosen as the main reference. Then, I started to read it several
times to understand the story thoroughly. I underlined important sentences in the
literary work which related to my study. It was important to find the essential part
and take notes. Therefore, the aim and the problem of the study could be
formulated after the comprehensive reading.
Second, I decided to deal with the topic which was interesting and had not
been taken by other researcher. Anne’s responses to the conflicts taking place
during her hiding were the most interesting part. Thus, her motivation in giving
response to the conflicts was chosen to be discussed in this study.
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Third, I collected some references from books or internet that could
support the study. They helped me to find some beneficial points about Anne
Frank and her literary work.
Fourth, I looked for the method and theory that could be used to analyze
Anne Frank’s The Diary of a Young Girl. In this phase, the problems in problem
formulation were answered by using the approaches and references related to the
study.
Finally, I made a conclusion of the study. The conclusion was the findings
of the analysis. I gave conclusion together with some suggestions for further
researcher and for the implementation of teaching-learning activity using Anne
Frank’s The Diary of a Young Girl. I also gave the appendices containing the
summary of it, the biography of the author, and the lesson plan of teachinglearning activity using Anne Frank’s The Diary of a Young Girl.
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CHAPTER IV
ANALYSIS
Three research problems have been further analyzed in this chapter; first,
how Anne Frank is described in The Diary of a Young Girl, both before and after
she goes to the hiding. Second, how Anne Frank gave responses to the conflicts
during her hiding and third, the surface and deeper meanings of Anne Frank’s
motivation in giving responses to the conflicts appearing during her hiding.
A. The Description of Anne Frank’s Character
This part discusses how the major character is described in The Diary of a
Young Girl. Anne Frank is the major character in The Diary of a Young Girl for
she always appears in the entire story. This part consists of two sub parts. The first
part describes Anne’s physical description and the second part describes Anne’s
personality description. Anne has some personality traits which can be analyzed
by using Murphy’s theory of Characterization.
Anne, as the major character in The Diary of a Young Girl, can also be
determined as a protagonist, round, and dynamic character. Anne is classified into
a protagonist character because she becomes the central figure of the story. Anne
Frank’s The Diary of a Young Girl focuses on Anne’s story and how she struggles
during her hiding. The story is told from Anne’s point of view in first person
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narrative. Anne is regarded as a round character since she tends to grow, develop
and change. She is also classified as dynamic character who undergoes personality
and perspective changes.
It is earlier stated that the nine ways presented by Murphy (161-173)
include: personal description, character as seen by another, speech, past life,
conversation of others, reactions, direct comment, thoughts, and mannerism.
Some of those nine ways are applied to analyze Anne Frank’s character. The
direct comments of Anne Frank herself, her thoughts, her reactions and the
opinions of another are some of the nine ways to analyze Anne Frank’s
personality.
1. Anne’s Physical Description
This part describes Anne’s physical description. It helps the readers to
understand Peter van Daan’s reasons for being in love with Anne. Anne Frank
was a thirteen-year-old Jewish girl when she started writing the diary. When she
was fifteen, she was forced to stop writing her diary. As it is mentioned in her
diary:
Writing in a diary is a really strange experience for someone like me. Not
only because I’ve never written anything before, but also because it seems
to me that later or neither I nor anyone else will be interested in the
musings of a thirteen-year-old schoolgirl. (12)
Anne’s personal description can be seen through the eyes and opinions of
Peter van Daan when they were having conversation in 28 March 1944.
Peter often says, ‘Smile!’ I thought it was strange, so yesterday I asked
him, ‘Why do you always want me to smile?’
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‘Because you get dimples in your cheeks. How do you do that?’
‘I was born with them. There’s also one in my chin. It’s the only mark of
beauty I possess.’
‘No, no, that’s not true!’
‘Yes, it is. I know I’m not beautiful. I never have been and I never will be.’
‘I don’t agree. I think you’re pretty.’ (309)
It can be seen from Peter’s opinion that Anne had two dimples in her cheeks and
one in her chin; and according to Peter, she was a pretty girl. Anne also wrote
about her life before hiding,
I have a throng of admirers who can’t keep their adoring eyes off me and
who sometimes have to resort a broken pocket mirror to try and catch a
glimpse of me in the classroom. (13)
Therefore, it can be concluded that Anne was a pretty and attractive girl
since she had many admirers in school. She also had three dimples in her face;
two dimples in her cheeks and one in her chin. Peter van Daan finally fell in love
with Anne because of her dimples which made her even prettier.
2. Anne’s Personality Description
Anne Frank had some personality descriptions which built her character.
Those personality descriptions are as follow:
a. Forthright
We can see Anne’s character through her reactions, since it can also be
used to understand someone’s character. Anne always expressed what she liked
and disliked directly. On Friday, 2 April 1943, Anne’s mother offered listening to
Anne’s prayer because Anne’s father could not come to her room and listen to her
prayer as usual.
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Last night I was lying in bed, waiting for father to tuck me in and say my
prayers with me, when Mother came into the room, sat on my bed and
asked very gently, ‘Anne, Daddy isn’t ready. What if I listen to your
prayers tonight?’
‘No, Mumsie,’ I replied.
Mother got up, stood beside my bed for a moment and then slowly walked
towards the door. Suddenly she turned, her face contorted with pain, and
said, ‘I don’t want to be angry with you. I can’t make you love me!’ (125)
Anne’s reaction in rejecting her mother request to listen her prayers can
show that Anne’s was a forthright person. She directly rejected her mother
because she did not like to pray with someone whom she did not love to; someone
who had rejected her by telling tactless comments and cruel jokes about her.
She felt so bad and so cruel to have rejected her mother that way. She felt
sorry to her mother, but on the other hand, she could not lie to her innermost
feeling as she wrote, “I lay still, thinking how mean it was of me to reject her so
cruelly, but also I knew that I was incapable on answering her any other way. I
can’t be a hypocrite and pray with her when I don’t feel like it” (126). Her
statement shows that she was an honest person who would not do what she did not
want to do and she would say what she wanted to say.
Anne was always straightforward not only to her mother but also to
everyone around her. She was always forthright to Mrs. van Daan which gave an
advantage in her relation with Mrs. van Daan. At the first time, Anne had a bad
relation with Mrs. van Daan. However, their relation was getting better and better
because Anne knew exactly what she could do to get Mrs. van Daan’s attention.
Anne wrote in her diary on March 25, 1944 that “Mrs. van D can be won over by
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32
talking openly to her and admitting when you’re wrong” (301-302). Anne
acknowledged herself as an honest person that it makes Mrs. van Daan had a
better sight of her, as she wrote:
I know all too well that she doesn’t think as badly of me as she did in the
beginning. And that’s simply because I’m honest and tell people right to
their faces what I think, even when it’s not very flattering. I want to be
honest; I think it gets you further and also make you feel better about
yourself. (302)
Mrs. van Daan no longer gave Anne offensive remarks whenever they had
different arguments. As the real example, one day Mrs. van Daan gave her
opinion about the rice they had given to Mr. Kleiman. Mrs. van Daan did not
agree if they gave their rice to Mr. Kleiman. According to her, they also needed
the rice as badly. Moreover, Mr. Kleiman could get the rice easily since he was a
free man. Anne frank’s reply was:
No Mrs. van Daan. I don’t agree with you. Mr. Kleiman may very well be
able to get hold of a little rice, but he doesn’t like to worry about it. It’s not
our place to criticize the people who are helping us. We should give them
whatever they need if we can possibly spare it. One less plate of rice a
week won’t make that much difference; we can always eat beans. (302)
Anne’s speech when she was in a conversation with Mrs. van Daan proved that
she was a forthright and honest person.
b. Introvert and Independent
Anne had a lot of friends before, but she could never share her deepest
feelings but ordinary things to them. She wrote about it in the beginning of her
diary:
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I can’t bring myself to talk about anything but ordinary everyday things.
We don’t seem to be able to get any closer, and that’s the problem. Maybe
it’s my fault that we don’t confide in each other. (13)
That direct comment proves that Anne was an introvert young girl who
always kept anything alone just as she said that she closed tighter than a drum
(280). She did not believe to anybody but herself. She did not believe in her
family even her father whom the one she loved most in this world. The evidence
is her writing, “But what affected me even more was the realization that I was
never going to be able to confide in father. I didn’t trust anyone but myself” (268).
She also did not believe to her sister, Margot. On March 12, 1944 she wrote,
“Margot is very kind and would like me to confide in her, but I can’t tell her
everything” (274).
Anne was an introvert girl who liked for being alone so that she can live in
her dreams and thoughts. “I have an intense need to be alone. Father has noticed
I’m not my usual self, but I can’t tell him what’s bothering me” (229). Anne
always kept every problem for herself. Then she would try to solve every problem
by herself too because she felt that she could not lay on somebody else. The proof
is her direct comment, “I knew I was on my own, that I couldn’t count on others
for support” (229).
That was the reason why then she became an independent girl. She never
sought for others’ help. She counted for herself whenever problems come to her.
She felt that she was completely independent of others (283). Anne was more
independent than other girls on her age as she stated “I started thinking about
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myself and realized that I’ve become an ‘independent person’ sooner than most
girls” (207). She also wrote:
You and I both know that I’m strong, that I can carry most burdens alone.
I’ve never been used to sharing my worries with anyone, and I’ve never
clung to a mother, but I’d love to lay my head on his shoulder and just sit
there quietly. (313)
Anne also felt that she was more independent than the adults in Secret Annexe,
especially her parents. On Tuesday, 11 April 1944 she wrote:
I’m becoming more and more independent of my parents. Young as I am, I
face life with more courage and have a better and truer sense of justice
than mother. I know what I want, I have a goal, I have opinions, a religion
and love. (332)
Anne was an introvert girl who could not share her problems and secrets to
anyone else because she did not trust others but herself. She used to stand on her
own feet. She becomes an independent girl because of her being introvert.
c. Jealous
The reader could analyze that Anne Frank’s character as a jealous young
girl through her direct comments “As you know, I’m quite the jealous type” (66).
She always felt jealous easily when someone was too close or trying to get closer
with someone she loved most, his father. Anne’s jealousy was shown clearly in
her diary on 1 October 1942, when Mrs. van Daan tried to flirt with Pim:
Let me pause a moment on the subject of Mrs. Van Daan and tell you that
her attempt to flirt with Father are a constant source of irritation to me. She
pats him on the cheek and head, pulls up her skirt and makes so-called
witty remarks in an effort to get Pim’s attention... As you know, I’m quite
the jealous type, and I can’t abide her behaviour. (66)
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Anne felt a remarkable feeling of jealousy whenever Margot stayed close
with her father, as shown in her diary, “You know that I always used to be jealous
of Margot’s relationship with Father” (218) or when her father stood on Margot
side against her. On Saturday, 30 October 1943 she wrote about her quarrel with
Margot and her mother which happened the night before. At that night, Margot
was reading a book with a beautiful illustration inside. It caught Anne’s attention.
When Margot got up and put aside her book, Anne picked it up and started to read
it since she had nothing to do. When Margot got back to the room, she was very
angry to see that Anne read her book. Margot insisted Anne to give her book back
even she wasn’t reading it. Their mother who heard the quarrel between her
daughters butted in: “Margot was reading that book” (180). Suddenly, her father
came to defend Margot without asking what actually happened.
Father came in, and without even knowing what was going on, saw that
Margot was being wronged and lashed out of me: ‘I’d like to see what
you’d do if Margot was looking at one of your books!’. (180)
Anne was neither huffy nor cross, but she merely sad (180). She was sad for the
reason that her father made judgment without knowing what the issue was. She
used to be in a condition where her mother always stood on Margot side and her
father usually stood for her to help her except for that day. That hurt her as she
wrote:
I love them only because they’re Mother and Margot. I don’t give a dash
about them as people. As far as I’m concerned, they can go jump in the
lake. It’s different with father. When I see him being partial to Margot,
approving Margot’s every action, praising her, hugging her, I feel gnawing
ache inside, because I’m mad about him. (180)
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It can be summarized that it did not matter if her mother always stood on
Margot’s side. On the contrary, it hurt her when her father stood on Margot’s side.
Anne’s statements proved that deep inside her heart she felt jealous. “He doesn’t
realize that he treats Margot differently from me: Margot just happens to be the
cleverest, the kindest, the prettiest and the best. But I have a right to be taken
seriously too” (181). That direct comment showed that Anne did not feel
comfortable when her father treated Margot well. In other words, she felt jealous
to her sister as she wanted to be treated the same way by her father and all that she
needed was her father’s attention.
d. More Introspective
Anne Frank learned how to build her self-knowledge. She regretted that
she had written bad impressions about her mom. She wondered how she filled
with so much anger and hate to her mother. She tried to understand herself during
last year and made apologies for her. Her bad moods allowed her to see things
only from her own perspective without considering what the others had hurt or
offended.
I was suffering then (and still do) from moods that kept my head under
water (figuratively speaking) and allowed me to see things only from my
own perspective, without calmly considering what the others – those
whom I, with my mercurial temperament, had hurt or offended – had said,
and then behaving as they would have done. (203)
Anne finally realized that the circumstances of the wartime and the
difficulties of living in the hiding with some people which caused the nerves of
the Annexe’s residents including her mother. She felt guilty for did not consider
this fact before she wrote those kind of rude words about her mother in her diary.
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However, she had been passing through the growing process into a woman. She
finally had an intense desire for self-understanding.
e. Smart
Anne Frank was a smart girl who became the favorite students of the
teachers in her school. Her teachers were amused and entertained by her clever
answers, witty remarks, smiling face and critical mind (265).
Before her hiding, Anne always talked too much in her Math class. Mr.
Keesing, who taught Math, had given her several warnings. Since Anne still
talked too much, he finally gave Anne extra homework. He wanted Anne to write
an essay on the subject ‘A Chatterbox’. At the beginning, she found it difficult to
write about that subject. Suddenly the trick came up to her mind. She wrote a
convincing argument to prove the necessity of talking. She argued that talking was
a female trait and that she would do her best to keep it under control, but that she
would never be able to cure herself since her mother talked as much as she did.
Moreover, there was not much we can do about inherited traits.
Mr. Keesing had a good laugh at her arguments, but he assigned her the
second essay when she proceeded to talk through the next lesson. This time it was
supposed to be on ‘An Incorrigible Chatterbox’. Mr. Keesing had nothing to
complain when Anne summited her second essay. However, in the third lesson
Mr. Keesing finally gave her punishment for talking too much in class. She had to
write an essay entitled ‘Quack, Quack, Quack,’ Said Mistress Chatterbox’ (19).
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Anne felt tired on that subject then she thought she would be better to
come up with something else, something original. Finally, she made a poem about
a joke for Mr. Keesing in that subject. It was about a mother duck and a father
swan with three baby ducklings that were bitten by the father because they
quacked too much. Luckily, her teacher took the joke the right way. Since then
she had been allowed to talk and had not been assigned any extra homework. On
the contrary, Mr. Keesing always made jokes after it (19-20).
Based on the above Anne’s experience, it can be concluded that Anne, a
smart girl who was creative in expressing herself through writing convincing
argument about the necessity of talking.
When Anne gave comment toward her mother fault in raising children, it
also showed the reader how smart and critical she was. Since, a little girl like her
understood what was wrong with the way her mother treated her and Margot.
The first is about Mother... I’ve suddenly realized what’s wrong with her.
Mother has said that she sees us more as friends than as daughters. That’s
all very nice, of course, except that a friend can’t take the place of mother.
I need my mother to set a good example and be a person I can respect, but
in most matters she’s an example of what not to do. (205)
Anne understood that a friend could not replace a mother’s role. She was also able
to differentiate what was good to do and what was not good to do by taking her
mother’s attitudes as the example.
B. Anne Frank’s Responses to the Conflicts Appearing during her Hiding
This second part of the analysis describes Anne’s motivations in giving
responses to the conflicts appearing during the hiding. This part consists of three
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sub parts: the first part is Anne Frank’s responses to the conflict appearing during
the hiding. The second part is the surface meaning of Anne Frank’s responses to
the conflict appearing during the hiding and the last part is the deeper meaning of
Anne Frank’s responses to the conflict appearing during the hiding. I apply the
theory of motivation to analyze Anne’s motivation in giving responses to the
conflict appearing during the hiding.
There were some conflicts appearing during Anne Frank’s hiding, yet this
study only presents one kind of conflicts, Anne Frank’s struggle against another
person, since it is the major conflicts which are existed in The Diary of a Young
Girl. Anne Frank had some external conflicts with the people in the hiding such
as; her mother, Mrs. van Daan, and Mr. Dussel. Nevertheless, Anne Frank’s main
conflict during her hiding was the conflict with her mother.
1.
Anne’s conflicts Appearing during Her Hiding
Anne had some struggle again another person. It can be analyzed by using
theory of conflict proposed by Holman. In this part I describe Anne’s conflicts
appearing during the hiding and her responses towards those conflicts. This part is
divided into four sub parts, they are:
a.
Anne’s Conflicts with Her Mother
Anne Frank experienced many conflicts in the hiding. However, I only
elaborate Anne Frank’s major conflicts during the hiding. The major conflict she
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had is her bad relationship with some other residents of the hiding place which
was called “Secret Annexe”, especially her bad relationship with her mother.
Anne was not too close to her mother, Mrs. Edith Frank. Anne’s and her mother
used to have different perception on everything as she mentioned in her diary that
they always take the opposite view on everything (46).
A mother plays an important role to bend her children’s attitude and
character since she is the closest person to her children. Mother is the one who is
willing to risk her own life to her children. She is the one who understands her
children better than anyone else in this world. However, Anne felt that her mother
never understood her as Anne said, “At moments like these I can’t stand mother.
It’s obvious that I’m a stranger to her; she doesn’t even know what I think about
the most ordinary things” (56). On the other hand, Anne also felt that she could
not understand her mother better than her girlfriends (57). She always wanted to
have a mother who understands her (198). Therefore, it can be concluded that
Anne and her mother did not get along well.
Anne often wished she could respect her mother and had a better
relationship with her mother like other girls in her age. As it was quoted from her
diary, “To love someone, I have to admire and respect the person, but I feel
neither respect nor admiration for mother” (283).
Anne had her own standard of a good mother in her mind for she wished
to be a good mother in the future. Anne wanted to be the kind of mum who
doesn’t take everything people say too seriously, but who does take her children
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seriously (198). Anne often called her mother ‘Mumsie’ for giving her the feeling
of calling her mother something that sounds like ‘Mum’. However, Anne often
shortened it to ‘Mums’ which means an imperfect Mum. Anne wished that she
could honour her mother by removing the ‘s’ (198).
Anne viewed Edith Frank as imperfect mother, thus she never counted on
her, “She’s not a mother to me – I have to mother myself” (181). Anne always
imagined another mother (237). Aside from that, Anne also felt that her mother
treated her and her sister differently. In other word, Anne’s mother was not fair in
raising her children. Mrs. Frank always got angry easily to Anne whenever she
made mistakes even trivial mistakes. In the contrary, Anne’s mother would be
tenderer whenever Margot made mistake. On 12 July 1942 Margot broke a
vacuum cleaner which caused the whole Secret Annexe should have no light for
the rest of the day (40).
Mother said, ‘Well, Margot, it’s easy to see you’re not used to working;
otherwise, you’d have known better than to yank the plug out by the cord.’
Margot made some reply, and that was the end of the story.
But this afternoon, when I wanted to rewrite something on Mother’s
shopping list because her handwriting is so hard to read, she wouldn’t let
me. She ticked me off again, and the whole family got involved. (40)
On 5 February 1943 when Mr. van Daan brought up the fact that Margot
eat so little that afternoon and he added in a mocking tone that Margot did it for
keeping her figure. Anne’s mother who always comes to Margot defense, said in
a loud voice, “I can’t stand that stupid chatter of yours a minute longer” (109). In
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contrast, her mother never came to Anne’s defense whenever the van Daans
irritated Anne with their tactless comments.
Anne loved her father differently if it is compared to her mother and sister.
She loved her mother and sister only because they were her family. She regarded
them just as mother and sister. She did not love them because they were the
people whom she could not cling to and ask for some help or support whenever
she found problems.
Anne felt that a month ago her family was so nice to her only because that
was her birthday and it was not because they really loved her. “They were all so
nice to me a month ago because of my birthday, and yet every day I feel myself
drifting further away from Mother and Margot. I worked hard today and they
praised me, only to start picking on me again five minutes later” (40).
Anne used to pray with her father before she went to bed every night.
However, on 2 April 1943, her mother asked Anne whether she wanted her
mother to listen her prayer. Unfortunately, Anne directly rejected her mother’s
offer because she did not want to pray with someone whom she did not feel
comfortable with. Even though Anne felt so bad that she had rejected her mother
cruelly and felt sorry to her mother, she could not lie to her innermost feeling. She
could not find different answer, since she could not be a hypocrite and pray with
her mother when she did not feel like it (126).
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When Anne was no longer be able to bear her mother’s behavior, she
expressed her anger in her diary: “I simply can’t stand mother, and I have to force
myself not to snap at her all the time, and to stay calm, when I’d rather slap her
across the face” (68). One day on October 3, 1942, Anne’s father asked her to
help her mother who was sick at that time. However, Anne did not volunteer
herself to help her mother as her father’s wish because she did not love her mother
and she did not feel enjoy doing it.
From all of Anne’s responses, we assume that Anne was reactive and
honest in giving responses to the conflict. It is true that Anne’s anger can lead her
to be aggressive. However, she always tried to force herself to control her emotion
in giving response to the conflict she had.
b. Anne’s Conflicts with Her Father
Anne loved his father so much because his father was always nice and
thoughtful. He was the only one who can understand her well. As it is quoted from
her diary, “Daddy’s the only one who understands me, now and again, though he
usually sides with Mother and Margot” (40). However, there were some conflicts
appearing between Anne and her father during their hiding. One of the conflicts
was caused by her quarrel with her sister, Margot. Anne felt angry and jealous to
her father when he came to Margot side instead of her even without knowing what
was really happened.
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It wasn’t right of father to pass judgement without knowing what the issue
was. I would have given the book to Margot myself, and a lot sooner, if
Father and Mother hadn’t intervened and rushed to take Margot’s part, as
if she were suffering some great injustice. (180)
Then, she wrote further:
He doesn’t realize that he treats Margot differently from me: Margot just
happens to be the cleverest, the kindest, the prettiest and the best. But I
have a right to be taken seriously too. (181)
It can be concluded that her reason for being sad that night only because of her
jealousy. She felt jealous to father because he came to Margot’s side and assists
her when Anne and Margot were having a quarrel.
Other conflict happened when Anne told her father about her relation with
Peter van Daan. Knowing that Anne had a close relation with Peter, on Sunday
morning Mr. Frank called Anne to ask her about Peter’s feeling to her and Anne
explained that Peter was not in love with her.
Well, I understand both of you. But you must be the one to show restraint;
don’t go upstairs so often, don’t encourage him more than you can help. In
matters like these, it’s always the man who takes the active role, and it’s
up to the woman to set the limits”. (351)
It showed that Mr. Otto Frank started to worry about Anne and Peter’s intimate
relation. Unless they lived so close together, it would not have been a problem if
they had been living outside. They saw each other every hour of the day. Anne’s
father realized that this relation would bring harm to her daughter. Mr. Otto Frank
requested Anne not to go upstairs to meet Peter very often; yet, Anne did not want
to obey his father’s advice. Therefore, her father was unhappy with her attitude.
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On Friday, 5 May 1944, Anne wrote a letter for her father. In her letter she
mentioned:
Since we’ve been here, from July 1942until a few weeks ago, I haven’t had
an easy time. If only you knew how much I used to cry at night, how
despondent and unhappy I was, how lonely I felt, you’d understand my
wanting to go upstairs! (357)
Anne told her father how she had struggled long and hard to be as
independent as she was today. She did not need the support of her mother or
anyone else. Anne also felt that she did not need to account her father for her
actions. She told her father what had been happening between her and Peter
because she did not want her father thought that she was doing things behind his
back.
She also shared about her loneliness through her letter. When she had
problems everyone including her father closed their eyes and ears for her and did
not help her. Consequently, she was noisy to keep herself from being miserable all
the time and all she ever got were admonitions not to be so noisy.
Now that it’s over, now that I know the battle has been won, I want to go
my own way, to follow the path that seems right to me. Don’t think of me
as a fourteen-year-old, since all these troubles made me older, I won’t
regret my actions, I’ll behave the way I think I should! Gentle persuasion
won’t keep me from going upstairs. You’ll either have to forbid it or trust
me through thick and thin. Whatever you do, just leave me alone! (357358)
Mr. Frank was very upset during that evening after he received Anne’s
letter. He never thought that her daughter felt that she had been wronged by her
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parents who always ready to defend her no matter what. According to Mr. Frank,
Anne had done a great injustice to her parents.
c.
Anne’s Conflicts with The van Daans
From the first time the van Daans came to the Annexe, Anne never had a
good relationship with the van Daans, especially with Mrs. van Daan in as much
as she always gave bad criticisms to Anne for everything she did. For example on
27 September 1942, Mrs. van Daan gave a comment about how spoiled Anne was
for she only ate a small amount of vegetables. She insisted Anne to eat more
vegetables, but Anne refused her politely. Then, Mrs. van Daan started to give
Anne a tirade which was really annoying to Anne.
Anne hated Mrs. van Daan because she always tried to get Mr. Otto
Frank’s attention by doing some stupid things. Mrs. van Daan tried to flirt with
Mr. Otto Frank constantly by doing some uncommon behaviors such as pulling up
her skirt and made witty remarks. It was such an irritation to Anne as she did not
like someone who tried to be closer to her father. Even though Anne was only a
young girl; she was brave enough to say what she felt to Mrs. van Daan right to
her face. Her emotion motivated her to be brave in showing her feeling.
At the beginning, Anne thought that Peter, van Daan’s son, was an
awkward boy. However, they were getting closer and they could mingle to each
other later on. They discussed about anything on the attic. They had such a
comfortable feeling when they were together, since they had the same problem in
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their family: they did not think that they had good parents. As the time went by,
their relationship grew more than as friends. It can be seen from Anne’s writing
on Friday, 28 April 1944.
He came over to me, and I threw my arms around his neck and kissed him
on his left cheek. I was about to kiss the other cheek when my mouth meet
his, and we pressed our lips together. In a daze, we embraced, over and
over again, never to stop, oh! (348)
Ann’s parents always reminded her not to be too close to a boy. Anne’s
mother did not like if Anne was too close to Peter, because it would make Peter’s
mother felt jealous. She was afraid that Anne would disturb Peter’s privacy and
particularly, afraid of there would be unintended incident. Therefore, after Anne
kissed Peter that night, there was a question left in her mind whether she had done
a mistake. In fact, she felt that she had longed so much for a comfort. She had
been very lonely during this time, and then she found comfort in Peter (348-349).
Love can bring joy and happiness, but sometimes love also brings conflicts
and problems to someone’s life. In Anne Frank’s life, her love to Peter van Daan
brought conflicts for Anne and her parents because Peter lived in the same house
with her. They met each other every hour of the day. For that reason, their parents,
especially Anne’s father, became very anxious since they are too close to each
other. Everything might happen when two adolescents living so close together.
However, Anne did not see it that way. She did not want to obey her parent’s
request.
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d. Anne’s Conflict with Mr. Dussel
Mr. Dussel was Anne’s roommate in Secret Annexe. They also did not get
along very well. A conflict happened between Anne and Mr. Dussel in the Annexe
when Anne asked Mr. Dussel’s permission to use the desk in their room more
often. Mr. Dussel and Anne had already made an agreement to share that table to
work and to study. Anne used to study there from two-thirty to four every
afternoon and Mr. Dussel would take over it after that. However, one day, Anne
asked Mr. Dussel whether he would allow her to use the desk up to five-thirty
twice week.
Anne asked Mr. Dussel politely, but Mr. Dussel’s reply was only ‘No’.
Anne was incensed by Mr. Dussel answer, but she did not let herself to be put off
like that. Anne asked Mr. Dussel the reason for his answer and the point of his
answer was that Anne did not take her study seriously. In contrast, he needed to
study too and he could not do it in the afternoon, he used that table and he were
not going to give it up (141). Being insulted by the answer, Anne replied, “Mr.
Dussel, I do take my work seriously’ I can’t study next door in the afternoons, and
I would appreciate it if you would reconsider my request!” (141). Finishing her
sentence, Anne turned around and pretended that the Dussel was not there.
There was not enough space in the hiding since they shared a small
compartment to live together. Moreover, they had to manage their movement in
order not to be seen and heard by their neighbors. Therefore, they could not study
in the evening because the lights would take the neighbors’ attention. It was also
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impossible for Anne to study next door, as people in the Annexe used to do
activities in that room.
Anne told her father about what had just happened and they discussed
what her next step should be. Pim suggested her to talk to Dussel the next day, for
she was in such a flap. Anne ignored her father’s advice and waited for Dussel
after she did the washing-up. Then, she began to ask Dussel to reconsider her
request. Dussel only gave her his most charming smile and answered that he
would not like to change his decision. Then, Anne went on talking despite
Dussel’s repeated interruptions,
When you first came here, we agreed that the room was to be shared by
the two of us. If we were to divide it fairly, you’d have the entire morning
and I’d have the entire afternoon! I’m not asking that much, but two
afternoons a week does seem reasonable to me. (142)
Mr. Dussel leapt out of his chair and was angry to Anne. Once again he
brought up the business about Anne favorite subjects, mythology and knitting,
which according to Dussel were not important subjects to be taken seriously. Once
again Anne was insulted, but she did not show it and let Dussel finish his words.
He also said that Anne was shamefully self-centered. He went on and on until
there was such a deluge of words which she could hardly keep up. For one
fleeting moment Anne thought that she could smack Dussel’s ugly mug so hard
and he would go bouncing off the wall. Nevertheless, she could manage herself
and thought, “Calm down, he’s not worth getting so upset about!” (143). At last,
Mr. Dussel’s anger was spent, and he left the room with an expression of triumph
mixed with wrath.
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Anne went running over to her father to tell the entire story. Pim decided
to talk to Dussel soon after Anne finished her story, and they spoke for more than
half an hour. The conversation went back and forth, with Pim defending Anne’s
selfishness and pointless activities and Mr. Dussel grumbling the whole time.
However, Dussel finally gave in, and Anne was granted the opportunity to work
without interruption two afternoons a week.
C. The Surface Meaning and Deeper Meaning of Anne Frank’s Motivation
in Giving Responses to the Conflicts Appearing during Her Hiding
This part answers the third problem in the Problem Formulation by using
theory of motivation. The first sub part describes the surface meaning of Anne
Frank’s motivation in giving responses to the conflicts appearing during her
hiding. While, the second sub part describes the deeper meaning of Anne Frank’s
motivation in giving responses to the conflicts appearing during her hiding.
1.
The Surface Meaning of Anne Frank’s Motivation in Giving Responses
to the Conflicts Appearing during Her Hiding
It has been stated before that Anne and her mother could not get along well
each other. Mrs. Frank often mocked and scolded Anne for everything she did in
front of other people in the Annexe which hurt Anne so much. Mrs. Frank also
liked to tell about Anne’s shortcomings to other residents of Annexe. Sometimes
Anne wanted to slap her mother right on her face when she could not stand her
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mother any longer. However, it was impossible for Anne doing that kind of thing
to a person who had given birth to her. Sometimes she yelled at her mother when
she could no longer bear her mother’s tactless comments, “I don’t care what you
say. Why don’t you just wash your hands of me – I’m a hopeless case” (108).
It had been a habit for Anne and her father to pray together. Mr. Frank
used to listen to Anne’s prayer. However, one day, Mr. Frank could not come to
pray together with her. Consequently, Mrs. Frank came and offered to listen to
Anne’s prayer, yet Anne rejected her mother’s offer. Anne’s rejection to her
mother’s offer in order to listen Anne prayer aroused new conflicts in the hiding.
The conflict occurred between Anne and her mother, between Anne and her father
and between her mind and her heart. Anne’s mother cried half the night and did
not get any sleep after that. Everything was getting worse when Mr. Frank
avoided looking at Anne. If his eyes did meet hers, Anne could read unspoken
word, “How can you be so unkind? How dare you make your mother so sad?”
(126) and Anne was sad to find her father that way.
Anne was forthright in giving reaction to the conflict appearing between
her and her mother. She often spoke directly to her mother what she wanted to say
when she was irritated by her mother’s comments or actions. However, sometimes
Anne chose to go to her room and cry. Her achievement motive encouraged her to
overcome obstacles and to strive to do something difficult as independently as
possible. As a teenager, it was difficult for Anne to control her emotion. However,
Anne tried not to yell at her mother every time and went to her room instead.
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52
Everyone in the Annexe expected Anne to apologize. However, Anne did
not feel that she should apologize because she told what should be told. She told
the truth and she thought that it was better when they hear it sooner because the
longer it was postponed, the harder it would be for them to accept when they
heard it. Anne’s response to this conflict was to remain silent and aloof.
Anne’s reaction in rejecting her father’s request to help her mother who
was sick and rejecting to apologize because she was a forthright person and there
were some reasons for her rejections. First, she felt that she and her mother never
understood each other. Second, her mother often gave tactless comments and bad
remarks about her shortcomings. As Anne wrote, ”Just as my heart sinks every
time I hear her harsh words, that’s how her heart sank when she realized there was
no more love between us” (126). Third, Anne felt that her mother was unfair in
treating her if it is compared to her sister, Margot.
Anne was very sad to find that her father came to assist Margot when she
had a disagreement with Margot. She said that she was sad for the reason that her
Father passed judgment without knowing what the issue was. However, her
sadness was caused by her jealous feeling to Margot since her father stood on
Margot’s side instead hers that night.
Anne’s affiliation motives encouraged her in giving response to some
conflicts since they had something to do with human relationship. Anne wanted to
win her father affection only for herself since he was the only person who could
understand her better than other people, including her mother. Anne felt jealous
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53
when her father did not stand on her side as usual. Therefore, Anne left the room
huffily as her reaction toward the conflict. Jealous feeling will appear when
something bothers our relationship with a person whom we love.
The second conflict happened when she wrote a letter for her father about
her feeling. She tucked the letter she had written into her father’s pocket. Anne
never thought that her letter would upset her father for the whole evening. On
Saturday afternoon, 6 May 1944, Anne and her father had a long talk about the
letter she wrote. Anne regretted her fault in writing the letter,
This is the worst thing I’ve ever done in my entire life. I used to show off,
to make myself seem important so he’d respect me. I’ve certainly had my
share of unhappiness, and everything I said about mother is true. But to
accuse Pim, who’s so good and who’s done everything for me – no, that
was too cruel for words. (361)
Anne felt ashamed to her father as her father had been very kind to her.
Furthermore, after their long talk, her father was so nice to her as if he was the one
who had done something wrong. She realized that she still had to learn many
things and it was the time for her to make a new beginning. It was the time for her
to stop looking down on other people and blaming them.
I should deeply ashamed of myself, and I am. What’s done can’t be
undone, but at least you can keep it from happening again. I’d like to start
all over again, and that shouldn’t be difficult, now that I have Peter. (361)
What had been written by Anne shows that she was tactful enough in
giving response to her conflict with her father. Anne Frank’s reaction to this
conflict was motivated by her achievement and affiliation motives. Anne tried to
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54
overcome obstacles and make improvement for her self-quality by admitting her
fault and trying not to do the same mistake again. It shows that achievement
motivation plays its role in Anne Frank’s responses to the conflict with her father.
Her affiliation motive urged her to have a better relationship with her father after
the conflict happened.
Anne was often insulted by Mrs. van Daan’s tactless comment or manner.
Anne was a forthright girl who often gave direct response to Mrs. van Daan
whenever they were involved in disagreement, but sometimes she kept silent. As
Anne wrote, “Mrs. van Daan is unbearable. I’m continually being scolded for my
incessant chatter when I’m upstairs. I simply let the words bounce right off me!”
(31).
Mealtime always brought suffering to Anne for she always got sharp
comments. Therefore, one day she got a new idea that during meals she prefers to
talk more to herself than to others. According to Anne, it would give two benefits;
first, other people would be glad that they did not need to listen to her chatter, and
second, she would not be annoyed by other people. They always thought that
Anne’s opinions were stupid. She applied the same tactic when she had to eat
something she loathed. She put the dish in front of her and pretended that it was
delicious. She avoided looking at it as much as possible so that people of Annexe,
especially Mrs. van Daan, would not give any comments to her.
After a long process, Anne finally found the way to have a better relation
with Mrs. van Daan. Anne was a smart girl who realized that Mrs. van Daan liked
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55
an honest person. Therefore, when they had different argument later on, Anne
always revealed what she thought honestly. It worked well to make up their
relationship. Mrs. van Daan no longer gave bad reply to Anne. Anne finally found
that Mrs. van Daan was not as bad as she had thought before.
When Anne’s parents asked her for not to go upstairs to meet Peter in his
room, Anne met Peter even though her parents had forbidden her. Anne’s
responses to her parents’ prohibition were caused by her loneliness. According to
McClelland (346-347), everybody needs others in their life; it cannot be avoided
by human. Anne was motivated by her need to affiliate with others. She was a
lonesome girl whose relation with her family was not going well. Consequently,
she did not want to lose every moment with Peter, since Peter could drive her
away from loneliness. Peter was the only person who Anne could cling to. Anne
never used to be able to share anything with anyone, but she could share and
discuss anything with Peter.
During her hiding, Anne felt that she always confronted everyone.
According to Anne, everyone thought she was showing up when she talked,
ridiculous when she was silent, insolent when she answered, cunning when she
had a good idea, lazy when she was tired, selfish when she ate one bite more than
she should, stupid, cowardly, calculating, etc.
All day long I hear nothing but what an exasperating child I am, and
although I laugh it off and pretend not to mind, I do mind. I wish I could
ask God to give me another personality, one that doesn’t antagonize
everyone. (107)
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Beck (354) states that the term ‘affiliations’ refers to associate with others,
apart from the question liking them or loving them. It indicates that affiliation
consists of all kinds of relationship, not only because of liking or loving someone,
but also hating or confronting someone.
We can conclude that the surface meaning of Anne Frank’s motivation in
giving responses to the conflicts appearing during her hiding is her achievement
and affiliation motivation. She needed to affiliate with others although it seemed
that other members of Annexe always confronted her in any ways. Affiliation
consists of all kinds of relationship. Anne loved her father and Peter van Daan, but
she confronted her mother, Mrs. van Daan and Mr. Dussel during her hiding.
Anne confronted her father once when her father forbade her to meet Peter too
often.
In Beck’s Motivation (317), Murray defines “need for achievement as a
desire or tendency ‘to overcome obstacles, to exercise power, to strive to do
something difficult as well and as quickly as possible’. Anne Frank’s achievement
motives played their roles in overcoming obstacles during her hiding, including
her conflicts with some of Annexe’s residents.
2.
The Deeper Meaning of Anne Frank’s Motivation in Giving Responses to
the Conflicts Appearing during Her Hiding
The wartime situation, the fear of being found and killed, and the difficult
time during the hiding increased the emotion of Secret Annexe’s residents. It also
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57
affected Anne Frank’s motivation in giving responses to the conflicts appearing
during the hiding.
The war brought such a terror for the people in Holland especially for Jews
including the residents of Annexe. The bombing of Rotterdam had caused the
death of innocent people. The Dutch Jews began to suffer persecution and soon
after that there was a regular removal of Jews from public life. The Jews were sent
to the concentration camps and thousands Jews were killed during the Nazi’s
occupation.
On 27 March 1943, German announced a new law which said all Jews
must be out of the German-occupied territories before 1 July. Those Jews were
being shipped off to dirty slaughterhouses like a herd of sick and neglected cattle.
“But I’ll say no more on the subject. My own thoughts give me nightmares!”
(123). Anne felt angry to the people who had brought sorrow to the Jews and
brutally murdered them without any reasons. As a Jew, Anne could feel the grief
of her race.
Anne and other Annexe’s residents were very afraid that someday they
would be found and shot or sent to the concentration camps. In her writing on
Wednesday, 29 March 1944, Anne explained what the women of Annexe felt
about the war,
Although I tell you a great deal about our lives, you still know very little
about us. How frightened the women are during air raids; last Sunday, for
instance, when 350 British planes dropped 550 tons of bombs on Ijmuiden,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
so that the houses trembled like blades of grass in the wind. Or how many
epidemics are ranging here. (310)
On 27 April 1943 two British planes loaded with firebombs landed on the
top of German Officer’s Club. Two city corners went out in flames and the
Carlton Hotel was destroyed by German. However, the number of air strikes on
German cities was also increasing daily (128). The Annexe’s residents could not
have enough night rest for a couple of days because of their fear that was caused
by the war situation. They could feel that they were very close to death, since their
hiding could be bombed anytime. Anne had bags under her eyes because the lack
of sleep.
Anne finally understood that all of Annexe’s residents, including her
mother, had been passing through difficult situations during their hiding. The
difficult situations created irritable feeling which drove her mother to be impatient
to her.
I was furious at Mother (and still am a lot of the time). It’s true, she didn’t
understand me, but I didn’t her either. Because she loved me, she was
tender and affectionate, but because of the difficult situations I put her in,
the sad circumstances in which she found herself, she was nervous and
irritable, so I can understand why she was often short with me. (205)
No one could assure that the war, which only brought nothing but pain and
sorrow, would be over and that nothing would be happened to the Annexe’s
members and their helpers. Hence, every day was filled with tension in the
Annexe.
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Expectation and hope generate tension, as does fear – for example, when
we hear a noise inside or outside the house, when the guns go off or when
we read new ‘proclamations in the paper, since we’re afraid our helpers
might be forced to go into hiding themselves sometimes” (131).
Based on the explanation above, it can be summed up that the basic reason
which created all the conflict appearing during the hiding was the difficult
situation during the war. Living together in a hiding place with some people
without enough food, clothes and freedom must be very difficult. Moreover, every
time the residents of the Annexe listened to the news from the radio and heard the
exploding bombs, they felt that the death was coming closer to them. They always
felt anxious that someday the SS officers would find their hiding place and send
them to the concentration camps. However, all of the people in the Annexe were
able to solve every conflict there because they were motivated by their
achievement motive. They struggled together to pass through the difficult time in
the hiding with a desire of getting back their freedom again.
It can be stated that the deeper meaning of Anne Frank’s responses to the
conflict appearing during her hiding was her motivation to survive in the world.
Everyone is able to do anything to survive. Anne also had a motivation to survive
during the war that encouraged her in giving responses to the conflict appearing
during her hiding. Anne had motivation to pass through the war time and get back
to her early life before the hiding.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter is divided into two major parts. The first part is the
conclusion, which outlines Anne Frank’s character and her motivation in giving
responses to the conflicts appearing during her hiding. The second part relates to
the suggestions for the future researchers and the implementations of literature in
teaching learning activities.
A. Conclusions
This part discusses the conclusion of the analysis in chapter 4. Two
conclusions are drawn based on the analysis of the problem formulation. First
problem finds out how Anne Frank is described in The Diary of a Young Girl.
Based on the analysis using the theories of characters, Anne Frank is classified
into a protagonist, round, and dynamic character. Physically, Anne Frank was a
pretty thirteen-year-old Jewish girl who had dimples in her cheeks and her chin.
Based on the theories of characterizations, Anne Frank can be described as
a forthright, introvert and independent, jealous, smart, and she became more
introspective during her times in the hiding place. Those characteristics can be
analyzed through her speech, thought, reaction, and as she was seen by others.
60
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61
Based on the analysis, the surface meaning of Anne Frank’s motivation in
giving responses to the conflicts appearing during the hiding was her affiliation
motivation and achievement motivation. The deeper meaning of Anne Frank’s
motivation in giving responses to the conflicts appearing during her hiding was
her motivation to survive in the world. It seems that Anne Frank’s motivation in
giving responses to the conflicts appearing during her hiding was her need of
others. However, the truly meaning of her motivation in giving responses to the
conflict during her hiding was her motivation to survive during the war. Hence,
she could get back to her life before her hiding time.
B. Suggestions
There are two parts in this section. The first part is a suggestion for future
researchers who are going to analyze Anne Frank’s The Diary of a Young Girl.
The second part is a suggestion for teaching English by using literary work, which
is Anne Frank’s The Diary of a Young Girl.
1. Suggestions for Future Researchers
Anne Frank’s The Diary of a Young Girl is an inspiring literary work.
There are some aspects which can be analyzed. Since Anne Frank’s motivation in
giving response to the conflicts appearing during her hiding has been discussed in
this study, I suggest some other aspects in this literary work which can be
analyzed by future researchers. Those researches can be on the setting which took
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62
place in Amsterdam or to analyze it by using socio-cultural-historical or feminism
approach.
2. Suggestion for Using Literature in Teaching English
Acquiring English is one of the important things that should be achieved in
this globalization era. We can use literary works such as books and novels; since
they give us many values enrich our knowledge. Furthermore, literary works can
be used as a resource of teaching language especially in reading skills. By reading
the students do not only comprehend the topic but they also enrich their
vocabularies.
In this study, I suggest English teachers use The Diary of a Young Girl as
the materials in teaching reading skill which is Intensive Reading II. Intensive
Reading II is one of the English Education compulsory courses. Before taking
Intensive Reading II, students are expected already take Intensive Reading I
course. Unlike Intensive Reading I, in Intensive Reading II, the students are able
to read short text from a literary work and to give their own opinions about the
literary work.
In this reading activity, the teacher selects a passage from Anne Frank’s
The Diary of a Young Girl and provides comprehensive questions for the students.
Teaching reading through Intensive Reading II will improve the students’ ability
to get the meaning of the text.
Besides, the students also can enrich their
knowledge through the vocabulary and content of the text.
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63
I apply some parts of Anne Frank’s The Diary of a Young Girl to teach
Intensive Reading II. There are four basic competences of teaching Intensive
Reading II. Firstly, students should apply various reading strategies, such as
previewing, skimming, scanning, identifying main ideas, and summarizing by
reading various types of text. Secondly, students are expected to develop English
vocabulary. Thirdly, students should improve reading abilities by comprehending
various texts. Fourthly, students are expected to write simple responses to the
ideas or issues presented in the text.
Referring to the competences above, I formulate some indicators of
teaching Intensive Reading II to the students using some selected parts of Anne
Frank’s The Diary of a Young Girl. First, the students are able to find the main
idea of the text. Second, the students are able to apply some reading strategies.
Third, the students are able to find the meaning of some vocabulary found in the
text. Fourth, the students are able to find similar words from the text. Fifth, the
students are able to summarize the text. The lesson plan and materials are attached
in the appendix.
There are some procedures in teaching Intensive Reading II by using Anne
Frank’s The Diary of a Young Girl. First, the teacher selects the materials from it.
Second, teacher distributes the copy of the materials, which include texts parts of
Anne’s literary work and the questions related to the text that must be answered.
Third, teacher asks the students to answer the pre reading questions (Part A) and
gives twenty minutes for the students to read the text individually. Fourth, teacher
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64
asks the students to answer the worksheet (Part B), which is to find out the
meaning of some vocabulary. Fifth, teacher asks the students to work in pairs and
discuss the questions (Part C) related to the text in groups. Last but not least,
teacher asks the students to write a simple response to the ideas or issues
presented in the texts and submit it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
REFERENCES
Abrams, Meyer Howard. A Glossary of Literary Terms. Orlando: Hat, Rinehart
and Winson, Inc., 1993.
Beck, Robert. Motivation: Theories and Principles. New Jersey: Prentice-Hall,
Inc., 1978.
Crow, Laster Donald and Alice Von Bauer Crow. Readings in General
Psychology. New York: Barnes and Noble, Inc., 1954.
Forster, Edward Morgan. Aspects of Novel. London: Edward Arrold, Ltd., 1974.
Frank, Anne. The Diary of a Young Girl. 1995. London: Puffin Modern Classics,
2002.
Franken, Robert. Human Motivation. Belmont: Thomson Learning, Inc., 2002.
Holman, Clarence Hugh; Mark Vernoy and Judith Vernoy. A Handbook to
Literature. Michigan: McMillan Publishing Company, 1986.
Hudson, William Henry. An Introduction to the Study of Literature. London:
George G.Harrap and Co.Ltd, 1958.
Huffman, Karen; Mark Vernoy and Judith Vernoy. Psychology in Action 5th
edition. New York: John Wiley & Sons, Inc., 2000.
Kalish, Richard Alston. The Psychology of Human Behavior (3rd Edition).
Belmont: Wadsworth Publishing Company, Inc.,1971.
Laar, DR. Eric Van De and DR. Arthur Schoonderwoerd. An Approach to English
Literature. Shertogenbosch: L.C.G. Malmberg, 1969.
Little, Graham. Approach to Literature. Sydney: Science Press, 1981.
McClelland, David Clarence. Human Motivation. New York: Scott, Foresman and
Company, 1985.
McConnell, James Vernon. Understanding Human Behavior. New York: CBS
College Publishing, 1983.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Milligan, Ian. The Novel in English: An Introduction. London: Sutton Publishing,
1983.
Murphy, Michael James. Understanding Unseen: An Introduction to English
Poetry and the English Novel for Overseas Students. London: George
Allen & Unwin Ltd., 1972.
Murray, Edward Joseph. Motivation and Emotion. New Jersey: Prentice Hall,
1964.
Perrine, Laurence. Literature, Structure, Sound and Sense. New York: Harcourt,
Brace Javanovich, Inc., 1974.
Petri, Herbert Lom. Motivation: Theory and Research. California: A Division of
Wadsworth, Inc., 1981.
Rohrberger, Mary and Samuel Harry Woods, Jr. Reading and Writing about
Literature. New York: Random House, Inc., 1971.
The Internet Sources:
Anne Frank Biography (1929-1945).
(http://www.uen.org/annefrank/bioShort.shtml, accessed on July 17,
2010).
Holland At War. 2001. (http://www.uen.org/annefrank/holland.shtml, accessed on
July 17, 2010).
The Anne Frank Story in Pictures. (http://www.neev.in/anne_frank_story.htm,
accessed on July 17, 2010).
Rosenberg, Jennifer. 2010. Anne Frank: A Biography of Anne Frank.
(http://history1900s.about.com/od/annefrank/p/AnneFrank.htm, Accessed
on August 18, 2010).
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APPENDICES
67
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68
Appendix 1
Summary of The Diary of a Young Girl
Anne Frank’s The Diary of a Young Girl was a diary of a young Jewish
girl who lived during the
World War II named
Annelies Marie Frank, also
known as Anne Frank.
She was born in Frankfrut am
Main,
1929. She came from middle-
class Jewish family. In
1933, she and her family
moved to Amsterdam
in search of safety. During
1940s
Germany
the
in
Germans
arrived in Amsterdam then trouble started for the Jews. The Jews lived under
severe discriminations during the Nazi’s authority.
Soon after the Nazis took control of the Netherlands, they quickly began
issuing anti-Jewish laws and edicts. In addition to no longer being able to enter
public places in town, go to public swimming pools, or take public transportation,
Anne was no longer able to go to a school with non-Jews. Anne had to leave her
Montessori school to attend the Jewish Lyceum in May 1942 In September 1941.
Then, a new law forced all Jews over the age of six to wear a yellow Star of David
on their clothes, so that everyone could recognize who they were.
Since the persecution of Jews in Netherlands was extremely similar to the
early persecution of Jews in Germany, the Franks could predict that just like it
what would be had by the Jews in Germany, death and deportation was coming
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69
soon to Jews in the Netherlands. The Franks realized that they needed to find a
way to avoid being chased by Nazi. The Franks realized that the only way to
escape the Nazis was to go into hiding, since they were unable to leave
Netherlands as the borders were closed. In order to do so, they began organizing a
hiding place a year before Anne received her diary.
Anne continued writing her diary from her 13th birthday on June 12, 1942
until August 1, 1944. Much of the diary is about the hard living conditions as well
as the personality conflicts between the eight people that lived together in hiding.
Also within the two years and one month living in the Secret Annexe, Anne wrote
about her fears, her hopes, and her character. She felt people around her
misunderstood her and was constantly trying to make herself better.
War brought such a hard time for her and many Jews in Germany. Anne
and other Secret Annexe residents had to eat bad food during the hiding.
Moreover, they had to live with almost no lights in the night, they had to maintain
their behavior in order not to be heard or seen by their neighbors, and there were
not enough space and freedom. Anne had experienced so many fears during the
hiding. Anne was 13 years old when she went into hiding and she was only 15 old
when she was arrested. Anne had experienced the cruelty of war.
Summarized from: Anne Frank’s The Diary of a Young Girl
Source: http://history1900s.about.com/od/annefrank/p/AnneFrank.htm
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Appendix 2
Biography of Anne Frank
Annelies Marie Frank was Anne’s full name.
She was born June 12th, 1929 in Frankfurt am Main,
Germany. She was the second daughter of Otto
Frank and Edith Frank. Anne had a sister named
Margot Frank who was three years older than her. In
1933 Germany changed from a democracy into a dictatorship. Anne’s parents no
longer feel safe. In response to Hitler's anti-Jewish decrees, Mr. Frank opened a
branch of his company, Opteka, in Amsterdam and began planning to bring his
family there.
The Frank family finally moved into a house on Medwedplein in southern
Amsterdam in 1933 and Anne began to attend the nearby Montessori school. She
excelled in that school. Seven years later, the Nazis invaded the Netherlandss and
in five days, Holland surrendered to the invading German forces. The Occupation
of the Netherlandss began on May 15, 1940. The discrimination against the Jews
began as well. The Jews had to follow the rules made by Nazi. They weren't
allowed to do much of anything that they used to be able to. Then Anne's father
had already begun to convert the annex of his company at Prinsengracht 263 into
a hiding place. Under Nazi law, Anne was forced to leave the Montessori school
and attend the Jewish Secondary School. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
She was in the Netherlandss when she celebrated her 13th birthday. On
that day, she received a diary as a present. That diary was her favorite present
since she wanted to be a writer. She called her diary ‘Kitty’. She wrote in it for
over two years. The diary recorded her life-experiences during her hiding and less
about her free life before hiding.
The family went into hiding in the attic above Otto Frank's office earlier
than it was arranged because Margot had been called by Nazi. They had friends
who brought them food and kept them hidden. The only people who knew about
the hiding place were Victor Kugler, Johannes Kleiman, Miep Gies, and Bep
Voskuijl. The hiding place was located in an empty section of the building owned
by Otto Frank's company. Anne and her family lived there together with the van
Pels (van Daans) family and Fritz Pfeffer (Anne called him Mr. Dussel in her
diary).
Friday, August 4, 1944 the SS officer finally found their hiding place. The
people in the hiding and the two male helpers were arrested and taken for
interrogation to a jail run by the Germans. Miep Gies and Bep Voskuijl were left
behind on the Prinsengracht. They rescue Anne Frank's diary papers. On
September 2, 1944, the eight people in the hiding were transported to unknown
destination to the East.
At the end of October 1944, Anne and Margot were transported from
Auschwitz-Birkenau to Bergen-Belsen. Their mother remained behind in
Auschwitz-Birkenau. Edith fell ill and died of exhaustion in January 1945. Anne
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72
and Margot died of typhus in March 1945, a few weeks before the camp was
liberated by the British Army. Otto Frank was the only survivor. After a long
deliberation, he finally published Anne Frank’s diary as her daughter ever wished.
Anne would never imagine that diary became one of the most famous literary
works, and had been translated into over 60 different languages.
Taken from: http://www.neev.in/anne_frank_story.htm,
http://www.uen.org/annefrank/bioShort.shtml
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Appendix 3
LESSON PLAN IN TEACHING INTENSIVE READING
Subject
: Intensive Reading II
Level
: 2ndSemester Students of English Education Study Program
Time Allocation : 1 X Meeting ( 2 x 50 Minutes)
Competence Standards
: After completing the course, students are able to
improve their reading abilities, especially
comprehension and speed, develop English
vocabulary, write simple responses to the ideas or
issues presented in the text.
Basic Competence
: The students are able to improve their reading skill
and understand the meaning of the reading passage
taken from the literary work.
Indicators
:
1. Recognize the kinds of functional text (narrative)
2. Identify specific information by deciding whether the statement is true
or false based on the text
3. Find out the meaning or the synonyms of some vocabularies by guessing
from the context
4. Identify specific information by answering some comprehension
questions
5. Give responds to the other students’ answers about the topic
I.
Learning Objectives :
The students are able to:
a. answer pre-reading questions related to the topic
b. recognize the kinds of functional text (narrative)
c. find out the meaning or synonyms of some vocabularies by
guessing from the context
d. identify specific information by answering some comprehension
questions
e. give responds to the other students answers about the topic
II.
Learning Material
:
Anne Frank’s The Diary of a Young Girl (72-79)
III. Time allotment
: 2 x 50 minutes
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IV. Learning Activities
:
Lecturing, Individual and Group works, Question-Answer
V.
Learning Sequences :
1. Pre-activities (20’)
- Opening and Introduction to the topic (5’)
- Lecture distribute the worksheet (5’)
- Students answer the pre-reading questions (10’)
2. Whilst-activities (60’)
- Students read the short text individually (20’)
- Given a list of words, students find the meaning or synonyms of
the words (20’)
- Students work in pairs answer the short questions given (20’)
3. Post-activities (25’)
- Students and teacher discuss the answer (20’)
- Students write down their response toward the topic individually
(5’)
VI. Sources
:
1. Frank, Anne. The Diary of a Young Girl. 1995. London: Puffin
Modern Classics, 2002.
2. Handouts and worksheet
VII. Evaluation
:
Teacher evaluates the students from:
1. students’ exercise
2. students’ participation in class
VIII. Instrument
:
A. Pre-reading Questions
Answer the questions based on your own knowledge!
1. What do you know about diary and what do you usually write in a
diary?
2. What comes into your mind when you hear the word ‘war’?
3. Imagine if you were in a war situation and you were forced to go into
a hiding place to avoid being captured and being killed by the enemy.
What would you feel?
Possible answer could be varied.
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B. Vocabulary Exercise
Match the given vocabularies in column A with the meaning in column B
by guessing from the context!
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
(Words)
heart-rending (……)
terrified
(……)
distraught
(……)
hostage
(……)
faint
(……)
sabotage
(……)
mumble
(……)
furious
(……)
vague
(……)
cripple
(……)
Possible answer:
1. g
2. i
3. j
4. f
5. e
B
(Meanings)
a. to speak or say something in a low voice
that is not unclear
b. destruction of property or obstruction of
normal operation by civilians or enemy
agents in war-time
c. extremely angry
d. not clearly expressed or outlined
e. suddenly dizzy and weak
f. a person held by forced as security that
specified terms will be met
g. arousing deep sympathy
h. one who is partially disabled
i. filled with terror
j. deeply agitated or anxious
6. b
7. a
8. c
9. d
10. h
C. Comprehensive Questions
Discuss the following questions with your pair!
1. What happened to the Jews in the story?
2. Why did the writer and her family live in the hiding place?
3. What would Germans do due to sabotages?
4. On Tuesday, 20 October 1942 Anne wrote about their fear.
Why did they scare?
5. Can you guess in what war era that they lived in?
Possible answer:
1. Many Jews were caught, treated very roughly and sent to a very bad
place named Westerbork by Germans, where almost nothing to eat or
to drink and there was only one lavatory for thousands people.
2. They went to hiding place in searching for safety.
3. Germans would take innocent citizens as hostages. When the
Gestapo found the saboteur, they simply grabbed five hostages and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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lined them against the wall. Their death would be announced in the
paper which referred as ‘fatal accidents’.
4. They were scared because there were carpenters came in to the office
without any warnings given to the people in the hiding.
5. They lived during the Second World War.
D. Write down your response toward the situation in the story!
Possible answer could be varied.
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77
Worksheet for Intensive Reading II Class
A. Pre-reading Questions
Answer the questions based on your own knowledge!
1. What do you know about diary and what do you usually write in a diary?
_____________________________________________________________
_____________________________________________________________
2. What comes into your mind when you hear the word ‘war’?
_____________________________________________________________
_____________________________________________________________
3. Imagine if you were in a war situation and you were forced to go into a
hiding place to avoid being captured and being killed by the enemy. What
would you feel?
_____________________________________________________________
_____________________________________________________________
B. Vocabulary Exercise
Match the given vocabularies in column A with the meaning in column B!
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
(Words)
heart-rending (……)
terrified
(……)
distraught
(……)
hostage
(……)
faint
(……)
sabotage
(……)
mumble
(……)
furious
(……)
vague
(……)
cripple
(……)
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
B
(Meanings)
to speak or say something in a low voice that
is not unclear
destruction of property or obstruction of
normal operation by civilians or enemy agents
in war-time
extremely angry
not clearly expressed or outlined
suddenly dizzy and weak
a person held by forced as security that
specified terms will be met
arousing deep sympathy
one who is partially disabled
filled with terror
deeply agitated or anxious
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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C. Comprehensive Questions
Discuss the following questions in a group of three!
1. What happened to the Jews in the story?
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. In your opinion, why did the writer and her family live in the hiding place?
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Based on the story, what do you think about the live in that era?
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. On Tuesday, 20 October 1942 Anne wrote about their fear.
Why did they scare?
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Can you guess in what era that they lived in?
____________________________________________________________
____________________________________________________________
____________________________________________________________
D. Write down your response toward the situation in the story!
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
In spite of everything I still believe that people are really good at heart.
I simply can't build up my hopes on a foundation consisting of confusion,
misery and death. (Anne Frank)
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74
75
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77
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79