The Influence of Social Determinants on Esperanza’S Personality Development in Sandra Cisneros’S the House on Mango Street

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THE INFLUENCE OF SOCIAL DETERMINANTS ON ESPERANZA’S PERSONALITY DEVELOPMENT IN SANDRA CISNEROS’S THE HOUSE ON MANGO STREET

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Febriyani Suryaningrum Student Number: 131214048

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE INFLUENCE OF SOCIAL DETERMINANTS ON ESPERANZA’S PERSONALITY DEVELOPMENT IN SANDRA CISNEROS’S THE HOUSE ON MANGO STREET

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Febriyani Suryaningrum Student Number: 131214048

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017

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MAY YOUR LIFE BE LIKE A wildflower, GROWING FREELY IN THE beauty

AND joy OF EACH DAY -Native American Proverb-

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This Undergraduate Thesis is dedicated to My beloved parents For their endless love and prayer My little sister For the endless ‘war’ and silliness as the words of love in our sisterhood

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ABSTRACT

Suryaningrum, Febriyani. (2017). The Influence of Social Determinants on Esperanza’s Personality Development in Sandra Cisneros’s The House on Mango Street. Yogyakarta: English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

This study analyzes a novel entitled The House on Mango Street written by Sandra Cisneros. This study focuses on analyzing the influence of social determinants on Esperanza’s personality development. There are two research questions of the study: (1) How is the main character described in The House on Mango Street? (2) How do the social determinants influence the main character’s personality development?

The method of the study is a library study which obtains related information from the novel as the main source with books, articles, and internet as the additional source in order to collect the data. The approach applies in this study is psychological approach since it deals with personality development. Theories that are used in this study are character and characterization, symbols of self, social determinants, healthy personalities, unhealthy personalities, and personality development theories.

The finding of the study shows that Esperanza develops from a girl who has unhealthy personalities: self-rejection, low self-esteem, egocentric behavior, lack of confidence, immature, feeling lonely and insecure, also having strong motivation in an egocentric way; into a girl with healthy personalities: self- acceptance, developing self-esteem, empathize with others, confidence, mature, and having strong motivation in a wiser way. There are five social determinants which influence Esperanza’s personality development: (1) Early social experiences influence Esperanza on her motivation, feeling of happiness and loneliness, maturity, self-acceptance, egocentrism, self-esteem, and confidence. (2) Social deprivation influences Esperanza on her feeling of happiness and loneliness, motivation, and egocentrism. (3) Social acceptance influences Esperanza on her self-acceptance, sense of security, also feeling of happiness and loneliness. (4) Prejudice and discrimination influences Esperanza on her self- esteem, confidence, self-acceptance, and egocentrism. (5) Social mobility influences Esperanza on her self-acceptance also feeling of happiness and loneliness.

Keywords: Personality Development, Social Determinants, The House on Mango Street

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ABSTRAK

Suryaningrum, Febriyani. (2017). The Influence of Social Determinants on Esperanza’s Personality Development in Sandra Cisneros’s The House on Mango Street. Yogyakarta: Program Studi Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Sanata Dharma University.

Studi ini menganalisa sebuah novel dengan judul The House on Mango Street yang ditulis oleh Sandra Cisneros. Studi ini berfokus pada pengaruh faktor penentu sosial pada perkebangan kepribadian Esperanza. Terdapat dua pertanyaan ilmiah dalam studi ini: (1) Bagaimana tokoh utama dalam The House on Mango Street dideskribsikan? (2) Bagaimana faktor penentu sosial mempengaruhi perkembangan kepribadian tokoh utama?

Metode yang digunakan dalam studi ini adalah studi pustaka untuk memperoleh informasi terkait dengan studi melalui novel sebagai sumber utama dengan buku- buku, artikel-artikel, dan internet sebagai sumber tambahan untuk mengumpulkan data. Pendekatan yang digunakan dalam studi ini adalah pendekatan psikologis karena studi ini berbuhungan dengan perkembangan kepribadian. Teori yang digunakan dalam studi ini adalah teori karakter dan perwatakan, simbol-simbol diri, faktor penentu sosial, kepribadian-kepribadian sehat, kepribadian- kepribadian tidak sehat, dan perkembangan kepribadian.

Hasil dari studi menunjukan bahwa Esperanza berkembang dari seorang anak perempuan dengan memiliki kepribadian yang tidak sehat: penolakan diri, harga diri rendah, perilaku egosentris, kurang percaya diri, tidak dewasa, merasa kesepian dan gelisah, juga memiliki motivasi yang kuat secara egosentris; menjadi seorang anak perempuan dengan kepribadian yang sehat: penerimaan diri, tumbunya harga diri, berempati terhadap orang lain, percaya diri, dewasa, dan mempunyai motivasi yang kuat secara lebih bijaksana. Terdapat lima faktor penentu sosial yang mempengaruhi perkembangan kepribadian Esperanza: (1) Pengalaman sosial pada waktu muda mempengaruhi Esperanza dalam motivasi, perasaan bahagia dan kesepian, kedewasaan, penerimaan diri, egosentrisme, harga diri, dan kepercayaan diri. (2) Kehilangan interaksi sosial mempengaruhi Esperanza dalam perasaan bahagia dan kesepian, motivasi, dan egosentrisme. (3) Penerimaan social mempengaruhi Esperanza dalam penerimaan diri, rasa aman, juga rasa bahagia dan kesepian. (4) Prasangka dan diskriminasi mempengaruhi Esperanza dalam harga diri, kepercayaan diri, penerimaan diri, dan egosentrisme. (5) Perpindahan social mempengaruhi Esperanza dalam penerimaan diri juga rasa bahagia dan kesepian.

Kata Kunci: Personality Development, Social Determinants, The House on Mango Street

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ACKNOWLEDGEMENT

Writing a thesis without any preparation is like entering a room with hundred doors, bringing confusion and needing a long time to find the right one. To finally open the right door is like poking out a bundle of cotton stuck into my nose.

First of all, I thank God for the blessing and care He gives all along my life. My best gratitude and deepest thank is to my family; My father, Suryanto, and my mother, Sri Maryani, whose love, prayer, and support always accompany each step I take in my life. My little sister, Rosalia Suryaningtias, who was born in time and I hope to always be my friend.

I would like to express my best gratitude to my advisor FX. Ouda Teda

Ena, S.Pd., M.Pd., Ed.D. for his time, guidance, and humor to help me improve and finish my thesis. I would also like to thank my PPL advisor M. V. Eka

Mulatsih, S.S., M.A. who has wished me to be happy in the future in the middle of my hard time. My appreciation also goes to all the lecturers of English

Language Study Program for their assistance and knowledge during my study.

I would like to express my thankfulness for my friends who kindly help me to finish my thesis, Yohana Gabriela Nanda Kristiani, Chia Clarissa

Crisentia, Victoria Amadea Prayuarsi, Gabriela Maria Pangesti Wening,

Widya Ayu Anindita, and Fabiola Nimas Ayu.

I am grateful to have Thania, Chia, Wewe, and Dee as my dearest friend in my university life. Thanks for all silliness, happiness, togetherness and support;

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I do hope our friendship will last forever. I would also like to thank to Barel who since the beginning of my university life has been a good friend and secondary lecturer for me. I want to express the next gratitude to my Geng Gemest; Oktia,

Intan, Depeh and Dita, for our happy and silly sisterhood also the support you give since we were in senior high school.

I also want to thank my friends of Setting Teams whom I cannot mention one by one. Being in Setting Team is such a great thing; it is a way to escape from the exhaustion of study in university life – a place where I find good friends and new knowledge.

My thank also goes to all of my friends in PBI class B batch 2013 and everybody who becomes a part of my university life for the unforgettable and meaningful moments in the last four years.

Febriyani Suryaningrum

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TABLE OF CONTENTS Page TITLE PAGE ...... i APPROVAL PAGES ...... ii DEDICATION PAGE ...... iv STATEMENT OF WORK’S ORIGINALITY ...... vi PERNYATAAN PERSETUJUAN PUBLIKASI ...... vii ABSTRACT ...... viii ABSTRAK ...... ix ACKNOWLEGMENT ...... x TABLE OF CONTENTS ...... xii LIST OF APPENDICES ...... xiv

CHAPTER I. INTRODUCTION A. Background of the Study ...... 1 B. Research Questions ...... 6 C. Significance of the Study ...... 7 D. Definition of Terms ...... 8

CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Study ...... 9 B. Review of Related Theory ...... 12 1. Theory of Character and Characterization ...... 12 2. Theory of Symbols of Self ...... 15 3. Theory of Personality Development ...... 20 4. Theory of Social Determinants ...... 22 5. Theory of Healthy Personalities ...... 28 6. Theory of Unhealthy Personalities ...... 29 C. Theoretical Framework ...... 32

CHAPTER III. METHODOLOGY A. Object of the Study ...... 34 B. Approach of the Study ...... 35

CHAPTER 1V. ANALYSIS A. Description of Esperanza’s Characteristics ...... 37 1. Esperanza’s Personalities before Reaching Self-Acceptance ...... 39 2. Esperanza’s Personalities after Reaching Self-Acceptance ...... 58 B. The Social Determinants ...... 65

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Page 1. Early Social Experience on Esperanza’s Personality Development ...... 65 2. Social Deprivation on Esperanza’s Personality Development ...... 73 3. Social Acceptance on Esperanza’s Personality Development ...... 74 4. Prejudice and Discrimination on Esperanza’s Personality Development ...... 77 5. Social Mobility on Esperanza’s Personality Development ...... 78

CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS A. Conclusions ...... 80 B. Implications ...... 82 C. Suggestions ...... 83

REFERENCES ...... 85

APPENDICES ...... 88

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LIST OF APPENDICES

Page Appendix 1: Summary of The House on Mango Street ...... 89 Appendix 2: Biography of Sandra Cisneros...... 91

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CHAPTER I

INTRODUCTION

This chapter consists of four parts namely background of the study, research questions, significance of the study, and definition of terms. The first part provides the reason of choosing the novel as the subject of the study. The second part describes the questions which is going to be analyzed later. The third part deals with the discussion about the advantages of the study to the readers. The last part provides to avoid misconception in the study.

A. Background of the Study

Every human being in nature always experiences development either physically or psychologically. Physically, human will experience body changes as a part of developmental sequence along the time. Psychologically, one of the developments occurs in human’s personality. Studies about personality development deals with human behavior; how someone thinks, reacts, and responds to a certain situation since the very beginning until the end of the life. It is a lifetime study because personality will constantly evolve from time to time and from one situation to another situation as the individual develops to shape new structure organization of behavior. Allport explains, “Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought” (as cited in Hurlock 1974, p. 7; Feist & Feist

2009, p. 378)

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The importance of personality increases since society always grows more complex. A favorable personality has a high value in a complex social life as a way to tame and win others’ hearts. Hence, a person will be socially approved and able to braid relation with others. Person who is accepted by his social group will grow his self-esteem.

However, how one’s personality is shaped is not merely determined by oneself. Hurlock (1974) emphasizes, “No one is born social, unsocial, or antisocial.

Attitude toward people and toward social activities are determined early in life by the kinds of experiences the person has” (p. 232). Thus, many determinants can influence the development of individual’s personality. One of the determinants that influences how someone shapes and grows his personality is social determinants.

Social determinants are related to the social environment which an individual lives in. Through the social environment, someone will undergo complex social experiences which will affect his personality development.

Social experiences are provided by family, as home experiences, and social environment, as experiences outside the home. It is explained by Hurlock (1974) that the home and family provide the first social environment which will determine someone’ attitudes toward social situation. Besides of it, the environment, including with whom a person associate with outside the home, will also shape and influence the personality (pp. 232-234). Hence, it can be said that social determinants strongly affect one’s personality development.

Literature is actually a medium for people to express their feeling and ideas.

It is also a medium to share the arts of knowledge and ideology to the society in a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3 pleasant way. It is an important part of human life since it is the representation of what human had experienced in social life, which the nature is mostly personal and able to be enjoyed or studied by other people. As Wellek and Warren (1956) explain,

But, furthermore, literature ‘represents’ ‘life’; and ‘life’ is, in large measure, a social reality, even though the natural world and the inner or subjective world of the individual have also been objects of literary ‘imitation’ (p. 94).

De Voto emphasizes, “Literature is a record of social experience, an embodiment of social myths and ideals and aims, and an organization of social beliefs and sanctions” (as cited in Albrecht 1954, p. 426).

Furthermore, it is explained by Anjana and Bhambra (2016) that people can acquire knowledge from literary work.

It is indeed true that literature reflects the attitude and perception of the society – its virtues and vices and in its corrective measures literature mirrors the vices of the society with a view to make the society realize its mistakes and make amendments (p. 7).

Hence, people will be able to analyze human’s personality development through the novel as a literary work. A novel provides wide, detail, complex, and credible story which carries living characters inside of it. Wallek and Werren (1965) state, “The novel shows a character deteriorating or improving in consequence of causes operating steadily over a period of time” (p. 215). It is also narrated by Clara

Reeve that, “Novel is a picture of real life and manners, and of the time in which is written” (as cited in Wallex & Warren 1956, p. 216). Moreover, Arp and Johnson

(2012) explain that a fictional character, which the nature is as a lifelike people, may classify as developing character which means it undergoes some distinct change of character, personality, or outlook. The changes happen to the character is not merely PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4 minor change but some significant and basic, either to positive or negative change

(pp. 103-104).

According to the explanation above, it is clear that a novel is a good object of study to be analyzed. People will gain the knowledge and awareness about the value of life through its problems while reading the literary works. The main character in the novel The House on Mango Street also experiences complex social issues which contribute to her personality development. The complex social issues in the story is interesting and arousing kind of enthusiasm since it has similarity with the writer of the study’s life. Therefore, the study focuses on the main character’s personality development which is influenced by social determinants.

The House on Mango Street is a novel written by a Mexican-American writer, Sandra Cisneros, who was born in Chicago in 1954. Estill (2002) explains that The House on Mango Street is a bildungsroman or the coming-of-age novel which written for the exploration of the part of self-development. It describes the coming-of-age of Esperanza, a young Mexican-American growing up in a Chicago barrio (p. 26). Hence, the story focuses on the physical and psychological growth of the main character, named Esperanza, from youth to the time when she becomes more mature which means the character changes are extremely important.

The House on Mango Street is a story about Esperanza Cordero, a Chicana in her early adolescent who lives in Chicago among a poor Mexican-American neighborhood. The Mexican-American girl is called Chicana. The story begins with

Esperanza’s family which moves to Mango Street after frequently moves from place to place in Chicago poor neighborhood. The social mobilization experienced by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Esperanza for times because of her family economic condition, drives her to hate her roots and herself who belongs to a minority group which is often stereotyped as a lower social class society.

Furthermore, Esperanza’s social group has the custom to underestimate women. They treat women differently and imprison women’s freedom. Esperanza denies the facts of her social group. It results in self-rejection and losing identity.

She also suffers from loneliness because of having difficulties to be approved by her social group. Therefore, she tries to escape such suffocating effects from her neighborhood so that she will not be shaped by her social, cultural, and spatial forced.

Sandra Cisneros describes clearly with her poetic words many sides of

Esperanza, thus the writer of the study able to acquaintance that Esperanza develops her personality from unhealthy personalities into healthy personalities. In the beginning of the story, Esperanza is a girl who suffers from self-rejection. Through

The House on Mango Street, Cisneros tries to voice how Esperanza as a Mexican-

American girl struggles to develop herself to be better against prejudice as minority group caused by her social and economic barriers. She shows how Esperanza finally develops into someone who can embrace the unfavorable social environment and reach self-acceptance.

Esperanza, as the main character in the story, experiences such social issues which determine her personality development; in this study the writer examines and analyzes the influence of social determinants on Esperanza’s personality development in Sandra Cisneros’s The House on Mango Street. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Through this study, the writer is supposed to get a deeper understanding about the novel The House on Mango Street and social determinants which contribute such influences in shaping human personality. Furthermore, for the readers, every people is an educator for the people around them. Having knowledge and understanding about this topic will allow readers to educate others about the social determinants which influence personality developments thus, more people will be aware about this issue. Educators will also be capable to be acquainted with their pupil’s personalities and social factors that influence them, so that the process of learning will be more pleasant and comfortable.

Parents and older people in a family are also educators. Thus, the knowledge of personality development helps them be more aware about this issue and will move to seek a way to provide such good social environment for their children to shape healthy personalities. Lastly, for the people themselves, the knowledge helps us understand our own personality. Through the understanding, they grow awareness to evaluate how healthy their personalities are and able to sort social determinants which can improve their personality.

B. Research Questions

Based on the background of the study, there are two questions formulated as follows:

1. How is the main character described in The House on Mango Street?

2. How do the social determinants influence the main character’s personality

development? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. Significance of the Study

This study provides benefits for the writer, readers, educators, learners and future writers. Firstly, the writer will be able to acknowledge self-personality development and the social determinants which influence the development, so that the writer can evaluate herself. Likewise, the writer will also be able to be acquaintance with how unique and respectable someone’s personality is. People never know what really happened in someone’s life because every people might walk on the same path but never the same shoes. Social determinants are someone’s path and the basic self-concept is someone shoes. Hurlock (1974) states that, “Each personality pattern is unique in the sense that it differs in many respects from other personality patterns.”

Secondly, by reading this study, hopefully the readers see how social environment strongly affects Esperanza’ personality development. The readers will be given an opportunity to picture how personality development can bring such effect to someone’s life. Hence, the readers will gain the knowledge, understanding, and awareness about it.

Thirdly, for the educators, this study gives a suggestion in considering the novel as a study object in certain courses such as English Language, Prose or Book

Report. Fourthly, this study provides beneficial information from the story so that the learners can take it as a source of knowledge and references.

Lastly, for future writers who are going to conduct a study about the same novel, hopefully this study will provide them with references about writing a literature thesis. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

D. Definition of Terms

In order to avoid misunderstanding and ambiguity, the writer would like to explain some terms that will be used in this thesis.

1. Personality Development

According to Allport, “Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought” (as cited in Hurlock 1974, p. 7; Feist & Feist 2009, p. 378).

It is explained by Allport that personality is a dynamic organization structure of an individual. It is dynamic because the personality constantly develops to be more complex along the time for it is influenced by the difficulty of situation experienced by an individual and also the physical growth which nature is inextricable unity.

2. Social Determinants

Hurlock (1974) explains in her book Personality Development that social determinants are related with the social group in which someone lives. The social group will expect everyone who belong or wants to belong to the group to conform to its standards. The social group will set a certain learning experience as developmental tasks of which a person is expected to master at a certain age as the social group has assumed. It can be said that every social group expect its members to socialize and learn how to play an approved social role. Social role is a pattern of customary behavior which has been defined by members of the social group according to the person position in the group. Receiving social acceptance results in increasing the individual’s self-esteem. Receiving social disapproval results in having an unfavorable opinion about oneself (p. 232). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of three parts about the description of the literature related to the study. The first part is review of related study in which the writer reviews previous studies discussing the same novel or topic. The second part is review of related theories; the writer reviews theories that are related for the study.

The last part discusses the theoretical framework. The theoretical framework explains the application of the theories in answering the research questions of the study.

A. Review of Related Study

In order to support the study, it is necessary for the writer to discuss the previous studies. There are many studies which choose The House on Mango Street as the object of study. However, the studies rarely take personality development as the topic to be discussed. Betz (2012) in her article Chicana “Belonging” in Sandra

Cisneros' The House on Mango Street takes Spanish-English speaking language as symbolism of Esperanza who belongs to Mexican-American lives in Chicago,

Mango Street. Betz (2012) discovers that through the manner of communication,

Cisneros reveals Esperanza’s identity in relation to latent motives, prospective audience, and ethnic background. It is shown in Esperanza’s struggle to deal with the poverty, discrimination and prejudice in her social group. Esperanza’s struggle

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10 in adversity depicted by Cisneros in the use of poetical-composed vignettes through

Spanish-English language.

The second study which is related to the same object study is conducted by

Seber (2013) in The Charged Strolls of the Brown Flâneuse in Sandra Cisneros’

The House on Mango Street. Seber (2013) discovers that Esperanza can be categorized as brown Flâneuse who stumbles upon gender, class and ethnic restriction in Chicagoan barrio as she molds her identity. The researcher shifts the perspective from European metropolis with male’s point of view into a modern city of America in Esperanza’s female point of view. The study examined through three main configurations; mapping ethnicity, mapping gendered spaces, and mapping identity.

The following study used the same object of study and discussed personality development. The writer is Puspitasri (2012), a student of English Letters Study

Program Yogyakarta States University, her study is entitled Esperanza’s

Personality Development as Reflected in Sandra Cisneros’ The House on Mango

Street. Puspitasari (2012) discovers that at the beginning of the story Esperanza is described as a girl with fragile personality. However, at the end of the story

Esperanza turns into a confident, optimistic, and sophisticated person. The factors influencing the personality development are events which occur in her family and neighborhood.

The following study with the same topic but a different object of the study is written by Septiana (2017), a student of English Language Education Study

Program, whose undergraduate thesis is titled The Personality Development PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Cressida Cowell’s How to Train Your Dragon. The study has an objective which is the depiction of Hiccup’s personality development in his preadolescent stage.

Septiana (2017) at the exposition depicts Hiccup as a person who has several main personalities which are phlegmatic, melancholic and choleric. The characteristics of phlegmatic are fearful and worried, stay uninvolved, kind, and enthusiastic; melancholic is characterized by introspective, serious, and purposeful; and choleric is depicted by compulsiveness. At the climax and resolution of the story, Hiccup develops into melancholic and choleric. The characteristics representing melancholic are genius and self-scarifying; and choleric is portrayed by the capability of leading and organizing.

The preceding studies discuss a different topic with different object of the study. The first and second one are studies using the same object of the study, yet focusing on different topics and using different approaches with this study. The first one focuses on symbolism values reflected on Esperanza’s bilingualism. The second study focuses on categorizing Esperanza into a Brown Flâneuse. The third one has the same topic but a different focus and object of the study. It focuses on depicting the personality development in preadolescent stage.

There is a study discussing about the personality development in Sandra

Cisneros’s The House on Mango Street which is discovered by the writer of this study. However, the writer of this study discovers a new topic to be discussed related on the same object. The writer conducts a study about how social determinants influence Esperanza’s, the main character of The House on Mango

Street, personality development. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Review of Related Theory

1. Theory of Character and Characterization

According to Rohrberger and Woods (1971), character in a story is the one who acts out in its particular time and place also faces some kind of conflicts in a pattern of events. Central character or main character is the most important character in the story since every events revolves around the main character. The main character is called protagonist. Further, Bennet and Royle (2016) emphasize that character is the navel of a story by saying, “Character are the life of Literature: they are the objects of our curiosity and fascination, affection and dislike, admiration and condemnation” (p. 63).

The description of the character in the story is divided into two ways namely flat and round. In flat characters, the author describes the character only from one side of person. Besides, in round characters, the author shows many sides of the person. Following, characterization is the process of the author to create and mold a character in the story. Through characterization, the author will shape the character’s personality and appearance. There are two ways of an author to characterize the character, they are direct means and dramatic means. In direct means, the author will directly describe the physical appearance of the character through clear narration. In dramatic means, the author will describe the character through reaction and behavior of the character towards certain situations

(Rohrberger, 1971; Arp & Jonhson, 2012).

Further, Murphy (1972) also states that characterization is the process to reveal the characteristic out of the character conveyed by the author. He explains PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

13 that through the use of real people’s style of interaction and appearance, the reader can acquaint the characteristic of a character in a story. There are nine ways to reveal the character’s characteristics and personality namely personal description, character as seen by another, speech, past life, conversation of others, reaction, direct comment, thought, and mannerism (pp. 161-173).

The character in a novel is lifelike character. They are like real people with realistic name, behavior, and certain complexity as people in the real-life. Thus, the characterization of the character in a story is a simple copy such a person as the model (Bannet & Royle, 2016; Arp & Jonhson, 2012). It shows that they have the same way to characterize a character in a story with Murphy (1972). The following explanation of the way of characterization by Murphy (1972) can be found: a. Personal Description

The author describes the character’s appearance and clothes accurately. He gives the details of the appearance through the skin color, hair style, body built, scar on the face, the shape of the front teeth, etc. Following, the details of the clothes can be described through the outer coat style, materials of which clothes are made, color, etc. b. Character as Seen by Another

Instead of describing a character directly, the author describes the character based on the other characters’ point of view. The other characters in the story will narrates the character’s characteristic through their eye and opinion to give clues to the readers. Thus, the readers get a reflected image of the character.

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14 c. Speech

The author gives the readers clues into the character’s characteristics through the character’s speech in four ways. The first one is from whatever the character says. The second one is from whenever the character speaks. The third one is from the conversation between the character and the other characters. The last one is from the opinion expressed by the character. d. Past Life

The author provides the readers an explanation about events occurred in the character’s past life as a clue of the factor which has helped or influenced to shape the character’s characteristics. The explanation of the character’s past life can be done from the direct comment of the author, the character’s thoughts, and conversation either through the character himself or others. e. Conversation of Others

The author gives the readers clues not merely from the conversation of a character. The characteristics of the character can be acquainted through the conversations of other characters. It can also be acquainted from other characters’ opinion. f. Reaction

The author will not always provide direct description of character’s characteristics. It can be seen through the reaction. The readers are able to know the character’s characteristics by seeing how the character reacts to various situations and events.

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15 g. Direct Comment

The author gives description or comment of a certain character’s characteristics directly. The author can deliver direct comment of one character or explicitly describes him so that the readers get the whole picture of the certain character. Therefore, it will be easy for the readers to understand. h. Thought

The author is able to give the reader direct knowledge of what the character is thinking about. Hence, the readers will be in a privilege position who have an ability to hear inmost characters’ thought. Thus, the readers are able to know the character’s characteristics. i. Mannerism

The author gives the description of the character’s mannerism or habits. The character’s mannerism is a constant pattern of the character in facing his daily life in the story. Thus, it may also tell the readers something about the character’s characteristics.

2. Theory of Symbols of Self

Judgement of one’s personality is significantly influenced by certain signs which are observable yet carried inmost meaning. The signs are used by people to convey their identity and trigger others to make assessment based on the association which they can observe. These signs are called symbols of self by Hurlock (1974).

It is through symbols of self that a person tries to reveal to others qualities which he wants them to associate with him, but which he cannot or does not want to reveal directly (p. 45).

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However, symbols of self do not only affect one’s judgement of others but also influence one’s self-concept. It is able to influence one’s personality because every member of social group will learn the meanings of symbols of self through the ways people in his group make a certain judgement. The awareness of the system of the judging and impression which he gets from others greatly affects how the person judges the others and himself. It will be derived to one’s self-concept which affects the personality. Hurlock (1974) explains that,

The symbols thus influence the development of self-concept and affect the personality. They become symbols of personal identity. The individual thinks of himself – and others judge him – in terms of those symbols (p. 46).

Further, it is also stated by Hermans and Loon (1991) that a symbol is socially rooted and socially supported. The creation of a symbol is a social act, even though it originates from an individual. If something becomes a symbol for oneself, this is always in relation to the community to which the individual belongs, and the community can also recognize the significance of the symbol (p. 243). There are six common symbols of self as a way to judge people explained by Hurlock (1974) namely clothing, names and nicknames, speech, age, success, and reputation (pp.

45-74). The following explanation can be found: a. Clothing

Clothing symbolizes important characteristics of the wearer and influences the judgement of others make of him. Certain aspects of clothes give clues to the wearer’s personality. Clothes can be used as an important protection of self, a means of self-defiance, of self vindication, or means of communicating with others. Once the symbolic value of clothing is recognized, the person tries to discover how PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

17 clothes can be used to gain favorable impression on others in order to gain social acceptance.

Being judged as a well-dressed person will increase his self-esteem.

However, being noticed with disapproval makes a person feels inferior. Being poorly or inappropriate dressed can make a person feels uncomfortable and self- conscious. Only a person who is well-known for his achievements, wealth, or social position can afford to be poorly dressed if he wants to be favorably judged.

Further, clothes are also used to identify the wearer’s role, status, condition, maturity, sex appropriateness, and to retain individuality. How much a person can express himself through clothes and being judged favorably by the group depends on his level of acceptance in the group. A person who feels inferior must conform to the style of clothes approved by the group in order to win social judgement. b. Names and Nicknames

Names are the only symbols of self which are permanent. Names are used by people to judge the personality and characteristics of the owner since they symbolize his identification, glamour, personality type, individuality, sex appropriateness, and popularity.

The identification of a person’s status in social group judged by the kind and number of names he has. If he has names identified with religious or ethnic minority, he will be identified with the stereotype of that group. Most people dislike their names if they are associated with unfavorable stereotypes or minority, religious, or racial group; too unusual; also lead themselves to mispronunciation, misspelling, distortion, and ridicule. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Names affect one’s personality when the bearer realizes that his name is a symbol to others of what he is and they judge him in terms of what that symbols mean to them. People who dislike their names because they feel that their names lead others to view them unfavorably also tend to dislike themselves. c. Speech

Speech gives clues to the personality of the speaker. Speech tells others how the speaker thinks of himself, his dominant interest, his feeling toward others, and his relationship with them. Speech also tells about the emotional state of the speaker. Many aspects of speech provide clues to judge the personality of the speaker; it can be seen through the content, form, quantity, and quality of speech.

A person who verbalizes his inferiority or inadequacy can be assumed to have poor self-concept. Meanwhile, a person who verbalizes his superiority may have favorable self-concept, delusion of a great quality person, or unfavorable self- concept he tries to hide.

Bilingualism in speech is a symbol of self that tells others something about the racial or national origin of the speaker. If the origin of the speaker is regarded with social disapproval, the bilingual person will be judged unfavorably. Further, a person in an English environment speaking will be identified with a less prestigious minority group if the person using his mother language. d. Age

There are specific roles established to different ages and expects its members to conform to the pattern set by the roles in every cultural group. The social group evaluates age roles in terms of how appealing, how useful, how PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

19 annoying, or how useless to the group’s interests the roles are. Age can affect one’s personality once he is aware of the cultural stereotype associated with age and must apply that stereotype to judge himself. It will affect not only his self-concept but also the quality of his behavior. Many people use symbols, such as clothes and speech, to create the impression that they belong to an age group that is more favorably judged than their own age group. e. Success

People since young age have tendencies to express their success in order to be judged favorably by others. Thus, success must be visible. The most common symbols of success are popularity among peers, leadership role, athletic achievement, kind of occupation, money, material possession, club membership, and the use of leisure time. Since of the high admiration and respect from people are associated with success, the degree of success the social group gives to a person gives big influence on his self-concept. The more symbols of success a person has and the more visible the symbols are, the more favorable the judgements of other people to him. At the same time, the person’s self-concept increases. Meanwhile, an invisible success will be ego satisfying but has little influence in bringing other’s judgments. f. Reputation

Reputation is a symbol of self used by others to judge an individual. It can be either bad or good reputation. The way a person obtains his reputation is based on the social value in which he lives. It also depends on the personal’s point of views and references of the certain party who establishing the reputation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Reputation development is significantly influenced by first impression. Then, a person will also be judged by his appearance, his behavior, and social stereotypes.

Once people form an impression of person, it affects their attitudes, behavior, and serves as the basis for his reputation. The awareness of the role of reputation influences a person’s way of think of himself and likely persistence.

3. Theory of Personality Developments

Allport in Hurlock (1974) and Feist and Feist (2009) define the definition of personality.

Personality is the dynamic organization within the individual of those psychophysical systems that determine his characteristic behavior and thought (p. 7; p. 378).

Furthermore, Hurlock (1974) redraws Allport’s definition in a clearer way that personality pattern is a combination of traits and influenced by one’s concept of self. Personality is dynamic because in nature it is constantly evolving. The changes in someone’s personality are neither radical change nor permanent. The development occurs, both mentally and physically, is impossible to be separate as a result of learning and the life experiences. However, there is a motivational role of the psychophysical system which, either from environment or within an individual, stimulates adjustive and expressive acts. It is a change in characteristics forms in order to work better in a new situation and the point where the personality comes to be known. Thus, it results in distinctiveness of person’s behavior and thought as an expression of the psychophysical pattern system which is directed toward the specific goal of enabling individual to adjust to his environment (pp. 7-

8). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Personality represents a development from birth to death. It means personality does not stop developing as one lives his live. The life experiences are related to the individual differences in personality change (Hjelle & Ziegler, 1981;

Caspi & Roberts, 2001). Further, Gask, Evan, and Kessler (2013) state that,

Personality refers to the pattern thoughts, feelings, and behavior that makes each of us the individuals that we are. This is flexible and our behavior differs according to the social situations in which we find ourselves (p. 28).

Thus, no one will ever share exactly the same personality even identical twin who experience the same events in the same social environment. It is because they have different patterns of self-concept. Each person will have their own way to react and respond to a certain situation.

Feist and Feist (2009) also state that personality is unique and refers to idiosyncratic behaviors of an individual. “Personality is a pattern of relatively permanent traits and unique characteristics that give both consistency and individuality to a person’s behavior” (p. 4). Afterwards, it is emphasized by Hjelle and Ziegler (1981) who explain that, “Human beings come in many shapes and sizes and behave in exceedingly complex ways. Of the several billion people who presently in habit earth, no two are exactly alike” (p. 1).

Further, Hjelle and Ziegler (1981) state that personality has been viewed as the individual bouquet of characteristics, so that personality is something which is able to be studied in order to find out one’s characteristics and its developments.

Personality refers to the overall impression that an individual makes on others, that is, a sum total or constellation of characteristics that they are typical of the individual and thus observable in various social settings (p. 6).

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The traits which give the unique flavor within each person are not merely put into one’s body but the result is integrated and organized meaningful pattern called by Hurlock (1974) as hereditary endowment. However, it is asserted that personality is not inherited. It is the product of learning during the course of prolonged social relationships with people both within and outside the house. There are three major factors in determining the development of personality pattern: first, heredity endowment; second, early experiences within the family; third, important events in later life outside the home environment (p. 19).

Changes in personality have two directions that is to be better or worse which reflect the success of someone’s adjustment. Changes for the better personality will lead oneself into healthy personalities and changes for the worse will lead oneself into unhealthy personalities. Hurlock (1974) explicates that,

Successful adjustment at any age, for example, improves the self-concept and the person exhibits greater poise, self-confidence, and self-assurance. By contrast, failure or failure to come up to self-expectation leads to a deterioration in self-concept and feelings of inadequacy and inferiority which are expressed in antagonisms, defensive reactions, depression, and many behavior patterns which lead to even poorer personal and social adjustment (pp. 120-121).

4. Theory of Social Determinants

All human beings are both an individual and a part of society. Alder states,

“Social interest is the natural condition of the human species and the adhesive that binds society together” (as cited from Feist & Feist, 2009, p. 75). Hence, no one will be able to isolate himself from the influence of social group in which someone lives. Murray and Kluckhohn (1953) explain, “Thus, persons cannot be properly PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

23 understood apart from their surroundings – constitutional and environmental forces combine to produce behavior” (as cited from Hjelle & Ziegler, 1981, p. 72).

Hurlock (1974) explains that social determinants are related to the social group in which someone lives. The social group will expect everyone related to the group to conform to it standards. The social group will set certain learning experiences as developmental tasks, which the person is expected to master at an age when generally people at that age are capable of mastering them. It can be said that every social group expects its members to socialize and learn to play an approved social role. A social role is a pattern of customary behaviors which has been defined by members of the social group according to the person’s position in the group. Receiving social acceptance will result in increasing the individual’s self-esteem. Receiving social disapproval will result in self-rejection (p. 232).

Therefore, it can be said that social group take a part to determine one’s personality as stated by Beebe, Beebe, and Redmond (2009) that, “Religious groups, political groups, ethnic groups, social groups, study groups and occupational and professional group play important roles in determining your self-concept” (p. 39).

There are six of social determinants which influence one’s personality development according to Hurlock (1974) namely early social experiences, social deprivation, social acceptance, prejudice and discrimination, group status, and social mobility (pp. 232-262). The following explanation can be found: a. Early Social Experiences

A person attitudes toward social group are determined early in life by the kinds of experience he has. Thus, a person must have opportunities to learn how to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

24 behave in a social approved way. Enjoyable social experiences help to ensure the development of positive social attitudes.

Experiences inside the home provide child’s first social environment. It determines what his first attitude toward people and social activity will be. Children who feel rejected at home often carry attitude of martyrdom outside the home and unable to adjust with the social group. Experiences outside the home associating with others as early social contacts, will greatly influence child’s social attitude and behavior.

If one’s early social experience is pleasant, he will respond to people in a warm, friendly manner and win their affection. If the opposite happen, he will conclude that all social experiences are frightening and tries to avoid them as much as possible. b. Social Deprivation

Social deprivation is a situation in which a person being deprived from the society because of many factors. The person loses the chance to associate with others. It leads to the feeling of unhappiness and loneliness. Musen et al explains,

A child’s lack of peer group contacts, because of geographic isolation, family restrictions, unfavorable social attitudes on the part of the child, or some other condition, “may result not only in immediate unhappiness, but also in subsequent difficulties in interpersonal relationships (as cited in Hurlock 1974, p. 235).

How damaging social deprivation to the personality pattern depends on many condition: the age which deprivation occurs, how long it lasts, the causes, the extensity, and how much a person wants and needs social contacts.

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25 c. Social Acceptance

Social acceptance is influenced by a person’s awareness of social acceptance and his rate of acceptance in a social group. There are some levels of social acceptance. The first is the star whom everyone always likes and wants to claim as friend. The second is the social isolate whom no one claims as a friend.

Third is the fringers whom just on the line of acceptance. Fourth is the climbers who have acceptance in one group but want to gain acceptance in a higher group.

The social isolate has two categories. The first one is voluntary isolates who voluntarily withdraw from the group because they gain little satisfaction from the contacts and activities. The other one is involuntary isolates who crave contacts with members of the group but are not accepted.

Well accepted person is cheerful, happy, and secure. It gives him identity of person, self-esteem, and self-confidence. The person who is rejected when he wants to be accepted develops resentment against people. d. Prejudice and Discrimination

The victim of prejudice experiences involuntary social isolation because they are identified with a particular racial, religious, sexual or socioeconomic group. Prejudice is a constellation of attitudes that cause, support and justify discrimination. While discrimination involves acting categorically rather than individually which constitutes the root of prejudice. Prejudice will affect the values, moral concepts, symbols, and behavior of both the person who is prejudiced and the person against whom prejudice is directed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

How much prejudice and discrimination will affect the personality of the target person varies since it is greatly influenced by his awareness of the rejection.

The target person learns to hate himself and his roots as he feels that other people hate his social group. It leads to aggressive behavior patterns. Yet, they may also establish higher levels of aspiration than others who are not subjected to prejudice and discrimination. More often, realizing his helplessness of his position will lead him to be lethargic and submissive. e. Group Status

In any social group, statues vary from member to member. The role person plays in a group influence his personality. Directly, by providing him with opportunities to develop certain personality traits that are essential to play his role successfully. Indirectly, it influences through reaction of significant people to the role the person plays. f. Social Mobility

Social mobility is the process of changing one’s status by movement within a social group or from one social group to another. It will influence one’s personality. The reason is that it involves a change in the position the person occupies in the social structure and relationship.

In horizontal social mobility, there is a movement from one group to another within a social stratum. It is usually the result of geographic mobility. It occurs when a person or family moves from one community, neighborhood, or group to another on the same level for personal or vocational reasons. This mobility may mean a financial improvement for the family, an opportunity to bury the past, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

27 and a chance to gain a higher social status; it also means breaking old friendship and establish the new one. Until adjustments to the new environment are made, there is generally a period of loneliness, dissatisfaction, and longing to move to the old environment. The psychological isolation and loneliness lead to anxiety, dogmatism, and personality disorder of minor or major degree.

In vertical social mobility, there is a movement from one social stratum to another. This movement may be either ascending or descending. In ascending or upward social mobility, the person climbs up the social ladder. Thus, he is called as a climber. In descending or downward social mobility, the person goes down the social ladder. He is generally referred as a slider or skidder. The vertical mobility, whether upward or downward, is a socially disruptive force, putting the person in a marginal position because he is torn from his social roots. Consequently, he has trouble in establishing integrative social relationship.

In upward social mobility, the effect is often far from pleasant and its influence on self-concept may be highly detrimental. The person has feeling of insecurity and social isolation which are damaging to personality. He feels insecure since he has to give up his old friends and old life time guide. He will feel social isolation as he must terminate social ties with family members and former friends if he wants to climb the social leader. In downward mobility a person who is forced to move downward in the social hierarchy develop feelings of inferiority and inadequacy. He feels frustrated and think of themselves as failures.

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5. Theory of Healthy Personalities

People who have healthy personalities are those who are able to balance between their social group’s expectation and their own needs and abilities. The social group will judge them as a well-adjusted person since they can play their role in their social group effectively. Yet, they keep fulfill their own satisfaction so that they can feel happiness within themselves. Hence, they can accept themselves as who they are.

It is stated by Hurlock (1974) that people with healthy personalities experience a kind of “inner harmony” in the sense that they are at peace with others as well as with themselves. There are two essentials to a healthy personality: first, the person must not only play his role in life satisfactorily, but must also derive satisfaction from it to emotional states called happiness; second, the person must play his role in life for the satisfaction of others (p. 423).

The satisfaction of a person is based largely on how they know himself, what his needs, interests, motivation, and capabilities are. Maslow called it as self- actualization. Maslow (1970) explains, “In other words, his self-actualizing individuals fulfilled their needs to grow, to develop, and to increasingly become what they capable of becoming” (as cited in Feist & Feist 2009, p. 289).

Self–actualization achieved by a person will lead to the feeling of self- acceptance. Since a person feels that they are worthy enough with what he is capable and in-capable of to do, they are not overly criticized with his own shortcomings and not burdened by anxiety, shame, and guilt as stated by Maslow PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(1970), “Self-actualizing people can accept themselves the way they are” (as cited in Feist & Feist 2009, p. 291).

Hurlock (1974) explicates, “Self-acceptance is the “degree to which an individual, having considered his personal characteristics, is able and willing to live with them” (p. 434). She added that the more a person accepts himself, the better his self and social adjustments. The self-accepting person does not think himself as a perfection yet, he is able to evaluate himself realistically. It also accompanied by acceptance of others as interrelationship result of his enough secure feeling to take interest and show empathy to others (pp. 436-437).

The relation between satisfaction of self in order to reach self-acceptance which leads to happiness is emphasized by Elkins (1979), “Apparently the notion of the significance of loving oneself and accepting oneself reached down into the masses, because it has become a commonly-accepted idea that self-love is the beginning of all love and happiness” (p. 1).

6. Theory of Unhealthy Personalities

The inverse of people with healthy personalities are people who have sick personalities. People who suffer from sick personality have difficulties to fulfill the social expectations and be judged as well adjusted persons by their social group.

Goldberg (1992) narrates,

The healthy personality, however, does not function in a vacuum but within the context of other people. … Individuals who are only for themselves are rarely emphatic, and because they are unable to take on the role of other, have difficulty in developing positive social relationship (pp. 109-110).

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Moreover, Hurlock (1974) also states, “A sick personality is one which there is a breakdown in the personality structure which result in poor personal and social adjustments” (p. 389). Yet, once a person can fulfill the social expectations and labeled to be well adjusted, he will not always have healthy personalities. If the person feels forced and unhappy to play his role, he will eventually develop personality sickness. Further, someone is able to hide their feeling of personality sickness to create an impression of well-adjusted person. Hurlock (1974) explains that,

A personality may seem to others to be healthy when, in reality, it is sick. This is true also of the person’s physical condition. He may seem to other to be in the best of health while, actually, he is suffering from some minor or major illness which he is able to hide (p. 389).

Therefore, a person who cannot tell the border between his needs and social needs so that it reaches the balance, will likely suffer from personality sickness.

Adolescent is one of the critical age for the emergence of personality sickness due to the unstable emotions within themselves and the identity crisis which leads into self-dissatisfaction. Hurlock (1974) states, “Children who reach puberty with only minor personality sickness may become mentally sick at this time because they fail to establish their identity” (p. 392).

Self-dissatisfaction is the state in which a person feels unhappy and dislikes himself. The person cannot accept himself as an imperfect human being who cannot always be able to fulfill his expectations because of personal or environmental obstacles. He feels great anxiety due to his highly motivation to achieve his expectation of which the failure leads to self-dissatisfaction. He acknowledges himself as an inferior person: unworthy, unsuccessful, poor quality, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

31 and guilty person who never deserves satisfaction in life. It leads to self-rejection.

Hurlock (1974) explicates,

The fundamental psychological cause of personality sickness is anxiety which stem from self-dissatisfaction. The person is unhappy and dislikes himself to the point where he becomes self-rejectant. He constantly wishes that he were different or that he could be like someone he admires and look up to (p. 393).

Self-rejectant person is one who excessively criticizes his weaknesses and experiences of failure. He does not acknowledge it as a normal part of human being development. As a result, he turns to hate himself, and think that he is no’t worthy enough like others. He cannot accept any imperfection of himself and cannot measure himself in a realistic way. Hurlock (1974) states,

The person is self-critical and self-derogatory. He constantly condemns himself for his shortcomings which are often not shortcomings at all but he believes them to be because he expects to surpass all others. … Of the many causes of self-rejection, the following are the most common and most damaging: unrealistic expectation; environmental obstacles, unfavorable social attitudes; personal limitations; severe emotional strain; repeated failures; identification with maladjustment people; inability to get a proper self-perspective; poor childhood training; lack of motivation” (p. 394)

It is also stated by Kaplan, Robbins, and Martin (1983) that,

Self-rejecting attitudes are expected to have both simple and interactive (with life events) effects upon subjective distress. In regard to the simple effects, since the person is highly motivated to maintain or achieve positive self- attitudes, the failure to do so-as reflected in self-rejecting attitudes-will evoke intensely dysphoric affect. The expectation of interactive effects of self-rejection with life events is predicated on the assumption that a self-rejecting person has a deficit in coping/adaptive/defensive resources that permits the occurrence and fails to mitigate the effects of self-devaluing circumstances (p.231).

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Meanwhile, it is stated by Kramer and Madden (1991), “People with healthy personality, however, allow themselves the freedom to experience fully even negative feelings” (p. 147). Therefore, people who cannot compromise with human being as imperfections also accept both unpleasant and pleasant experiences as life lesson – in the other word, they have awareness to think realistically, will surely suffer from sick personality.

C. Theoretical Framework

This part explains the application of the theories in answering research questions. The theories are used to help, strengthen, and support the analysis of the study. This study discusses the influence of social determinants on the main character’s personality development. This study has two research questions. The first one is about how the main character’s characteristics are described. The second one is about how the social determinants influence the main character’s personality development.

In answering the first question, the writer using Murphy’s (1972) theory of character and characterization also Hurlock’s (1974) symbols of self as the main theory. Then the writer using Hurlock’s (1974) healthy personalities and unhealthy personalities as complementary theory. These theories are used to find clues from the main character in The house of Mango Street in order to give a clear description on the character and personality.

In answering the second research question, the writer using Hurlock’s

(1974) theory of social determinants as the main theory. The theory is used to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

33 understand how human personality development is influenced by the social determinants. Thus, the writer will be able to picturize the main character’s personality development by identifying the kind of social determinants experienced by the main character and their influence.

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CHAPTER III

METHODOLOGY

This chapter consists of two parts. The first one is object of the study. It deals with the novel which is analyzed in this study. The second one is the approach of the study. It covers the description of the approach used in the analysis.

A. Object of the Study

The literary work analyzed as the object of the study is a novel entitled

The House on Mango Street written by Sandra Cisneros. Cisneros (2017) narrates that The House in Mango Street was first published by Arte Público Press in 1984, won the Before Columbus Foundation's American Book Award in 1985, and then re-published in 1991 by Vintage Contemporaries. This classic coming-of-age novel has been sold over six million copies and translated into more than twenty languages. It is also required reading in elementary, high school, and university curricula across the U.S. The book consists of 110 pages and which are divided into 44 chapters. Each chapter discusses a different topic and might seem random like a compilation of short stories. However, after thorough reading, each chapter actually has a relation which makes a clear plot for the story.

The novel is about Esperanza Cordero, a Mexican-American girl, who lived on Mango Street which is a poor neighborhood in Chicago. Her

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35 characterization develops throughout the chapters of the novel. In the first half of the novel, Esperanza is described as a girl with low self-esteem. She denies herself as a part of her social group. Consequently, she becomes a person with self-rejection. Since the very beginning of the story, Esperanza faces many experiences provided by her social group. Those experiences point out the social determinants in the novel which influence Esperanza’s personality development.

As the story goes by, Cisneros shows how Esperanza starts to develop her self- esteem through her interaction with her social group. At the end of the story, she is able to reach self-acceptance and have determination in setting her life’s goal.

B. Approach of the Study

According to Rohrberger and Woods (1971), there are five critical approaches concerning literature; the formalist approach, the biographical approach, the sociocultural-historical approach, the mythopoeic approach, the and psychological approach. The critical approaches are important to be applied when someone intend to criticize a literary work. Criticizing a literary work is not merely admiring the pleasant beauty of it, but also demands a great understanding of the complexity of the form based on each person’s knowledge, insight, and experiences (pp. 3-15).

Analyzing one’s personality development deals with human thoughts and behaviors. The responds of a character based on certain situations from time to time will reflect how the personality develops. In order to be qualified in analyzing the social determinants which influence the character’s personality

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36 development, it is necessary for the writer to deal with psychological aspects.

Therefore, the approach used in this study is psychological approach.

According to Rohrberger and Woods (1971), psychological approach is an approach to literature which takes effort to locate and demonstrate certain patterns representing a different body of knowledge, that is psychology. Further,

Freud explains that one’s personality which can be revealed through motivation, thought, behavior, and human mind will reflect on symbolic words, thoughts, and actions (p. 13).

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CHAPTER IV

ANALYSIS

This chapter covers the analysis of the two questions presented in the study.

The first analysis focuses on the description of the main character’s characteristics,

Esperanza, in Sandra Cisneros’ The House on Mango Street. The second analysis explains how social determinants influence Esperanza’s personality developments.

A. The Description of Esperanza’s Characteristics

Esperanza is the main character of The House on Mango Street, a narrative work presented by Sandra Cisneros. Esperanza is described as a young girl in early adolescent who hates herself and her own roots. She lives as a Chicana, an

American girl whose ancestor comes from Mexico, with her family at Mango Street

4006, Chicago.

Esperanza’s family often moves from one place to another because of her family poor economic condition, until she cannot remember the places where she has been lived before. Her parents always promise that someday they are going to own a dream house once they win lottery, yet they are never able to fulfil the promise. It results in her desire to go and have no relation with her social group because of embarrassment and unhappiness towards Mango Street grows stronger.

Esperanza is a round character since Cisneros shows many sides of

Esperanza and the detail of her development through direct and dramatic means.

Physically, Esperanza is described as a young girl around 12 or 13 years old with

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38 brown skin, skinny body built, and hair which is difficult to be dressed. She often wears a blouse and makes her blouse get dirty. Having hair which is difficult to be dressed and wearing a dirty blouse, it can be said that her appearance is shabby.

Esperanza shows her approximate age when she narrates that her classmate,

Sally, is getting married even before she is in eighth grade. Students before eighth grade are generally in age around 12 and 13 years old. “She met a marshmallow salesman at a school bazaar, and she married him in another state where is legal to get married before eighth grade” (p. 101).

Esperanza has brown skin as the other Mexicans have, she showed it when she said, “All brown all around, we are save” (p. 28). After that, how thin and skinny

Esperanza is emphasized by her mother through a letter to her school, it says, “As you can see she is very skinny” (p.45). Her skinny body built is also shown when

Esperanza compares herself with the palm trees outside her house. “Four skinny trees with skinny neck and pointy elbow like mine” (p. 74).

Each of Esperanza’s family member has different types of hair. Esperanza’s hair is straight, so loose, and dusty. The one which is difficult to be dressed. When she tries to wear hair pins, barrettes, or bands, her hair never stays tidy but sticks out of it. Hence, she calls her hair as lazy hair. “And me, my hair is lazy. It never obeys barrettes or bands” (p. 7). Her dusty hair is shown when she retells her mother’s opinion about her hair. Her mother’s opinion also shows that Esperanza often makes her blouse dirty unintentionally which makes her appearance looks not pleasant. “My mother says, when I got older my dusty hair will settle and my blouse will learn to stay clean …” (p. 88). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1. Esperanza’s Personalities before Reaching Self-Acceptance

Personally, at the beginning up to half of the story, Esperanza is a girl who has unhealthy personalities due to dissatisfaction and inferior towards herself as explained by Hurlock (1974)

The fundamental psychological cause of personality sickness is anxiety which stream from self-dissatisfaction. The person is unhappy and dislikes himself to the point where he becomes self-rejectant. He constantly wishes that he were different or that he could be like someone he admires and look up to (p. 393)

Thus, the personalities before self-acceptance is seen through the theory of character and characterization also symbols of self as the main theory. a. Self-Rejection

Hurlock (1974) narrates that the feeling of dissatisfaction of oneself can lead to the point of self-rejection. The person will constantly wish to be something different or to be like someone he admires (p. 393). Esperanza hates herself and her roots. It is described by the author through Esperanza’s thoughts, reactions, and speech that she cannot accept the reality of being a part of her social group because it gives her environmental obstacles and unfavorable social attitudes. Therefore, she always has unrealistic expectations and wishes she can make distance to things related to her real identity.

1) Self-rejection as Seen in Names and Nicknames

A person is given a name by the adults when he was born. The name which has been given will remain forever throughout the life and be the symbol for the person. People around the person will use the name to identify and label him. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Hurlock (1974) addresses, “A person name is his only symbol of self which is permanent” (p. 52).

Carrying Spanish names, Esperanza, while living in America makes it easy for people to conspicuously judge that this girl belongs to a Mexican group. Rather than feeling of having a meaningful and unique name, the name gives her so much pressure because she does not want to be related to her social group. Hurlock (1974) explains, “If he has a name identified with a religious or ethnic group minority, he will be identified with the stereotype of that group” (p. 56). Moreover, she inherits the name from her great-grandmother’s name. It gives her stronger sense that she is the descent of Mexican community. Esperanza says, “It was my great- grandmother’s name and now it is mine” (p. 10).

Esperanza’s great-grandmother is a strong woman who has awareness that woman should not live miserably under the man’s armpit and controlled by them.

Despite having the awareness of woman rights, fights to avoid marriage which will restrict her freedom, at the end Esperanza’s great-grandmother keeps living a miserable life as other women of her social group.

My great grandmother. I would’ve like to have known her, a wild horse of a woman, so wild she wouldn’t marry. Until my great grandfather threw a sack over her head and carried her off. Just like that, as if she were fancy chandelier (p. 11).

Encouraged by her great-grandmother who shares the same name as her but ended living as a woman in a cage after marriage, Esperanza has a strong desire to change her very own name. She wants to be freed from people’s stereotype, and from her great-grandmother’s history of miserable life. Hurlock (1974) explains that when a person disliked his name, he may do something to try to free himself PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

41 from its unpleasant associations by using an initial or a nickname, altering the spelling or pronunciation or by change the name completely (p. 52).

I would like to baptize my name under a new name, a name more like the real me, the one nobody see. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do (p. 11).

From Esperanza’s thought, it is shown that she leaves her beautiful name behind and have a strong desire to take a new name. She would like to change it to be her very own name, Zeze the X. Zeze which is so universal and X which is mysterious and neither related to anything nor anybody so people will not stereotype her and relate her to any group. Yet, changing name actually will not change anything because Esperanza keeps being Esperanza even she speaks and writes her name using another names. Moreover, she will never free from people’s judgement because basically people will always automatically judge each other either in positive or negative way. Hurlock (1974) once narrates that even if people change their names, the name label that has been associated with them in the minds of others for so long continues to have its effect (p. 52).

2) Self-Rejection as Seen in Speech

Esperanza, as a Chicana, speaks bilingually. She speaks in English and

Spanish which is called as Spanglish. She gets her English tongue from the Catholic school she goes to and the Chicago context. Meanwhile, she gets her Spanish speaking roots from her own family and neighborhood as Spanish speaking domain.

Hurlock (1974) states, “Bilingualism is a symbol of self in that it tells others something about the racial or national origin of the speaker” (p. 63). Esperanza’s bilingualism reveals her racial origin and she is aware of the situation. Due to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

42 considering Spanish as a lower-class identification language, she shows subtle distaste of her Mexican-American social group. She does not want to be tagged and associated with stereotype of her social group. That is why Esperanza clings to

English and stay away from her Spanish speaking roots.

Along the story, Esperanza rarely speaks in Spanish except when she is telling story of others who use Spanish in their speaking. Once, Esperanza tells story about a woman called Mamacita who cannot speak in English and wishes can go back to her hometown.

Sometimes the man gets disgusted. He starts screaming and you can hear it all the way down the street. Ay, she says. She is sad. Oh, he says. Not again. ¿Cuándo, cuándo, cuándo? She asks. ¡Ay, caray! We are home. This is home. Here I am and here I stay. Speak English. Speak English. Christ (p. 78).

Through the conversation of others, it shows how English is in the limelight and Spanish is considered as lower-class language which is avoided by Esperanza to speak with since it reveals her racial identity and relates her to her social group. b. Low Self-Esteem

Since the beginning of the story, Esperanza shows that she comes from a low socioeconomic class and belongs to a minority group. It makes her has low self-esteem because of feeling inferior. The low self-esteem in Esperanza’s personalities can be seen through some symbols of self as she delivers her thought, reaction, speech, direct comment, and past life events in the story.

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1) Low Self-Esteem as Seen in Speech

Through the speech, Esperanza often shows her emotional states. She does the self-talk about her own feeling and activities. She often talks about how poor her family, her name, and her social group is. It shows her inferiority and inadequacy which is an indicator of having poor self-esteem.

But the house on Mango Street is not the way they told it at all. It is small and red with tight steps in front and windows so small you’d think they were holding their breath. Bricks are crumbling in places, and the front door is so swollen you have to push hard to get in. there is no front yard, only four little elms the city planted by the curb (p. 4).

She speaks without having much regard for the things related to her which actually also have positive sides; even for her own house where she can sleep, rest, and gather with her family. She drifts to pay more attention to the negative side of her house by saying it over and over again, and believes what she gets cannot be considered as good enough. Hurlock (1974) explains, “The person who talks about his inferiority or inadequacy can be assume to have poor concept of self” (p. 60).

The amount of talking also reflects one’s personality. When it comes to talk with other people whom Esperanza regards have higher positions, she becomes quite. She develops this habit because she is afraid of saying something wrong which can lead her into embarrassment or seen as a not appropriate person. She takes it is better to keep silent since there are no good words can slip through her mouth. Hurlock (1974) states,

They are held back by a fear of making mistakes and creating unfavorable impression by believe that they have nothing to offer that would be of interest to others (p.62).

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Esperanza for the first time tries to get permission eating in canteen of which according to her is a special place for the students whom cannot have lunch at home; it is because either their parents are working away or the house is too far from school. Her house is far enough to be qualified and she also brings a letter of permission from her mother. However, she ends up being called by the head nun because she is not the regular canteen’s student. The head nun tries to tell Esperanza why she does not need come to the canteen by guessing her neighborhood area through the window.

And then she made me stand up on a box of books and point. That one? She said, pointing to a row of ugly three-flats, the ones even the raggedy men are ashamed to go into. Yes, I nodded even though I knew that wasn’t my house and started to cry (p. 45).

Even Esperanza knows that it is not her house that is pointed by the head nun, but she feels afraid and ashamed at the same time to oppose it. She knows that her family is poor, yet her family is not too poor to live at that down-and-out neighborhood. Through her reaction to the situation, it shows that she has no power left to defend herself. Her self-esteem is too low. Finally, it breaks. She ends up saying yes to whatever the nun says, and then cries instead of explaining her condition.

2) Low Self-Esteem as Seen in Success

Esperanza experiences moving a lot since her family has not had a house for their own. Before living on Mango Street, Esperanza’s family rented a flat and over the years moved around every time they had problems whether with the flat that they rented or the landlord. In the very beginning of the story, she tells her past life, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

We didn’t always live on Mango Street. Before that we lived on Loomis on the third floor, and before that we lived on Keeler. Before Keeler it was Paulina, and before that I can’t remember. But what I remember most is moving a lot (p. 3).

Hurlock (1974) addresses that most people, far before they reach adulthood, look for a way to express their success symbolically in order to be visible to others so that people will judge them favorably. Hence, their self-esteem and prestige will grow together with their reputation of being successful (p. 67).

A beautiful house is the most important symbols of success for Esperanza, but she has not had it yet. When Esperanza lives on Loomis, she has nowhere to feel like “going home” even when there is a flat that they rent as their house. There is nowhere she can point to when someone asks for her house because she does not feel belonging to her rented flat. Moreover, her rented flat’s face is not beautiful enough to be looked at. It results in a feeling of not belonging to everywhere. She loses her identity and her self-esteem at the same time. It is shown in Esperanza’s reaction to a nun who passes by her house when she still lives on Loomis. In her past life story she says,

Once when we were living on Loomis, a nun from my school passed by and saw me playing out front … Where do you live? She asked. There, I said pointing up to the third floor; You live there? There. I had to look where she pointed – the third floor, the paint peeling, wooden bars Papa had nailed on the windows so we wouldn’t fall out. You live there? The way she said it made me feel like nothing. There. I lived there. I nodded (pp. 4-5).

Esperanza’s past life experience in Loomis shows a nun who indirectly mocks her house condition. Because of that, she feels a house is really important and have power to constitute the look or appearance of the family’s social and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

46 economic class. When the house is not beautiful and impressive enough, it cannot hide the actual background of her family which they are being judged.

Thus, when she has had her own house on Mango Street which also has no pleasant looks and facilities, she feels ashamed. She has no choice but belongs to a place that makes people judge her as a girl from an unsuccessful family having low economy and no prestige, just the same as the others of her minority social group.

These feelings lead to losing her self-esteem. Esperanza says, “I knew that I had to have a house. A real house. One I could point to. But this isn’t it. The house on

Mango Street isn’t it” (p. 5).

3) Low Self-Esteem as Seen in Names and Nicknames

Esperanza is a Spanish name with a beautiful and strong meaning. Her name means hope in English. Only from the language, people easily acknowledge that her name belongs to the people of Mexican-American social group. However, she regards her social group as a minority ethnic group with bad social environment just like the existing stereotype. Her social group is also known to have custom to look down on women or gender discrimination culture. They take women as objects that can be owned and controlled.

From Esperanza’s whole life experience, she sees women in her social group being worthless and having limited space to move. They never have the right to do things on their own will. In other words, they are miserable.

And then Rafaela, who still young but getting old from leaning out the window so much, gets locked indoors because her husband is afraid Rafaela will run away since she is too beautiful to look at. Rafaela leans out the window and leans on her elbow and dreams her hair like Rapunzel’s. On the corner there is music from the bar, and Rafaela Wishes she could go there and dance before she gets old (p. 79). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Therefore, for Esperanza, hope relates to sadness. Hoping is an empty expectation. Waiting the time comes for her to experience more restrains just like others. She eyes herself not precious enough to hope to be a hope, neither for herself nor others. In her perspective, she is just a girl who will end as miserable as the other women in her social group. Hence, she leaves her beautiful name behind and takes many negatives meaning into her own name.

In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing. (p. 10)

Thus, Esperanza molds a concept that her name is sorrowful. She cannot see the real meaning of her name, because stereotypes and experiences have made it for her. Hurlock (1974) states, “Names affect the self-concept because the bearer realizes that his name is a symbol to others of what he is and they judge him in terms of what symbol means to them (p.58).

Her self-esteem falls even deeper when her friends hear her name as something strange and ugly which leads to ridicule. “At school they say my name is funny as if the syllable were made out of thin and hurt the roof of your mouth”

(p.11). Hurlock (1974) explains that the most disliked names are the one which lead to mispronunciation, misspelling, distortion and ridicule. She gives example of some names which are rare such as Elkanah and Serapim, to show that those name are disliked because they are difficult to pronounce and seem so outlandish that they encourage ridicule for others who hear it (pp. 54-55).

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48 c. Lack of Confidence

Esperanza always seems nervous when she needs to talk to others whom are not close to her. She also always pays a lot of attention to what she has had and what she wears. If the things that she wants to have or wear are not suitable with what she wishes, she develops a feeling that she is not good enough in many ways.

It discourages her to take an action on something that she actually good at. Further, she talks about her inadequacy feeling for repeatedly.

1) Lack of Confidence as Seen in Speech

Esperanza has difficulties to break the wall when she needs to talk with someone new or not close to her. Esperanza who used to be good at words suddenly becomes timid and remains silent. As explained before, people remains silent because of feeling insecure they will make mistakes when they talk. It also happens to Esperanza who fails to make herself sure that it is okay to talk and she is able to talk properly.

Everything is fine until the nun who knows all the canteen kids by heart looks at me and says: You, who sent you here? And since I am shy, I don’t say anything, just hold out my hand with the letter (p. 44).

From Esperanza’s reaction, it can be seen that she considers it as a special, yet terrifying day since she has to speak to the nun in order to get the permission.

At first, she eagerly waits for the lunch time. However, when the time to talk for the permission comes she is being nervous and timid. She has no courage or confidence to explain the reason to the nun; she wants to experience eating in the canteen besides her house is qualified to be considered as far enough so that she has PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

49 the right to have lunch in the canteen. Therefore, she ends up giving the letter in silent.

In addition, since the beginning of the story, Esperanza often talks about the things she lacks of and her difficulties: about her unpleasant house, unpleasant names, unpleasant social group, etc. According to Hurlock (1974), “Talking about personal problems suggest insecurity and a feeling of inadequacy to cope with the problems alone” (p. 61). Thus, in this state, Esperanza who always complains about her problems is actually feeling afraid. She is not sure whether she can cope with the problem nicely. She is not confident with her own capability.

No, Alicia says. Like it or not you are Mango Street, and one day you’ll come back too. Not me. Not until someone makes it better. Who’s going to do it? The Mayor? And the thought of the mayor coming to Mango Street makes me laugh out loud (p. 107). Esperanza’s egocentric speech is about leaving all the things on Mango

Street because she claims herself does not belong to it, and then will not take a part to change it. It actually shows the feeling of inadequacy in her social relationship.

She does not believe in herself that she can contribute something in developing her social group. She selfishly wants to leave to meet something new out there and will shape her to be better. She hopes to bloom out there by the help of a good environment rather than stays and sinks, dragged by her environment influences.

2) Lack of Confidence as Seen in Clothing

Esperanza has a big concern with her look and appearance because she has not enough confidence. One day she has to attend her cousin’s baptism party, so her mom buys everything new for her to wear but not the shoes. It actually does not PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

50 matter because her shoes are still in a good condition. However, she is too focus and aware only of the shoes. She determines so much to look well-dressed that she is afraid her old shoes make her appearance looks ugly and ruins her day.

Everybody laughing except me, because I’m wearing the new dress, pink and white stripes, and new underclothes and new socks and the old saddle shoes I wear to the school, brown and white, the kind I get every September because they last long and they do. My feet scuffed and round, and the hells all crooked that look dumb with this dress, so I just sit (p. 47).

From Esperanza’s thought, it can be known that she feels embarrassed. She believes that people in the baptism party have poor opinions about her. She chooses to remain silent in order to hide herself, so people do not notice her ugly looks. As mentioned before, that Esperanza is aware of her family poor condition. Therefore, she insists to wear all nice clothes because she does not want people find out her true social economy class and judge her as poor as she is. Jersild explains that clothing can reveal many things about the wearer which the person wants others to acknowledge, including clothing as a thing to defend oneself from people judgement.

An article of clothing which seems thoroughly objective in character may have tremendous subjective meaning. It may be an important protection of self, a means of self-defiance, or self-vindication, or it may be a means of communicating with others (as cited from Hurlock, 1974, p. 47). A person who has self-confidence does not consider his appearance, such as the clothes, as the most important thing to mold a firm belief that he is good enough to be favorably judged by the social group. Therefore, Esperanza actually can still look good and have good relationships with other people even if her clothes are not all new as long as she has confidence to socialize.

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51 d. Egocentric

Esperanza talks about how her life on Mango Street is. How badly she wants to get out of the place, and then begins to forget that the ones who get the problems in her social group is not just herself. She knows she has potentials to make the life of the women on Mango Street better, because she has the awareness and knowledge that women also have rights and power. However, she decides to just take the problems as her acknowledgement about how bad her environment is, blames the environment which has shaped her into the current Esperanza, and hopes to escape so she can bloom by herself, out there in the better place.

1) Egocentric as Seen in Speech

Esperanza shows her egocentric character mostly through the way she speaks and the content of her speech. The way she always says that she hates her house and wants to go leaving all the people, culture, even her own name behind.

She does talk about the other people or things, but her own interests – moreover about leaving Mango Street – are dominant. Thus, the main point of Esperanza’s story about others aims to show how bad her environment is, so it is right for her to blame it. Hurlock (1974) states,

At every age, from earliest childhood, people tent to talk most about themselves, about their interest and aspirations, their likes and dislikes, their fears and joys. Thus, most speech is egocentric. Even when people do talk about other people or things, their own interests are dominant (p. 61).

Firstly, Esperanza has desires to be heard and she perceives others just from her perspective. It reflects in her words and reactions towards her friends’ circumstances. One of the examples is when Esperanza takes a book for Ruthie, her adult friend who act like a child. She fails to feel empathy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I like showing Ruthie the books I take out of the Library. Books are wonderful, Ruthie says, and then she runs her hand over them as if she could read them in braille. They are wonderful, wonderful, but I can’t read anymore. I get headaches. I need to go to the eye doctor next week. I used to write children’s book once, did I tell you? One day I memorize all of “The Walrus and the Carpenter” because I wanted Ruthie to hear me. “The sun was shining on the sea, shining with all his might . . .” Ruthie Looked at the sky and her eyes got watery at times (p. 69).

Here, Esperanza shows the books and memorizes the poem not because

Ruthie needs and wants to hear it. In fact, Ruthie feels sad whenever she sees a book because she either cannot read it because of her headache or she bears the pain because it reminds her of her past life. Ruthie has many potentials, loves book, loves poetic words, but she is stuck because of marriage in a young age.

Esperanza does not sense it even when she knows about those facts. She just reads, memorizes, and shows books to Ruthie. She hopes to get encouragement from Ruthie as her aunt Lupe, who despite being very sick, keeps give the encouragement to her. “She listened to every book, every poem I read her” (p. 60).

Then, after Esperanza finished read a poem, aunt Lupe praises her. ”That’s nice.

That’s very good, she said in her tired voice” (p. 61). Therefore, Esperanza fails to empathize, senses and understands that Ruthie is sad as she focusses too much on talking about her own liking.

Being an egocentric adolescent, Esperanza also cannot understand when

Ruthie decides return to her mother instead of living in her own house. In

Esperanza’s perception, having a house for her own is the only way to escape from all the circumstances related to her social group. She just takes the story from her PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

53 point of view, without trying to understand other’s problem which exist besides just owning a house. It is shown in her thought,

Only thing I cannot understand is why Ruthie is living on Mango Street if she doesn’t have to, why is she sleeping on a couch in her mother’s living room when she has a real house all her own, but she says she’s just visiting and next weekend her husband’s going to take her home. But the weekends come and go and Ruthie stays (p.69).

Further, Esperanza continues to talk, in an egocentric way, about herself with Alicia. She talks about herself who does not own a house and refuses to call her current house on Mango Street as her home. “But today she is listening to my sadness because I don’t have a house” (p. 106). Esperanza keeps repeating that she is unhappy because she has to belongs to the Mango Street neighborhood even

Alicia numerously reminds her, that she cannot escape. “No, Alicia says. Like it or not you are Mango Street and one day you will comeback too” (p. 107). e. Immature

Esperanza is a girl in her early adolescent. She is not a little girl anymore, but not yet a woman. Hence, she still often acts and talks like a child and has difficulty to mix with other kids around her age.

1) Immature as Seen in Age

Looking through the description of her age, it shows explicitly that

Esperanza is in the middle of early adolescent period. She is in a state to establish her identity. However, the society will always have their own ways to evaluate how appropriate her behavior toward the age role they expect.

Esperanza is still an innocent girl who admires her older friend Marin, who wears dark nylons clothes and make up all the time which makes her looks PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

54 attractive. Esperanza has no idea how to look that stunning and attractive until one day carelessly, she, Rachel, and also Lucy, each of them wear a pair of high heels given by a neighborhood lady. She wants to be regard as a mature – attractive young lady just like Marin.

Hurrray! Today we are Cinderella because our feet fit exactly, and we laugh at Rachel’s one foot with a girl’s gray sock and a lady’s high heel. Do you like these shoes? But the truth is it scary to look down at your foot that is no longer yours and see attached a long long leg (p. 40). Esperanza and her friends have been reminded by Mr. Benny, one of their neighbors, that wearing high heels carelessly can attract someone to do sexual harassment to them. “Them are dangerous, he says. You girls too young to be wearing shoes like that” (p. 41). However, they are emotionally immature enough to understand that warning. They just think that attractive girls get more attention and that is fun.

Further, her social group expects young adolescents to understand about sex appropriateness because getting married in young age, starts from around 12th or

13th years old, is a common sense. However, Esperanza fails to reach that emotional logical state. She still likes to sleep with her mother and plays with kids games rather than “plays” in boy and girl relationship.

One day Esperanza also does something ridiculous in order to “save” her friend Sally. In the middle of her game, Esperanza recognizes Sally who plays separately with the boys. She does not understand that Sally and her boy friends are flirting with each other.

I wanted to go back with the other kids who were still jumping on cars, still chasing each other through the garden, but Sally had her own game … One of Tito’s friends said you can’t get the keys back unless you kiss us and Sally pretended to be mad at first but she said yes (p. 96). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Esperanza tries to prevent Sally from kissing her boy friends. However, in her social group, flirting and kissing is a normal things happened between people at their age. Hence, Esperanza ends up feeling embarrassed and ashamed. The awareness of her immaturity makes her develop feeling of inadequacy and judge herself negatively.

But when I got there Sally said go home. Those boys said leave us alone. I felt stupid with my brick. They all looked at me as if I was the one that was crazy and made me feel ashamed (p. 97).

2) Immature as Seen in Speech

Esperanza often argues about child matters with her sister and friends,

Nenny, Rachel, and Lucy. It can be seen from the form and content of their speech.

The content of their talks is a playground talks such as kidding, joking, arguments, teasing, and tattling. One of the playground talks is shown when Esperanza and her playmates talks about the names of the cloud. After having a fun conversation about the names of the clouds, they go into ridiculous arguments by teasing each other just in minutes.

You know what you are, Esperanza? You are like the cream of wheat cereal. You’re like the lumps. Yeah, and you’re foot fleas, that’s you. Chicken lips (p. 37).

According to Hurlock (1974), Esperanza’s reaction is a method for a person to champion his own point of view, retaliates when they are compared to other by teasing others, which likewise suggest feeling of inadequacy (p. 62). It is an immature way to cope with problems or winning a conversation.

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56 f. Lonely and Insecure

Esperanza just moves into a new neighborhood. It makes her feel lonely and insecure because of having no friends. She has no one to talk and share about her worries, sadness, and dreams. She also feels insecure to the outside world of her social group because she regards them as higher social groups.

1) Lonely and Insecure as Seen in Success

Having someone to talk to, moreover for someone who is not sure with herself, is regarded as an important thing. Moreover, as mentioned before, adolescence is an unstable state of a life time. Thus, Esperanza does want belong to a group that will provide the fun and encourage her confidence to rise. Hurlock

(1974) mentions that having many friends is a symbol of a good social adjustment which means a success in gaining popularity. Among children and young adolescents, the more friends one has, the better. Moreover, friends from opposite sex” (p. 67).

The feeling of loneliness can be seen from Esperanza’s thought. She hopes someday she is capable to build a good social relation so that she will have friends, even just one. She wants a friend she can talk to, about her feeling of insecurity and inadequacy, to understand her as who she is. “Someday I will have a best friend all my own. One I can tell my secrets to. One who will understand my jokes without my having to explain them” (p. 9).

2) Lonely and Insecure as Seen in Reputation

Esperanza belongs to the Mexican-American social group which is regarded as a minority group in America and often being stereotyped. People often think that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Mexicans are dangerous making people afraid of them. Thus, people with this stereotype try not to get close with them. However, the reality told by Esperanza is the opposite. From her speech it is shown that when she is with her social group, she does not feel afraid as she knows well that they are not as dangerous as what people think. The fact is the Mexican-American people, including Esperanza, often feel afraid of the people outside of their social group.

All brown around, we are safe. But watch us drive into a neighborhood of another color and our knees go shakity-shake and our car windows get rolled up tight and our eyes look straight (p. 28).

The feeling of insecurity because of her reputation as a Chicana affects

Esperanza to feel lonely. At school, she seems not really has any friend because she is afraid to approach them. Further, the other kids at her school also make fun of her Spanish name. They say Esperanza is a funny name and Esperanza herself has no courage to defend herself. Her loneliness is also shown when Esperanza ends up eating alone while crying in the school’s canteen.

In the canteen, which was nothing special, lots of boys and girls watched while I cried and ate my sandwich, the bread already greasy and the rice cold (p. 45).

Esperanza has no courage to approach the other kids to eat together with her. She ends up crying in the canteen while eating her rice sandwich alone. If she had friends, there would be some kids who approach and try to console her.

However, the other kids just watch her crying while eating her lunch without doing anything.

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58 g. Having Strong Motivation in Egocentric Way

Since at the beginning of the story, Esperanza shows her strong motivation to reach her goals. She has strong motivation to escape from her social group in egocentric ways, so she can be freed from the poverty, underestimating woman, and other associations with her social group.

1) Having Strong Motivation as Seen in Success

“I knew then I had to have the house. A real house. One I could point to.

But isn’t it. The house on Mango Street isn’t it” (p. 5). As explained before by

Hurlock (1974) that since in a young age people already have determinations to be success. Esperanza’s strong motivation is displayed clearly in the content of her thought. Through her thought, Esperanza shows her determinations to own her dream house outside the barrio in order to be a successful person and regarded favorably by her social group. However, her motivation to have a house and escapes from Mango Street for her own sake is an egocentric way of thinking.

2. Esperanza’s Personalities after Reaching Self-Acceptance

At the end of the story, Esperanza successfully has healthy personalities.

She can open-heartedly accept herself as she is and also her roots, thus she does not feel inferior and unsatisfied. It is seen through the theory of character and characterization also the theory of symbols of self. a. Self-Acceptance

Esperanza comes to the realization that everything cannot always come out like what she expects. She cannot deny who she truly is and can never run away from it. She is Esperanza who lives on Mango Street; as a part of, influenced by, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

59 and also learns from it. She realizes that she can find a way to bloom and build herself to be better once she makes peace with it. Therefore, she will never refuse come back to Mango Street again later after success.

1) Self-Acceptance as Seen in Success

Esperanza comes to the understanding that success is not always able to be seen. Success is not always symbolized in a concrete form and the goal of success is not merely to be judged favorably by others. The most important thing for

Esperanza is how she successfully builds a strong house as her inner foundation, so she will be able to face any circumstance positively. A house in Esperanza’s heart is always being built to be more beautiful and stronger as the reflection of her self- acceptance. It is seen in her thought,

Not a flat. Not an apartment in back. Not a man’s house. Not a daddy’s. A house all my own. With my porch and my pillow, my pretty purple petunias. My book and my stories. My two shoes waiting besides the bed. Nobody to shake a stick at. Nobody garbage to pick up after. Only a house quiet as snow, a space for myself to go, clean as paper before the poem (p.108). b. Developing Self-Esteem

Despite coming from a low socioeconomic and minority social group, bearing a name which sounds foreign and funny, Esperanza no longer considers it as a reason to see herself as a person hunched in a lower rank with poor qualities.

She has developed a feeling of respect to herself and a stronger belief that she has the ability to escape from Mango Street.

1) Developing Self-Esteem as Seen in Success

Achievement is a symbol of success. Esperanza successfully achieves something which is able to boost her self-esteem. It is neither an athletic nor PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

60 educational achievement, but she is able to reconcile with herself and achieve self- acceptance as a Mexican-American girl who lives in barrio on Mango Street.

Esperanza does not feel ashamed and inferior anymore with her roots and social group. She successfully builds a house in her heart. Esperanza says, “I like to tell stories. I am going to tell you a story about a girl who didn’t want to belong”

(p.109). From that speech, Esperanza shows that she will tell a story about herself in positive vibes, not as a complaint or resentment toward her life and not to direct herself as a miserable Chicana.

People will not directly judge Esperanza favorably by her invisible success.

They may not realize her successfulness in knowing and accepting herself. It can be seen through Esperanza’s thought,

Friends and neighbors will say, What happened to that Esperanza? Where did she go with all those books and paper? Why did she march so far away? (p. 110).

However, the invisible success is absolutely, as Hurlock (1974) states, more ego satisfying. The satisfied feeling increases Esperanza’s self-esteem.

2) Developing Self-Esteem as Seen in Reputation

Through writing her experiences living in Mango Street, Esperanza finds a way to set herself free from the matter of reputation. She lets people judge her unfavorably based on stereotype, yet she builds her own identity through writing.

She is the one who knows the most of herself; she is the one who experiences her life. It does not matter if others have not understood yet, because only Esperanza walks in her very own shoes. Nobody will fit exactly as she does. Therefore, as seen PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

61 from Esperanza’s thought, she voices her true color and her acceptance of live through her words.

“Friends and neighbors will say, What happened to that Esperanza? Where did she go with all those book and paper? Why did she march so far away?” (p. 110). c. Confidence

Esperanza no longer uncertain with her ability. She develops a belief of certainness that she is a human being who by working hard will have the ability to escape from Mango Street and gain success. She has the confidence to reach her life goals.

1) Confidence as Seen in Speech

Esperanza, seen from the content of her speech, has a great confidence that someday she will be able to leave Mango Street since she is a strong girl. She talks to herself about her superiority that she has the awareness, knowledge, and motivation to work hard in order to get a better life. She feels sure she can go away from Mango Street to be success and confident that she has the power to help other people in her social group.

One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away. … They will not know. I have gone away to come back. For the ones I left behind (p. 110). d. Mature

Esperanza starts out the story as an innocent young girl in her early adolescence and ends up as a young woman. She develops her logical thinking, so she gains more understanding of her social environment. Not only does she finally PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

62 understand the relationship between man and woman, but she is also able to understand its consequences.

1) Mature as Seen in Age

Esperanza is an early adolescent who finally grows her logical thinking even beyond her social group’s role expectations. In her social group, when the adolescent starts to reach adult body built and appear has been enough developed, it is okay for them to get married. Therefore, the girls who suffer in her social group will try to escape from Mango Street through an easy way called marriage. It shown in Esperanza’s speech and how she reacts to the things she talks about. “Sally got married like we knew she would, young, not ready but married just the same” (p.

101).

However, Esperanza has gained a better understanding that the easy way will never give her freedom but more distress. She will be controlled by the husband because men in her social group always treat a woman as an object not as a human being. Thus, she chooses to spend her time with Alicia who is studying and struggling to escape from Mango Street, rather than following Sally whose her looks is mature, beautiful, and glamour but ends imprisoned by her husband. Alicia who chooses to study and actually attracts Esperanza’s attention since the very beginning of the story which is shown in Esperanza’s speech. “Alicia, whose inherited her mama’s rolling pin and sleepiness, is young and smart and studies for the first time at the university” (p. 31).

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2) Mature as Seen in Speech

Esperanza no longer fills her conversation with her playground talk, busy arguing, and teasing with her friends. There is a time when Esperanza has a meaningful conversation with three old ladies about owning a house and leaving

Mango Street while attending the funeral of Rachel and Lucy’s baby sister.

I got up to join Lucy and Rachel who were already outside waiting by the door, wondering what I was doing talking to three old ladies who smelled like cinnamon (p.105).

Further, Esperanza also chooses to have a discussion about the way to escape from Mango Street with Alicia, who has the same goal as her. They even have a conversation in a beautiful sarcasm words.

Who’s going to do it? The mayor? And the thought of the mayor coming to Mango Street makes me laugh out loud. Who’s going to do it? Not the mayor (p. 107). e. Empathize with Others

Esperanza becomes more aware of her surrounding as she gets mature. Her awareness is contiguous with her ability to empathize with the people around her and her relationship to the neighborhood, that in one way or another, all the people in her social environment is actually trapped in Mango street. Therefore, she develops a sense of individual responsibility toward her social group.

1) Empathize with Others as Seen in Speech

Esperanza understands that she has a different way of thinking from other people on Mango Street. She has both awareness and willingness to change her dream and goes beyond her egocentric desire to just escape and bloom by herself.

Seen from the form of the speech, Esperanza shows a willingness to talk to others PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

64 about one’s interests, feelings, and emotion which according to Hurlock is called as self-disclosure. It can be said so since she already declares that she will go back to

Mango Street to help the others to escape from the poverty and barrio and improve the situation of her social group. “They will not know I gone away to come back.

For the ones I left behind. For the ones I left behind. For the ones who cannot out”

(p. 110). f. Having Strong Motivation in Wiser way

Since the very beginning of the story until the end of the story, Esperanza shows strong motivation to escape from Mango Street by owning her dream house outside the barrio. However, at the end of the story her strong motivation to escape from Mango Street has a clear-wiser goal.

1) Having Strong Motivation as Seen in Speech

Esperanza has strong motivation to escape from her social group in egocentric way, so she can be freed from the poverty, the woman imprisons, and other associations with her social group, as seen through the content of her speech.

Her motivation to escape from Mango Street is getting stronger but wiser since she has found a way to escape through writing. She has strong motivation to reach her goal, to escape in order to be a successful person who at the end comes back and helps others who have not been strong enough to escape by themselves. It is shown from the content of Esperanza’s thought at the end of the story.

One day I will pack my bags of books and paper. One day I will say goodbye to Mango. I am too strong for her to keep me here forever. One day I will go away. … They will not know I have gone away to come back. For the ones I left behind. For the ones who cannot out (p. 110). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. The Social Determinants

Through theories character and characterization also symbols of self, how

Esperanza is described in The House on Mango Street is explained. At the beginning of the story, Esperanza is described as an early adolescent who has unhealthy personalities. However, Esperanza experiences some events related to her social group, thus at the end, she gains healthy personalities. The events experienced by

Esperanza in her social group which determine her personality are called social determinants. There are five kinds of social determinants which influence

Esperanza’s personality development: (1) Early social experiences influence on her motivation, feeling of happiness and loneliness, maturity, self-acceptance, egocentrism, self-esteem, and confidence. (2) Social deprivation influences on her feeling of happiness and loneliness, motivation, and egocentrism. (3) Social acceptance influences on her self-acceptance, sense of security, also feeling of happiness and loneliness. (4) Prejudice and discrimination influences on her self- esteem, confidence, self-acceptance, and egocentrism. (5) Social mobility influences on her self-acceptance also feeling of happiness and loneliness.

1. Early Social Experience on Esperanza’s Personality Development

Hurlock (1974) explains that social experience both in the home or outside, not only for the early formative years of live but also for school-age children and adolescents, will effect one’s personality (p. 233). Esperanza, as an early adolescent girl, experiences many social experience both inside and outside the home which strongly affect her personality because the association of her experience is carried along her life and affecting her social behavior pattern. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

66 a. Home Experiences

Esperanza lives together with her family; there is her mother – Mama, father

– Papa, two little brothers – Kiki and Carlos, and a little sister – Nenny. Esperanza has a quite good relationship with her family members, especially with Mama.

1) The Good Home Climate

Since the beginning of the story, Esperanza experiences a warm and loving relationship with her mother. It is shown from Esperanza’s daily life story. She does not only love Mama by hearth but she also often gets physical affection from Mama as the reflection of their warm and loving relationship. She also often gets chances to sleep together with her parents which give her comfort and safe feeling.

But my mother’s hair, my mother’s hair, like little Rosettes, like little candy circles all curly and pretty because she pinned it in pincurls all day, sweet to put your nose into when she is holding you, holding you and you feel safe, is the warm smell of bread before you bake it, is the smell when she makes room for you on her side of the bed still warm with her skin, and you sleep near her, the rain outside falling and Papa snoring. The snoring, the rain and Mama’s hair that smells like bread (pp. 6-7).

Besides those affections from her Mama, Esperanza and her parents also experience a good mutual trust and approval on all sides. Thus, they have good conversation between each other. It is shown when Mama tells Esperanza story about her youth that she is also smart and competent but having no courage and confidence to develop herself.

I could’ve been somebody, you know? Esperanza, you go to school. Study hard. That Madame Butterfly was a fool. She stirs the oatmeal. Look at my comadress. She means Izaura whose husband left and Yolanda whose husband is dead. Go take care all your own, she says shaking her head (p. 91).

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The conversation between Mama and Esperanza shows acceptance from

Mama that social environment outside the house they live in is unfavorable.

However, she has trust that someday Esperanza can be a better person. This is the point where her Mama gives Esperanza clear encouragement to grow out of the box as an independent and strong girl.

This kind of relationship makes Esperanza develop her ego-strength. The ego-strength developed by Esperanza is the source of her strong motivation to escape from Mango Street. She finds a well of confidence that one day she is capable and must success in escaping from Mango Street. Further, she can maintain her strong motivation until the end of the story. Hurlock (1974) explains,

On the other hand, families that maintain stable, consistent, and warm relationships, with mutual trust and approval on all sides, have a wholesome home climate. This lead to ego strength on the part of all family member (p. 359).

2) Good Child Training

Esperanza’s mother, although she is just a housewife, raises Esperanza through a good child training. This is the reflection from the warm, mutual trust, and approval relationship in Esperanza’s family. Mama is a democratic mother who lets her children to speak up, being involved at home in making a decision.

Esperanza is given a chance to choose and be responsible for the consequences, even if the consequences of her decision are unpleasant. This style of child training is shown when Esperanza asks her mother to make a lunch pack for her.

My home isn’t far but it’s not close either, and somehow I got it in my head one day to ask my mother to make a sandwich and write a note to the principal so I could eat in canteen too. Oh no, she says pointing the butter knife at me as if I’m starting trouble, no sir. Next thing you know everybody will be wanting a bag lunch – I’ll be up PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

all night cutting bread into triangle, this one with mayonnaise, this one with mustard, no pickles on mine . . . You kids just like to invent more work for me. But Nenny says she doesn’t want to eat at school – ever – because she likes to go home with her best friend Gloria . . . Kiki and Carlos, on the other hand, are patrol boys. They don’t want to eat at school either . . . And besides, I know how to make my own lunch (pp. 43-44).

Mama clearly provides the reasons why she, at the beginning, does not agree with Esperanza’s idea to have lunch at school like the special students. However,

Mama still gives Esperanza a chance to explain her reasons why she can bring a lunch pack and have lunch in the canteen. Therefore, after 3 days of negotiation,

Mama finally gives Esperanza permission to bring a lunch pack even writes a permission letter for the principle. It gives Esperanza the feeling of encouragement from her mother. Thus, she feels more confidence as she is more certain and good enough to adjust in canteen with the special kids.

This kind of parenting style is actually the source of Esperanza’s motivation to try interacting with others and experience new friendship relation. It gives

Esperanza the feeling of adequacy to adjust in her social group, although just inside her tiny borders since she is actually still afraid of the outside world because at the beginning she has not reached the self-acceptance. Hurlock (1974) states,

The kind of child training used in the home has a pronounced influence on later social adjustment. Children brought up with by democratic methods, for example, make better social adjustments outside the home and have more favorable attitudes toward people and social activities than children brought up by authoritarian methods (p. 234).

3) Ordinal Position in the Family

Esperanza has a position as the oldest child in her family. Automatically, her parents expect her to play a role of the big sister who is responsible for her PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

69 younger siblings. Hence, she has no other choice except for trying to conform her role which lead her to experience a little feeling of resentfulness and anxiety. It is shown when she has to look after her little sister, Nenny, who is the youngest one in her family.

Nenny is too young to be my friend. She’s just my sister and that was not my fault. You don’t pick your sisters, you just get them and sometimes they come like Nenny. She can’t play with those Vargas kids or she’ll turn out just like them. And since she comes right after me, she is my responsibility. Someday I will have a best friend all my own. One I can tell my secrets to. One who will understand my jokes without my having to explain them. Until then I am a red balloon, a balloon tied to the anchor (pp. 8-9).

Esperanza is feeling forced by the situation to be responsible toward Nenny.

Esperanza cannot regard Nenny as her friend either, since she was born too far after her. Yet, she cannot leave Nenny to play with other kids without her monitoring because she is tied with her responsibility.

Esperanza’s motivation to be well adjusted and have a good relationship with others is in contradiction with her role in home because of the birth order.

Thus, she develops resentful attitude and anxiety feeling which make her have feeling of loneliness and unhappiness because she has no friend to associate with.

Hurlock (1974) explains,

Relationship outside the home are influenced by the person’s position in the family. An only child or one whose siblings are widely separated from him in age or are of different sex tend to be more withdrawn outside the home than one whose siblings near him in age or are the same sex (p. 234). The psychological position of a person in the family, resulting from his order of birth, affects his self-concept both directly and indirectly. The direct effect comes from the role the person is expected to play in the home and what different family members expect of him (p. 359).

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70 b. Experiences Outside the Home

Experiences outside the home provide social contact experiences with non- family members. Esperanza lives together with her family in Mexican-American neighborhood. Esperanza associates with many people in her social environment who gives influences on her personality.

1) Influence of Playmates

Hurlock (1974) narrates that social attitudes and behaviors are greatly influenced by the children with whom the child associates (p. 234). Therefore, the process of Esperanza’s maturity is greatly affected by whom she associates with.

At the beginning of the story, Esperanza spend her time with her sister who all at once as her only friend. Automatically, her personality does not develop to be more mature. After that, she also becomes friends with Cathy, Rachel, and Lucy who are not older than her in age and also in mental age. Thus, Esperanza’s does not develop her mature personality. Together with her playmates, she always plays and talks about child matters which lead to playground talks and activities: teasing, joking, kidding and tattling.

Because Lucy has long legs she pedals. I sit on the back seat and Rachel is skinny enough to get up on the handlebars which makes the bike all wobbly as if the wheels are spaghetti, but after a bit you get used to it. ... A very fat lady crossing the street says, You sure got quite load there. Rachel shouts, You got quite a load there too. She is very sassy. Down, down Mango street we go. Rachel, Lucy, me. Our new bicycle. Laughing the crooked ride back. (p.16).

Esperanza’s immature personality influenced by her playmates starts to decrease since she becomes friends with Marin, Edna, Minerva, Elenita, Rafaela,

Aunt Lupe, Alicia, and Sally who are way older than her. Their way of thinking, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

71 emotional control and behavior are beyond Esperanza. Thus, in order to strive to keep up with them, she does what her older playmates do. They are the mature images for Esperanza. She no longer talks only about the playground talks but she starts to talk about life matter, sex appropriateness, marriage, and goal in life with her older friends and tries to understand them. By doing so, Esperanza develops a more mature pattern of ways of thinking than her previous playmates.

Minerva is only a bit older than me but already she has two kids and a husband who left. … She lets me read her poems. I let her read mine. She is always sad like a house on fire–always something wrong. She has many trouble, but the big one is her husband who left and keep leaving. … Next week she comes over black and blue and asks what can she do? Minerva. I don’t know which way she’ll go. There is nothing I can do (pp. 84-85).

Reflected from her earlier experiences in associating with playmates, at the end, Esperanza decides to spend her time with Alicia. Esperanza grows a mature pattern of behaviors and ways of thinking influenced by her playmates which leads

Esperanza to reach her self-acceptance. She becomes less egocentric, satisfied with her condition and develops empathy towards others.

2) Conditioning Unpleasant Experiences

Esperanza develops conditioning a certain unpleasant experience in her earlier age related with a nun. It affects her subsequent relationships toward her social group. She is conditioning the nun based on her unpleasant experiences related to her house condition. In the beginning of the story, Esperanza experiences being made to feel inadequate and embarrassed with herself by indirect social PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

72 shaming by a nun from her school who passes her house when she was living in

Loomis.

Once when we were living on Loomis, a nun from my school passed by and saw me playing out front … Where do you live? She asked. There, I said pointing up to the third floor. You live there? There. I had to look where she pointed – the third floor, the paint peeling, wooden bars Papa had nailed on the windows so we wouldn’t fall out. You live there? The way she said it made me feel like nothing. There. I lived there. I nodded (p. 4-5).

A nun is regarded as a member of a religious order who has a reputation as a person who dedicates her life to serve all other living beings without looking down their social status or appearance. However, through her comments toward

Esperanza’s house, she fails to fulfill her reputation since she indirectly insults

Esperanza’s economic condition. With her words, she emphasizes a sense of disgracing Esperanza’s family who, because of poverty, have to live in such an unpleasant house. The experience of being socially shamed by the nun makes

Esperanza develop feelings of inadequacy which lead to low self-esteem and confidence. It marks a kind of trauma in her pattern and as one of the factors which influence her self-rejection. She believes more that her social group is not good.

Hence she does not want to belong.

Further, every time Esperanza needs to have social contacts with anyone else who are not too close with her, especially the nun, she will recall her memory of the embarrassment making her worry to be judge negatively, and then her self- esteem and confidence drop. She will choose to avoid it as much as possible. “I always cry when nuns yell at me, even if they are not yelling (p. 45).” Hurlock

(1974) states that, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Once the conditioning occurs, however, it affects his subsequent relationships (pp. 234-235). Instead of assuming that frightening experience is just an occasional thing, as a mature person do, the young child concludes that all social experiences is frightening and tries to avoid them as much as possible (p. 235).

2. Social Deprivation on Esperanza’s Personality Development

Esperanza experiences social deprivation since she moves into Mango

Street. Besides her geographic mobilization, her responsibility to take care of her little sister also cause the deprivation. Hence, her one and only friend is her little sister, Nenny. The loss of social contacts with her peer in her a new environment makes Esperanza feel lonely and unhappy. She grows those feelings as the reflection of judging herself unfavorably caused by her failure to adjust in her social group. Mussen et al explicates,

A child’s lack of peer group contacts, because of geographic isolation, family restrictions, unfavorable social attitudes on the part of the child, or some other condition, may not only immediate unhappiness, but also in subsequent difficulties in interpersonal relationships (as cited in Hurlock 1974, p. 235).

However, the social deprivation experienced by Esperanza is just in a short period. Some days later, she already gets a new friend named Cathy also Lucy and

Rachel in the other day.

If you give me five dollars I will be your friend forever. That’s what the little one tells me. Five dollars is cheap since I don’t have any friends except Cathy who is only my friend till Tuesday (p. 14).

This short period of social deprivation makes Esperanza’s motivation for getting social contacts, attention, and acceptance of anyone available for such contacts develop. This is her way to estimate her feeling of loneliness and unhappiness. However, along with her short experience of social deprivation, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Esperanza already grows her self-centered and selfish personality as its effects as stated by Hurlock (1974),

Loneliness, feeling martyred or rejected, and being forced to be self- sufficient, which makes the person self-centered and selfish–are all damaging to the self-concept (p. 236).

Esperanza’s egocentric personality is shown in her thought when she wants to have more friends. In order to have more new friends, she ignores Cathy who will only stay in her social environment until next Tuesday.

Cathy is tugging my arm and I know whatever I do next will make her mad forever. … When I get back, Cathy is gone like I knew she would be, but I don’t care. I have two new friends and a bike too (p. 15).

3. Social Acceptance on Esperanza’s Personality Development

Esperanza ever experiences not being accepted by her social group. Yet, she regards social acceptance as an important thing that she needs. It leads her to seek more social acceptance. Thus, she experiences some levels of social acceptance which influence her personality.

Firstly, at the beginning of the story, Esperanza experiences involuntary social isolation in which she has not been accepted yet by anybody in her new environment. This situation leads her to develop feeling unhappiness and resentment, blaming her lack of acceptance to Nenny and her new environment.

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Secondly, Esperanza experiences the level of the fringer after she gets Cathy as her first friend in her new environment. Here, Esperanza feels not sure with her position, whether Cathy really accepts her as a friend and whether her friendship will go well in the future. “You want a friend, she says. Okay, I’ll be your friend.

But only till next Tuesday. That’s when we move away” (p. 13).

Thirdly, motivated by her insecure feeling, Esperanza tries to conform with the new social group hoping to get more social acceptance. Thus, Esperanza is on the level of the climber. When Esperanza has a chance to get more friends who she regards will be better than Cathy, she tries to conform with them. They are Lucy and Rachel.

If you give me five dollars I will be your friends forever. That’s is what the little one tells me. Five dollars is cheap since I don’t have any friends except Cathy who is only my friend till Tuesday (p. 14).

Fourthly, Esperanza keeps on the level of the climber. She constantly seeks more social contacts and acceptance. She tries to be friend with Marin, Alicia, Edna,

Minerva, Meme, Aunt Lupe, Minerva, Sally and other people in her social group.

However, someday when Esperanza tries to befriend with Sally, she once again experiences the involuntary social isolation caused by rejection. Sally rejects

Esperanza who wants to be a good friend of her by preventing her to kissed all the boys who play with her.

But when I got there Sally said go home. Those boys said leave us alone. I feel stupid with my brick. They all looked at me as if I was the one who crazy and make me feel ashamed (p. 97).

Another rejection also occurs when Esperanza tries to join the special kids in the canteen. The nun rejects Esperanza to be a part of them, so do the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

76 who eat at the canteen. They do not help her but just stare at Esperanza who is crying while eating her rice sandwich.

In the canteen, which was nothing special, lots of boys and girls watched while I cried and ate my sandwich, the bread already greasy and the rice cold (p.45)

The result of lack social acceptance experienced by Esperanza is the feeling of insecurity, unhappiness, and excessive self-consciousness. This is the reason why

Esperanza has a lack of confidence toward people who are not close to her or who she regards more superior. Her excessive self-consciousness as explained before, leads to the feeling of self-rejection.

Esperanza social acceptance grows better when she realizes that she needs to choose with whom she associates with to conform the same ideology as hers.

Hurlock (1974) describes, “The best and surest way to increase the social acceptance of a person who is ignored or rejected is to change the person” (p. 245).

The process of the realization starts from the moment Esperanza who is in the climber level tries to be friend with Alicia, Aunt Lupe, Minerva, Edna, Rafaela, and three old sisters. These people accept Esperanza as their friends and gives her pieces of advices and encouragement related to her dreams. Once, Aunt Lupe says encouraging words to Esperanza.

That’s nice. That is very good, she said in her tired voice. You just remember to keep writing, Esperanza. You must keep writing. It will keep you free, and I said yes, but at that time I didn’t know what she meant (p. 61).

At the end of the story, it is shown that Esperanza finally spends most of her time with Alice who has the same goal and life concept with her. Here, Esperanza PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

77 finds her identity as a person, feeling happy and secure. Hence, Esperanza finally reaches the self-acceptance.

4. Prejudice and Discrimination on Esperanza’s Personality Development

Esperanza experiences being prejudiced and discriminated by many people outside her social group. People outside her social group prejudice Esperanza’s social group as bad people who live in a bad social environment.

Those who don’t know any better come into our neighborhood scared. They think we’re dangerous. They think we will attack them with shiny knives. They are stupid people who are lost and got here by mistakes (p. 28)

Further, Esperanza ever experiences being prejudiced and discriminated by the nun from her school; it happens twice. The first one is when a nun asks about

Esperanza’s house in Loomis and the second one is when Esperanza tries to asks permission to eat in canteen. In both times, the nuns prejudice and discriminate

Esperanza as a poor girl who lives in bad social environment because of her race as

Mexican descendant.

You don’t live far, she says. You live across the boulevard. That’s only four blocks. Not even. Three maybe. Three long blocks away from here. I bet I can see your house from my window. Which one? Come here. Which one is yours? And she made me stand up on a box of books and point. That one? She said pointing to a row of ugly three–flats, the ones even the raggedy man ashamed to go into (p. 45).

Even Esperanza knows the house pointed by the nun isn’t her house, yet she has no courage to explain. It affects Esperanza personality because it destroys her values, moral concepts, and behaviors.

Esperanza is in her early adolescent stage which is really sensitive and insecure about humiliating condition. Thus, because of prejudice and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

78 discrimination, Esperanza’s values of herself and her social group decrease. She develops low self-esteem and lack of confidence. She also ends up ruin her moral concept making her consider her social group bad. Thus, it is okay to escape from it in order to seek a better life out there. She grows the behaviors of rejection of her own social group. Egocentrically, she refuses to belongs and seeks social justification of her behaviors from other people as explained by Hurlock (1974),

Because adolescent is an especially insecure and sensitive age, prejudice and discrimination at this time can produce even more psychological damage than in childhood. … Psychological damage from prejudice and discrimination takes many different forms. The target person learns to hate himself and his group because he feels that others hate him and the group with which he is identified (p. 249).

5. Social Mobility on Esperanza’s Personality Development

Esperanza experiences horizontal social mobility which affects her personality. It occurs when Esperanza’s family moves from one place to another of the Mexican-American social group. At the last horizontal social mobility,

Esperanza’s family move to Mango Street which have similar environment to her old environment.

Esperanza develops the feeling loneliness and dissatisfaction because of the horizontal social mobility. The loneliness is the result of the adjustment process in a new environment. Since she has no friend, she experiences social deprivation which leads to lack of social acceptance. Hurlock (1974) explicates, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Until adjustment to the new environment are made, there is generally a period of loneliness and dissatisfaction and a longing to return to the old environment (p. 259).

Further, Esperanza also experiences dissatisfaction because she cannot get her dream house. Actually, Esperanza also hopes to experience upward vertical mobility. She hopes to move into a more prestigious house in a better environment.

However, her wish does not come true; she stays with her former status. Thus, she develops the feeling of self-rejection. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

This chapter consists of three parts. The first one is the conclusions of the study. This part presents the final answers to the research questions mentioned in the previous chapter. The second part is the implication which presents significances of the study for teaching and learning activities. The last part is suggestions for the educators and future researchers.

A. Conclusions

From the analysis of the study, there are several conclusions which can be drawn. The first research question is to find out the description of Esperanza as the main character of The House on Mango Street. The writer uses the theory of character and characterization by Murphy (1972) and theory of symbols of self, healthy personalities, and unhealthy personalities by Hurlock (1974) to analyze it.

The writer finds out that, physically, Esperanza is Mexican-American in her early adolescent, whose age is around 12-13 years old, with a skinny body build and brown skin. At the beginning of the story, Esperanza has unhealthy personalities because of her dissatisfaction towards who she is and what she has. Thus, Esperanza develops self-rejection, low self-esteem, egocentric behavior, lack of confidence, immaturity, feeling of loneliness and insecurity, and strong motivation to achieve her life’s goal personalities in an egocentric way.

80 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

However, at the second half of the story, Esperanza starts to develop self- acceptance, self-esteem, confidence, empathy with others, maturity, and strong motivation to achieve her life’s goal personalities. At the end of the story, Esperanza has healthy personalities because she can think rationally thus allowing her to be satisfied with who she is and what she has.

The second research question is to find the social determinants which influence Esperanza’s personality development. In analyzing the social determinants, the writer uses the theory of social determinants by Hurlock (1974).

It is found that there are five out of six social determinants which influence

Esperanza’s personality development.

The first determinant is early social experiences. The early experience is divided into two kinds, home experiences and experiences outside the home.

Esperanza’s home experiences influence her to develop strong motivation to achieve her life’s goal, better social adjustment, and favorable social attitudes. Yet, she also develops the feeling of loneliness and unhappiness. Afterwards, the experiences outside the home influence her to develop low self-esteem, lack of confidence, self-rejection, immaturity, and insecurity.

Second, Esperanza’s personality development is influenced by social deprivation caused by geographical mobilization. It influences her to develop the feeling of loneliness, and egocentric behavior. Yet, it also influences Esperanza to develop stronger motivation to be accepted by her social group.

The third determinant is social acceptance received by Esperanza from her social group. It influences her self-rejection, self-acceptance, sense of security, also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

82 feeling of happiness and loneliness. The fourth determinant is prejudice and discrimination which she often experiences because she belongs to a minority social group, Mexican-American, which is considered as a bad and low social-class group.

It influences the development of low self-esteem, confidence, egocentrism, and self-rejection. The last social determinant which influences Esperanza’s personality is social mobility. She experiences horizontal social mobility for many times which influences her to develop the feeling of unhappiness and loneliness.

B. Implications

A novel provides pleasure for anyone who reads it because the readers will mold into one with the story, creating their own world. Besides getting the pleasure, after reading a novel the readers will also gain various knowledge through it. A novel contains and reflects human’s moral value, relationship in social life, science, and various knowledge. Thus, except for personal source of pleasure and knowledge, a novel is also a good source for learning.

Teaching and learning activities can be conducted everywhere but especially in school. The House on Mango Street is one of the novels which is broadly used by many schools to educate their students as it contains many positive moral values and life lessons. Teacher as the educator can use the novel to increase students’ interest to read in the learning activity. The teacher can work over the novel to make questions or class activities so that the learning process will be more engaging and fun. The students do not only learn the linguistics aspects contained in the novel, but also reflecting to their own dreams by imaging to put themselves PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

83 into Esperanza’s shoes to understand life matters better. Therefore, through the novel, both teacher and students do not only gain the moral values and life lessons contained in it but can also increase the vocabulary, grammar, and reading skill.

C. Suggestions

There are some suggestions presented in this part for the future researchers, educators, and parents.

1) Suggestion for Future Studies

This study focuses on Esperanza’s personality development which is influenced by the social determinants. In the process of analyzing it, the writer finds out that the sex determinants also play a significant role to Esperanza’s personality development at her early adolescent age. Thus, the writer suggests future studies to examine Esperanza’s personality development through sex determinants.

2) Suggestion for Educators

It is recommended for educators to use The House on Mango Street as a medium of study. Using this novel, educators can engage learners to learn about moral values through case study based on the novel since it contains deep moral values and life matters. Further, for English teachers, it can be used as the object of study in certain themes of English subject (i.e. it can be used when learning about grammar). To make it more fun, the teachers can use it as the object of the study while looking for present tense form in the novel.

More specifically, it is recommended for English Lecturers to use it as an object of the study for Prose or Book Report since this novel looks very simple yet PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

84 contains deep meanings of life matters. Further, the diction used in the novel is easy and the words is in poetic order. Thus, it will make the beginner students learn

English easier.

3) Suggestion for Parents

Parents as educator at home can use this novel as a story before bed. The parents can read it to their children while engage them in a relax but meaningful discussion about dream, struggle in life, diversity, and other life matters included in the novel. If the children are mature enough, the parents can just provide it as a meaningful literature. Parents can attract the children to utter their understanding or implementation of the values contained in the novel through a light conversation, unexpected chances or activities.

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REFERENCES

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Anjana, B. K., & Bhambra, R. L. (2016). Is literature the mirror of society? International Journal of English Language, Literature and Humanities, 4(3), 6-10. Retrieved on September 12, 2017, from hhttp://ijellh.com/wp- content/uploads/2016/04/02-title-problem.pdf&ved=0ahUKEwiI- LHF4qLWAhVFrJQKHckHCsAQFggkMAA&usg=AFQjCNHzlHEWm_ XrwhPMD3UFYTNUgAFn8w

Arp, T. R., & Johnson, G. (2012). Perrine’s story and structure: An introduction to literature (13th ed.). Boston: Wadsworth.

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2009). Interpersonal communication relating to others (6th ed.). Boston: Allyn & Bacon, Inc.

Bennet, A. & Royle, N. (2016). An introduction to literature, criticism, and theory (5th ed.). New York: Routledge.

Betz, R. M. (2012). Chicana “belonging” in Sandra Cisneros’ The House on Mango Street. Rocky Mountain Modern Language Association, 66, 18-33. Retrieved on November 06, 2017, from http://www.jstore.org/stable/rockmountrevi.66.88.

Caspi, A. & Roberts, W. B. (2001). Personality development across the life course: The argument for change and continuity. Psychology Inquiry, 12(2), 49-66. Retrieved on November 06, 2017, from http://www.jstore.org/stable/1449487

Cisneros, S. (1991). The house on Mango street. New York: A Division of Random House, Inc.

Cisneros, S. (2017). Sandra Cisneros. Retrieved on September 14th, 2017, from https://www.sandracisneros.com/mylifeandwork/.

Estill, A. (2002). Building the Chicana body in Sandra Cisneros’ “My Wicked Wicked Ways”. Rocky Mountain Modern Language Association, 56(2), 25- 43. Retrieved on September 06, 2017, from http://www.jstore.org/stable/1348367

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Elkins, D., P. (Eds.). (1979). Self concept sourcebook: Ideas and activities for building self-esteem. New York: Growth Associates.

Feist, J., & Feist, G. J. (2009). Theories of personality (7th ed.). New York: McGraw-Hill International Book.

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Goldberg, D., A. (1992) Hillel’s Maxim: Framework for psychology health. Journal of Religion and Health, 31(2), 107-111. Retrieved on September 29, 2017, from http://www.jstore.org/stable/27510683

Hermans, H. J. M, & Loon, V. J. P. (1991). The personal meaning of symbols: A method of investigation. Journal of Religion and Health, 30(3), 241-261. Retrieved on September 14, 2017, from http://www.jstore.org/stable/27510654

Hjelle, L. A., & Ziegler, D. J. (1981). Personality theories: Basic assumptions, research, and application. London: McGraw-Hill International Book.

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Puspitasari, I. K. (2012). Esperanza’s personality development as reflected in Sandra Cisneros’ The House on Mango Street. (Unpublished bachelor Thesis). Yogyakarta State University, Yogyakarta. Retrieved from http://eprints.uny.ac.id/6991/1/THESIS%20SUMMARY_IRSHA.pdf

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Seber, Y. (2013). The charged strolls of the Brown Flâneuse in Sandra Cisneros’ “The House of Mango Street”. Penn State University Press on behalf of the Pacific Ancient and Modern Language Association, 48(1) 69-87. Retrieved on November 06, 2017 from http://www.jstore.org/stable/41932640

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APPENDICES

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Appendix 1

Summary of The House on Mango Street

(from https://www.sandracisneros.com/books/)

Esperanza was an early adolescent Mexican-American girl whose family moved to Mango Street. The house in which she lives in was small with crumbling bricks located in a poor Chicago neighborhood. It was not at all similar to a house

Esperanza dreamed to have and her parents had promised. Esperanza hated the house; she was ashamed of it which made her not belong to her house. She hoped to hide her identity by changing her name and strongly wishing own a dream house she could proud of.

Esperanza had a responsibility to take care of her sister, Nenny, before she met the other people of Mango Street neighborhood as her friend. Most of Mango

Street people were Hispanic, including Esperanza’s father who was an immigrant from Mexico and her Mama as a Mexican-American. At first, she was befriended PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

90 with Nenny, Rachel and Lucy who are all still immature, and as children they played together. Afterwards, she tried to braid friendships with other more mature girls and then they shared stories about social problems around their social groups.

Esperanza finds out that many girls in her social group tried to escape the problems through marriage. However, that was not a wise choice because then they just suffered at the hands of their husbands instead.

Encouraged by her mother and mature girl friends, Esperanza was finally able to accept herself as a Mexican-American girl who belonged to a member of

Mango Street neighborhood. She built her own house in her heart and escaped from

Mango Street through writing and hard work, not marriage. Her goal was no longer to escape from Mango Street merely for her own sake, but to return and helped others to escape from poverty and make Mango Street a better place.

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Appendix 2

Biography of Sandra Cisneros

(Photo by Erasmo Guerra, San Miguel de Allende, 2013 from

https://www.sandracisneros.com/mylifeandwork/)

Sandra Cisneros was born in Chicago in 1954, the third child and only daughter in a family of seven children. She studied at Loyola University of Chicago

(B.A. English, 1976) and the University of Iowa (M.F.A. Creative Writing, 1978).

Cisneros is an activist poet, short story writer, novelist, essayist and artist.

Writing for over 50 years, her work explores the lives of the working-class. Her numerous awards include NEA fellowships in both poetry and prose, the Texas

Medal of the Arts, a MacArthur Fellowship, several honorary degrees, and both national and international book awards. Most recently, she received Chicago's Fifth

Star Award, the PEN Center USA Literary Award, the Arthur R. Velasquez Award from the National Museum of Mexican Art in Chicago and Loyola University's Arts PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

& Science Damen Award, presented to Loyola alumni in recognition of their leadership in industry, the community, and service to others. She received the 2015

National Medal of Arts presented to her by President Obama at the White House.

And, on September 13, she will receive the Congressional Hispanic Caucus

Institute's 2017 CHCI Chair's Award in Washington, D.C.

Her books include a chapbook of poetry, Bad Boys (Mango Press, 1980); two full-length poetry books, My Wicked Wicked Ways (Third Woman Press, 1987;

Random House, 1992) and Loose Woman (Alfred A. Knopf, 1994); a collection of stories, Woman Hollering Creek and Other Stories (Random House, 1991); a children's book, Hairs/Pelitos (Alfred A. Knopf, 1994); the novels The House on

Mango Street (Vintage, 1991) and Caramelo (Knopf, 2002), and a collection of personal essay A House of My Own: Stories from My Life (Alfred A. Knopf, 2015).

Her classic coming-of-age novel, The House on Mango Street has sold over six million copies, has been translated into more than twenty languages, and is required reading in elementary, high school, and university curricula across the U.S.

Founder of awards and foundations, she is the mother of many writers and wife to her pen. A dual citizen of Mexico and the Unites States, she currently makes her home in the state of Guanajuato, home of her ancestors, where she says she lives as "una naranja completa."

(Retrieved from https://www.sandracisneros.com/mylifeandwork/, on September

14th, 2017 at 23.59 PM)