PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INFLUENCE OF JONATHAN’S CHARACTER ON RESOLVING
HIS PERSONAL CONFLICT IN RICHARD BACH’S
JONATHAN LIVINGSTON SEAGULL
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Wuri Krisharyanti Student Number: 051214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE INFLUENCE OF JONATHAN’S CHARACTER ON RESOLVING
HIS PERSONAL CONFLICT IN RICHARD BACH’S
JONATHAN LIVINGSTON SEAGULL
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Wuri Krisharyanti Student Number: 051214082
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, June 23, 2010
The Writer
Student Number: 051214082
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DEDICATION PAGE
And exercise yourself toward godliness. For bodily exercise profits a little, but godliness is profitable for all things, having promise of the life that now is and of that which is to come. I Timothy 4: 7b-8
This thesis is particularly dedicated to: Jesus Christ My beloved parents,Drs. Rino Suharyanto and Parinem My beloved brothers: Wahyu Kristiono Wisnu Krisharyanto Widhiatma Krisnugroho And to all my friends…….
Dear God we give you thanks for the gift of life and for the times you have been with us help us…. To live with gratitude and celebration, to live deeply, with purpose To live freely, with detachment, To live wisely, with humility, to live justly, with compassion, To live mindfully, with awareness, To live gratefully, with generosity, To live fully, with enthusiasm, Help us…….. That we may become ever more one with you Amen (Joyce Rupp – adapted)
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LEMBARAN PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma :
Nama : Wuri Krisharyanti
Nomor Mahasiswa : 051214082
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: THE INFLUENCE OF JONATHAN’S CHARACTER ON RESOLVING HIS PERSONAL CONFLICT IN RICHARD BACH’S JONATHAN LIVINGSTON SEAGULL beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan ke dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 23 Juni 2010
Yang menyatakan:
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ABSTRACT
Wuri Krisharyanti. (2010). The Influence of Jonathan’s Character on Resolving His Personal Conflict in Richard Bach’s Jonathan Livingston Seagull. Yogyakarta: Teachers Training and Education Faculty, Department of Language and Arts Education, English Language Education Study Program, Sanata Dharma University.
This study analyses Jonathan Livingston Seagull, a novelette written by Richard Bach. The novelette tells about life experience as its main issue. The story is about the character of Jonathan, a seagull that gets a punishment from his leader of the flock because he breaks the rule among seagulls. The problems arise when Jonathan is trying to learn perfection of flying. Jonathan gets bored with the routine activity as a seagull. Then, he learns to fly better than the flock because he believes that there is still another way to live besides finding some food with the simplest way of flying. Until one day, he is outcast. After that accident, Jonathan lives alone. He learns everyday about flying until he met other seagull in his new place. All were outcast. The goal of conducting this study was to know more deeply about the influence of Jonathan’s character on resolving his personal conflict. To attain the goal, this study focused on three questions. The first question is about the character of Jonathan. The second question is about Jonathan’s personal conflicts, both intrapersonal and interpersonal conflicts. The third question is the influence of Jonathan’s character on resolving his personal conflicts. The method which was applied to this study was library research study. The primary source was the novelette itself, Jonathan Livingston Seagull. The secondary sources were obtained from several books on literature. The researcher combined some theories of character, characterization, theory of conflicts, conflict resolutions, and managing conflicts. This thesis applied psychological approach which was aimed to describe Jonathan’s character, to comprehend the patterns of human personality and behavior. From the analysis, the researcher found that Jonathan was the main character. He is characterized as a young seagull, hardworking, smart, curious, brave and stubborn. Since Jonathan is a young seagull, he always hard work, curious, brave and stubborn. These characters create conflict among Jonathan, his parents, the flock and his instructor, Sullivan. These conflicts were categorized as ego conflict. Jonathan’s characters that are smart and hardworking helped him in solving his conflict. Finally, the researcher gives two suggestions to complete this thesis. The first one is for the future researcher(s) on Jonathan Livingston Seagull in the next years. Another suggestion is to implement Jonathan Livingston Seagull as the teaching material in paragraph writing class.
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ABSTRAK
Krisharyanti, Wuri. (2010). The Influence of Jonathan’s character on Resolving His Personal Conflict in Richard Bach’s Jonathan Livingston Seagull. Yogyakarta: Fakultas Keguruan dan Ilmu Pendidikan, Jurusan Bahasa dan Seni, Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.
Skripsi ini menganalisa novelet, Jonathan Livingston Seagull, yang ditulis oleh Richard Bach. Novelet ini mengangkat tema Pengalaman hidup yang menceritakan karakter Jonathan, seekor burung yang dijatuhi hukuman pengasingan karen melanggar aturan. Permasalahan muncul ketika Jonathan berusaha mempelajari kesempurnaan dalam terbang. Jonathan merasa bosan dengan kegiatan rutinnya sebagai seekor burung camar. Kemudian dia belajar terbang agar lebih baik dari kawanannya karena dia meyakini bahwa masih ada cara lain untuk hidup selain hanya untuk mencari makanan dengan kemampuan terbang yang paling sederhana. Sampai suatu hari ia di asingkan. Setelah kejadian itu Jonathan hidup sendirian. Dia belajar setiap harinya, hingga suatu hari dia bertemu dengan burung-burung camar lainnya di tempat ia tinggal sekarang. Semuanya adalah burung-burung yang di asingkan. Tujuan dari skripsi ini adalah untuk mengetahui lebih jauh mengenai pengaruh karakter Jonathan dalam menyelesaikan konflik pribadi yang dia alami. Untuk mencapai tujuan tersebut, skripsi ini menitikberatkan pada tiga pertanyaan. Pertanyaan pertama tentang karakter Jonathan. Pertanyaan kedua tentang konflik pribadi yang di alami baik dari dalam maupun dari luar diri Jonathan. Pertanyaan ketiga tentang pengaruh karakter Jonathan dalam menyelasaikan konflik pribadinya. Untuk mencapai tujuan-tujuan tersebut, metode yang diterapkan adalah studi pustaka. Sumber utama dalam skripsi ini adalah novelet itu sendiri, Jonathan Livingston Seagull. Sumber-sumber lain yang juga digunakan oleh peneliti dalam skripsi ini diperoleh melalui buku-buku tentang karya sastra. Penulis juga menggunakan beberapa teori karakter, pengkarakteran, konflik, resolusi konflik dam manajemen konflik. Skripsi ini menerapkan pendekatan psikologi yang bertujuan untuk mendeskripsikan karakter Jonathan, mengartikan bentuk kepribadian dan perilaku manusia. Berdasarkan analisa, peneliti menemukan bahwa Jonathan adalah tokoh utama. Dia dikarakterkan sebagai seekor burung camar muda yang bekerja keras, pintar, selalu ingin tahu, pemberani dan keras kepala. Karakter-karakter inilah yang menimbulkan konflik antara Jonathan, orang tuanya, kawanannya dan instrukturnya, Sullivan. Karakter Jonathan yang pintar dan bekerja keras membantunya dalam menyelasikan konflik tersebut. Akhirnya, peneliti memberikan dua saran untuk melengkapi skripsi ini. Saran pertama adalah untuk peneliti novelet Jonathan Livingston Seagull selanjutnya. Saran lainnya untuk penerapan novelet Jonathan Livingston Seagull sebagai materi mengajar Bahasa Inggris di kelas paragraph writing.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to Jesus Christ who
always gives me His love and blessing. He never leaves me alone during the hardest
time I had. He guides, gives me spirit and strength so that I can finish my thesis.
Secondly, I would like to express my deepest gratitude to my sponsor, Drs.
L. Bambang Hendarto, M. Hum., for his guidance, kindness and suggestions during
my thesis writing process. I really thank him for his patience, support and time in
reading, correcting and helping me to finish my thesis. I would also like to thank all
PBI lecturers for their lecturing, support and help during my study in Sanata
Dharma University. I also thank to PBI’s secretariat staff Mbak Dani and Mbak Tari
for their kindness and always being very nice.
Thirdly, I give my special gratitude to Sanata Dharma University library
staff for being very nice to me. The staff members have been very helpful and
supportive. During my study in Sanata Dharma University I enjoyed my study very
much.
Fourthly, I would like to express my deepest and greatest gratitude to my
beloved parents, Bapak Drs. Rino Suharyanto and Ibu Parinem, who always support
me and give me their love, guidance and spirit during my life. They give their
attention and motivation to me and have reminded me to finish my thesis as soon as
possible. To my brothers, Mas Wahyu, Mas Wisnu and Dik Widhi, I really love
them all. I thank them for all their love, support and prayers. I also express my
gratitude to Boze for his kindness, attention and love.
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My next gratitude goes to all of my best friends in English Language
Education of 2005. They are Ria Agatha (Molen), Wuri (Kuncis), Bunga (Bunca),
Melati (Imelz ndutz), Ari Wisudawati, Dhae, Andre haha, Ruma (mama), Indro,
Koko, Panda. I would like to thank them very much for giving me support and
friendship since I began my study in this university so I can finish my duty. They
are my great friends. My deepest gratitude goes to Christina Rindang Kurniasari
and Demitrius Rosano who have helped me a lot in writing my thesis by reading
and giving feedback to my thesis, and to members of Pondok Unyil (Lili, Manda,
Ani, Atik, Lia and Yohana).
The next gratitude goes to Ibu Damai, my friend and my second mother. She
has taught many things about life and given me a chance of being one of her
teaching staff in ABBI for more over two years. Finally, to all my friends whose
names cannot be mentioned one by one I thank them for time and every moment we
have shared together. May God bless them now and forever.
WURI KRISHARYANTI
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TABLE OF CONTENTS
TITLE PAGE ...... i
APPROVAL PAGES ...... ii
STATEMENT OF WORK’S ORIGINALITY ...... iv
ABSTRACT ...... vii
ABSTRAK ...... viii
ACKNOWLEDGEMENTS ...... ix
TABLE OF CONTENTS ...... xi
CHAPTER I: INTRODUCTION
A. Background of the Study ...... 1
B. Problem Formulation ...... 4
C. Objectives of the Study ...... 5
D. Benefits of the Study ...... 5
E. Definition of Terms ...... 6
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Theoretical Review ...... 8
1. Critical Approaches ...... 8
2. Character ...... 9
a. Definition ...... 9
b. Kinds of Character ...... 9
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3. Characterization ...... 9
a. Definition ...... 9
b. Method and Characterization ...... 10
4. Conflict ...... 11
a. Definition ...... 11
b. Types of Conflict ...... 11
c. Causes of Conflict ...... 13
d. Conflict Resolutions ...... 14
e. Conflict Managements ...... 18
B. Review of Related Studies …………………………………………… 19
C. Theoretical Framework ...... 20
CHAPTER III: METHODOLOGY
A. Object of the Study ...... 21
B. Approach of the Study ...... 22
C. Method of the Study ...... 23
CHAPTER IV: ANALYSIS
A. The Characterization of Jonathan in Bach’s Jonathan Livingston
Seagull ...... 25
1. Hardworking ...... 26
2. Smart ...... 30
3. Curious ...... 32
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4. Brave ...... 34
5. Stubborn ...... 36
B. The Personal Conflicts Faced by Jonathan ...... 37
1. The Intrapersonal Conflict ...... 38
a. Learning to Fly ...... 38
b. Flying at night ...... 41
2. The Interpersonal Conflict ...... 44
a. Jonathan against his parents ...... 44
b. Jonathan against his flock ...... 47
c. Jonathan against Sullivan ...... 49
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
A. Conclusions ...... 53
B. Suggestions ...... 55
a. Suggestions for Future Researchers ...... 56
b. Suggestions for Teaching Implementations ...... 56
REFERENCES ...... 69
APPENDICES ...... 61
Appendix 1 Syllabus of Paragraph Writing ...... 62
Appendix 2 Lesson Plan for Teaching Paragraph Writing ...... 64
Appendix 3 Teaching Material ...... 66
Appendix 4 Summary of Jonathan Livingston Seagull ...... 77
Appendix 5 Biography of Richard Bach ...... 80
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CHAPTER I
INTRODUCTION
There are five parts in this chapter. They are background of the study,
problem formulation, objectives of the study, benefits of the study and definition of
terms. The first part describes background of the study. The second part formulates
the problem to solve. The third part is objectives of the study. It states the purpose
of writing this thesis. The fourth part explains the benefits of the study that explain
the significance of this study. The last part in this chapter is definition of terms. It
explains the important terms in the title to avoid misunderstanding or
misinterpreting.
A. Background of the Study
People always deal with conflicts in their daily life. Conflicts or problems
can direct people into unhappiness or happiness. Sometimes conflicts may create
crisis in someone’s relationship with other. For example, a son screams to his
parents, and then his father slaps him. The father thinks that his son is impolite to
the parents. Yet, the son gets angry to his father. This situation creates conflict
between the son and his father. In this case, the son feels unhappy because he is
scolded by his father. On the other hand, the father also feels unhappy because he
knows that his son is impolite.
Conflict is something that everyone does not want to have because conflicts
are able to ruin someone’s relationship with other people. According to Worchel
and Cooper conflict is a state that requires a person to make two or more mutual
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incompatible action (460). While Noller and Fitzpatrict state that conflicts happen
when the family members disagree about the events or situation in their lives (99).
Conflicts happen when people try to defend their own opinion, idea and thought
toward other people. When conflict happens, it disturbs someone’s relationship
with others especially when conflicts happen in a family.
Worchel and Cooper categorize conflicts into two (460-462). Those are
intrapersonal conflict and interpersonal conflict. The first conflict, the intrapersonal
conflict, is a conflict within an individual when he or she makes a decision between
two or more alternatives while other people do not behave as what the individual
expects them to do. The second conflict is interpersonal conflict. It is a conflict that
happens between two or more people when they are involved in achieving a
contrary goal.
Facing conflicts and resolving them are very important because people will
improve their knowledge about conflicts and the conflicts resolution. Conflicts can
destroy everything, yet it does not mean that people cannot resolve or handle the
conflict. There are some steps of resolving the conflict. First is concerning of how
to face the conflict, think wisely, and resolve the conflict. Second is avoiding the
conflict. People usually tend to avoid conflicts or sometimes ignore them when they
think they cannot have a good resolution for the conflict.
Conflicts happening in real life are portrayed in literary work such as poem,
short story, novel and drama. Hudson (10) explains that literature is the expression
of life through the medium of language. This means that a novel as a work of
literature can be used to reflect someone’s life, thought, opinion, experience and
someone’s feeling about his/her life. Wellek and Warren (27) state that literary
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work is not only the language but also the human experiences in a complex situation
that is created by the novelist. It means we can find a character of a human with
his/her responsibility, image, thought, belief, feeling, problems or conflicts in a
novel.
The chosen novel, Jonathan Livingston Seagull, is an example of novel that
portrays conflicts because the novel talks about a seagull’s experience that
represents a human’s life. In this novel, a seagull named Jonathan, lives with his
flock. As a representation of a human, the seagulls in this novel represent as a
human, Jonathan faces a conflict within himself, with his parents, his flock, and
Sullivan. The conflicts begin when Jonathan is thinking about perfection. Jonathan
is really eager for being able to reach a perfection of flying and yet his parents do
not agree with his thought. His parents say that a seagull does not deserve to reach a
level of perfection to fly. Considering his parents’ statement, he stops learning to fly
and then join his flocks to find food. During a week with the flock, Jonathan still
does not find happiness. His want to reach the perfection of flying cannot be
stopped. Therefore, he decides to go and learn to fly again.
Few days after learning to fly, Jonathan comes back to his flock in the
seashore. There Jonathan realizes something. The flock gathers in group and they
make a circle. There must be something wrong happening among the flock and it
must be a serious problem. When Jonathan arrives there, the leader of the flocks
shouts to Jonathan and asks him to stand in the centre of the flocks. That is terrible
for him. The leader suspects him of doing something that is learning to fly to reach
perfection. It makes the leader feel humiliated. By doing this, Jonathan breaks the
rule, and he is punished. The punishment for a seagull that breaks the rule is being
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an outcast. As a result, Jonathan must go out and leave his flocks and live alone in
his life. It is not easy for him, because leaving his flocks means he has to live apart
with his parents. It becomes another conflict for him.
Jonathan life experience represents human life. When a person has his/her
willingness to be different and he/she tries something new that totally contradicts
with the society he/she lives, then the society will outcast the person since he/she is
different. People always judge other people and then drive him/her away when this
person has different thought, idea, or opinion. The author portrayed human’s
life/problem and the real condition of a society through Jonathan Livingston
Seagull.
This novel, Jonathan Livingston Seagull, is a fable. The novel tells about
life experience of Jonathan, a seagull that gets a punishment from his leader of the
flocks because he breaks the rule among seagulls. Jonathan is trying to learn
perfection of flying because he gets bored with the routine activity as a seagull. He
wants something new and believes that there is still another way to live besides
finding some food with the simplest way of flying. He thinks that he can fly like an
eagle, flying so high, fast, and being perfect. This novel is interesting to analyze
since the author, Richard Bach, describes human life through the experience life of
a seagull. From the main character, Jonathan, people can learn how conflicts can
appear and how to face the conflicts then resolve them. That is what the study is
about.
B. Problem Formulation
Based on the background of the study that is discussed, there are three
research questions as the problem formulation. The questions are:
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1. How is Jonathan characterized in the novel?
2. What are the personal conflicts faced by Jonathan?
3. How does Jonathan’s character influence him in resolving his personal
conflicts?
C. Objectives of the Study
There are three aims that can be achieved from this study. First, this study
attempts to describe the character of Jonathan in the novel Jonathan Livingston
Seagull. Second, this study attempts to find out the personal conflicts faced by
Jonathan. Third, this study attempts to analyze the influence of Jonathan’s character
in resolving his personal conflicts.
D. Benefits of the Study
There some benefits of this study. In this study, the writer as a researcher
expects to get a better understanding about Jonathan’s characters and his personal
conflicts. The writer also expects the readers of this thesis, especially for those who
are interested in Jonathan Livingston Seagull and willing to have a study of
Jonathan; it will help them to study the literary work itself. This thesis also gives
them some additional information in understanding the novel and helps them in
analyzing the characters of Jonathan in Jonathan Livingston Seagull. They also can
learn how to solve the problems. In general, this study can give beneficial
information of personal conflicts and how to solve the conflicts.
Other benefits of this study are for PBI students. By reading this thesis, the
students of PBI will gain a lot of information to understand the story of the novel.
The novel, Jonathan Livingston Seagull, can be as one of references to improve
their English skill.
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E. Definition of Terms
In order to avoid misunderstanding and misinterpretation, the researcher
defines some important terms that are used in the study.
Influence
Drever proposes that the word ‘influence’ means any past or present
condition, experienced as or actually playing a part in determining one’behaviour,
or course of thought in the present (134). While in this study, influence means the
power of somebody’s character to affect his or her way of thinking in resolving his
or her personal conflict.
Character
Abrams states that ‘characters’ are the person presented in a dramatic or
narrative work, which are interpreted by the reader as being endowed with moral,
dispositional, and emotional qualities that are expressed in what they say – dialogue
– and what they do – in action (23). Another opinion related to character also given
by Stanton in An Introduction to a Literature. In this book, Stanton states that
“character” is commonly used in two ways; it designates the individuals who appear
in the story and it refers to the mixture of interest, desires, emotions, and moral
principle that make up each of the individuals (17). In this study “character” means
not only a person who can act as the main character in a dramatic story or novel but
also the characteristics of the character itself.
3. Resolve
McKean says that resolve is a settle or find a solution to a problem, dispute,
or contentious matter; decide firmly on a course of action (1441). In this study,
the word resolve is the way of someone solves his/her problems.
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4. Resolution
Drever says that resolution is a decision regarding a line of product to be
pursued; a firm adherence to a decision that has been taken; a character trait,
marked by firmness of purpose in persisting in a course of action decided on (244).
In this study the word resolution is to solve or settle problems.
5. Conflict
Jones and Gerard as cited in Worchel and Cooper, state that conflict is a
state that requires the person when he is motivated to make two or more mutual
incompatible action (460). Hocker and Willmot, also stated their definition about
“conflict” as cited in Isenhart and Spangle. Based on their definition, “conflict” is
an expressed struggle between at least two independent parties who perceive
incompatible goals, scare resources and interference from the other party in
achieving their goal (3). They also divide a conflict into two types. First,
interpersonal conflict and second is intrapersonal conflict.
Interpersonal conflict is a conflict which happens between two or more
people when they are involved in achieving the incompatible goal. While
intrapersonal conflict is a conflict within an individual when he or she makes a
decision between two or more alternatives while other people do not behave as what
the individual expects them to do. In this study, the conflict which is discussed by
the writer is both intrapersonal and interpersonal conflict.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts. They are review of related theories and
theoretical framework. The first part presents critical approaches, character, and
characterization include definition and methods and characterization. The second
part presents theoretical framework. Here, the writer will describe the contribution
of the theories in solving the problems of the study.
A. Theoretical Review
1. Critical Approaches
In analyzing a novel, a researcher needs critical approaches. It is needed to
avoid the subjectivity of the researcher in his/her study. Rohberger and Woods state
that there are five approaches that can be used to analyze a novel (6-15). First is the
formalist approach. It concentrates on the total integrity of the literary work. Second
is the biographical approach. This approach focuses on the importance of the
author’s ideas and personal life.
Third is the sociocultural-historical approach. This approach describes the
social, cultural and historical background as the references. The next approach is the
mythopoeic approach. It attempts to discover particular patterns of human thought
that shared a same universal belief to certain community mind. The last is the
psychological approach. This approach is also used to analyze the pattern of human
personality and behavior. Throughout the psychological approach, the researcher
can analyze the character’s thought, personality and behavior deeply.
2. Character
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a. Definition
Characters play an important role in a story of a novel. According to Abram,
characters are the persons that presented in a dramatic or narrative work, which are
interpreted by the reader as being endowed with moral, dispositional, and emotional
qualities that are expressed in what they say – dialogue – and what they do – in
action (23). It means that, the readers can interpret a character in a story through
their conversation, and their activity. Through their conversation and act in the
story, the readers know the emotional, dispositional and moral of the characters.
b. Kinds of Character
Foster states that there are two kinds of characters in a novel; flat and round
character (51). A flat character is static and does not develop, while a round
character is complex and represents many traits and qualities.
Henkle says that characters can also be divided based on the prominence and
function: major and secondary characters. Henkle (87-100) explains that major
characters deserve the attention from the readers and other characters. The
secondary characters perform more limited functions. He also says the characters
can be protagonist and antagonist. Holman and Harmon state that the antagonist is
the one who directly opposes the protagonist (27). According to Holman and
Harmon (400) that protagonist is the leading figure both in terms of importance in
the play and ability to enlist the readers’ interest and sympathy.
3. Characterization
a. Definition
Rohberger and Woods (180) state that characterization is the process by
which an author creates the character, a particular type of person. Murphy (161)
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states that characterization is the way of an author to convey the characters and the
personalities naturally so that the reader gets to know and understand the characters.
Characterization in a literary work is needed by the author since it helps the author
to convey the story by the characters and the reader will understand the story easier.
Furthermore, the author uses the characterization to guide the reader to understand
and use their own interpretation to interpret the story that they read in a novel.
Holman and Harmon (81-82) state that characterization is a process of creating an
unreal person.
b. Methods and Characterization
Murphy (161-172) states that there are nine ways to make characters
understandable and come alive for the readers. First is personal description. Here,
the author may draw details about the characters’ appearance, for example how the
characters are built, his or her skin color, hair, hand, eyes and so on. Second is
character as seen by another. It means that the author can describe through the eyes
and opinions of another character. The readers notice the different opinion and
judgment on the character. The readers may know the personality by the characters
opinion or statement is the third way in understanding the character in a story.
The fourth way is past life. In past life, the author may give direct or indirect
comment through the person’s thought his or her conversation or the medium of
another person. The fifth is conversation of others. The characters can be analyzed
by what people think or say about him or her. Sixth is reaction. The author shares a
clue to a person’s character by letting the reader know how that person reacts to
various situation and events. Next is direct comment. Here the author gives his or
her personal comment or description of the character directly in the story. Next step
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is thought. The author expresses the character’s thought in the story. By knowing
the character’s thought, the readers can analyze what goes in his or her mind. The
last is mannerism. The author can illustrate a person’s mannerism, habit or modes
of behavior which may also tell the readers something about the character.
4. Conflict
One of the experiences that men have concerns facing the conflict and how
to solve them. Facing the conflict and resolving the conflict they have are one of
the examples from experience that men have. There are three points will be
discussed in this section namely definition of conflict, the kinds of conflict, and the
conflict resolution.
a. Definition
Conflict is a condition when a person cannot complete the mutual action
together or in the same time. Jones and Gerard as cited in Worchel and Cooper
(460), state that conflict is a state that requires a person when he is motivated to
make two or more mutual incompatible actions. However, Hocker and Willmot as
cited in Isenhart and Spangle (3) state that conflict is an expressed struggle between
at least two independent parties who perceive incompatible goals, scare resources
and interference from the other party in achieving their goal.
b. Types of conflict
Conflicts consist of two types. The first type is intrapersonal conflict and the
second conflict is interpersonal conflict. Worchel and Cooper (460-464), clarify
intrapersonal conflict is a conflict within an individual when he or she makes a
decision between two or more alternatives while other people do not behave as what
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the individual expects them to do. Worchel and Cooper also say that intrapersonal
conflict consists of four kinds (460-464). Those are approach-approach, avoidance-
avoidance, approach-avoidance, and double approach-avoidance conflicts.
An approach-approach conflict is a conflict in which a person can only
choose one action toward two positive goals. This conflict is the simplest conflict
because the person has to choose and make a decision between two attractive
alternatives.
Approach-approach conflict is rather different with an avoidance-avoidance
conflict because in avoidance-avoidance conflict a person has two equally
unattractive alternatives and the person has to make decision between the two
unattractive alternatives.
Approach- avoidance is a conflict when a person must choose one goal
which has both attractive and unattractive qualities. The person is trapped in this
conflict because he/ she is afraid and doubt to choose the goal.
Last is a double approach-avoidance conflict. This is the most common
conflict situation and it contains two goals which both have positive and negative
sides. In choosing the goal, a person influences by some factors. Those factors are
the kind of the goal, how close a person is to the goal, and the amount of the goal.
The second conflict is the interpersonal conflict. It is a conflict which
happens between two or more people when they are involved in achieving the
incompatible goal. A condition when two people or parties disagree with the way in
achieving the goal causes interpersonal conflict. The example of real situation for
this conflict is a conflict happens between a taxi driver and his passenger. The
conflict arises when the passenger does not want to pay the taxi cost. He gets out
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13
soon and run away, yet the taxi driver catch him. In the next seconds, the taxi driver
hit him then put him into the police office.
Beebe and Redmon (297-300) state that the interpersonal conflict can be
divided into three types. They are pseudo conflict, simple conflict, ego conflict.
Pseudo conflict is a conflict caused by the lack of understanding between the
individual and parties. Simple conflict happens because of the differences on
definition, goal, ideas, and perceptions. For example there are two students learn
pronunciation. Yet their pronunciation is different. Because of that, they argue each
other. The last is ego conflict. It happens when the personal defenses attached to
each individual in a group.
c. Causes of Conflicts
Conflicts arise because there is different idea, thought, needs and attitude.
People believe that conflicts happen when a person or parties cannot reach the same
goal because the different idea thought, needs, attitudes and behavior appears
among them. Isenhart and Spangle (14-15) state that there are seven sources of
conflict. First is data. People often have differences of opinion about the best
source, reliability, or interpretation of data. Second is interest. It means that conflict
specifically happens when two or more parties have different interest. Third is
procedure. Here, parties will not involve in a discussion if they do not agree with
the procedure in solving the problem.
Fourth is value. The hardest conflict will occur when the priority of values is
different. Fifth is relationship. A conflict exists when people cannot trust each other
or respect each other’s feeling. Sixth is role. A conflict appears because of the
imbalance role of the people among the rules toward their own roles. Seventh is
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communication. Conflict frequently results from how something is said and not
interprets among people.
d. Conflict Resolutions
Everybody has their opinion, idea, and thought that may lead to a conflict
with others. Worchel and Cooper propose some ways in resolving conflict. They
also state that people must be careful with their intrapersonal conflict. Hence,
Worchel and Cooper (460-464) suggest several solutions to handle intrapersonal
conflicts. First is approach-approach type. By this type, people can solve their
conflict by defining the motivation to achieve the goal. For example a person who
get two nice jobs but he has to go to one. He has to choose one of two jobs offered
to him. The first job is far away from his town, he has to leave his parents, yet the
salary is high. The second job is near from his house, he has not need to leave his
parents, and yet the salary is low. These jobs have an equal positive side. Therefore,
the person has to choose which one is the most benefit for him. Theoretically this
type of conflict should be easy to resolve.
Second is avoidance-avoidance approach. In this type a person tends to
leave the conflict. When someone decides to avoid the conflicts and then leaves it.
It means the conflicts are so difficult to solve. The example is a person having tooth
ache and hating to go to the dentist. Here, he has to choose one of the unattractive
alternatives. He continues with the pain that is horrifying for him or going to the
dentists, who he also hates. This person is stuck in between two difficult choices he
does not like but ends up doing either.
Third is approach-avoidance. A person cannot make any decision toward
the conflicts itself and it is not easy to have a resolution. For example there are a
child and a stranger. This child has been taught not to receive candy from a stranger
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even a stranger offers him/her favorite candy. She/he wants to take the candy but
she/he knows that she/he cannot take the candy from the unknown person. This
child is afraid to do that because she/he remembers about the previous training from
her/his parents. From the example given, the resolution for this conflict is by
avoiding the approach given by other person.
Fourth is double approach-avoidance. This approach tends to approach and
avoid the goals because people have to choose between two or more goals, each of
which has its own consequences. For example, couples who just merit want to buy a
house to live in. they are confused whether choosing a house in a country or city.
Choosing a house in the country means they will get fresh air, relax, room to live,
and peace. Live in the country also means need hours to get the office and long
distance from city. Choosing a house in the city also has to face the both problem
and advantages of city life.
There are two sub-types of conflict resolution. The first sub-type is
determining one goal and as a consequence giving up the other option. The second
sub-type depends on the value of each goal. When the positive aspects of goal are
higher than the negative, the goal can be reached.
Besides the conflict resolution for intrapersonal conflict, people also have to
pay attention with the conflict resolution for interpersonal conflict. There are some
ways to solve the interpersonal conflict. Alder and Towne (376-380), state that there
are three manners in taking decision like do or do not do to solve the problems of
interpersonal conflicts. Those three manners are win – lose, lose – lose, and the last
is win – win.
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Win – lose solution is when there are two persons are facing the conflict,
then there is only one person who can reach the goal and the other person does not
reach his or her goal. It makes one party feels disappointed. Second is lose – lose
solution. Nobody feels satisfied with the decision in solving the problem. Yet, many
conflicts occur in this manner. Third is win – win solution. Either of these two sides
feel satisfied with the decision which is taken in this manner. Win – win solution
gives the best decision for both sides and does not try to find a mistake. It is good
when people can find the right answer of his or her problem without blaming others.
Isenhart and Spangle (45-152), state that there are five alternatives to resolve
the conflicts; they are negotiation, mediation, facilitation, arbitration, and judicial
process. Negotiation is as much about a state of mind as it is a strategic choice for
managing problem. In having an effective negotiation, people have to be able to
share a lot of information in the discussion about the needs, issues, and interest.
There are two types of negotiation. The first one is integrative. It is a constructive
and problem solving process. Between two persons or parties exchange the
information and analyze the problem while protecting their relationship and
interests. The second one is distributive. In this type, both sides said their goals and
advantages in achieving the goals. Both parties are forcing their demands and
threats.
Mediation is a problem solving process in which the third party is needed.
The third party functions as a guide and as a neutral party. It means the third party
has no right to argue or influence both parties in achieving their goal. Goldberg,
Sander, and Rogers as cited in Isenhart and Spangle (72) say that mediation will be
successful if the disputants are cooperative with the negotiator.
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Success of mediation depends on the disputant’s willingness to accept the mediator’s role as a process expert for resolving differences, as well as disputant’s willingness to share information that might lead to mutual beneficial agreement (Isenhart and Spangle 72).
Through mediation, the disputants feel comfortable since in mediation the
disputants feel protected because the mediation setting serves as a safe context for
sharing information that might not otherwise be shared. Mediation also changes the
focus of discussion. The mediator changes positional statements become interest
topics to discuss that express needs, concerns, and fears. Mediation is good for the
disputants who cannot reach the same goal. Since the third person or the neutral
party who is emotionally uninvolved with the dispute is able to identify and clarify
the central of underlying issues of a complex situation.
The next alternative is facilitation. According to Frey as cited in Isenhart
and Spangle (107) facilitation is any meeting technique, procedure, or practice that
makes it easier for groups to interact and/or accomplish their goal. Isenhart and
Spangle (107) state that he third party is needed as a facilitator who accommodates
the discussion process. Usually, facilitation applies in a large or complex conflict.
Facilitation is the role of a person who serves as an impartial or neutral discussion leader, who guides a group through a specified set of procedures for the purpose of accomplishing a purpose or goal, and who enforces ground rules that manage verbal interactions between group members (Isenhart and Spangle 107).
Arbitration is an alternative that is applied when the parties cannot find the
beneficial advantages goal for both parties. Then the parties who are in conflict
select the arbitrator to make decision for the problem they faced. The last is a
judicial process. It is an alternative that combines legal and non legal procedures,
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social norms, and legal laws in the process of conflict resolution. A court functions
as a third party.
e. Conflict Managements
Considering the ability of the individual in controlling the conflicts Beebe
and Redmon (314-326) propose four kinds of conflict management. Those are
managing emotions, managing information, managing goals, and managing the
problem.
The first one is managing emotions. People should be able to analyze every
signs such as anger, fear, frustration, and sadness which often appear. Therefore,
people should manage their emotion in order to have a good decision because
emotion will influence people in taking decision in logical and rational approach to
solve the problems they have.
Second is managing information. Unclear information, misunderstanding
and misinterpretation can create a conflict, therefore, people have to manage the
information that they receive. By managing the information, people can manage the
conflict. They also can avoid conflict itself because of the misunderstanding,
unclear information, and misinterpretation information.
When an individual misinterprets, or misunderstand information, then there
will be a conflict among individual and other parties because they will have
different opinions and ideas. Consequently, it is important for an individual or
parties to manage a goal. The managing goal is the third conflict management.
The last is managing the problems. In managing the problems, an individual
needs to define the problems and analyze it. Afterwards, individual needs to
determine the goal, generate several solutions, and select the best solution.
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A. Review of Related Studies
There are two previous studies conducted on this similar novelette, Jonathan
Livingston Seagull. The first study was conducted by Yosafat Diazwikarta in 2008.
He analyzed the novelette, Jonathan Livingston Seagull from the point of view of
perfection. His study entitled The Influence of Learning in Perfection on One’s
Achievement as Reflected in The Character of Jonathan Livingston Seagull in
Bach’s Jonathan Livingston Seagull. His study is about the influence of learning in
perfection for Jonathan. From his analysis, the researcher knows that perfection
becomes Jonathan’s higher purpose for life that is to be free, to be a creature of
excellence and intelligence and skill. By learning perfection, Jonathan has strong
spirit, innovative ability, courage to never give up, high desire to know and
understand, and love to help others.
The second study was conducted by Yosep Rahmat Pratama in 2009. His
study entitled Perceptions of Achieving A Successful Life Revealed in Amy Tan’s
The Kitchen God’s Wife and Richard Bach’s Jonathan Livingston Seagull. He
compared between two novels and he analyzed the novels from the point of view of
perceptions. He found out that perception about success was influenced by certain
cultural value and philosophy. For Chinese people success is “a matter of luck” and
it is more to the harmony, which is created by creating a balanced condition on the
elements that exist in this life. It is influenced by the philosophy of Yin- Yang and
Feng Shui while American culture sees success as perfection. It is influenced by
American philosophy that “practice makes perfect”. However, both Chinese and
America cultures also define success as a journey.
While in this study, the researcher analyzes the novelette, Jonathan
Livingston Seagull from the point of view of personal conflicts that are faced by
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20
Jonathan both interpersonal and intrapersonal. This study entitled The Influence of
Jonathan’s Character on Resolving His Personal Conflict in Richard Bach’s
Jonathan Livingston Seagull. This study is to find out the influence of Jonathan’s
character on resolving his personal conflicts when he faces the conflict.
C. Theoretical Framework
There are some theories applied to answer the problems formulated in this
study. The theory of critical approach is used as a tool to analyze the problems in
the novel. There are five approaches and this study is applied on the psychological
approach. To get a deep understanding, the researcher uses the theory of character
and characterization. The theory is used to analyze the character in the novel. This
theory is used to help the researcher to figure out what kinds of Jonathan’s
characters in the novelette are. By understanding what character and
characterization are, researcher is able to find out Jonathan’s character that is
characterized in the novel and how the character influences him on resolving his
personal conflict.
In analyzing the conflict faced by the character, the researcher uses the
theory of conflict. The researcher uses theory from Worchel and Cooper to analyze
the type of conflicts faced by the character of Jonathan. In analyzing the conflict,
the researcher analyzes the types of conflict, causes of conflict, resolutions of
conflict, and managements of conflict. To analyze the conflict resolution, the
researcher uses theory proposed by Isenhart and Spangle.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter covers three main parts: object of the study, the novel Jonathan
Livingston Seagull, approach of the study which explains the use of the approaches
in analyzing the novel and method of the study which contains the steps taken in
doing the analysis.
A. Object of the Study
The object of the study is a novel written by Richard Bach entitled Jonathan
Livingston Seagull. This novel was published in 1970 and it became the best seller
throughout the United States by the end of 1972. The novel reached the top of the
New York Times Best seller list in 38 weeks. In 1973, the novel became the topped
the Publisher Weekly list of best selling novels in the United States.
Richard Bach was famous with his enormous works included fiction and
nonfiction such as Jonathan Livingston Seagull (1970), Illusions: The Adventures
of A Reluctant Messiah (1977), One (1989), Out of Mine (1999). From those
works, Jonathan Livingston Seagull and Illusions became the best-seller in 1970s.
The novel, Jonathan Livingston Seagull, was published by Macmillan Publisher. It
consists of 93 pages. There are three parts in the novel.
Jonathan Livingston Seagull talks about a seagull, which loves to fly rather
than to catch some food, like what other seagulls do. Jonathan learns about life and
flight and self-perfection. This novel describes a daily life of a seagull which
eagerly flies for love and shares the experience to others in a society that got in
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trouble. In this study, the researcher focuses on describing the conflict faced by
Jonathan.
He is a seagull which does not believe in physical limitation. He enjoys
flying because he loves to fly and learns not only to fly but also to share the
experience for those he cares about. Jonathan has a personal conflict that is
interesting to analyze. He has his own way to solve his personal conflict. This study
tries to analyze the character of Jonathan in resolving his own conflict in his life. To
analyze the conflict faced by Jonathan, first of all, the researcher analyzes the
character of Jonathan, then knowing his characteristic. Afterwards, the researcher
states to examine the conflicts faced by Jonathan and how he solves his conflicts.
Richard Bach created Jonathan as a seagull who loves to learn about fly and
life and self-perfection. The atmosphere that is created in the novel describes the
conflicts faced by Jonathan as a young seagull who wants to express his ability, his
willingness and his belief.
B. Approach of the Study
To analyze the influence of Jonathan’s character on resolving his personal
conflict, the researcher will use the psychological approach to get a better
understanding of character in Jonathan Livingston Seagull. By using the
psychological approach, the writer can analyze and notice the characteristic of the
character itself such as mind, behavior, and appearance. Through the psychological
approach, the researcher can analyze Jonathan’s character when facing a conflict in
his relation with others. For that reason, the writer applied the psychological
approach in this study.
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C.G. Jung states, “The psychological mode works with material drawn from
man’s conscious life with crucial experiences, suffering passion, and the stuff of
human fate in general” (89). From the statement above, the researcher knows that
the psychological approach is suitable to be applied in this study to analyze the
character and the conflict resolutions faced by the main character
C. Method of the Study
The method of the study used in this study was library research. Here, the
researcher gathered the data by taking some important notes, reading books, and
doing research in analyzing the novel. The primary sources gathered from the deep
analysis of the novel, Jonathan Livingston Seagull. Other sources such as the
psychology approaches, theory of character, theory of characterization, theory of
conflicts, theory of conflict resolutions and theory of managing conflicts became the
secondary sources.
In conducting this study, the researcher took some steps. The first step was
reading the novel, Jonathan Livingston Seagull, many times. Therefore, the
researcher got better understanding about the story in the novel. For the first time,
the researcher read the novel without any pauses. After that, the writer kept reading
the novel, yet in this section the writer reread the novel and underlined some
important things. The aim was to formulate the problems of the study. Next was
formulating the problems in the study.
The researcher was interested in Jonathan’s character, a young seagull that
preferred to learn about life and flight rather than to catch food. In defending his
willingness, Jonathan faced by some conflicts. Since the writer interested in
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analyzing the conflict faced by the main character in the novel, Jonathan, it was an
obligatory for the writer to analyze the character of Jonathan in the novel. After
analyzing the character, the writer continued the study in analyzing the conflicts.
In formulating the problem formulation, the researcher made three
questions. The first question was about Jonathan’s character. The second question
was about the conflict faced by Jonathan. The third question was about the
influence of Jonathan’s character in resolving his personal conflict. The researcher
used psychological approach in analyzing the novel as the method. The method was
proposed by Rohrberger and Wood’s in their book, Reading and Writing about
Literature. To answer the questions formulated in the problem formulation, the
researcher collected data from library and browsed in the internet to enrich the
information needed. After those steps done, the writer concluded the result of the
analysis of problem formulation.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS
This chapter consists of three main parts. The first part is the
characterization of Jonathan’s character found in Richard Bach’s Jonathan
Livingston Seagull. The second part is the description of the personal conflicts faced
by Jonathan. The last part is the explanation of the influence of Jonathan’s
characteristic in resolving the conflict.
A. The Characterization of Jonathan in Bach’s Jonathan Livingston Seagull
Foster (51) says that there are two kinds of characters in a novel. They are
flat and round character. A flat character is the simplest character in the novel,
while a round character is more complex and represents many traits and qualities.
Based on this theory, Jonathan’s character in Bach’s Jonathan Livingston Seagull
is a round character.
Jonathan is a protagonist character. His character is able to make the
readers give him sympathy. Jonathan is a young seagull. Holman and Harmon state
that the protagonist is the leading figure both in terms of importance in the play and
ability to get the reader’s attention and sympathy (400).
Murphy states that there are nine ways in which the author uses to make
his/her character understandable and the readers think that the character comes
alive. There are personal descriptions, character seen by other, speech, past life,
conversation with others, reaction, direct comment, thoughts and mannerism (161-
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172). This study includes some of the ways proposed by Murphy in analyzing the
character of Jonathan. Jonathan’s is characterized is:
1. Hardworking Jonathan is a young seagull who loves to learn about flight and life. He
always fails in practicing but he never gives up. He keeps trying again for many
times.
A hundred feet in the sky he lowered his webbed feet, lifted his beak and strained to hold a paint full hard twisting curve through his wings. The curve meant that he would fly slowly, and now he slowed until the wind was whisper in his face, until the ocean stood still beneath him. He narrowed his eyes in fierce concentration, held his breath, forced one….single….more…inch…of…curve..Then his feathers ruffled, he stalled and fell (Bach 13).
Jonathan never stops practicing because he wants to reach his dream, his
idealism that is flying faster in the sky. He encourages himself to try every single
movement just to make perfection.
Jonathan works hard to fly in speed. Even he always fails in trying to fly
faster, he keeps struggling. He tries for ten times in the sky and in all ten times he
fails. He goes down to the water and his feathers are in a mess. He cannot control
his body (Bach 20). Jonathan really wants to do the best for his life. He tests himself
to know what he can do or cannot do in the air. Although he fails many times, he
keeps trying again and he never gives up. Jonathan believes that he can do the best.
He thinks that his body is just a cover, just the same with other seagulls but he has
soul and spirit to be different to reach his dream and to enjoy his life, to fly in the
air with the speed of an eagle. His spirit to fly faster and more perfect is never
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stopped. From ten times he fails and bursts into mess feathers and he tries again. He
flies up to the sky. Now, he tries from two thousand feet. Then he rolls into his dive,
he moves his beak down, and he gives full power for his wings. Finally, he can
stabilize his movements and he can pass through fifty miles per hour (Bach 20).
Jonathan is not happy with his situation, as an imperfect seagull. He sees
eagles flying high in the sky and he wonders why they can fly so high while he
cannot. Therefore, Jonathan learns to fly. He hopes that he can come out from his
situation. He does not want to trap in his situation. Jonathan wants to fly freely in
the sky. His dream is he becomes an unlimited gull. In order to fly faster, Jonathan
always practices every day. He fails many times but he keeps trying and practicing.
After Jonathan is able to fly like an eagle, he realizes that he is an unordinary
seagull and he forgets his promises that he will be a normal seagull. Having
promises like that is just for an ordinary seagull.
He climbed two thousand feet above the black sea, and without a moment for thought of failure and death, he brought his forewings tightly in to his body, left only the narrow swept daggers of his wingtips extended into the wind, and fell into a vertical dive (24).
When Jonathan spends his days alone flying in the sky, he meets two other
gulls. He tests them and has conversation with them. Those gulls are from his flock
but Jonathan has never seen them before. They are elder than Jonathan and very
pretty in flying. While flying in the sky, they say that Jonathan can fly higher. They
also talk to Jonathan that there is a place for seagulls who love to fly. They call it as
heaven. Those two seagulls will put Jonathan in that place, their home and heaven
for seagulls, who believe in perfection (Bach 47).
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Becoming a perfect seagull is not easy for Jonathan. There is a process to be
perfect. Jonathan practices every day. He works hard in every second he has. He
wants to know what he can and cannot do in the sky. He wants to reach his dream,
flying higher and faster in the air. Jonathan wants to be perfect so that he can make
his dream come true. In processing to be perfect, Jonathan digs out all the potential
he has. He knows that being perfect in flying gives him a new reason for life and
flying in the sky with the high speed will help seagulls to get more food. Jonathan
encourages himself to reach his dream. One day, when Jonathan joins the flock on
the beach, he feels so happy. He thinks that the flock will be full of joy when they
know he finds out a breakthrough.
When Jonathan Seagull joined the flock on the beach, it was full night. He was dizzy and terribly tired. Yet, in delight he flew a loop to landing, with a snap roll just before touch-down. When they hear of it, he thought, of the breakthrough, they’ll be wild with joy. How much more there is now to living! Instead of our drab slogging forth and back to the fishing boats, there’s a reason to life! We can leave ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly! (Bach 27).
Jonathan says that seagulls can be free to decide what they want to do with
their own body. They can dig out the potential inside their body. By digging their
own potential, they can reach their own dreams. They can learn to fly faster, get
some delicious fishes easily under the water instead of fighting to get some bread
and fish on the fishing boats. Seagulls have skill and intelligence. They can use their
intelligence to learn about flying and practice their skill to fly as much as they want
because they are free. Learning and practicing everyday make a seagull becomes
excellence in flying.
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Jonathan dares to take a chance. He digs out his own potential because he
knows he has power to do something. He has intelligence and skill to know what he
can and cannot do. Jonathan realizes that he can express himself because he is the
master of himself. Someone’s mind is the key to be perfect. If a person can control
their mind and manage it well then think positively, he will be successful and be a
perfect person. One day, Jonathan speaks to his students. He encourages them to
practice more and realize what they can do. He says that a seagull’s body from
wingtip to wingtip is nothing more than their thought. They have to think beyond
their vision. They must change their mindset, so that they can be free (Bach 76-77).
When Jonathan becomes an instructor for his six students that have passion
to learn about a new idea of flight and speed, he tells them there is something to
understand besides the perfection of flying. He says to his students that they are
created as unlimited seagulls and they are free to express their selves. “Each of us in
truth an idea of the Great Gull, an unlimited idea of freedom and precision flying is
a step toward expressing our real nature. Everything that limits us we have to put
aside.” (Bach 76). Jonathan has a great thought about perfection and freedom. He
thinks that being perfect should be free in expressing his spirit and digs out his body
to see what potentials he has. Based on Murphy’s theory, it is one way from the
author to characterize the character in the novel, namely from his/her thought.
Jonathan becomes different from other gulls because he forces himself to
practice every day. A person who wants to get the best in his/her life always works
hard. In this novelette, Bach shows facts that Jonathan symbolizes a typical person
who always works hard in his life. He practices every time. He does not care about
his body. One thing he cares about is doing his best and forcing himself to be a
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perfect seagull. Based on Bach’s direct comment and Jonathan’s speech, it can be
concluded that Jonathan Seagull is hard working.
2. Smart
As a smart seagull, Jonathan can think better than others. In his practicing
flying he always has some questions such as how to fly faster, why he cannot fly
higher, how to control the speed and how to turn. He can find the answer for his
own question by practicing again and again.
Away behind the cliffs in the sea shore, Jonathan practices alone. He fails
many times, but he never gives up. He keeps trying to fly faster like an eagle. Until
one time, he realizes that what he needs just to make little movement and changes in
flying. In his own thinking, Jonathan doubts himself. He knows that he does not
have shorts wing like a falcon. It seems that it is impossible for him to fly. Yet for a
moment he realizes, everything he needs to fly faster in the air is just a short wing.
He just needs a falcon’s short wing. Jonathan gets the answer of his own question,
how to fly faster and more perfect. All he needs just to fold most of his wings and
fly on just the tips alone (Bach 24). Jonathan realizes a new way to practice and he
knows the answer by himself.
One morning on the beach after practicing folded-wing snap roll when
Jonathan is out with his instructor, Sullivan, Jonathan asks some questions to
Sullivan. He wonders why he and his instructor are alone. He also does not
understand where he comes from. Then Sullivan says that there are thousand
seagulls that come to that place but Jonathan comes to that place faster than those
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birds. Most of them come very slowly. Sullivan is very proud of Jonathan because
he learns many things.
“Where is everybody, Sullivan? “ He asked silently, quite at home now with the easy telepathy that these gulls used instead of screes and gracks. “Why aren’t there more of us here? Why, where I came from there were…..” “The only answer I can see, Jonathan, is that you are pretty well a one-in-million bird. Most of us came along ever so slowly. But you, Jon, learned so much at one time that you didn’t have to go through a thousand lives to reach this one.” (Bach 53-54).
After that conversation, Sullivan asks Jonathan to practice again. In the first
practices Jonathan fails. Yet Sullivan gives him support to keep trying. Finally,
Jonathan passes the practice. One evening, when gulls are standing together on the
sand thinking, Jonathan encourages himself to come to the Elder Gull, Chiang, and
asks something. He asks about home and where he lives now. He asks where they
are going from this place and he wants to know another place outside of the place.
Those questions always bother him. Chiang, who knows that Jonathan is a smart
student, understand that Jonathan wants to become better than others.
He says to Chiang that they are not really in the heaven like he was thinking
of. Hearing that, Chiang, The Elder, just smiles to Jonathan and he says to Jonathan
that he is learning again. Jonathan is learning something new in his life. Jonathan
does not understand. He asks to The Elder, “Well, what happens from here? Where
we are going? Is there no such a place as heaven” (Bach 55).
Jonathan is a new bird in that place. He loves to fly very much. Therefore,
he wants to learn more and practice more about flying. He wants to know
everything that he does not know and he asks his instructor about flying. He learns
everyday and practices every time he wants. In a short time, he can fly faster and
better than before. By practicing every day, finally Jonathan comes to the level of
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perfection in speed. Since Jonathan is a smart seagull, he learns faster from his daily
ordinary experiences. A month goes by and now Jonathan can fly very fast in the air
(Bach 60).
According to Murphy (161-172), there are nine ways to analyze a character
in the story. Based on Jonathan’s thought, speech, the character as seen by another
and direct comment, it can be concluded that Jonathan is a smart seagull.
3. Curious
As a young seagull, Jonathan is very curios of everything about flying. He
always wants to know something new. He always wants to discover something
hidden. In his practicing, Jonathan tries every single movement of flight in the air.
He always practices every day and every time he wants. He spends his day from
morning until night just to learn. One night, his curiousness is answered. He knows
the key of flying high and fast like an eagle. Then, he starts practicing again. He
tries to fly higher than before. In the next a few minutes, he wonders how fast he is
in the air, if he flies little bit higher than before. Therefore, he starts to close his
eyes. He flies in a hundred forty miles per hour. He is against the wind. Fortunately,
the speed is under control. Being able to control his speed, Jonathan is eager to
know his ability if he flies from five thousand feed instead of two thousand feet
(Bach 25).
One day, Jonathan flies alone in the air because he is outcast. When
Jonathan flies over the sea, he meets with two brilliant seagulls. They say to
Jonathan that there is a home, heaven, for outcasts. When he starts landing in the
heaven for the outcast seagulls, he has a lot of questions. He is curious why there
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are just few seagulls. He thinks that heaven must be full of gulls. There must be a
flock of seagulls. Suddenly he feels so tired. He does not understand why he is so
tired. In his opinion, there is no tiredness in heaven.
He was flying over a sea, toward a jagged shoreline. A very few seagulls were working updrafts on the cliffs. Away of to the north, at the horizon itself, flew a few others. New sights, new thoughts, new questions. Why so few gull? Heaven should be flocked with gulls! And why am I so tired, all at once? Gulls in heaven are never supposed to be tired, or sleep (Back 52).
Here, in his new home Jonathan learns many things from his instructors,
Sullivan and Chiang. His curious is answered. In this place, they use telepathy to
talk to each other. In his new home, Jonathan sees how Chiang can disappear and
appear again only in a flash, and even, and appears in the same millisecond at
Jonathan’s shoulder. He wonders of Chiang’s performance. In that moment,
Jonathan forgets about heaven to which he asks his instructor. He is very curious to
know how Chiang can do that, and how far he can go (Bach 58).
A curious person always wants to know things he/she does not know. He/she
always tries to discover something new. Furthermore, Jonathan is really eager to
start flying as Chiang does. When Chiang says that he can start to learn right that
moment, Jonathan is very happy. His eyes show that. Therefore, he asks Chiang to
teach him (Bach 58). When Jonathan comes to Chiang and asks him, “Can you
teach me to fly like that?”, Jonathan is trembled to conquer another unknown. Then
Chiang says to Jonathan that he can start learning as soon as possible as long as he
wants. It does not take much time for Jonathan to learn about flying. He is very
happy because he will learn to fly soon. He says to Chiang, “I want to fly like that,”
and strange glowed in his eyes. “Tell me what to do.” (Bach 58)
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Further, when Jonathan is able to fly like what Chiang does and after Chiang
goes away to another place, Jonathan thinks about his past. Then he wonders if
there is a gull like him, who wants to break his limits, to discover the real meaning
of flying (Bach 61).
If he had known there just a tenth, just a hundredth, of what he knew here, how much more life would have meant! He stood on the sand and fell to wondering if there was a gull back there who might be struggling to break out of his limits, to see the meaning of flight beyond a way of travel to get a breadcrumb from a rowboat (Bach 61).
Based on Jonathan’s thought and his conversations with others, it can be
concluded that Jonathan is curious. He always wants to know and discover
something hidden that he does not know.
4. Brave
Jonathan is also characterized as a brave seagull. He is brave enough to take
a challenge. Through a lot of practices, he can fly higher than other gulls do, flying
at high speed. When the wind is just like a monster roaring at his head, he tries to
move his wingtips into the faintest twist he has. Jonathan knows that doing such
kind of movements is not easy. However, he chooses to do it because he needs to
practice so that he can reach his dream. As we know flying in that high speed takes
too many risks.
The wind was a monster roar at his head. Seventy miles per hour, ninety, a hundred and twenty and faster still. The wing-strain now at a hundred and forty miles per hour wasn’t nearly as hard as it had been before at seventy, and with the faintest twist of his wingtips he eased out of the dive and shot above the waves, a gray cannonball under the moon (Bach 25).
Since Jonathan has courage inside him, he takes the risks of flying at high
speed to reach his dream, flying in the air like an eagle. In his practicing, Jonathan
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knows that he is probably killed if he cannot control the speed and his movements
while he flies in the air. However, he keeps his fear off and still flies.
Once, he can reach his terminal velocity. He thinks that it is a breakthrough
of a new way of life for seagulls. Then Jonathan is going to tell his flock.
Unfortunately, when he comes back to his flock, he faces a big trouble. His flock
assumes that Jonathan is trying to break the rule of seagull by living for flying.
Even Elder in the Council Flock seagull accuses him of violating the rule. A seagull
never speaks back to the Council Flock but at that time Jonathan’s voices is raised.
Then, he speaks back to the Council Flock. Speaking back to the Council Flock is
not allowed. As his punishment, he is sent out of the flock and becomes an outcast
(Bach 35).
As an outcast, he lives in another place with his new flock. They all are
outcasts. In his new place he gets many lessons from his instructor, Sullivan and the
Elder Gull, Chiang. Here, they use telepathy to talk to each other. One evening,
when the other gulls gather together stand on the sand, thinking of something that
Jonathan does not know. Jonathan encourages himself by walking to the Elder Gull,
Chiang. He asks him about flying to (Bach 54).
Doing a lot of practices supervised by Chiang, Jonathan develops his skill of
flying and Jonathan passes the practice. Both Chiang and Jonathan are going back
to the flock. All of the seagulls there look at Jonathan in awesome. They are proud
of Jonathan because he can transform to another dimension like what Chiang does.
It is stated that Jonathan is brave. He put aside his fear so that he can learn how to
transform into another place. He is not afraid of making mistakes. He fails for many
times. However, he is not desperate. His instructor, Sullivan, even is surprised at
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what he sees. Sullivan says that Jonathan shows no fear of learning compared to any
gull he has seen in ten thousand years. Knowing that complement, Jonathan feels in
happy (Bach 60).
Based on Jonathan’s thought, direct comment given by the author, and
character seen by other, it can be concluded that Jonathan is brave.
5. Stubborn
Jonathan is a stubborn seagull. It can be seen from his reaction to the
situation he is facing. When his mother reminds him of being a normal gull, by low-
flying and eating Jonathan speaks back to his mother. Jonathan is very skinny
because he never eats and rests like other gulls. He always spends his time on
learning about flying. However, Jonathan is not worried of being skinny. He says to
his mother that everything he does is just to develop his ability. What he can do or
cannot do in the air (Bach 14).
Once, when Jonathan tries to defend himself, his father forces him stop
thinking about flying. Jonathan stops practicing. Then, on another day, Jonathan
joins his flock. Fighting and struggling for his life because of what he has to do, live
like the rest of other gulls in his flock. For few days, he tries to survive by
screeching and fighting with the flock around the piers and fishing boats. He also
dives on scraps of fish and bread. Jonathan works very hard to remain with the
flock. However, Jonathan thinks that he cannot live in such kind of life. He decides
to fly away from the flock and then learns about flying again because by doing this,
he feels very happy. Jonathan thinks that all he has done with the flock is just
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nothing. According to him, he can spend all those time on learning about flying.
Then he decides to leave the flock (Bach 15).
After Jonathan leaves the flock, he practices flying at some levels of speed,
high and movements. He does not care whether it is day or night. Once, when he
flies home across the sea and under the moonlight, he hears a voice, a strange voice.
This voice reminds him of his nature as a seagull. A seagull will not fly at night,
and a seagull cannot fly high. Yet, Jonathan does not care of that voice. He ignores
the voice because he thinks that all the scenery he sees at night is beautiful. There,
he can find the happiness and all the things there are very peaceful for him (Bach
24).
Based on Jonathan’s thought and his reaction to his mother, it can be stated
that Jonathan’s character is stubborn.
B. The Personal Conflicts Faced by Jonathan in Bach’s Jonathan Livingston
Seagull
According to Worchel and Cooper (460-464) there are two kinds of
conflicts. They are intrapersonal and interpersonal conflict. The intrapersonal
conflict is a conflict which happens inside the character itself. In other words, the
intrapersonal conflict is an internal conflict. Second is the interpersonal conflict.
This is a conflict which happens between two or more people. In other words, this is
an external conflict.
In this study, the intrapersonal conflict faced by Jonathan means that the
conflict happens inside him. Next is the interpersonal conflict that is the conflict
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that happens between him, his parents and his flock. Therefore, there are two kinds
of conflicts faced by Jonathan. They are intrapersonal and interpersonal conflicts.
1. The Intrapersonal Conflict
The intrapersonal conflicts faced by Jonathan are worthwhile to analyze.
They are interesting because they involve human spirits and beliefs. In this
novelette, Jonathan’s intrapersonal conflicts are as follows:
a. Learning to Fly
This conflict begins when Jonathan is learning to fly. In all his efforts, he
always fails. In the beginning he empowers his body to fly higher, yet he finally
stalls and falls down. Since seagulls never fly higher, therefore, Jonathan falls
down. In fact, to stall in the air for a seagull is disgraced and dishonored. Jonathan
does not care for being disgrace and dishonor. He keeps stretching his wings again.
Seagulls, as you know, never falter, never stall. To stall in the air is for them disgrace and dishonor. But Jonathan Livingston Seagull, unashamed, stretching his wings again in that trembling hard curve-slowing, slowing, and stalling once more-was no ordinary bird (Bach 13).
Since Jonathan is a hardworking seagull, he never stops learning to fly. In
the beginning, he always fails but he never gives up. Jonathan continues learning to
fly every day. He really loves to fly. Jonathan is quite different from other seagulls
in his flock. The other gulls do not think like Jonathan. Being able to fly better in
the sky is not a matter for them. As a result, most of birds in the flock fly with the
simplest technique. Yet, Jonathan has another way of thinking. The most important
thing in his life is flying. Jonathan loves to fly very much while other seagulls do
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not love to fly. However, Jonathan never thinks to be popular among seagulls in his
flock. One thing for sure is that Jonathan learns to fly because not of being famous.
He learns practices and does the experiment of flying because he loves it (Bach 14).
One day, he stops flying. He tries hard to be like other seagulls. He flies in
low-level, together with others to get food. It is not easy to be the same like other
gulls. It looks very strange for Jonathan. Until he stops being like the rest of other
gulls. He thinks that it is so pointless. He prefers to learn fly than tries to fight for
some bread.
For the next days he tried to behave like the other gulls; he really tried, screeching and fighting with the flock around the piers and fishing boats, diving on scraps of fish and bread. But he couldn’t make it work. It’s all so pointless, he thought, deliberately dropping a hard-won anchovy to a hungry old gull chasing him. I could be spending all this time learning to fly. There’s so much to learn! (Bach 15).
As that decision comes out from his head, Jonathan flies to the sky. He
learns to fly again. There are many new single movements he can do in the air.
Many times he tries to fly. Finally, he gets himself to find a breakthrough.
Unfortunately, the flock does not receive it. In the centre of the flock for the shame
means that he will be outcast from the flock. It shocks him so much. Jonathan feels
like being hit with a board then his knees are weak. His feathers are sagged. He
thinks a lot. He does not believe that he stands to the center for the shame (Bach
34).
Here, in the deep of his heart and beyond his mind, Jonathan argues by
himself. Why he is blamed for the irresponsibility. In the process of thinking,
Jonathan has an internal conflict. He is confused. Will he speak to the Council
Flock or not? However, he encourages himself to speak back to the Council.
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Jonathan does not believe that he is wrong in the eyes of his flock. He must be a
hero for the flock because he finds a breakthrough. After arguing by himself,
Jonathan encourages himself and decides to speak back to the Council Flock.
Jonathan faces an avoidance-avoidance conflict. According to Worchel and
Cooper (461), an avoidance-avoidance conflict is a conflict when a person has two
equally unattractive alternatives and the person has to choose one of them. Jonathan
faces a conflict where he has to choose one of the unattractive alternatives.
In order to solve this conflict, Jonathan tries to manage his conflict by
managing his emotions. According to Beebe and Redmon (314-326), conflicts can
be managed into four ways. Those are managing emotions, managing informations,
managing goals, and managing the problems. As a smart seagull, Jonathan tries to
keep his anger so that he can think clearly and solve the problem wisely. Then, he
negotiates himself in the form of distributive negotiation. Isenhart and Spangle (45-
152) state that distributive negotiation is a type of negotiation in which both sides
said their goals and advantages in achieving the goals. Both parties are forcing their
demands and threats. In other words, it is bargaining approach to solve the conflict
they have. They make other party to receive their demands and interest to achieve
their goals. It means that the conflict resolution process in distributive negotiation
applies a win-lose solution.
In this case, Jonathan wants to speak back to the Council Flock so that he
can prove that he is right is bargaining with his wanting to keep the relationship
with the Council Flock by keeping honor them in his silence. Because Jonathan is a
smart and brave seagull, he decides to speak back to the Council Flock. He thinks
that speaking to the flock and then telling what he has found out there are more
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important. By telling the reason Jonathan hopes that seagulls can enjoy their life.
His wanting to speak back to the flock wins the negotiation process.
b. Flying at night
Another intrapersonal conflict faced by Jonathan is influenced by his
character as a curious and hardworking young seagull. He wants to know what
happens if he flies higher. Can he fly like eagles, fly in a high speed of perfect
flying? He learns and practices every day. He practices from morning until night.
He fails many times but he never gives up. He keeps trying to explore his ability.
Until he thinks that he is just a limited seagull.
As he sank low in the water, a strange hollow voice sounded within him. There’s no way around it. I am a seagull. I am limited by my nature. If I were meant to learn so much about flying, I’d have charts for brains. If I were meant to fly at speed, I’d have a falcon’s short wings, and live on mice instead of fish. My father was right. I must forget this foolishness. I must fly home to the flock and be content as I am, as a poor limited seagull. (Bach 21)
Jonathan thinks that he will never reach his dream because he feels so tired
with his body. He fails many times and still cannot find the answer of his question
of how an eagle can fly so high.
On his way to home Jonathan still thinks all efforts he has done. Trying to
fly higher every times and then fails many times. Now, he decides to stop flying. He
feels better when he decides to stop flying. He flies in the dark toward the lights
above the beach. Suddenly, he hears a hollow voice. This voice tells him that
seagulls never fly in the dark. Yet Jonathan ignores it. The scenery at night is so
beautiful for Jonathan.
Dark! The hollow voice cracked in alarm. Seagulls never fly in the dark!
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Jonathan was not alert to listen. It’s pretty, he thought. The moon and the lights twinkling on the water, throwing out little beacon-trails through the night, and all so peaceful and still… (Bach 24).
Jonathan is happy seeing the scenery. He likes this night. Night gives him a
new life. He can see something new that he cannot see at the day light. The more he
looks at his surrounding, the more he enjoys flying.
The intrapersonal conflict becomes more intense when he hears the hollow
voice again. That voice comes back and reminds him of his nature. It alerts him to
stop thinking about flying and get down as soon as possible. The voice tells
Jonathan that a seagull is not deserved to fly in the dark like an eagle. It asks him to
get down because seagulls never fly in the dark. Seagulls do not have the eyes of an
owl and do not have charts for brains. Seagulls also do not have short wings like a
falcon. This voice tries to make Jonathan stop his effort (Bach 24).
Here, Jonathan thinks about the reason why seagulls cannot fly in the dark
and do not have charts for brains. He thinks that the voice is right. He does not have
eyes of an owl, charts for brains and falcon’s short wings. At the same time, the
voice gives him inspiration, a falcon’s short wings. A falcon’s short wings are the
key to fly like an eagle. By knowing the key, Jonathan decides to keep flying in the
dark sky (Bach 24).
In this situation, Jonathan faces an approach-avoidance conflict. Worchel
and Cooper (461) state that a person faces the conflict when she/he has one goal
which has both attractive and unattractive qualities. An approach-avoidance conflict
arises when someone wants to get the goal but on the other hand she/he wants to
leave that goal, also. In this case, Jonathan has a goal and it has both attractive and
unattractive qualities. After the hollow voice telling him that he does not deserved
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to fly in the dark because of his nature, Jonathan faces an intrapersonal conflict. He
wants to be able to fly like an eagle. He also wants to keep flying in the dark night
like and owl. For the first time, he does not pay attention to the voice. Therefore, he
continues to fly in the dark. Suddenly, the voice cracks again in his head and force
him to get down by telling his nature. A seagull is a limited creature by its nature.
Since Jonathan is a hard worker he keeps flying even though he has to choose
between keeping trying to fly or get down and be a normal gull.
Here, the attractive quality for Jonathan is his ability to fly in the dark night
and enjoy it. Then the unattractive quality for him is his thought to stop flying in the
dark night and getting down, like the rest of normal gulls. Here Jonathan thinks that
he is trapped in his limitation. This problem is quite difficult to solve.
In order to solve the conflict, Jonathan uses a distributive negotiation to
negotiate himself. Isenhart and Spangle (45-46) state that the distributive
negotiation is a conflict resolution process where the participants bargain the
approach to resolve the conflict. They negotiate each other with goals and
advantages they want to achieve in their goals. Here, they are less pay attention to
the relationship and interest.
In this case, Jonathan decides to keep flying in the dark night because he
does not want to be a normal gull. Because of Jonathan’s personality, hardworking
and stubborn, Jonathan decides to be an extraordinary seagull. In resolving his
conflict, Jonathan has to manage his conflict first. He solves it by managing the
goals. Managing the goal is one of the ways of conflict managements purposed by
Beebe and Redmon (314-326). He is created to be an extraordinary gull. In this
bargaining process, Jonathan has to choose one of the most important for him.
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Finally, since Jonathan is a smart and brave seagull he decides to choose his
wanting to keep flying in the dark because he is able to fly in the dark. He knows
the key to do that. His desire to fly in the dark wins the negotiation process while
his desire to get down and be a normal gull loses the negotiation process.
2. The Interpersonal Conflict
An interpersonal conflict is a conflict which happens between two or more
people. This is an external conflict. Therefore, the conflict not only happens in the
character itself but it deals with other character in the story. According to Beebe and
Redmon (297-300) there are three types of interpersonal conflicts. Those are pseudo
conflict, simple conflict and ego conflict. In this novelette, the conflicts faced by
Jonathan are characterized as the ego conflict. People have the ego conflict because
their personal differences attached to each individual in a group.
A conflict is caused by many things. According to Isenhart and Spangle (14-
15) there are seven sources of conflict. Those are data, interest, procedures, values,
relationships, roles and communication. The interpersonal conflicts faced by
Jonathan are caused by his relationship with others. Jonathan faces the conflicts
between himself, his parents and his flock. The conflict itself can be resolved by
negotiation, mediation, facilitation, arbitration, and judicial process.
Here are the interpersonal conflicts faced by Jonathan:
a. Jonathan against his parents
The conflict between Jonathan and his parents happens because his parents
do not agree if Jonathan keeps practicing and learning about flying every day. Here,
Jonathan’s relationship with his parents is in trouble. The conflict begins because
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they fear about Jonathan’s condition. When morning comes Jonathan and his
mother have a conversation. His mother worries him so much because Jonathan
becomes skinny. She asks Jonathan to stop flying. His mother asks him to fly for
food (Bach 14).
Although his mother worries so much with his condition, Jonathan still
argues to his mother. He says to his mother that he is fine in that condition. It does
not matter for him to become skinny. He always learns to fly in sky. He says to his
mother that he just wants to know further about flying high. He wants to know what
he can do and what he cannot do (Bach 14). Hearing this conversation, Jonathan’s
father gets angry with him. He speaks to Jonathan strictly. His father shows the
facts if Jonathan does not want to hear his parents and keep learning to fly in the air.
His father will only let him fly for food. His father reminds him that seagulls’
reason to fly is for food.
“See here, Jonathan,” said his father, not unkindly. “Winter isn’t far away. Boats will be few, and the surface fish will be swimming deep. If you must study, then study food, and how to get it. This flying business is all very well, but you can’t eat glide, you know. Don’t forget that the reason you fly is to eat.” (Bach 15)
After having this conversation, Jonathan nods obediently. In the next few
days Jonathan stays with the flock. He tries to live like the rest of the flock. He tries
to get food among seagulls. He screeches and fights with other gull just to get fish
and bread around the piers and fishing boats. He tries very hard to be the rest of
other gulls in his flock. He does these activities for few days. However, it does not
work and he cannot stay any longer (Bach 15).
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To solve this conflict, Jonathan and his parents take win-lose solution. It is a
conflict solution when there are two persons are facing the conflict. Then there is
only one person who can reach the goal and the other person does not reach his or
her goal. Here, Jonathan’s parents can reach their goal. That makes Jonathan stop
flying and staying with the flock to live like the rest of seagulls in the flock. On the
other hand, Jonathan cannot reach his goal, that is, to keep learning to fly. He must
be obedient to what his parents say about flying. He must live like the other gulls.
Jonathan is smart enough to manage his conflict with his parents. He manages the
goals of his conflict before he decides to solve the conflict. Since he is a smart
seagull, he decides to obey his parents. Jonathan is also smart enough to make his
parents feel happy. Besides, Jonathan also wants to know what he can do when he
stops flying and lives like the other gulls. As time goes by, Jonathan cannot stay any
longer because his personality that is stubborn. He gives up. He thinks that
everything he does in a few days with the flock is useless. Jonathan thinks that he
can spend those days to learn about flight. He can learn many things. After that,
Jonathan flies away far out at sea. He learns to fly. Therefore, the conflict is solved
by lose-lose solution. It is a conflict solution when nobody feels satisfied with the
decision in the problem solving.
It’s all so pointless, he thought, deliberately dropping a hard-won anchovy to a hungry old gull chasing him. I could be spending all this time learning to fly. There’s so much to learn! It wasn’t long before Jonathan Gull was off by himself again, far out at sea, hungry, happy, learning (Bach 15)
Another conflict is when Jonathan then ignores the parent’s suggestions.
Even he knows that his body becomes skinny, Jonathan is still a hard worker and a
stubborn seagull. He ignores his own condition. He practices every day, he only
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thinks about flying and never thinks to eat. His body becomes so thin. But he feels
happy with that because eating is not a matter for him but flying is a matter. Here,
in order to solve the conflict, Jonathan chooses lose-lose solution. Nobody gets
what she/he wants. Jonathan cannot explain to his parents that he loves to fly in the
sky. He still can enjoy his life without eating and surviving like other gulls. On the
other hand, his parents cannot ask him to keep staying longer with the flock and live
like normal seagulls in the flock.
b. Jonathan against the flock
The conflict between Jonathan and the flock rises after Jonathan finds a
breakthrough of flying for seagulls in his flock. When the night comes, Jonathan
lands on the seashore. He is very tired but he feels happy because he finds a
breakthrough. He imagines if the flock knows that they will be full of joy.
Unfortunately, Jonathan’s breakthrough creates a conflict between Jonathan
and the flock. This conflict is the biggest conflict. One day, when Jonathan lands,
the gulls are flocked into the Council Gathering waiting for Jonathan.
The situation is like in a court and Jonathan becomes a defendant who does
a crime and then is ready to be punished. Yet Jonathan thinks differently. He thinks
they know that he finds the breakthrough. Therefore, they are flocked on the
seashore. Suddenly, his imagination breaks and he cannot believe the fact he hears.
The Elder of the flock asks Jonathan to stand on the centre. The Elder’s words do
not give him an honor of his practicing flying. On the other hand the Elder speaks
with high tones and tells him that he stands on the centre for a shame.
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“Jonathan Livingston Seagull! Stand to Centre!” the Elder’s words sounded in a voice of highest ceremony. Stand to Centre meant only for great shame or great dishonor. Stand to Centre for Honour was the way the gulls’ foremost leaders were marked. Of course he thought. The Breakfast Flock this morning; they saw the breakthrough! But I want no honours. I have no wish to be leader. I want only to share what I’ve found, to show those horizons out ahead for us all. “Jonathan Livingston Seagull,” aid the Elder, “Stand to Centre for shame in the sight of your fellow gulls!” (Bach 34)
Jonathan is shocked. He does not believe it. The flock does not appreciate
the breakthrough. They do not understand. Jonathan is still shocked with the elder’s
words. He does not know why they do not want to appreciate the breakthrough he
finds. After few seconds, Jonathan hears that there is a voice telling him that he is
irresponsible, and has violated the seagull’s dignity and tradition of the Gull family.
Jonathan knows that being centered for shame means he will be out cast from the
gull society. He will live alone on the Far Cliffs (Bach 34).
Jonathan thinks that their reason is illogical. He speaks back to the Council
Flock even though a seagull never speaks back to the Council Flock before. He tells
the reasons why he learns to fly instead of eating fish in the boats. This situation is
influenced by his character as a brave seagull. He says to the Council Flock that he
is a responsible gull. He finds a new way of life. For a thousand years, seagulls
scrabble just to get some fish in the water. Now, seagulls have a chance to live
better than thousand years ago. Then, Jonathan says to the flock, “Let me show you
what I have found….” (Bach 35).
Unfortunately, the Council Flock does not want to hear his explanation.
They decide to break the brotherhood with Jonathan. Together they say that the
brotherhood is broken. Then they close their ears and turn their back upon Jonathan.
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Since that moment, Jonathan is an outcast seagull. He spends his days alone. He is
very sad because the other gulls refuse to believe the glory of flight. They do not
want to open their eyes and see the real victory of life. “The brotherhood is broken,”
the gulls intone together, and with one accord they solemnly close their ears and
turn their back upon him (Bach 34-35). Jonathan is very sad why the flock does not
want to hear his explanation. Now he lives alone on the Far Cliff. There he keeps
learning and practicing every day in order to be a perfect seagull.
This time, Jonathan and the flock gain a win-lose problem solution. In win-
lose problem solution there is only one party that can reach his/her goal while the
other party cannot reach it. In this case, the flock can reach the goal and put
Jonathan as the outcast of the gulls in his flock because they think Jonathan breaks
the rule and the dignity of seagulls. On the other hand, Jonathan cannot reach his
goal. Although, he has explained to the flock that he finds the breakthrough for
every seagull in the flock. Being a brave and stubborn seagull makes him get
confrontations and critiques from the flock. As a result, Jonathan is an outcast.
c. Jonathan against Sullivan
This conflict begins when Jonathan plans to came back to the earth. He
thinks that there some seagulls will be happy to see him again. He will teach some
seagulls there, and teach them the speed-flight. Yet, Sullivan does not agree with
him. He forbids Jonathan to conduct his plan. He reminds Jonathan that he cannot
come back to the earth because he is an outcast. The seagulls never want to listen
the outcast. There is a rule for the flock that one who speaks with the outcast seagull
is an outcast himself.
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“Jon, you’re outcast once. Why do you think that any of the gulls in your old time would listen to you now? You know the proverb, and it’s true: The gull sees farthest who flies highest. Those gulls where you came from are standing on the ground, squawking and fighting among themselves (Bach 62).
Sullivan continues his speech and tries to make Jonathan see the truth. In his
opinion, Jonathan cannot teach even to show the speed-flight for seagulls in his
flock. He says, “They’re thousand miles from heaven-and you say you want to
show them heaven from where they stand! Jon, they can’t see their own wingtips!
Stay here. Help the new gulls here, the ones who are high enough to see what you
have to tell them.” Sullivan tries to give explanation that those gulls are too far from
heaven and they just think about eating not flying. For that reason, Sullivan asks
Jonathan to stay and teach the new comers there (Bach 62).
After listening to Sullivan’ speech, Jonathan cancels his desire to come back
and teach some seagulls in the earth. What Sullivan speaks to him is right. He is an
outcast, and therefore, no one will listen to him. Then, Jonathan stays and helps
some new seagulls who come in to heaven. In this case, Jonathan and Sullivan use
win-lose solution for their conflict. Sullivan is able to make Jonathan stays with him
to work together in helping new comers and teach him about speed-flight. On the
other hand, Jonathan cannot defend his desire to go back to his old flock.
As time goes by, another conflict happens when Jonathan is doing his
teaching-learning section with some new birds there. His passion to go back to the
flock comes back in his mind and his heart. Jonathan is a stubborn and brave
seagull. Therefore, when his passion comes back, he forgets about Sullivan’
speeches and decides to leave Sullivan with his students in heaven. Now, he cannot
stay any longer in heaven and work with Sullivan. At that time, he decides to go
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down and show the speed-flight for seagulls on earth. Since he is a hardworking
seagull he has a passion to teach seagulls in his flock and he says to Sullivan that he
must go back. The students are doing well so that they can help Sullivan to bring
new comers in heaven (Bach 63).
Sullivan cannot do anything to stop Jonathan. He also does not argue with
Jonathan. He just sighs and says that he will miss Jonathan. Then he laughs at
himself. No one can do like what Jonathan does. Sullivan calls Jonathan as a crazy
bird because he has a desire to show some one on the earth how to see a thousand
miles beyond their sight. Then, they separate each other.
Sullivan sighed, but he did not argue. “I think I’ll miss you, Jonathan,” was all he said. Sullivan Seagull laughed in spite of himself. “You crazy bird,” he said kindly. “If anybody can show someone on the ground how to see a thousand miles, it will be Jonathan Livingston Seagull.” He looked at the sand. “Good-bye, Jon, my friend.” (Bach 63)
After saying good bye to Sullivan, Jonathan says to him that someday they
will meet again. Then, he glides to the earth. He imagines of the great gull-flocks on
shore of another time. He will show the other gulls on earth that he can fly better
than the flock. Jonathan can practice ease and shows to the flocks that flying does
make him become skinny but make him become a perfect seagull of freedom and
flight. Nothing can limit him (Bach 63).
To end this conflict, they choose win-lose solution as their problem solving.
Here Jonathan wins his desire to go back to the earth while Sullivan has to let
Jonathan go and fade away from his sight. This conflict ends up with win-lose
solution because of Jonathan’ characteristics. Jonathan is a brave, smart and
stubborn seagull. He argues with Sullivan and gives explanation to Sullivan about
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his passion. Sullivan cannot do anything even stopping him because Sullivan knows
that Jonathan will ignore him.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two main parts. The first part is conclusions. This
part presents the answers of the questions formulated in the chapter one. The second
main part is suggestions. This part presents the suggestions for the next future
researchers and for English teaching learning using literary work.
A. Conclusions
Based on the analysis in the previous chapter, Jonathan is the main character
in this novelette because he plays a big role from the beginning until the end of the
story. Jonathan is also described as a complex character. He is a protagonist
character which leads the reader to give sympathy on him. In analyzing the
characteristics of Jonathan, this study uses five of the nine methods characterization
suggested by Murphy. Those methods are direct comment, conversation with other,
character seen by other, thought, and speech.
This study shows that Jonathan is a hard working seagull. He always
practices flying every day. He learns to fly higher than other gulls in his flock and
to fly faster in the air. He loves to fly very much. Jonathan is also a smart and
curious seagull. He wants to know everything about flying and he always learns
every movement. He wants to know what he can or cannot do in the air. He can
answer his own questions by identifying every step of his life. He can learn faster
than other gulls in his flocks.
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Jonathan is also described as a brave seagull. He dares to take the risk when
he learns to fly in the high-level of speed of flying. If he is not careful enough in
doing his movements or he cannot control the speed, he can die. Yet, he takes that
risk because he wants to be able to fly. Jonathan is also described as a stubborn
seagull. When his mother tries to remind him of his nature, Jonathan does not want
to obey his mother. He defends himself in front of the Council Flock of seagulls by
speaking back to the Elder Gull. By analyzing his experiences, Jonathan is
described as a stubborn seagull.
Secondly, Jonathan faces two conflicts, intrapersonal and interpersonal.
There are two intrapersonal conflicts faced by Jonathan. The first intrapersonal
conflict happens when Jonathan decides to learn about flying. The second
intrapersonal conflict happens when Jonathan wants to keep flying at night. The
conflicts solved by using win-lose solution.
There are three interpersonal conflicts Jonathan has to face. Those three
interpersonal conflicts are influenced by Jonathan’s relationship with his parents,
the flocks and his instructor, Sullivan. These interpersonal conflicts are categorized
as ego conflict.
The conflict with his mother begins when his mother does not like to know
that her son is getting thin and thinner. Jonathan’s mother is worried very much
about Jonathan’s condition. This conflict is resolved with the win-lose solution. In
this case, Jonathan cannot achieve his goal, which is learning to fly while his
parents can achieve their goal. Unfortunately, as time goes by, the conflict situation
is changed. Jonathan does not want to stay with his flock in fighting for bread and
surviving his life around fishing boats. His characteristic as a stubborn and brave
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seagull, he decides to go away from that place and spend his days practicing. Thus,
the conflict resolution changes into lose-lose solution. Both parties cannot achieve
their goal.
The second interpersonal conflict happens because the Council Flock does
not want to appreciate the truth that seagull can be free. They blame Jonathan as a
rule breaker. Since Jonathan is a brave seagull, he dares to speak back to the
Council Flock. Jonathan tries to explain the reasons. Unfortunately, the Council
Flock refuses to hear Jonathan’s explanation and puts him as the outcast of the gulls
in his flock. To end this conflict, the Flock and Jonathan gain a win-lose problem
solution. There is only one party who achieves the goal. In this case, the flock can
achieve the goal to put Jonathan as the outcast but Jonathan cannot achieve his goal.
The last is the conflict with Jonathan’s instructor, Sullivan. The conflict is
caused by disagreement of Sullivan about Jonathan’s plan to go back to the earth.
He thinks that Jonathan will not be able to show heaven to seagulls on earth because
they cannot see the heaven. This is approach-approach conflict, where the parties
can solve their conflict by defining the motivation to achieve the goal. Since
Jonathan is brave and stubborn, finally Jonathan decides to go back to the earth and
leave Sullivan. This conflict ends with win-lose solution as their problem solving.
B. Suggestions
There are two sections in this part. The first part is the suggestion to the future
researcher. The second one describes the suggestion for teaching implementation.
The researcher can take some paragraphs from this novelette as a teaching material.
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a. Suggestions for the Future Researchers
The researcher suggests the future researcher to read this novelette, Jonathan
Livingston Seagull. This novelette describes about Jonathan’s life. In this novelette,
the readers can see Jonathan’s spirit of life. He appreciates his life and working hard
in his life to find the meaning of life. Here, Jonathan learns more than just simple
flying and eating. Jonathan’s desire in his life is to find something new of life.
Jonathan believes that a seagull can do everything more than just fighting.
Jonathan’s desire to learn more about flying and eating are developed by his
learning in speed.
Therefore, in this study the researcher is interested in analyzing how and what
are the influences of Jonathan’s character in resolving his personal conflicts to
achieve his desire. For the future researchers, they can analyze Jonathan’s character
in influencing his motivation in valuing his life.
b. Suggestions for Teaching Implementation
Teaching English through literature is one of the good ways to develop
students’ character, knowledge and emotions. There are many moral issues that can
be learned by the students. They can appreciate their life, work hard to achieve their
goal, and appreciate other people through their culture. They can deliver their
opinion about life as reflected in the moral issues in the story and develop their
knowledge when they read the characters, the ways they solve the problems, their
responses to each character and how they think and feel.
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Furthermore, the students can learn about the target language through a story.
Since in a story, students can learn some new vocabularies, improve their reading
skill, and analyze the descriptive language used by the author in describing the
character, and setting. They can dig out their ability in writing a story. Therefore,
this novelette, Jonathan Livingston Seagull is appropriate to be used in paragraph
writing class.
The researcher chooses several paragraphs from the novelette, Jonathan
Livingston Seagull, as a teaching material to build students understanding about
narrative text and as the example of the narrative text. This teaching material is
applied for students of university in the second semester of English Language
Education Study Program. The objectives of paragraph writing are to teach student
to be able to understand the linguistic features of narrative genre and compose a
good narrative paragraph with the learned narrative genres.
There are three steps of writing activity. The first step is pre-activity. This is
aimed to encourage students’ knowledge about narrative text. The second step is
main-activities. The aim is to measure the students’ understanding of the linguistic
features of narrative genre and their ability to compose the narrative paragraph. The
last step is post-activities. The aim is to evaluate students’ writing.
Some activities for the writing narrative paragraph are:
1. The teacher opens the class.
2. The students are divided into group of four.
3. The teacher gives a puzzle in an envelope to each group. Each group will get a
different puzzle.
4. The students arrange the puzzle.
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5. The students answer some questions about the narrative.
6. The students get some handouts from the teacher.
7. The students read the example of narrative text.
8. The teacher and students discuss and identify the linguistic features of narrative
story.
9. The teacher and students discuss the moral lesson in the narrative story.
10. The teacher asks the students to make an imaginary narrative text. It consists of
three or four paragraphs.
11. The students exchange their work with their friend and give comments also
suggestions to each other.
12. The teacher asks students whether there are difficulties in writing narrative
story.
13. The students submit their narrative paragraphs.
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REFERENCES
Abrams, M. H. 1981. A Glossary of Literary Terms. New York: Holt Rinehart and Winston, Inc., Print
Alder, R. B. and Neil T. 1990. Looking out Looking in Interpersonal Communication. New York: Holt Rinehart and Winston, Inc., Print
Bach, R. 1973. Jonathan Livingston Seagull. London: Pan Books Ltd., Print
Beebe, S, Susan J. Beebe M. V. Redmond. 1996. Interpersonal Communication Relating to Others. Boston: Simon and Schuster Company.
Bone, M. and Secchiaroli, G. 1995. Environmental psychology: A Psycho-social Introduction. London: Sage Publication Ltd., Print
Drever, J. 1958. A Dictionary of Psychology. Harmonds Worth: Penguin Books Ltd., Print
Foster, E. M. 1974. Aspects of the Novel and Related Writing. London: Edward Arnold, Publisher.
Hall, J. O. and Klinger, E. R. 1958. Problem Solving in Our American Democracy. New York: American Book Company.
Henkle, R. B. 1977. Reading the Novel: An introduction to the Techniques of Interpreting Fiction. New York: Harper and Row, Publisher.
Holman, C. H. and William H. 1986. A Handbook to Literature. New York: the Macmillan Company.
Hudson, W. H. 1958. An Introduction to the study of Literature. New York: Harper and Row Publisher.
Isenhart, M. W. and Michael S. 2000. Collaborative Approaches to Resolving Conflict. Thousand Oaks: Sage Publication, Inc.
Jung, C. G. 1972. The Spirit in Man, Art, and Literature. Translated by R. F. L. Hull. 2nd edition. Pricenton: Pricenton University Press.
McKean, E. 2005. The New Oxford American Dictionary 2nd edition. Oxford: Oxford University Press.
Murphy, M. J. 1972. Understanding Unseen. London: Allen & Unwin Ltd.
Noiler, P. and Mary A. F. 1993. Communication in Family Relationships. New Jersey: Random House, Inc.
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Rorhberger, M. and Woods, Jr, S. H. 1971. Reading and Writing about Literature. Oklahoma: Oklahoma State University Press.
Stanton, R. 1965. An Introduction to a Literature. New York: Holt, Rinehart and Winston, Inc.
Wellek, R. and Austin W. 1962. Theory of Literature. New York: Harcout, Barce and World, Inc.
Worchel, S. and Joel C. 1979. Understanding Social Psychology. Ontario: The Dorsey Press.
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APPENDICES
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APPENDIX 1 LESSON UNIT PLAN
English Language Education Study Program
Sanata Dharma University
Revision 2 Effective from 19 January 2010 Course Outline Course Code : KPE 154 Course Title : Paragraph Writing Credit : 2 credits Time Allocation : 2 x 50 minutes class meeting, 2 x 120 minutes independent work and structured tasks Prerequisite : KPE 153 Basic Writing Skills Lecturer : Christina Kristiyani, S.Pd., M.Pd. Nugraha Krisdiyanta, S.Pd., M.Hum. Chosa Kastuhandani, S.Pd. Mega Wulandari, S.Pd. A. Competence Standard On completing the course, students are able to: a. Compose a good paragraph, b. Write well using different types of writing genre, c. Deconstruct the generic and schematic structure of each genre, d. Find the social purposes and linguistic features of texts, e. Write texts with the learned genres.
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B. Course Outline*) Week Topics 1. Introduction and Review of Writing a paragraph, review of basic writing Basic Writing Skills skills 2. Writing a good paragraph Topic sentence 3. Support sentences 4. Paragraph Unity 5. 6. Progress Test 1 7. Describing Objects Generic structure 8. Language focus 9. Describing Processes Generic structure 10. Language focus 11. 12. Progress Test 2 13. Biography Generic structure 14. Language focus 15. Newspaper reports Generic structure and language focus *) subject to change
C. Grading Policy Assessment Aspect Percentage Independent Tasks 10 % Progress Test 1 25 % Progress Test 2 25 % Final test Results 40 % Total 100 %
D. Rules of Conduct:
a. Minimum attendance of 75% is a compulsory to obtain grade.
b. Cell-phones must be deactivated or set into a silent mode during the course. c. The maximum lateness for coming to class is 15 minutes. d. Dressing properly is valued. Sandals are not allowed. e. Students are suggested to visit www. Pbi.usd.ac.id for independent learning.
E. References D’Angelo, F. 1980. Process and thought in composition. Hardy, J., and Klarwein, D. 1990. Written genres in the secondary school. Heffeman, J. and Lincoln, J. E. 1990. Writing: A college handbook. Metropolitan East Disadvantaged School Programs. 1993. A brief introduction to genres. Meyers, Alan. 2005. Gateways to Academic Writing. New York: Longman Warriner, J. E. 1977. Composition: Models and exercises.
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APPENDIX 2
LESSON PLAN FOR TEACHING PARAGRAPH WRITING
A. Subject Identity
1. Subject : Paragraph Writing 2. Level : II of English Language Education Study Program 3. Topic : Narrative 4. Time Allocation : 2 X 50 minutes class meeting
B. Competence Standard, Basic Competence and Indicators 1. Competence Standard: The students are able to develop various kinds of skills in order to enable them to compose a good paragraph successfully. 2. Basic Competence: The students are able to compose a good narrative paragraph. 3. Indicators : On completing the rubric provided, 3.1. The students are able to compose a good paragraph. 3.2. The students are able to write well using type of narrative genre. 3.3. The students are able to deconstruct the generic and schematic structure of each genre. 3.4. The students are able to find the social purposes and linguistic features of text. 3.5. The students are able to write texts with the learned genres.
C. Learning Experiences 1. Pre-Activity 1.1. The teacher opens the class. 1.2. The students are divided into group of four.
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1.2.1. The teacher gives a puzzle in an envelope to each group. Each group will get different puzzle. 1.3. The students arrange the puzzle. 2. Whilst Activity 2.1. The teacher asks some questions to the students about the narrative and explains to the students. 2.2. The teacher gives some handouts to the students. 2.3. The students read the example of narrative text. 2.4. The teacher and the students discuss and identify the linguistic features of narrative story. 2.5. The teacher and the students discuss the moral lesson in the narrative story. 2.6. The teacher asks the students to write an imaginary narrative text. It consists of three or four paragraphs. 2.7. The students exchange their work with their friend and give comments also suggestions to each other. 3. Post Activity 3.1. The teacher asks the students whether there are difficulties in writing narrative story. 3.2. The students submit their narrative paragraphs.
D. Resources • Bach, Richard. 1973. Jonathan Livingston Seagull. London: Pan Books Ltd. • http://cowshell.com/uploads/_sketches/mermaid.jpg • http://louisey.files.wordpress.com/2008/12/unicorn.jpg • http://www.google.co.id/imglanding?q=cinderella&imgurl=http://www.phot ographertoronto.com/animat • http://www.ehow.com/how_2046960_write-narrative-paragraph.html
E. Evaluation The students will be scored on the writing composition
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APPENDIX 3
TEACHING MATERIAL
These pictures are used as some puzzles to encourage students’ knowledge toward narrative text. These are the pictures after the students arrange the puzzles.
Picture1. (Taken from http://louisey.files.wordpress.com/2008/12/unicorn.jpg)
Picture2. (Taken from:http://cowshell.com/uploads/_sketches/mermaid.jpg
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Picture3. Taken from: http://www.google.co.id/imglanding?q=cinderella&imgurl=http://www.photograph ertoronto.com/animat
Picture4. Taken from http://images.pictureshunt.com/pics/t/tom_and_jerry-5405.jpg
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Writing Narrative Paragraphs
Definitions and Examples of Different Kind of Paragraphs Narrative paragraph differs from others in its use of informal language and lack of descriptive analysis – all information is contained in action determined by predicates, mode, and pace of the story. Narrative writing appears in and is not limited to novels, short stories, biographies, autobiographies, historical accounts, essays, poems, and plays.
What Is a Narrative Paragraph? Narration paragraphs are most distinctively used in fiction. A narrative paragraph tells a story or part of a story. To write an effective narrative paragraph, the author must be creative yet concise. A well-written narrative paragraph will appeal to readers because of the author's thorough knowledge of the subject and ability to communicate effectively.
A narrative paragraph can be based on fact, imagination, or a combination. The purpose of a narrative paragraph is to tell about something that happened. It may be a personal account of something the writer has experienced. The writer tells a story by sharing the details of that experience. Narrative paragraphs will contain all necessary components of action development: protagonist, setting, goal, obstacle, climax and resolution. Writing a narration paragraph requires, consequently, sequential order and chronology. A narrative paragraph must have a topic sentence, details about the event, and time order. The generic structure of a narrative paragraph is orientation, complication, resolution.
Elements of a Narrative Paragraph Narrative paragraphs contain several regular elements: • Protagonist – in the above paragraph, the protagonist is Larry who is introduced at the very beginning of the story; • Setting – Larry’s house is the setting. From the paragraph, reader can learn about his bedroom (where he woke up), it is also clear that it’s a two-storey house with an attic, and a fenced garden; • Goal – the goal of the story is Nick visiting Larry;
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• Obstacle – what stops Larry from coming down, and earlier on, from concentrating on getting dressed are repeating bizarre sounds coming from all parts of the house; • Climax – Larry trying to check what was causing the sound; • Resolution – Larry falls from the stairs and calls out to Nick to help him get up. Narrative paragraphs don’t need to be chronological. Action can use flashbacks and retrospection in order to move the story forward.
Using dialogue in the narrative The first method is direct discourse or dialogue which is a quote of the exact words spoken by someone. These words, when written exactly as spoken, are to be presented in quotation marks and attributed to the speaker. The second method of presenting dialogue is indirect discourse by which the words are paraphrased and not written in quotation marks. This is the method students are to use in assignments for this course when recounting personal experience.
Direct Discourse (Dialogue) Indirect Discourse “I had a delightful time with my family Mother expressed her pleasure in and so appreciated everyone getting being with her family and seeing along with one another,” said Mother everyone having an agreeable time. on the way home. Jason calmly suggested that the family Jason suggested, “Let’s move to the move to another side of the pond. other side of the pond.”
Literary Device The metaphor is one such literary device practiced in this lesson. Like a simile, a metaphor compares two items; but instead of saying one thing is “like” another, it treats the one as if it is the other. For example: Flowing water sliced through the dike. The farmer touched the hot fence to see if the juice was flowing. The student should note that metaphorical wording does not use “like” or “as”. Metaphors occur frequently and can be found in a variety of parts of speech.
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Tips & Warnings • Do not write a topic sentence that says starts with, "In this paragraph, I am going to tell you about." This does not draw in your reader. • Clincher or concluding sentences should not use phrases such as "And that is what happened" or "Thank you for reading my paragraph." These phrases do not add to the narrative. • To make sure the narrative paragraph includes all important details, the writer should ask the following questions: Who? What? When? Where? Why? How?
Sources: ------Narrative paragraph---Using Strategies to Shape Writing. http://www.pass.leon.k12.fl.us/All%20Books/3d%20LA3%20SB%20Unit%2 03%20209-230.pdf, access on 13 February 2010
Baschkier. 2010. Narrative paragraph (personal narrative). http://www.rcampus.com/rubricshowc.cfm?code=N37BC5&sp=yes&, access on 13 February 2010
eHow Contributing Write. 2010. How to Write a Narrative Paragraph. http://www.ehow.com/how_2046960_write-narrative-paragraph.html
Miller, Nancy A.S. 2008. Narrative Writing. http://www.thewritingsite.org/resources/genre/narrative.asp, access on 13 February 2010
Przybyla, Daria. 2009. Example of a Narrative Paragraph. http://academicwriting.suite101.com/article.cfm/example_of_a_narrative_para graph, access on 13 february 2010
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A. Read the narrative text below. Write the text organization and underline the words showing the language features of the narrative text below on the answer sheet given.
SAMPLE TEXT: NARRATIVE When Jonathan Seagull joined the flock on the beach, it was full night. He was dizzy and terribly tired. Yet in delight he flew a loop to landing, with a snap roll just before touch down. When they hear of it, he thought, of the breakthrough they’ll be wild with joy. How much more there is now to living! Instead of out drab slogging forth and back to the fishing boats, there’s a reason to life! We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly! The years ahead hummed and glowed with promise. The gulls were flocked into the Council Gathering when he landed, and apparently had been so flocked for some time. They were, in fact, waiting. “Jonathan Livingston Seagull! Stand to centre!” the Elder’s words abounded in a voice of highest ceremony. Stand to Centre meant only great shame or great dishonor. Stand to Centre for Honour was the way the gull’s foremost leaders were marked. Of course, he thought, the Breakfast Flock this morning; they saw the breakthrough! But I want no honours. I have no wish to be leader. I want only to share what I’ve found, to show those horizons out ahead or us all. He stepped forward. “Jonathan Livingston Segull,” said the Elder, “Stand to Centre for shame in the sight of your fellow gulls!” It felt like being hit with a board. His knees went weak, his feathers sagged, there was a roaring in his ears. Centred for shame? Impossible! The Breakthrough! They can’t understand! They’re wrong, they’re wrong! “…for his reckless irresponsibility,” the solemn voice intoned, “violating the dignity and tradition of the gull family…” To be centred meant that he would be cast out of gull society, banished to a solitary life on the Far Cliffs. “… one day, Jonathan Livingston Seagull, you should learn that irresponsibility does not pay. Life is the unknown and the unknowable, except that we are put into world to eat, to stay alive as long as we possibly can.” A seagull never speaks back to the Council Flock, but it was Jonathan’s voice raised. “Irresponsibility? My brothers!” he cried. “Who is more responsible than a gull finds and follows a meaning, a higher purpose for life? for a thousand years we have scrabbled after fish heads, to be free! Give me one chance, let me show you what I’ve found…” The Flock might as well have been stone. “The Brotherhood is broken,” the gulls intoned together, and with one accord they solemnly closed their ears and turned their backs upon him. Jonathan Seagull spent the rest of his days alone, but he flew way out beyond the Far Cliffs. His one sorrow was not solitude, it was that the other gulls refused to believe the glory of flight that awaited them; they refused to open their eyes and see. He learned more each day. He learned that a streamlined high-speed dive could bring him to find the rare and tasty fish that schooled ten feet below the surface of the ocean: he no longer needed fishing boats and stale bread for survival. He learned to sleep in the air, setting a course at night across the offshore wind, covering a hundred miles from sunset to sunrise. With the same inner control,
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he flew through heavy sea-fogs and climbed above them into dazzling clear skies…in the very times when every other gull stood on the ground, knowing nothing but mist and rain. He learned to ride the high winds far inland, to dine there on the delicate insects. What he had once hoped for the flock, he know gained for himself alone; he learned to fly, and was not sorry for the price that he had paid. Jonathan Seagull discovered that boredom and fear and anger are the reasons that a gull’s life is so short, and with these gone from his thought, he lived a long fine life indeed.
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B. Answer sheet.
Text Organizations:
Language Features: When?
Where?
Who?
Linking words to do with time:
Action verbs
Tenses:
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C. Discuss what moral lesson you get after reading the sample text of narrative previously. These following questions will help you to seek and discuss the moral lesson.
1. Do you think that Jonathan Livingston Seagull has brilliant brain so that he can
think differently than other seagulls?
2. Do people have to dig out their own potentials and find the breakthrough in life?
Why?
3. Do we have to obey all the rules of life? Why?
4. Do you think that being different from the society will not be received by the
society itself? Why?
5. Do you think that breakthrough is needed in our life? Why?
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D. Compose three or four paragraphs of an imaginary narrative based on your own imagination!
Name: Date:
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E. Having written your narrative text now read and give feedback to your friend’s narrative text.
REVISION CHECKLIST NARRATION Components Yes No Does the story have a clear unifying idea? If not, what could that idea be? If the story doesn’t include a topic sentence, is the unifying idea of the story clear without it? Does the setting cover the four Ws? Is the story unified, with all the details contributing to the central idea? Is the story arranged chronologically? If not, is the organization of ideas and events still effective? Do the transitions show the movement from idea to idea and scene to scene? Are there enough details? Is there dialogue at important moments? Is there climax to the story – a moment at which the action is resolved or a key idea is revealed?
What is good?
What needs to be improved?
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APPENDIX 4 SUMMARY OF JONATHAN LIVINGSTON SEAGULL
The story begins with Jonathan as a lonesome seagull wants to get beyond the boring world of eating, mating and sleeping that most gulls live in, in order to survive. But he did not want to just survive, he wants to transcend all barriers and go beyond the limits of being a seagull. For most gulls all that really mattered was how to get to the shore and back with some food. But for Jonathan, all that mattered was flight. More than anything else, Jonathan Livingston Seagull loved to fly.
This kind of thinking certainly did not make him the most popular bird. Other seagulls mocked his efforts and told him that he was just wasting his time. Even his parents questioned him as to why he could not be like all the other birds. When questioned, he would bow his head and reluctantly obey his parents. He tried to behave like the others, fighting and screeching with the rest of the flock, but it seemed all too pointless to him. But, this seagull, though a little timid at the beginning, possesses an inner curiosity and wonderment that finally gives him strength. Jonathan became very adept at low-level flying, stalling in the air and doing many other aero-dynamic maneuvers.
As soon as the elders in his flock learned of these uncommon feats, they decided to shun him for violating the dignity and tradition of the Gull Family. They told him that, Life is the unknown and the unknowable, except that we are put into this world to eat, to stay alive as long as we possibly can. To this statement he responded, "Who is more responsible than a gull who finds and follows a meaning, a higher purpose for life? For a thousand years we have scrabbled after fish head, but now we have a reason to live - to learn, to discover, to be free! Give me one chance, let me show you what I've found." With this statement, Jonathan began to speak up for himself. He became bolder about sharing his discoveries.
However, no gull had ever spoken back to the elders, as did Jonathan, so he was immediately banished. He spent countless days on his own. He was distressed not because of the abandonment by his flock, but because they refused to believe the glory of flight that awaited them; they refused to open their eyes and see. He was getting pretty used to being alone and adventuring to unknown places and reaching new heights and new speeds with flying.
One day as he was flying, he was greeted by two gulls whose wings were as pure as starlight and who glowed with gentle friendliness. These gulls told him that they too were outcasts once; now they had come to take him higher, take him home. They told him that one school was finished, and that the time had come to go to another. As they ascended into the other world, his wings seemed to glow and his flying became effortless. Jonathan thought that he was certainly in heaven. He found great comfort in that these birds thought as he thought. For them, the most important thing in living was to reach out and touch perfection in that which they
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most loved to do, and that was to fly. They were magnificent birds all of them, and they spent hour after hour every day practicing flight, testing advanced aeronautics.
One evening Jonathan heard that an Elder Gull would soon be moving on to the next world. He mustered up his courage and walked up to that gull to ask him something that was stirring deep inside of him. The following exchange was a turning point in Jonathan's life. From this moment on Chiang took Jonathan under his wing, so to speak. He became his mentor and his best friend. The Elder Gull taught him much about flight, but most importantly about going beyond his limits. He learned how to disappear and reappear in a different location and many other awe inspiring things. He told him that the gulls who scorn perfection for the sake of travel go nowhere, slowly.
Those who put aside travel for the sake of perfection go anywhere instantly. Pretty soon all the gulls were in awe of Jonathan. But as he grew wiser, he also grew humbler, for such is the nature of wisdom. Everyone asked for him to teach them what he knew. Jonathan, in his humility told them that he had just arrived in this new world, and it was them that needed to teach him. After months of studying and learning with Chiang, it was time for the Elder to move on. Before leaving he reminded Jonathan to keep working on love. As the days went on Jonathan couldn't help but think about the past. He thought of all the gulls who were living and dying over breadcrumbs.
Then he wondered whether there was a gull who was made an outcast for living his truth in the face of the other gulls. The more he practiced his kindness lessons, the more he wanted to go back to Earth. For in spite of his lonely past, Jonathan Seagull was born to be an instructor, and his own way of demonstrating love was to give something of the truth that he had seen to a gull who asked only a chance to see truth for himself. Since his meeting with Chiang, Jonathan began to believe in him self and the power of love more than he had ever known.
As his spirit became stronger, his soul became kinder, and out of kindness he wanted to take back to others what he had learned. The others told Jonathan to stay and help the birds that were coming to their world instead. It would be too difficult to go back to the world where he was once deserted. He agreed for some time, but he couldn't help but remember his old life. He thought to himself how far ahead he would have been if Chiang had shown up the day he was outcast. He decided that he indeed needed to go back.
Jonathan appeared just in time to witness the rejection of Fletcher Lynd Seagull by his flock. Fletcher flew away with anger in his eyes. Jonathan Seagull flew next to him and told him that by casting him out, they had only hurt themselves. He asked Fletcher to forgive them, for they knew not what they were doing. Soon, Jonathan had become to Fletcher, what Chiang was to him. He taught Fletcher how to go beyond limitations and to touch Heaven. As time went on other outcasts joined Jonathan. At night Jonathan would tell them that they were only as limited as they believed. He told them at their whole body was nothing but thought,
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and if they could break the chains of thought, they could break the chains of their bodies too. All this sounded like science fiction to these gulls who could not believe it at first.
One day Jonathan told them that it was time to go back to the others. They were ready now to help the other seagulls to see. They all refused to go, so Jonathan flew all alone into the sky. The gulls were concerned about their teacher going alone, so they soon joined him. Jonathan taught his students flying lessons right above the other flocks. But down below, the others were warned not to watch, for looking at an outcast would make one into an outcast too. Shortly the few students became more and more, and were coming from all places. Soon a sickly looking bird came and told Jonathan that he wanted nothing else but to fly.
Unfortunately his wings were injured, so he could not. To this he was told by Jonathan, You have the freedom to be yourself, your true self, here and now, and nothing can stand in your way. Believing this he spread his wings and flew. He shouted with great glee as the others watched him in wonderment. Before long, thousands of birds flocked around and began to listen to what was being told by Jonathan. As he taught others, he inspired multitudes to come and join. He became like another messiah, only he told the gulls that he was no more divine than they were, except that he took the risk to learn.
Soon, it was time for Jonathan to move on to the other world, but he left his work with Fletcher Seagull to continue. In this wonderful story of triumph and love, Jonathan Livingston Seagull was able to find his own inner strength through teaching others about the gifts that they had inside. He became enlightened in the process of enlightening others. In this delightful novel, the reader has flown into the world of the birds and shall come out transformed through a myriad of inspiration, wisdom and literary excellence.
Taken from: (Summary by Sangeeta Kumar of San Diego, USA. http://freezoneamerica.com/Clearbird/study2004/manual/91seagull.htm)
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APPENDIX 5
BIOGRAPHY OF RICHARD BACH
Born in 1936 in Oak Park, III., son of Ronald Robert and Ruth Helen (Shaw) Bach. The American Richard Bach, is the great-great-great-great (how many more should I add?:) grand son of JS Bach the great composer we all know. He attended Long Beach State College (now California State University, Long Beach) in 1955). An airplane pilot, he got married with his first wife and had six children, then divorced and left his family in part because he didn’t believe in marriage. One of his children, Jonathan, wrote a book about his relationship with his father he never knew, Above the Clouds. Everything concerning airplane was his field, including motion picture stunt pilot, Air Force tactical fighter pilot, an aviation technical writer and flight instructor. He even got involved as a narrator & stunt pilot in the movie Nothing by Chance, based on his book. Though aviation was his true passion, he always wanted to write; since high school, one of his gym teachers made him realize his potential. Since 1959 he had this idea of a bird learning to pass beyond the walls of limitations, Jonathan Livingston Seagull, which came through a “Cinemara on my wall”. Almost all his books used airplanes as a way to pass the message. In Running From Safety, Mr. Bach shares with us his childhood: at age 8, he lost his one of his brother: Bobby. From his book, we also know that he has a much old brother: Roy. R. Bach met his wife, Leslie Parish through the shooting of the movie Jonathan Livingston Seagull in 1973, based on his book. It is said that he sued the production for changing the movie without his permission. In fact, those who saw the movie noticed that his name wasn’t mentioned, only the copy rights for the title “Jonathan Livingston Seagull”. My only explanation would be that he didn’t want to be part of this. And if I put together what Bach said in his book Bridge Across Forever and what I’ve read, Leslie was some sort of a moderator between the two parties to get for the movie.
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Then, they went their way, far enough from Hollywood, somewhere between 1977 and 1981. Finally, they got married in 81. Since then, Richard Bach tried what he called the closest thing to flying: paragliding. Recently Leslie and Richard got discovered.
Taken from: http://www.inner-growth.info/private/richard_bach_biography.htm