Name : Sri Sola Gratia

20160600017

CHAPTER 111

INTRODUCTION

1.1 Background of Study

Juvenile delinquency, is a symptom of illness or pathology in children and

adolescents caused by a form of social neglect, so they develop a distorted form.

the term juvenile delinquency determines over a wide range, from socially

acceptable behavior to revoked status to crime (Kartono, 1992 : 7). Moreover,

sometimes in the middle life of everyone has experienced or heard about crime,

such as violence, rape, theft, and fraud. Crimes are committed by criminals from

the level of adulthood to the youngest (adolescents). for groups of teenagers the

desire to do evil because of the reading, the influence of films and other

pornographic images.

Another phenomenon that often arises is another condition that is

actually the result of Juvenile delinquency. In this case can be taken as an example

of their children’s right of school children, who come from families who do not

prioritize their study. Usually these children are indifferent to their duties that

related to their homework, tasks and all their responsibility at school.

Conger (1997) dan Dusek (1997) Reducing juvenile delinquency as

delinquency committed by an individual under the age of 16 and 20 years who

performs behavior that can be subject to sanctions or punishment. (Hurlock, 1972:

64). Juvenile delinquency is also experienced by students in the Vocational High

School (SMK) of Muhammadiyah 2 Malang, as stated by the deputy headmaster

in the student field, that some students commit juvenile delinquency which is

included in the close category and results in sanctions imposed by the school on

these students. (Wawancara, 20 September 2015).

Literature is very important for people, especially litterateurs. According

to (Greil Marcus and Werner Sollor, 2009) says that “literary means not only what

is written but what is voiced, what is expressed, what is invented, in whatever

form”. people can discuss many things from literature. Many ideas will be

channeled through analysis a cas using a concept of literature.

Pickering, James H & Hoeper, Jeffrey D(1981. 01:307) says that "

literature is a uniquely human activity, born of man's timeless desire to

understand, express, and finally share experiences”. In other words, literature is

already a part of human beings, because humans have had a great curiosity since

childhood. Bressler (1994: 7) Says that “Literature as work of imaginative or

creative writings” However, literature is full of beautiful works, it attach beautiful

writing and interesting ways of thinking

literature divides into play, poetry and novel. In this thesis, the writer is

focus on Novel. A novel is a literary work that has a long story about a person’s

life. Richard taylor (1981 : 46 ) says : “A novel is normally a prose work with a

quite length complexuty which attempts to reflects an express something of

quality of value human experience."

In other words, novels works that have long stories to provide value to

humans. futhermore, this is very nice for young people today who really like to

enjoy the work of literature through a book or film. A novel also divided into two

such as fitction and non fiction. Fiction is a life stories that through out the author
‘s idea become someone’s story, Non fiction is a story that lifts a person’s true

story. According to Alterbend and Lewis in Nurgiyantoro (1966 : 14) state that

fiction can be interpreted as imaginative narative prose, but the story does

commonly make sense and contains the truth which dramatizes humans

interactions. meanwhile, the explanation above is the same as analyzing actual

human through stories that are sometimes picked up a true story of human life.

1.2 Statement of Problem

Based on what has been studied in the background of study, since then and

now, some adolescent lives are very alarming because they can damage the future

if they not addressed properly since young, alienation of life that may be able to

change the mindset of young children to move in one direction without the right

reasons and goals, here the writer wants to analyze Charlie's alienation in the girl

in pieces novels caused him to have a bad day every day

1.3 Research of Question

The research question is formulated as follows :

1. How does Charlie’s Alienation Life portrayed in Kathleen Glasgow

Novel “Girl In Pieces”?

1.4 Goal and Function

The goal of study is to explain, the main character's life journey in the

novel, with people who are also related to disadvantaged backgrounds. which
means that the function of the purpose of analyzing this novel is to find out what

happened to Charlie in Kathlen Glasgow Novel “Girl In Pieces”.

1. 5 Scope and Limitation

After reading Kathleen Glasgow Novel “Girl In Pieces”, I found many

interesting that can be discussed in specific. Charlie's life which made her get

passed bad days all the time, it makes me want to analyze the alienation of her life

that occurred in the novel.

1.6 Conceptual Framework

In order to make this thesis :

1. The writer reads Girl In Pieces for several times.

2. The writer choose and learn Karl Marx's Theory of Alienation

3. The writer make deeply analyzes of this novel to make her easily understand

about the Alienation of Charlie’s life

4. In the end, the writer provides An Analysis of Alienation’s Life of Charlie in

Kathleen Glasgow Novel “Girl In Pieces”.

Reading on
Kathleen
Glasgow’s Novel
“Perfect Couple”

Choosing and
learn Karl Marx's
Theory of Provides An Analysis of Alienation’s life
Alienation
of Charlie in Kathleen Glasgow’s Novel

“Girl In Pieces”.
Analyzing the
novel deeply
c
Analyzing the
conflicts
 CHAPTER 2

TEORETICAL FRAMEWORK

2. Previous of study

This chapter presents the review of related literature, which deals with some

previous findings and theoretical approach. The writer presents some previous

findings, which related to or relevant with this research, as follow:

2.1 Theory of Juvenile Deliquency

The first of theory According to Sarwono (2012: 256), juvenile

delinquency is a behavior deviate from the habit or break the law. Jensen (in

Sarwono, (2012: 256) divides juvenile delinquency into the following four types.

First, delinquency that causes physical harm to others: fights, rape, robbery,

murder, etc. Second, delinquency which is causing material casualties: vandalism,

theft, pickpocketing, extortion, and lying down. Third, social delinquency which

does not cause casualties on the part of people Other: prostitution, approved

drugs. Fourth, juvenile delinquency which is against status, for example denying a

child's status as a student by ditching, deny the status of parents by running away

from home or arguing their orders, and so on.

The second Juvenile Delinquency in the Novel Love Letters to the dead

by Ava Dellaira In this works, the term juvenile delinquency focused in the

depiction of each types of juvenile delinquency in the novel and the effect

towards the main character’s behavior. The researcher is supported by the

previous study will be applied the theory to reveal the depiction towards the novel
and the effect behavior towards the character in Love Letters to The Dead by Ava

Dellaira. In this case, the causes of each Laurel’s delinquent act was influenced by

her friends and her broken-home family. The family background greatly

influences educating and growing the children up. Besides the influence of

friends, parents' mistakes in educating their children can cause adolescents to

commit delinquency. Families must provide good examples for every child

thatwill have a positive effect on their character growth. Besides that, families

also have the responsibility to monitor the behavior of their children outside the

home. yang ketiga In this case, the causes of each Laurel’s delinquent act was

influenced by her friends and her broken-home family. The family background

greatly influences educating and growing the children up. Besides the influence of

friends, parents' mistakes in educating their children can cause adolescents to

commit delinquency. Families must provide good examples for every child

thatwill have a positive effect on their character growth. Besides that, families

also have the responsibility to monitor the behavior of their children outside the

home.

The third, Causes of the type of nayla delinquency in the nayla novel by

djenar maesa ayu review of literary psychology by wishnu Yuliarda ni. The author

sees there are obstacles experienced by the character Nayla to meet the need for a

sense of belonging to have funds for love. from the start his mother required

Nayla to choose her mother or father. he can only choose and have one, his

mother or father. the author examines the nayla delinquency by analyzing the

causes and types of nayla delinquency, the analysis stage is used to analyze nayla

delinquency. the first stage by using the theory of basic human needs abraham
maslow. in the theory of basic human needs it is said that humans have five needs

for ownership in the possession of funds for love, the need for appreciation, the

need for self-actualization. if some of these needs cannot be met, it can lead to

deviations that lead to delinquency. that is what Nayla's character experienced.

Nayla only gets physiological needs, while the other needs are not fulfilled and

fulfilled.

Theory of basic human needs abraham maslow

“according to maslow, human beings have basic needs which are arranged in

behavior. not meeting some basic needs can cause illness or abuse.”

The Fourth, Analysis of adolescence in adolescents in district bubon

aceh barat district oleh H. Zainuddin. The research that the author carried out took

place in Bubon District West Aceh Regency. Research is focused on juvenile

delinquency analysis, and this research was conducted in August 2011. Reasons

for choosing a place research based on consideration because this district is often

the teenagers committing anger or delinquency that can affect life community, so

this sub-district needs an effort to overcome it juvenile delinquency. This research

approach is descriptive with a qualitative approach namely conducting research

through in-depth interviews with the public contains about the problem of juvenile

delinquency analysis in Bubon District. Pg this meant more understanding of the

research problem or being researched so can provide a picture that is expected to

obtain data in accordance with is required.

According to Azwar Saifuddin (2005: 5-6) research through approaches

Qualitatively emphasizes his analysis of the deductive and inductive inference

process and in the analysis of the dynamics of the relationship between the

observed phenomena by using scientific logic.

This does not mean that the approach qualitative does not use

quantitative data, however the emphasis is not on examining hypotheses, but on

trying to answer research questions through formal ways of thinking and tative

arguments. Descriptive research is analyzing and presenting facts in a manner

systematic so that it can be more easily understood and concluded.

2.1 Theory of Alienation by Karl Marx

Karl Marx’s Theory of Alienation Alienation is a purely intellectual

phenomenon for Hegel and Feuerbach. It is the consequence of viewing the world

in an erroneous way. 12 But for Karl Marx it is a material and social process. He

uses the term Entfremdung (estrangement) which is his “Alienation Theory”

which delineates the separation or detachment of beings or things that are or have

been naturally united together. This also describes the causes, placement and the

effects of antagonism among things and persons or groups that are or have been in

proper harmony. Conceptually and etymologically, Entfremdung (German)

depicts the situation of alienation in social affairs e.g. peoples’ estrangement from

prospects of human nature (Gattungswesen, “species-essence”) as a result of

living in a class-based, class-conscious ranking or stratified society. In a capitalist

society he elaborates, the workers are bound to sell their power, strength, expertise

and skills to the capitalists. Consequently, the workers have no control over their

product of labour and on the labour itself which is their life activity and this
becomes only a means to an end of the capitalist. So they got estranged from it

and fall a prey to alienation. Due to these circumstances the workers became

estranged from their own-self and their own-nature on the one hand and also

alienated from other human beings as well as from their work.13 This situation

creates two classes viz. The Worker Class and The Capitalist Class. The former is

labouring and alienated and the latter is non-worker but controls the workers and

gets the profits of others’ labour. The Economic and Philosophical Manuscripts of

1844, was publish by Karl Marx. In it he described the course and methods due to

which the workers’ class was exploited by the capitalists. He also elaborated, how

the Capitalists, by adopting such modes of production which can benefit them and

cause exploitation of the workers. Due to that exploitation the Capitalists and the

Worker classes estranged. He regarded that process and occurrence as Alienation.

That means that working people put everything into their jobs but get little in

return. That causes class conflict and estrangement between the both. So Marx

claimed that under the capitalist rule or in a society of capitalism, the workers and

the workers’ class becomes alienated. This alienation is multi-dimensional and

encompasses all areas of life– religion, politics, social and economic relations –

but it particularly effects in labour.

2.2 Self Injury

One of the greatest obstacles in the study of self injurious behaviors is that

researchers and clinicians often use vague and inconsistent terms and definitions

for the different phenomena under examination. For instance, it is not uncommon

to see terms such as “suicidality” or “deliberate self-harm” used to refer to

different types of self-injurious thoughts and behaviors across different studies.

Even if the focus is restricted to studying non-suicidal self-injury, one sees

various terms across studies, including “self-mutilation,” “self-harm,” “deliberate

self-harm,” “cutting,” and “parasuicide.” Fortunately, over the past several years,

as research on self-injurious thoughts and behaviors has increased, scientists and

clinicians have begun to make more careful distinctions and to use clearer and

more consistent terms and definitions for these behaviors. At the broadest level,

all behaviors that are performed intentionally and with the knowledge that they

can or will result in some degree of physical or psychological injury to oneself

could be conceptualized as self-injurious behaviors. Within this general class,

most researchers and scholars draw a clear distinction between behaviors in which

bodily injury is the intended purpose of one’s behavior (i.e., directly self-injurious

behaviors) and those in which it is an unintended by-product (i.e., indirectly

harmful or risky behaviors).

2.2.1 Directly Self-Injurious Behaviors

Within the class of direct self-injurious behaviors, an important distinction

is made between phenomena that are suicidal in nature, in which there is some

intent to die from the behavior, and those that are non-suicidal, in which there is

no intent to die (see Figure 1). Because determination of a person’s intent during

self-injury is based primarily on self-report which is an imperfect method that is

likely to include bias, inaccuracy, and ambivalence about dying the convention

used by most researchers and clinicians is to classify behaviors in which there is

any evidence of any intent to die (i.e., at a “nonzero” level) as suicidal. This errs

on the side of classifying ambivalent behaviors as suicidal in nature, but does so

intentionally so as not to underestimate risk and likelihood of death in any case.

Suicidal phenomena can be further classified into three primary types. Suicide

ideation refers to having thoughts about killing oneself; a suicide plan refers to the

consideration of a specific method through which one intends to die; and a suicide

attempt refers to engagement in potentially self-injurious behavior in which there

is some intent to die. Non-suicidal phenomena also can be further classified into

three primary types. A suicide threat or gesture refers to behavior in which

individuals lead others to believe they intend to die from their behavior when

really they have no intention of doing so. The purpose of the behavior is instead to

communicate distress and/or to seek help from others (Nock & Kessler 2006).

Non-suicidal self-injury (NSSI; or “self-injury”) refers to direct and deliberate

destruction of body tissue in the absence of any observable intent to die. Self-

injury thoughts refer to having thoughts of engaging in the behavior but not doing

so, which itself is typically only studied as a precursor to self-injury. There is not

yet a formalized system for further classifying subtypes of self-injury; however,

there is general agreement among researchers and clinicians that the behavior

typically varies on a scale from mild (e.g., low frequency and severity), to

moderate (e.g., more frequent and severe, perhaps requiring medical attention), to

severe (e.g., high frequency, severe injury, and resulting impairment). Several

recent empirical studies provide some initial evidence for such distinctions

(Klonsky & Olino 2008, Whitlock et al. 2008). A distinction also is made among

researchers and clinicians between self-injury as it is performed among typically

developing people and self-injury (a) performed stereotypically among people

with developmental disabilities (e.g., high-frequency head banging) or (b)

resulting in major injury among those with psychotic disorders (e.g., single-

episode castration, eye enucleation). Further detail regarding the classification of

direct forms of self-injurious behaviors is provided in other papers devoted

specifically to this topic (Nock & Favazza 2009, Nock et al. 2008d, Posner et al.

2007, Silverman et al. 2007). This review, and the area of scholarly work

described, is focused on direct self-injury; however, it is useful to briefly discuss

indirect forms of selfharm and to consider how they relate to direct self-injury.

Indirectly Harmful Behaviors

Although directly self-injurious behaviors are performed by only a small

segment of the general population, we all engage in behaviors that indirectly cause

us some degree of bodily or psychological harm.We may drink alcohol, eat high-

fat foods, smoke tobacco, and so on. These behaviors typically are not performed

with the intention of causing ourselves harm, but instead are performed because

they result in pleasure, enjoyment, or sustenance, and the resulting harm is an

indirect and unintended side effect. Such behaviors typically are not referred to as

self-injury or self-harm, but rather as indirectly self-damaging, self-defeating, or

simply unhealthy behaviors (Baumeister & Scher 1988, Twenge et al. 2002,

Vazire & Funder 2006). In an earlier review of such behaviors, Baumeister &

Scher (1988) distinguished between two types of self-defeating behaviors: (a)

tradeoffs, in which some level of injury/harm is a known and acceptable

consequence of a behavior that has desired benefits (e.g., drinking alcohol,

smoking tobacco), and (b) counterproductive strategies, in which a person

engages in goal-directed behavior but uses a strategy that results in injury/harm

that is neither foreseen nor desired (e.g., learned helplessness, procrastination,

self-handicapping) (Berglas & Jones 1978, Steel 2007, Vohs et al. 2008). Risk-

taking behaviors are a third type of indirectly harmful behavior (or alternatively

could be conceptualized as a type of trade-off) in which rather than performing a

desired behavior in which a person accepts a high likelihood of a small amount of

harm (e.g., smoking), a person engages in a pleasurable behavior in which there is

a small likelihood of a large amount of harm (e.g., skydiving, bungee-jumping).

2.2.2 Specific Risk Factors for Self-Injury

Social learning hypothesis. Many of the behaviors we perform are learned

by observing those around us (Bandura 1977, 2006). This is true in the case of

both nonpathological behaviors (e.g., learning how to interact with others, dance,

and throw a football) as well as potentially pathological behaviors (e.g., purging,

binge drinking, and drug use). At the broadest level, people’s decision to engage

in self-injury is likely to be largely influenced by what they have observed or

learned about this behavior from others. Indeed, it is well known that the behavior

of one’s peers can have an especially strong effect during adolescence and can

influence one’s own engagement in a range of maladaptive and risky behaviors

including alcohol and drug use, risky sexual behaviors, and self injury (Prinstein

& Dodge 2008, Prinsteinetal. 2009).

Self-punishment

People may choose to engage in self-injury as a means of affect/cognitive

regulation and social influence because it simultaneously provides a vehicle for

punishing one self for some perceived wrong doing or responding to general self-

hatred or self deprecation (Favazza 1996, Strong 1998, Walsh & Rosen 1988).

Anecdotally, this can be seen in instances in which self-injurers carve words into

their skin such as “failure,” “loser,” and “disgrace.”

Implicit attitude/identification

When faced with the option of choosing one of several different behaviors

that all serve the same function, people’s decision also may be influenced by their

implicit attitude about, or identification with, the available options.

Social signaling hypothesis.

A fundamental question that must be addressed in understanding the

potential interpersonal functions of self-injury is: Why would people cut their skin

as a means of communicating with others rather than using language or some less

harmful means of expression? A proposed explanation is that people use self-

injury as a means of communicating or signaling distress because it is more

effective at eliciting help from others than milder forms of communication, such

as speaking, yelling, or crying.

Pragmatic Hypotesis

Finally,and most parsimoniously, people may choose to engage in self-injury over

other self-regulating strategies because it is a rapid, effective, and easily

implemented method of regulating one’s affective/cognitive and social

experiences. These aspects of the behavior are especially important to considerin

the case of adolescent self-injury, as adolescents are less likely than adults to have

the coping skills required to deal effectively with stressful situations, are less

likely to be skilled at effectively communicating concerns to members of their

social network, and are less likely to have access to other maladaptive methods of

affective/cognitive regulation (e.g., alcohol and drugs). In contrast, adolescents

have ready access to the use of self-injury, which can be performed quickly,

quietly, and in private in virtually any setting (e.g., home, school/work restroom).