JUNOS CHARACTER IN JUNO MOVIE

VIEWED FROM ADOLESCENCE PSYCHOLOGY THEORY

A THESIS
Submitted to Letters and Humanities Faculty
In Partial Fulfillment of the Requirements for
The Degree of Strata 1 (S1)

DWI ARIEYANTINI
NIM. 105026000932

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010

ABSTRACT
Dwi Arieyantini, Junos Character in JUNO Movie Viewed from Adolescence
Psychology Theory, Thesis: English Letters Department, Letters and Humanities
Faculty, Syarif Hidatullah State Islamic University, Jakarta 2009.
This research contains analysis of Junos Character as an adolescent. The
writer studied the movie as a unit analysis and use psychology theory as the
theoretical framework of the research.
The objective of this research is to know the psychological aspect in Junos
character to solve the problems. The collected data are descriptive-qualitative method
applied by using adolescence psychology. The research uses her to get the data on
psychological aspect that appears in the movie.
The research is performed in several phases, such as deciding the unit analysis,
collecting the data from many sources such as book, internet and others, that related
to the research, presenting the data description, analyzing the problem and then
making the conclusion.
The research describes about Junos appearance as a teenager, how she faces
her problems, and how she reacts her surroundings such as her relation with her
family, and peers while she is having the pregnancy. By referring to discussion, the
writer uses adolescence psychology theory; those factors are cognitive development,
emotion development, and social world including her relation with family and her
peers and how those factors affect her in making the decisions regarding her
pregnancy.
As the result of the analysis, the writer concludes that there are many factors
that affect an adolescent in making her decision, such as from her cognitive
development, she becomes increasingly able to generalize and conceptualize moral
rules and principles so finally she can gets her awareness and understanding the
situation. And her friends and parents contributions in her life also have the
important relation for her to go with her life and make the decisions. In the end of all
of her thought is that she realizes all of her mistakes and making better decisions to
solve everything such as keep the pregnancy and continue to give the baby to
Vanessa Loring.

APPROVEMENT

JUNOS CHARACTER IN JUNO MOVIE

VIEWED FROM ADOLESCENCE PSYCHOLOGY THEORY
A Thesis

Submitted to Letters and Humanities Faculty

In Partial Fulfillment of the Requirements for
Strata 1 Degree

Dwi Arieyantini
NIM. 105026000932

Approved by:

Elve Oktafiyani, M. Hum

NIP. 19781003 200112 2 002

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2010

LEGALIZATION

The thesis entitled Junos Character in JUNO Movie Viewed from

Adolescence Psychology Theory has been defended before the Letters and
Humanities Facultys Examination Committee on February, 09th 2010. The thesis has
already been accepted as partial fulfillment of requirement for the degree of Strata
One in English Letters.

Jakarta, February 09th 2010

Examination Committee

Signature
1. Dr. Muhammad Farkhan, M. Pd (Chair Person)
19650919 200003 1 002
2. Drs. Asep Saefuddin, M. Pd
19640710 199303 1 006

(Secretary)

3. Elve Oktafiyani, M. Hum

19781003 200112 2 002

(Advisor)

4. Drs. Asep Saefuddin, M. Pd

19640710 199303 1 006

(Examiner I)

5. Inayatul Chusna, M. Hum

19780126 200312 2 002

(Examiner II)

Date

DECLARATION

I hereby declare that this submission is my own work and that, to the best of
my knowledge and belief, it contains no material previously published or written by
another person nor material which to substantial extent has been accepted for the
award of any other degree or diploma of the university or other institute of higher
learning, except where due acknowledgement has been made in the text.

Jakarta, January 9th 2010

Dwi Arieyantini

ACKNOWLEDGEMENT
In the Name of Allah, The Most Gracious, The Most Merciful

All praises be to Allah SWT. The real writers guide, who amazingly and
mysteriously guides and helps her in the process of making this thesis. Peace and
salutation be upon the greatest prophet Muhammad SAW, his family, companions
and adherents.
On this occasion, the writer wants to say many thanks to her beloved parents
Suparmi and Djuri Marsono, her sister, and brother for their pray and love for the
writer. And the writer wants to say many thanks to her TEDAS Indonesia family who
always pray and support her in making this thesis, May Allah SWT always rewards
your kindness. The writer also wants to give her gratitude to Ms. Elve Oktafiyani, M.
Hum and Ms. Inayatul Chusna, M. Hum for their time, guidance, patient, kindness,
and contribution in supervising, correcting and helping her finishing this thesis.
The writer also would like to express her trustworthy gratitude to the
following noble persons:
1. Prof. Dr. Komarudin Hidayat, MA, the rector of Syarif Hidayatullah State
Islamic University of Jakarta.
2. Dr. H. Abdul Choir, MA, the dean of Letters and Humanities Faculty, Syarif
Hidayatullah State Islamic University of Jakarta.

3. Dr. Muhammad Farkhan, M.Pd, the head of English Letters and Humanities,
Letters and Humanities Faculty, Syarif Hidayatullah State Islamic University
of Jakarta.
4. Drs. Asep Saefuddin, M.Pd, the secretary of English Letters and Humanities,
Letters and Humanities Faculty, Syarif Hidayatullah State Islamic University
of Jakarta.
5. All of the lectures in English Letter Department who have taught and
educated the writer during study at Syarif Hidatullah State Islamic University.
6. All staff of the library of Letters and Humanities Faculty, the library of main
library of UIN Jakarta, the library of University of Indonesia.
7. The writers family in TEDAS Indonesia Organization who has been
supporting, praying and fighting for doing the best things together: Great
Teacher Imam Maliki, his lovely wife, Erna, Chusnul, Linda, Titin, Nita, Mrs.
Kemas, Mr. Yanto, Mr. and Mrs. Munayu, Aisyah, Hendry, Yusuf, Eko,
Dede, Mario, Daru, Bowo, Dimas, and lots of best friend that the writer can
not write it down one by one.
8. The writers friends who had been learning together in English Letters
Department and helping the writer through the process of this thesis: Alfy,
Ary, Dian, Ella, Dede, Desy, Indra, Isty, Novy, Selly, Siri, Via, Wahyu, and
lots of friend the writer can not write down one by one.

9. The writers friends who pray and supports the writer: Maria, Febry,
Robiatun, Tami, Ika, Citra, E.L.Fs friends, friends from FB, and the last but
not least to my Sungmin Oppa.
May Allah, the all-Hearer and all-Knower, blesses them all and gives
them more than what they have given to the writer. Hopefully, this thesis gives
benefit for all people who read it.
Jakarta, February 2010
The Writer

TABLE OF CONTENTS

ABSTRACT ...................................................................................... i
APPROVEMENT

......................................................................... ii

LEGALIZATION ............................................................................. iii

DECLARATION

........................................................................ iv

ACKNOWLEDGMENT

............................................................ v

TABLE OF CONTENTS ................................................................. viii

CHAPTER I.

INTRODUCTION.......................................................... 1
A. Background of the Study ............................................ 1
B. Scope of Problem ....................................................... 5
C. Research Question ...................................................... 5
D. Significance of the Research .................................... 5
E. Methodology of research ........................................... 5

CHAPTER II.

THEORETICAL FRAMEWORK ................................ 7

A. Adolescence Psychology Theory .............................. 8
a. Cognitive Development ...................................... 10
b. Emotional Development .................................... 11
1. Love, Affection and Joy
2. Anger and Fear
3. Anxiety
c. Social World

................................ 11

............................................. 14

........................................................ 14
.................................................... 15

1. Family ............................................................ 15
2. Peers ............................................................... 17

CHAPTER III.

10

RESEARCH FINDINGS AND ANALYSIS .................. 19

A. Analysis of The Main Character .............................. 19
B. Analysis of the Factors that Influence the Main Character
in Making Decisions Regarding her Pregnancy. ......... 23
1. Cognitive

........................................................... 28

2. Emotional Stage . ...... 30

3. Social World 33

CHAPTER IV.

CONCLUSIONS AND SUGGESTIONS ... 37

A. Conclusions

............................................................. 37

B. Suggestions .............................................................. 38

BIBILIOGRAPHY ........................................................................................... 39
WEBSITES ....................................................................................................... 40
APENDICES ....................................................................................................... 41

11

CHAPTER I
INTRODUCTION

A. Background of the Study

Literature is a term used to describe written or spoken material. Broadly
speaking, "literature" is used to describe anything from creative writing to more
technical or scientific works, but the term is most commonly used to refer to works of
the creative imagination, including works of poetry, drama, fiction, and nonfiction. 1
Psychology is the scientific study of behavior and the mind. This definition
contains three elements. The first is that psychology is a scientific enterprise that
obtains knowledge through systematic and objective methods of observation and
experimentation. Second is that psychologists study behavior, which refers to any
action or reaction that can be measured or observedsuch as the blink of an eye, an
increase in heart rate, or the unruly violence that often erupts in a mob. Third is that
psychologists study the mind, which refers to both conscious and unconscious mental
states. These states cannot actually be seen, only inferred from observable behavior. 2
The behavior of human relates to psychological aspects. Specifically, the
reality of psychology can be seen from any psychological phenomena which are

http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm accessed on February 11th,

2010. p. 1.
2
http://www.scribd.com/doc/24166054/I-Introduction-Psychology-The-Scientific-Study-ofBehavior-And accessed on February 12th, 2010. p. 1.

12

suffered by human being when they respond or make a reaction toward themselves
and surrounding. The writer can also identify mental state of them through behavior.
Human behaviors itself are various. If the writer examine deeply, the writer can
classify it as any phenomena and can be classified into certain category. The category
represents any psychological signs such as phobia, anxiety, frustration, depression.
Film, as a form of an art represents events and behaviors that are done by
human being. Films are cultural artifacts created by specific cultures, which reflect
those cultures, and, in turn, affect them. It is a source of popular entertainment and a
powerful method for educating or indoctrinating citizens. 3 It does not only
become something that entertains but also can inspire the viewer if it showed
attractively. Many aspects of life become story theme in movie, for example
psychology. Film as medium to describe psychological topics is including
development over the life cycle (particularly childhood and adolescence), family
dynamics, and mental illness. It is usually revealed through the characters behavior
or acts.
The director describes the character in several ways. She/he can describe the
character physical appearance, through dialogue, thought, actions or description of
characters behavior and the explanation given. It means that the director can develop
the story and give a message to the viewer by focusing on behavior of the character
itself, interaction among the other characters or the intrinsic elements of movie such
as plot, setting, and character.

http://en.wikipedia.org/wiki/Film accessed on October 22nd, 2008. p. 1.

13

One of the best American movies in 2007 which is written by Huggo is

JUNO. The film won the Academy Award for Best Original Screenplay and earned
three other Oscar nominations, including Best Picture and Best Actress for Page. The
film's soundtrack was the first number one soundtrack since Dreamgirls and 20th
Century Fox's first number one soundtrack since Titanic. Juno earned back its initial
budget of $6.5 million in twenty days; during the first nineteen of which the film was
in limited release. And Juno received numerous positive reviews from critics, many
of whom placed the film on their top ten lists for the year. The film has also received
both criticism and praise from members of both the pro-life and pro-choice
communities regarding its confrontation of abortion. 4
Juno is the teenage movie which is full of teenagers problems. It tells us the
story when a teenage girl faced an unexpected pregnancy; she enlisted the aid of her
best friend in finding the unborn child. Juno might seem wise beyond her years, but
after sleeping with classmate Bleeker, the pregnant teen quickly realized how little
she really knew about life. 5 This movie has dynamic characters and the main
character has lots of changes through her thought from the people and kinds of
important events around her.
This story took place in Minnesota and the main character was still 16th year
old high school girl when she had her unexpected pregnancy, named Juno. The
anxious Juno called her best friend and they decided to abort the unborn baby. But,

4
5

http://en.wikipedia.org/wiki/Juno_(film) on accessed March 20th, 2009. p. 1.

http://www.starpulse.com/Movies/Juno/Summary/ on accessed December 22nd, 2008. p. 1.

14

because of her friends words and the situation she faced in the womens choice
clinic, Juno changed her plan. She wanted to keep her unborn baby. In order that she
had to tell her parents about her pregnancy and told about what she had been thinking
with her best friend to give her baby to the mature and established couple who wanted
baby in their family. They were quite wise facing the fact and agree even though they
surprise hearing the news.
Juno and her parents agree to give the baby right away after Juno having birth
to Loring couple. Nevertheless, the events that occurred before she has a birth
knocked her thought and made Juno changed her decisions.
The writer is interested in analyzing Juno character of JUNO based on
adolescence psychology theory because in the writers opinion, Juno, as a main
character in this movie is faced by the situation that makes her changes in making
decision to not aborting and giving the baby to the Lorings which are taken from her
environment. As a regular teenager, Juno also has her own thought in facing her
problems and sees the events through her society around. Junos emotional, conflict
and her consciousness about what has happened have a strong relation to her
decisions. A teenager who has her/his big problems and faces it alone without any
people who makes her/him realizes or conscious about what she/he had done and
bring her/him to a better way can be worse psychologically.
From the explanation above, the writer thinks that it is necessary to analyze
how Juno is described as an adolescent based on psychological approach that the

15

result will be reported in a skripsi which has title Junos Character in JUNO
movie viewed from Adolescence Psychology Theory.

B. Scope of Problem
According to the background of the study above and to limit the research, the
writer focuses the problem on the main character in this movie, Juno, who faces her
pregnancy in her young age and getting her decisions through the certain events
which are seen through the psychology of adolescence theory and the characterization
of Juno as the central character.

C. Research Question
Based on the background of study and scope of problem, the writer tries to
identify the problem by the following questions:
1. How is Juno described as an adolescent in the JUNO movie?
2. Which factors influence her in making decisions regarding her pregnancy?

D. Significance of the Research

Generally, the writer hopes the result of the research has benefit for the
readers who are interested in literature and know further how does the main
characters reacts through the situation around her that reflect in this movie.

E. Methodology of Research
1. The Objective of Research
The objectives of research are intended to:

16

Describe Juno as a main character and her characterization as a main

character in the JUNO movie.

Reveal the Junos steps in getting her decisions that implied in movie.

2. Research Method
The method of research that is used is descriptive-qualitative by the use of
contain analysis that the writer will try to analyze how are the process of
making decisions reflected in JUNO movie.
3. Data Analysis
The data will be analyzed with qualitative data analysis.
4. Research Instrument
Instrument that is used in this research is the writer herself by watching,
understanding, identifying, and analyzing the related data.
5. Unit Analysis
Unit analysis of this research is movie JUNO which is published by Fox
Searchlight Pictures in 2007.
6. Time and Place
This research will be process at the academic year of 2009-2010 in English
Department UIN and all related references and places.

17

CHAPTER II
THEORETICAL FRAMEWORK

Psychological study of literature, exploring its structure, function, and

psychological value. 6 Literature and Psychology is one of the literatures extrinsic
approaches out of the other two, which are: Literature and Biography, and Literature
and Society. Psychology of literature means the psychological study of the writer, as
type and as individual, or the study of the creative process, or study of the
psychological types and laws presents within works of literature, or, finally, the
effects of literature upon its readers (audience psychology).
Psychological literature, according to Rene Wellek and Austin Warren has
four definitions. The first is psychological study of the author as the type or private.
The second is as the creative process. The third is a study of type and psychological
laws which is used in the literature masterpiece. And the fourth is study of literature
effect to the reader.
The first and the second of its psychology literature are sub-visions of the
psychology of art. The third belongs, in the strictest sense, to the literature study. The
fourth shall be considered under Literature and Society. 7

http://fac.hsu.edu/langlet/syllabi/2007/Psy_Lit_syllabus.htm accessed on February 17th,

2010. p. 1.
7
Rene Wellek and Austin Warren, Teori kesusastraan. Penerjemah, Budianta (Jakarta:
Gramedia, 1993), p. 90.

18

From those definitions, the third definition is suitable for the research that
uses theory of psychology to analyze character in literature. Psychology is the study
about humans behavior in their connection with the environment. 8 By using
psychological theory, the writer can analyze deeply about the behavior of character.

A. Adolescence Psychology Theory

The word adolescence comes from the Latin verb adolescere which means
to grow or to grow maturity. Adolescence is a period of transition when the
individual changes physically and physiologically from a child to an adult. 9 This
transition involves biological, social, and psychological changes, though the
biological or physiological ones are the easiest to measure objectively. 10 As Sorenson
(167) has characterized: Adolescence is much more than one rung up the ladder from
childhood. It is a built-in, necessary transition period for ego development it is leavetaking of the dependencies of childhood and precious reach for adulthood.
Adolescence begins when the individual attains sexual maturity and ends
when independence from adult authority is legally assured. Adolescence has further
been described as: a period during which maturity is attained: a period of transition
between childhood and adulthood: a period during which an emotionally immature

Ibid. p. 90.
Elizabeth B. Hurlock, ADOLESCENT DEVELOPMENT (Tokyo: McGraw-Hill
Kongakusha, Ltd., 1973), p. 2.
10
http://en.wikipedia.org/wiki/Adolescence on accessed January 5th, 2009. p. 1.
9

19

individual approaches the culmination of his physical and mental growth: a time of
rebirth. 11
Generally adolescence period is separated in 3 periods, there are:
1) Early period of Adolescence (12-15 years old)
In this period an individual starts leaving his childhood and tries to
develop himself as a unique and independence person. This period is
focused on accepting the changes of the body and there is also a strong
conformity with his friends.
2) Middle period of Adolescence (15-18 years old)
This period is marked with the development of cognitive. Peers are still
having a strong part, but an individual has already able to direct himself.
In this period adolescent staring to develop his deportment, learning how
to control impulsivity, and making early decisions for the things he
wanted to achieve. In addition the acceptance of the opposite sex is
important for adolescent.
3) Last period of Adolescence (19-22 years old)
This period is marked with the final preparation for entering the adulthood
life. Among this period adolescent tries to solidify vocational aim and
develop sense of personal identity. A strong pretension to be a mature

11

Marvin Powell and Frerichs Allen H, reading in adolescents psychology (Minnesota:

Burgess Publising Company, 1971), pp 2-6.

20

person and accepted in the same age community and in the older
community. 12
Adolescence has been considered from a variety of viewpoints. In the main, it
has been approached from a consideration of physiological and hormonal
development,

social

influences,

interpersonal

relationships,

or

emotional

development.
The following explanation about the adolescents viewpoints:

a. Cognitive Development
As young persons approach and enter the adolescent years they become
increasingly able to generalize and conceptualize moral rules and principles. With the
ability to understand general moral concepts, the adolescent is able to move beyond.
Cognition involves how he perceives, reorganizes, and judges the objects of
which he is seen. Generally the sturdy of cognitive development is concerned with
concept formation, problem-solving, and thought processes. However, the structure
and functioning of these three processes is heavily dependent on how the individual
perceives himself and his environment; thus self and cognition are closely interrelated
concepts.
The individuals cognitive structures are built on the framework of his
awareness and understanding of his environment. The significant changes in
cognitive achievement occur between the ages of twelve and fifteen. The adolescent

12

Hendrianti Agustiani, PSIKOLOGI PERKEMBANGAN (Bandung: PT Refika Aditama,

2006), p. 29.

21

is now able to derive conclusions from pure hypotheses without having to rely on
actual concrete observations and can think in terms of theoretical constructs. Thus,
adolescents structure thought and form conceptual schema in a manner that enables
them to transcend the concrete world of their immediate environment. Cognitive
development, like most other aspects of human development, progresses along a
continuum, from structural simplicity to complexity. 13

b. Emotional Development
In adolescence, there are marked changes in the stimuli that give rise to
emotions, just as there are changes in the form of emotional response. During
adolescence it is not uncommon to experience peaks and valleys of optimism and
pessimism, pride and shame, love and hate. An adolescent is made increasingly aware
of his separateness by the power of emotional reactions that are not shared by parents,
siblings or friends. These are some kinds of adolescents emotions which are
affecting the adolescents emotional development:
1. Love, Affection and Joy
Love is an emotion interwoven with a web of confounding components
that is very difficult to unravel. Infatuation is shallow love that is based on
appearance, sexual arousal, or selfish desire. True love is based on commitment,
empathy, and compassion - components that give rise to physical arousal rather than
following it.

13

Marvin Powell and Frerichs Allen H (1971), op.cit. pp. 59-60.

22

Adolescent love is the beginning of real hopes of marriage, sex, and

commitment. Theorist Robert Sternberg proposes that healthy adult relationships
have three components: commitment, intimacy, and passion. Adolescents are capable
of commitment, which is the drive to stay together, but their commitment is limited.
Few high school romances lead to marriage. Adolescents are capable of intimacy as
well.
Intimacy is the ability to share one's emotions, thoughts, and dreams.
Teens can form powerful bonds with friends in whom they confide their secrets,
hopes, fears, and dreams. Likewise, teens are capable of passion, which is the erotic
or sexual component of a relationship. They experience erotic arousal even if they do
not act upon it. 14
Adolescents who are able to love possess a priceless gift. When they are
loved in return they taste one of lifes greatest joys. Love for adolescents and be
loved is supremely important in their lives. The most dramatic instances of adolescent
love occur when adolescents fall in love with a person of opposite sex and are
convinced their love is true. Adolescent also at times swept with other loving
sentiments-for their parents, their home, the family pet.15
Affection is a pleasant emotional state of relatively mild intensity; it is a
tender attachment for person, an animal, or an object. Affection may be directed

14

http://www.thecitizen.com/archive/main/archive-030129/healthwise/hw-01.html accessed
on April 25th, 2009. p. 1.
15
Arthur T. Jersild, The Psychology of Adolescence (New York: The Mcmillan Company,
1965), pp. 184-185.

23

toward members of the opposite sex, but it does not have elements of sexual desire
nor does not have he intensity in love. 16 Affections are built up through pleasant
associations; they are not innate. People tend to like those who like them and are
friendly toward them.
Typically, the adolescent shows his affection by wanting to be with the person
he is fond of by doing little favors in hope of making him happy, and by watching
and listening by rapt attention to everything he does or says.
Happiness is a state of well-being, of pleasurable satisfaction-the opposite of
anger, fear, jealousy, or envy, all of which lead to dissatisfaction. In its milder form,
happiness results in a state of euphoria, a sense of well-being or of buoyancy; in its
stronger form, it is known as joy, a state in which the individual is walking on
clouds.
Joy is influenced to a large extent by the general psychical condition of the
individual, though good health alone is not enough to make the adolescent happy nor
does it play as important a role in his joy as it does in the childs. 17
Each advance in a persons growth adds to possibilities of life and opens the
way for new or richer satisfactions. When things go well we can assume that the
adolescent often experiences joy, as when he is warmly accepted as a companion,

16
17

Elizabeth B. Hurlock (1973), op.cit. p. 57.

Ibid. p. 58.

24

when he is respected for his maturity and appreciated, when he makes a discovery of
talents and abilities and qualities, etc. 18
2. Anger and Fear
Adolescents, like younger and older persons, are often angry and often afraid.
Fear and anger are both aroused by conditions that threaten or seem to threaten the
adolescents well-being his physical safety, comfort and welfare, plans and desires,
prides, or anything that he values and wishes to protect.
During adolescence anger is most often provoked by persons rather than
things. There are unavoidable frictions in the give and take of everyday life. There
also are thwarting and restraints imbedded in the culture. These are transmitted by
individuals, frequently by parents. 19
By the time the child reaches adolescence, he has learned that many of the
things he used to fear are neither dangerous nor harmful. The adolescent is far more
likely to be afraid of social situations than animals. The more important a thing is to a
person, the more likely he is to be afraid if he feels that he is going to lose it or be
unable to attain it. 20
3. Anxiety
Anxiety, like worry, is a form of fear. It is, as Jersild has said,
persisting distressful psychological state arising from an inner conflict. The
stress may be experienced as a feeling of vague uneasiness of foreboding, a
feeling of being on edge, or as any of variety of other feelings, such as fear,

18

Arthur T. Jersild (1965), op.cit. p. 186.

Ibid. p. 190.
20
Elizabeth B. Hurlock (1973), op.cit. p. 49.
19

25

anger, restlessness, irritability, depression, or another diffuse and nameless

feelings.
Anxiety differs from worry and fear in one major aspect: it is a generalized
emotional state rather than a specific one. Anxiety often develops from repeated and
varies worries. The more often the adolescent worries and the more different worries
he has, the more likely it is that his worries will develop into a generalized state of
anxiety. 21
Anxiety prevails when a person is at odds with himself. It can be defined in
very general term as a persisting, distressful psychological state arising from an inner
conflict. The distress may be experienced as a feeling of vague uneasiness or
foreboding, a feeling of being on the edge, or as any of a variety of other feelings,
such as fear, anger, restlessness, irritability, depression, or other diffuse and nameless
feelings. 22

c. Social World
During early adolescence young people experience the tension of defining
areas o autonomy and at the same time remaining tied to powerful reference groups,
especially family and peers.
1. Family
The adolescents relationships with his parents may be viewed as three act
drama. In the first act the young adolescent continues, as in earlier childhood, to need

21
22

Ibid. pp. 51-52.

Arthur T. Jersild (1965), op.cit. p. 207.

26

his parents; he is dependent on them; he is profoundly influence by them. He begins

to become more keenly aware than he was before of his parents as persons.
Increasingly he is absorbed in the larger world outside the home.
The second act of the drama might be called The Struggle for
Emancipation. To achieve stature as an adult the adolescent must outgrow his
childhood dependency on his parents. Although the struggle for emancipation
sometimes is a relatively quiet campaign in which the adolescent steadily assumes
more and more responsibility for himself, often the campaign is turbulent, full of
conflict and laden with anxiety both for the adolescent and for his parents.
In the third act, if all has gone well, the struggle, as the young person takes
his place among adult peers. But, his parents influence extends into adult life. Many
person who, in their teens, rebelled against their parents ideas and attitudes adopt
these same ideas and attitudes as their own when they enter their twenties. 23
And when the home climate is characterized by affection, respect,
cooperation, and tolerance, the adolescent will develop a whole self-concept; his will
be reflected in good adjustments to life. When the home climate is marked by friction
stemming from conflict and destructive competition, it will militate against the
development of a wholesome self-concept, especially if the adolescent is directly
involved in the conflict. 24

23
24

Ibid. pp. 229-230.

Elizabeth B. Hurlock (1973), op.cit. p. 316.

27

2. Peers
A young persons relations with his own age group become increasingly
important as he advances from infancy toward the adolescent years. During
adolescence a persons dealings with his peers become even more significant. Prior to
the adolescent period it is important to have friends, but it is not so important to be a
member of a definable group. 25
In adolescence, there is a gradual shift toward a preference for friends of the
opposite sex. The shift begins around the middle of the high school period at about
15 or 16 years of age for girls and a year later for boys. At all ages, however, the
adolescent wants friend of both sexes. 26
Adolescence is not only a time of intense sociability but, for many, a time of
loneliness. Adolescents live in solitary isolation when they cannot share their
concerns with others and when the only close companions they can find are those
who dwell within in their own imagination.
When an adolescent finds a real friend he possesses something very
precious. He is not only tasting the joys of companionship but he is also discovering
himself. To the extent that he is able, he brings out, for open display, doubts,
resentments, and concern of many kinds. 27

25

Barbara M. Newman and Philip R. Newman, Development Through Life A Psychosocial

Approach, (Chicago: THE DORSEY PRESS, 1984), p. 285.
26
Elizabeth B. Hurlock (1973), op.cit. p. 78.
27
Arthur T. Jersild (1965), op.cit. pp. 253, 255.

28

From the explanation above, the writer makes conclusion that adolescents
psychology in making decision is affected from 2 main factors; from the inside
factors such as cognitive development, and emotional development of a adolescences
and from the outside factors are adolescences family and peers.

29

CHAPTER III
RESEARCH FINDINGS AND ANALYSIS

A. Analysis of The Main Character

Juno is the teenage movie which is full of teenagers problems. It tells us the
story when a teenage girl faced an unexpected pregnancy; she enlists the aid of her
best friend in finding the unborn child. Juno may seem wise beyond her years, but
after sleeping with classmate Bleeker, the pregnant teen quickly realizes how little
she really knows about life.
In this chapter, the writer discusses Juno as a main character in Juno film. As
a main character, Juno is described as a teenager in a middle period of adolescence
which in her middle period of adolescence Juno starts to develop his deportment,
learning how to control impulsivity, and making early decisions for the things she
wanted to achieve.
Firstly we can see that Juno is not a popular girl in her school, we can see
her through appearance on the way she brushes her hair. She does not arrange her hair
well; she just cuts her hair from the centre and binds her hair back (picture 1 and 2).
She also does not care about what she is wearing and dress up just as she wants; she
wears shirt under her cardigan and also wears sweater upon her cardigan (Picture 3).
She is also described as a boyish teenager. Even though she has a slim figure
that can wear any kind of cloths, but she used to dress like a boy. She used to wear

19

30

big sweater when the other girls use the fit one, wearing a big mans shirt under the
sweater, and she wears short skirt upon her jeans instead using it upon a stocking.
Juno is different from other teenage girls. She has her own type. From the way
she dress (see pictures 2 and 3), and the way she decorated her room (see picture 4);
From the description and the pictures about her room on appendix, we can
know that she loves punk things, she has her bands photo in her room, she decorates
her room wall with punk band posters and other unordinary posters and things such a
hamburger-shaped phone that regular teenage girls rarely put those things on as we
can compare it with Leahs room (see picture 6).
Juno has a cool way of speaking, we can know from the way she explains the
adrenals effect that she used to drink to Su Chin below:
JUNO : Wise move. I know this girl who had a huge crazy freak out because
she took too many behavioral meds a tonce. She took off her clothes and
jumped into the fountain at Ridgedale Mall and she was like, "Blaaaaah! I'm
a kraken from the sea!"
SU-CHIN: I heard that was you.
00:17:05

And based on her family, she is a broken home teenager who lives with her
father and when she was 6 years old her father got married with Brenda.

JUNO : He and my mom got divorced when I was five. She lives on a Havasu
Reservation Arizona with her new husband and three replacement kids. Oh,
and she inexplicably mails me a cactus every Valentines Day. And Im like,
Thanks a cheap, Coyote Ugly. This cactus-gram stings even worse than your
abandonment.
00:15:30

31

In the way she explains her mother attitudes to her, we can see her
disappointment on her brief explanation that she is being abandoned by her mother by
does not visit Juno since her mother has a new family with her three children and she
just telling her existence by delivering cactus every Valentines Day, and she is mad
of that.
Juno lives with her dad, stepmom and her stepsister. They live in peace, even
though Juno does not really close with her stepmom. Here we can see how much her
stepmom cares about Juno by telling her not to go to the Lorings, but Juno seems feel
burden with her stepmoms words:

BREN : You dont understand. Mark is a married man. There are boundaries.
JUNO : Oh come onListen, Bren-duhhh, now you're acting like you're the
one who has to go through this and get huge and push a baby out of your vag
for someone else. Besides, who cares if he's married? I can have friends who
are married.
BREN : It doesn't work that way, kiddo. You don't know squat about the
dynamics of marriage.
JUNO : You don't know anything about me!
BREN : I know enough.
00:49:56
And when she has to take care of her step daughter from dogs saliva_ the pet
she wanted to have very much. As her stepmom, Brenda acts just like her real mother
who takes care of her stepdaughter by not having a dog, the pet she loves, in their
home because of Junos allergic.

JUNO : (gesturing to the magazine) We don't even have a dog!

32

BREN : Yeah, because you're allergic to their saliva. I've made a lot of
sacrifices for you, Juno. And in a couple years you're going to move out -- and
I'm getting Weimaraners.
JUNO : Wow, dream big!
00:51:13

And she is described as a stubborn girl. Even if she is being told by her
stepmom how to behave with Mac that has already married, she is still continuing
their relationship.

BREN : That was a mistake, Juno. Mark is a married stranger. You

overstepped a boundary.
JUNO : Listen, Bren-duhhh, I think you're the one overstepping boundaries.
You're acting like you're the one who has to go through this and get huge and
push a baby out of your vag for someone else. Besides, who cares if he's
married? I can have friends who are married.
00:50:20

Seeing from dialog above, Bren warns Juno to make a space between her and
Mark so there will not be special feeling rose between them. Juno who is never
having a thought to have a special relationship besides being a friend with Mark
keeps on her thought that everything is and will be in the line.
When she is faced by her own worry for aborting the baby, she chooses to
give it to the aspirant parents. From the dialog below we can know that she is
described as an ignorant teenage girl.

JUNO : What does that even mean? Anyway, I got to thinking on the way
over. I was thinking maybe I could give the baby to somebody who actually

33

likes that kind of thing. You know, like a woman with a bum ovary or
something. Or some nice lesbos.
LEAH : But then you'll get huge. Your chest is going to milktate. And you
have to tell everyone you're pregnant.
JUNO : I know. Maybe they'll canonize me for being so selfless.
LEAH : Maybe they'll totally shit and be super mad at you and not let you
graduate or go to Cabo San Lucas for spring break.
JUNO : Bleeker and I were going to go to Gettysburg for spring break.
00:20:04
She is still keeping the pregnancy even though she had been told by Leah that
her body will exploded and she has to tell everybody she is pregnant and the
possibility that she will be treated badly by people around. But Juno just answers and
says calmly that maybe people just will canonize her for being so selfless and when it
born already they just can pretend that it never happened.

B. Analysis of the Factors that Influence the Main Character in Making

Decisions Regarding her Pregnancy.
In the adolescence time there are things that influence their psychological
changes from a child to an adult. A period during which an emotionally immature
individual approaches the culmination of his physical and mental growth. The main
character in this movie is a 16 years old teenager, named Juno. She is in middle
period of adolescence (15-18 years old) that is marked with the development of
cognitive.
Juno is a general teenager who plays with her peers and also attracted with
other sex. Even though she lives with her father and her stepmother and with her

34

stepsister, but she is living her life well. Until she did her first sex with her friend one
night, it had been changed her whole life. Afraid about killing the baby, Juno with her
best friend choose to give her unborn baby to an adoption parents. Through the time
before she is having a birth, she is faced by the confusing condition of her life. It
starts with her uncommon relationship with Mark, which make her relationship with
her stepmother, and Bleeker become closer and make her realize about what should
she do and what she should not do in her life.
Adolescence has been considered from a variety of viewpoints. It has been
approached from a consideration of physiological and hormonal development, social
influences, interpersonal relationships, or emotional development. The evidences will
be discussed below.

No

Corpus

Time

Remark

JUNO : Just do not divorce your wife!

Will you please, just do me a
solid and stay with Vanessa?
MARK: You're so young.
JUNO : Oh, Im not that young. Ok,
I'm sixteen. All right, I'm old
enough to know when
someones acting like total ahole!
LEAH : Dude, what are you doing
here? Im supposed to come
get you at four.
JUNO : Couldnt do it, Leah! It
smelled like a dentists office
in there. And there were these
horrible magazines, with
water stains. And then the

01:10:08

Cognitive
Development

00:19:25

Emotional Stage
Fear

35

friggin receptionist is trying

to get me to take these
condoms that look like grape
suckers, and just bubbling
away about her friggin
boyfriends pie balls. Oh, and
Su-Chin Kuah was there,
yeah, and she was like Oh,
hi. Babies have fingernails.
Fingernails!
VANESSA: Is something wrong with
the baby?
JUNO : the babys great. Its the
right size and everything. I
even saw its phalanges today!
here...its the baby.
VANESSA: Oh..
JUNO : its your baby.
JUNO : kind of looks like it's
waving? You know, like it's
saying "Hi, Vanessa. Will
you be my mom?"
VANESSA: Oh, it kind of does.
MARK: This song is older than I am,
if you can believe that. I
danced to this at my senior
prom.
JUNO : Whod you dance with?
MARK: Cynthia Vogel, great dance
partner. She let me put my
hands all over her butt.
JUNO : Hot!
MARK: Super hot!
JUNO : I can just totally picture you
dancing like a total dork.
(Juno puts her hands on
Mark waist)
MARK: Actually, her hands were
there. I put my hands down
here. This is how we did it in

00:47:35

Joy

01:07:35

Affection

36

'88.
JUNO : Oh, okay. Like this. (Picture
11)
JUNO : What does that even mean?
Anyway, I got to thinking on
the way over. I was thinking
maybe I could give the baby
to somebody who actually
likes that kind of thing. You
know, like a woman with a
bum ovary or something. Or
some nice lesbos.
LEAH : But then youll get huge.
Your chest is going to
milktate. And you have to tell
everyone youre pregnant.
JUNO : I know. Maybe theyll
canonize me for being so
selfless.
LEAH : Maybe theyll totally shit
and be super mad at you and
not let you graduate or go to
Cabo San Lucas for spring
break.
JUNO : Bleeker and I were going to
go to Gettysburg for spring
break.
LEAH : Well, maybe you could look
at one of those adoption ads. I
see them all the time in the
Penny Saver.
JUNO : I'm pregnant.
BREN : Oh, God...
JUNO : Yeah I'm going to give it up
for adoption. And I already
found the perfect people.
JUNO : they're gonna pay for
medical
expenses
and
everything.
And-and.
What.30.er.odd weeks we can
just
pretend
it
never

00:20:04

Social World
Peers

00:23:35

Family

37

happened.
MAC : You're pregnant?
JUNO : I'm sorry, you guys. And if
it's any consolation, I have
heartburn that's radiating my
kneecaps and I haven't taken
a dump since Wednesday.
Morning!
BREN : I didn't even know you were
sexually active!
MAC : Who is the kid?
JUNO : The baby? I don't really
know much about it. Other
thanI
mean,
it
has
fingernails, allegedly.
BREN : Nails? Really?
MAC : No, I dont, I mean who's
the father, Juno?
JUNO : Um... It'sit's Paulie
Bleeker.
JUNO : What?
MAC : Paulie Bleeker? I didn't
know he had it in him!
BREN : He just doesn't look, well,
virile.
LEAH : I know, right?
MAC : Okay, this is no laughing
matter. (picture 12)
BREN : You dont understand. Mark
is a married man. There are
boundaries.
JUNO : Oh come onListen, Brenduhhh, now you're acting like
you're the one who has to go
through this and get huge and
push a baby out of your vag
for someone else. Besides,
who cares if he's married? I
can have friends who are
married.
BREN : It doesn't work that way,

00:49:56

38

kiddo. You don't know squat

about the dynamics of
marriage.
JUNO : You don't know anything
about me!
BREN : I know enough.

The following explanation about the adolescents viewpoints:

1. Cognitive
As young persons approach and enter the adolescent years, adolescent become
increasingly able to generalize and conceptualize moral rules and principles. The
individuals cognitive structures are built on the framework of her awareness and
understanding of her environment. Here is the moment while Juno as the 16 years old
girl having her cognitive from the event when Mark tells her that he is going to get
divorce with his wife.

JUNO : Just do not divorce your wife! Will you please, just do me a solid and
stay with Vanessa?
MARK: You're so young.
JUNO : Oh, Im not that young. Ok, I'm sixteen. All right, I'm old enough to
know when someones acting like total a-hole!
01:10:08

Juno is very disappointed to Mark, the one who has the same hobby and the
aspirant father for her unborn baby, he goes off from the first plan to adopt the baby
with his wife, Vanessa. When Mark says that Juno is still very young for begging him
not to divorce with Vanessa just because she wants to have a solid family for her

39

baby, Juno who starts to have the awareness and starts to understand of the situation,
controverts that she is mature enough to tell something or someone is wrong or right.
In this point she starts really thinking about the babys future. And reflected
from her background as a broken home child that she could not have a complete love
from her biological parents makes her begging to Mark not to get divorce and keep
together as a complete family.
Feels disappointed with Marks decision, Juno leaves the Lorings house
crying. Juno rides away and thinking what she should do (see pictures 6 and 7). As
we can see from the pictures Juno runs from the Lorings house and buckles over the
steering wheel, crying, unwinding for the first time since she became pregnant. After
a beat, she begins to gather herself. After few times when she is able to cure her
emotion, and understands about what have happened she gathers herself to make a
decision about what should she does to face that hard situation. After she
contemplates about her future, then she writes note in a piece of Lube receipt which
she finds it on the road. Then Juno puts that note in front of Lorings door. And on
that day Juno realizes her relationship with Mark is another big mistake.
After getting her cognitive awareness about the situation, on that note Juno
writes,

"Vanessa -- If you're still in, I'm still in. Juno."

01:29:00

40

Juno who thought that the Lorings is the perfect parents for her baby never
imagined that the father in the adoption plan is going to drop off from the plan and
divorces with his wife. She run away after she heard about Marks plan and after she
cried and thought what should she do in the situation she had faced, Juno decides to
give the baby to Vanessa if she still wants to continue her willing then Juno will
continue her plan to give the baby. Juno believes in Vanessa that she can take care the
baby even though Mark, her husband, chooses to divorce from Vanessa.

2. Emotional Stage
By the time the child reaches adolescence, she has learned that many of the
things she used to fear are neither dangerous nor harmful. The more important a thing
is to a person, the more likely she is to be afraid if she feels that she is going to lose it
or be unable to attain it. 28

LEAH : Dude, what are you doing here? Im supposed to come get you at
four.
JUNO : Couldnt do it, Leah! It smelled like a dentists office in there. And
there were these horrible magazines, with water stains. And then the friggin
receptionist is trying to get me to take these condoms that look like grape
suckers, and just bubbling away about her friggin boyfriends pie balls. Oh,
and Su-Chin Kuah was there, yeah, and she was like Oh, hi. Babies have
fingernails. Fingernails!
00:19:25
After heard about Su-Chins explanation about the fingernails, Juno imagines
how it would be if there were fingernails and she started feeling disturbed with all the

28

Elizabeth B.Hurlock (1973), op.cit., p. 49.

41

stuffs in the clinics waiting room. Afraid of her own imagination about babys
fingernails, she cancels it right away and goes out.
As we can see from the dialog that the fingernails word from her friend SuChin makes her afraid to face the possibly of the pain she could have if the unborn
baby does have the fingernails. So, because of her own fear Juno decides to stay
pregnant and in the end she tries to find the adoptive parents for her unborn baby for
her shake and the babys.
When things go well we can assume that the adolescent often experiences joy,
as when she is warmly accepted as a companion, when she is respected for her
maturity and appreciated, when she makes a discovery of talents and abilities and
qualities, etc. 29
VANESSA: Is something wrong with the baby?
JUNO : the babys great. Its the right size and everything. I even saw its
phalanges today! here...its the baby.
VANESSA: Oh..
JUNO : its your baby.
JUNO : kind of looks like it's waving? You know, like it's saying "Hi,
Vanessa. Will you be my mom?"
VANESSA: Oh, it kind of does. (See picture 9)
00:47:35
As the dialog above written Juno feels the joy when she is sure about what she
sees and feels that Vanessa is really care and love the baby even though she is not the
biological mother. Juno is in the joy stage when everything is going well with the
baby and also with the adoptive parents love and care for the baby.

29

Arthur T. Jersild (1965), op.cit. p. 186.

42

The adolescent shows his affection by wanting to be with the person she is
fond of by doing little favors in hope of making her happy, and by watching and
listening by rapt attention to everything she does or says. In this dialog Juno fells that
affection toward Mark who is the aspirant father for her baby.

MARK: This song is older than I am, if you can believe that. I danced to this
at my senior prom.
JUNO : Whod you dance with?
MARK: Cynthia Vogel, great dance partner. She let me put my hands all over
her butt.
JUNO : Hot!
MARK: Super hot!
JUNO : I can just totally picture you dancing like a total dork. (Juno puts her
hands on Mark waist)
MARK: Actually, her hands were there. I put my hands down here. This is
how we did it in '88.
JUNO : Oh, okay. Like this. (Picture 11)
01:07:35
Juno feels comfortable with Mark, because she can feel the comfort
atmosphere with him. And in these scenes we are shown their intimacy. They both
enjoy the dance and chat freely. Without hesitate Juno always drives to the Lorings
house not just to show the ultrasound pictures but she also wants to have a chat and
enjoy the music together with Mark. Juno really having fun interacts with Mark, she
can drive to Lorings house and sharing their favorite music just to escape from her
anger to Bleeker.
As we can see from the evidences of Junos Joy and Affection above, Juno
feels the happiness, comfort from the adoptive parents and being accepted by them.

43

Juno happily keeps the baby for them and for the shake of the baby itself. It seems
everything is going to be perfect for the baby for having a cool aspirant father and a
lovable aspirant mother.

3. Social World
Adolescence is not only a time of intense sociability but, for many, a time of
loneliness. Adolescents live in solitary isolation when they cannot share their
concerns with others and when the only close companions they can find are those
who dwell within in their own imagination.
During adolescence a persons dealing with her peers become even more
significant. Prior to the adolescent period it is important to have friends. She does not
only taste the joys of companionship but she is also discovering herself. To the extent
that she is able, she brings out, for open display, doubts, resentments, and concern of
many kinds.

JUNO : What does that even mean? Anyway, I got to thinking on the way
over. I was thinking maybe I could give the baby to somebody who actually
likes that kind of thing. You know, like a woman with a bum ovary or
something. Or some nice lesbos.
LEAH : But then youll get huge. Your chest is going to milktate. And you
have to tell everyone youre pregnant.
JUNO : I know. Maybe theyll canonize me for being so selfless.
LEAH : Maybe theyll totally shit and be super mad at you and not let you
graduate or go to Cabo San Lucas for spring break.
JUNO : Bleeker and I were going to go to Gettysburg for spring break.
LEAH : Well, maybe you could look at one of those adoption ads. I see them
all the time in the Penny Saver.
00:20:04

44

We can see how Juno shares her thoughts with Leah for giving her baby to the
aspirant parents. They are sharing their thoughts, arguing and giving suggestions.
But, here even though Leah gives the explanation how it could be so risky to her for
keeping her pregnancy, but in the end she follows her own idea to stay with the
pregnancy and looking for the aspirant parents. She has best friend besides her and
she is always being supported by Leah whatever things that Juno chooses, even
though Juno is described as an ignorant teenage but Leahs support and present make
Juno can keep her sanity and bravely face her classmates down look to her.
In this evidence also Juno as in a middle period of adolescence that is still
needs friend to sharing thoughts start to develop her cognitive to decide which is
suitable for her to do for her life and for the unborn baby by herself.
In this story, Juno is in the second stage in connection with her family.
The second act might be called The Struggle for Emancipation. To achieve stature
as an adult the adolescent must outgrow her childhood dependency on her parents.
Although the struggle for emancipation sometimes is a relatively quiet campaign in
which the adolescent steadily assumes more and more responsibility for herself, often
the campaign is turbulent, full of conflict and laden with anxiety both for the
adolescent and for her parents.

MAC : You're pregnant?

JUNO : I'm sorry, you guys. And if it's any consolation, I have heartburn
that's radiating my kneecaps and I haven't taken a dump since Wednesday.
Morning!
BREN : I didn't even know you were sexually active!
MAC : Who is the kid?

45

JUNO : The baby? I don't really know much about it. Other thanI mean, it
has fingernails, allegedly.
BREN : Nails? Really?
MAC : No, I dont, I mean who's the father, Juno?
JUNO : Um... It'sit's Paulie Bleeker.
MAC : Paulie Bleeker? I didn't know he had it in him!
BREN : He just doesn't look, well, virile.
LEAH : I know, right?
MAC : Okay, this is no laughing matter. (picture 12)
00:23:45

On the first evidence, when Juno tells her parents about her pregnancy, her
parents do not react an anger reaction, they even making fun of it. We can see here
that her family is calm and an open family; they do not release their anger when they
hear bad news, but they search for the best way to solve it. It gives Juno strength to
still keep the unborn baby and to survive in her pregnancy days.
But here we also see Junos conflict with Bren, who is her step mother, about
what she should not do to the Lorings. Even though Bren forbids and advises her not
to send the Ultrasound result, but Juno insists that what she did was right. This is the
stage when an adolescent starts to stand by her thought about what she can do and
what can not she do and starts to avoid from what her parents tells.

BREN : You dont understand. Mark is a married man. There are boundaries.
JUNO : Oh come onListen, Bren-duhhh, now you're acting like you're the
one who has to go through this and get huge and push a baby out of your vag
for someone else. Besides, who cares if he's married? I can have friends who
are married.
BREN : It doesn't work that way, kiddo. You don't know squat about the
dynamics of marriage.
JUNO : You don't know anything about me!
BREN : I know enough.

46

00:49:56
From the dialog above, we can see Junos argumentation with her stepmom
about the consequence to give the ultrasound result right away to Lorings house
without using post. Bren says that she is overstepped a boundary and she could mess
the family harmonization of Lorings marriage by playing around with Mark. Juno
can not take what she is hearing about Brens explanation and she argues that this is
not Brens problem but it is all about hers, the one who will taking a birth and she
wants to make a friend with everybody she wants.
From the discussions and evidences above, we can know how Junos reaction
from the environments around her. Juno as a middle period of adolescence learns and
tries to make decision based on her friends, parents and from the situation she faces.
In the early story, Juno follows her willingness by doing the sex with her friend, tries
to abort the fetus, and keep a friendship with a married man. But, as the time goes by
she gets her cognitive and because she is being told and accompanied by her friends,
her parents and facing every important events in her life, then she realizes all of her
mistakes and making better decisions to solve everything.

47

CHAPTER IV
CONCLUSIONS AND SUGGESTIONS

A. Conclusions
After analyzing JUNO movie, the writer concludes as follows:
Juno movie is about a teenage girls life in facing her unexpected pregnancy.
In this script we can see Juno is being described as a teenager, how she faces her
problems, and how she reacts her surroundings such as her relation with her family
and peers while she is having the pregnancy. By referring to discussion, the writer
uses adolescence psychology theory; those factors are cognitive development,
emotion development, social world including her relation with family and her peers
and how those factors affect her in making the decisions regarding her pregnancy.
To know the detail, the writer has analyzed Juno by applying adolescence
psychology theory. This theory tells how Juno as a middle period of adolescence
develops her cognitive, she becomes increasingly able to generalize and
conceptualize moral rules and principles so finally she can gets her awareness and
understanding of her friends, parents and from the situation she faces. In the end of all
of her thought is that she realizes all of her mistakes and making better decisions to
solve everything.

37

48

B. Suggestions
In this research, the writer discusses psychological approach, specifically the
adolescence psychology theory based on the main character, Juno, in JUNO movie. If
the reader interest to analyze a movie by using psychology approach especially the
adolescence psychology theory, the writer suggests for those who are interested in the
study of literature especially on JUNO Movie, to use the other theory such as
feminism, or use structuralism to analyze intrinsic in this movie, etc. The writer
suggests to looking for many sources as the books, and Internet. The books that
related with psychology can be found in every library, like State Islamic University
Syarif Hidayatullah Jakarta, and Indonesia University.
Finally the writer hopes that this research can help the reader to have better
understanding about the adolescence psychology theory. The writer also hopes this
analysis will enrich reader knowledge and useful as reference.


49

BIBILIOGRAPHY

Rene Wellek and Austin Warren, Teori kesusastraan. Penerjemah, Budianta. Jakarta:
Gramedia, 1993.

Hurlock, Elizabeth B, ADOLESCENT DEVELOPMENT, Tokyo: McGraw-Hill

Kongakusha, Ltd., 1973.

Jersild, Arthur T, The Psychology of Adolescence, New York: The Mcmillan

Company, 1965.
Marvin Powell and Allen H. Frerichs, reading in adolescents psychology, Minnesota:
Burgess Publising Company, 1971.

Adams, James Federick, Current Developments in Adolescent Psychology, Boston:

Allan and Bacon, Inc., 1976.

Lloyd J. Hubenka and Reloy Garcia, The Design of Drama: An Introduction, New
York: DAVID McKAY COMPANY, INC., 1973.

Agustiani, Hendrianti, PSIKOLOGI PERKEMBANGAN, Bandung: PT Refika

Aditama, 2006.

Wirawan Sarwono, Sarlito, PSIKOLOGI REMAJA, Jakarta: CV. Rajawali, 1991.

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39

50

WEBSITES

Esther Lombardi, Literature. Accessed on February 11th , 2010.

http://classiclit.about.com/od/literaryterms/g/aa_whatisliter.htm

Anonymous, Introduction Psychology, The Scientific Study of Behavior And.

accessed on February 12th, 2010.
http://www.scribd.com/doc/24166054/I-Introduction-Psychology-TheScientific-Study-of-Behavior-And

Dr. Travis Langley, Psychology in Literature. Accessed on February 17th, 2010.

http://fac.hsu.edu/langlet/syllabi/2007/Psy_Lit_syllabus.htm
Anonymous, Film. Accessed on October 22nd, 2008.
http://en.wikipedia.org/wiki/Film
Anonymous, Juno (film). Accessed on March 20th, 2009.
http://en.wikipedia.org/wiki/Juno_(film)
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Gregory K. Moffatt, PH.D, Adolescent Love. Accessed on April 25th, 2009.

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Anonymous, Adolescence. Accessed on January 5th, 2009.

http://en.wikipedia.org/wiki/Adolescence

51

APPENDICES

When a teenage girl is faced with

an unexpected pregnancy, she
enlists the aid of her best friend in
finding the unborn child a suitable
home

in

this

coming-of-age

comedy drama from Thank You

for

Smoking

director

Jason

Reitman. Juno (Ellen Page) may

seem wise beyond her years, but
after

sleeping

Bleeker

with

(Michael

classmate
Cera),

the

pregnant teen quickly realizes how

little she really knows about life.
Thankfully, Juno has been blessed
with parentss (J.K. Simmons and
Allison Janney) who trust their
daughter's judgment, and a best
friend named Leah (Olivia Thirlby), who's always willing to help out in a pinch. With
a little help from Leah, Juno soon comes into contact with Mark (Jason Bateman) and
Vanessa (Jennifer Garner) -- an affluent suburban couple who have been unable to
conceive a child of their own. Mark and Vanessa seem like they would make great
parentss, and are eager to adopt Juno's unborn child. Now, as adolescent Juno is faced
with a series of very adult decisions, she will draw on the support of her family and
friends in order to discover who she truly is, and discover that one bad choice can
have a lifetime of consequences.

52

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