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All Journal Journal of English Language Teaching and Literature (JELITA)
Resneri Daulay
Universitas Ahmad Dahlan, Indonesia
Arts Education Languange, Linguistic, Communication & Media

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Representations of Self-Concept and Self-Acceptance in Two Contemporary Children’s Picture Books: I Talk Like a River and The Invisible Boy Yuni Zerlina Novianti; Hana Farida; Resneri Daulay
JELITA Vol 7 No 2 (2026): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v7i2.1579

Abstract

This study aims to analyze how the self-concepts of children with communication differences are represented in the picture books I Talk Like a River by Jordan Scott and The Invisible Boy by Trudy Ludwig, and how these self-concepts contribute to the characters' self-acceptance from the perspective of Carl Rogers. Using a qualitative descriptive method within a literary psychology and content analysis approach, this study examines the two child main characters, the stuttering boy in I Talk Like a River and Brian in The Invisible Boy, through narrative descriptions, dialogues, character actions, and illustrations, interpreted according to Rogers’ concepts of self-concept, ideal self, real self, incongruence, and self-acceptance. The subjects are the two child main characters: the stuttering boy in I Talk Like a River and Brian in The Invisible Boy. Data were collected from narrative descriptions, dialogues, and character actions, then analyzed through textual interpretation based on Rogers' self concept theory, covering self concept, ideal self, real self, incongruence, and self acceptance. Findings show both characters initially form negative self concepts due to communication difficulties and social rejection, creating incongruence between their real and ideal selves. Through supportive relationships from the family and friend, this incongruence gradually decreases, leading to self acceptance. The study concludes that despite arising from different sources, incongruence in children’s literature can be resolved through a comparable relational process, extending Rogers’ theory beyond single-character analysis and offering a comparative perspective on how children’s literature represents the psychological journey toward self-acceptance.
Co-Authors Hana Farida Yuni Zerlina Novianti