Extrinsic Motivation of Buck from A Pack of Wolves

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two sections, namely the conclusions and the suggestions. The conclusions section contains the results of the analysis in chapter four, and the conclusion. The suggestions section contains the recommendations for further researchers and English teachers.

A. Conclusions

Based on the application of the theory of conflict by Hammond 2010 and the theory of motivation by Thompson 2014, the writer finds two results. The first result, Buck faced two types of conflict, namely the internal conflict and the external conflict. Buck faced two internal conflicts and seven external conflicts. All the conflicts which are faced by Buck, the main character, build him into an extraordinary dog. From the conflicts Buck learns to be a mature and a strong dog. The conflicts help build him into not only a breed of St. Bernard and Scotch Collie dog by born, but also a breed of a wolf by nature and experience. The second result, Buck gets two types of motivation, namely the intrinsic motivation and the extrinsic motivation. Buck gets one intrinsic motivation and two extrinsic motivations. The intrinsic motivation of Buck makes him realizes that a life as a sled-dog is not a life that he wants to keep on living. Furthermore, the motivations which Buck gets from the timber wolf and the pack of wolves encourage Buck to fulfill his desire to go into the wild. 45 In conclusion, there is a strong connection between the conflicts and the motivations experienced by the main character. The conflicts help build Buck’s inbred from a house-dog into a sled-dog. As a sled-dog, Buck learns a lot of lesson, to surrender under a man with a club in his hand, to act with a plan, to never lash out without proper strategy, and to survive the Law of Fang. When Buck has grown and become a mature individual and the call is calling him over and over, the desire to go into the wild starts to grow. Buck’s desire to go in to the wild then strengthens by the motivations that he gets. By the time Buck left all alone without a master and a team of sled-dogs, he is ready to answer the call and go into the wild.

B. Suggestions

This section contains suggestions for further researchers and suggestions for English teachers.

1. Suggestions for Further Researchers

After reading and analyzing Jack London’s The Call of the Wild, there are some suggestions that the writer suggests for further researchers. First, there are some characteristic changes and developments of Buck in the novel that further researchers can analyze, Buck is going through a lot of changes and development of characteristic throughout the story. Second, there is also the setting of the time of the novel. The setting of time which many people called as Klondike Gold Rush is the time known as the time when people immigrated over to Yukon, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 Canada to look for gold. This is a historic value that can make a good setting of time to be analyzed. Third, not only focusing on Buck’s suffering, further researchers can also analyze other dogs’ suffering in the novel to describe the harsh condition during the Klondike Gold Rush, to let readers know the story behind the men’s glory in their journey of searching for gold.

2. Suggestions for the English Language Education Study Program

Reading is an activity which is essential in a classroom, especially for a class which intends to teach a new language to its students. From the reading activity, one can get new vocabulary items, new ideas, and new understanding. Reading literature work has been implemented in courses of the English Language Education Study Program ELESP of Sanata Dharma University, such as, Basic Reading, Poetry, Prose, and Book Report. The writer believes that this novel can deliver good values for students. As we know, there are some students in class who might feel like they do not belong in the ELESP. However, this novel teaches its reader that sometime life leads us in the way that we never plan to be, but no matter what, do your best and fight for your own. Life does not always go in the certain direction that we wish for, but the important thing is how we encounter the problem and become stronger. Thus, after the struggle, there will be knowledge and lessons gained. Hence, the writer believes that this novel will be a meaningful reading material in Prose class, so that the students can read and examine the novel deeply and get the meanings and the values. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 REFERENCES Abrams, M. H. 1999. A glossary of literary terms 7 th ed. London: Harcourt Brace College Publishers. Colwell, C. C. 1968. A student’s guide to literature. New York: Washington Square Press, Inc. Dyke, H. V. 1922. The spirit of America [Electronic Version]. New York: The Macmillan Company. George, M. W. 2008. The elements of library research. Princeton: Princeton University Press. Retrieved June 9, 2016, from http:press.princeton.educhapterss8711.pdf. Guerin, W. L. Labor, E. Morgan, L. Reesman, J. C. Willingham, J. R. 2005. A handbook of critical approaches to literature 5 th ed. New York: Oxford University Press. Hammond, K. 2010. Conflict in literature. Retrieved March 2, 2016, from http:www.wwph1079fm.comdownloadlaconfli.pdf . Kennedy, X. J. Gioia, D. 1995. Literature: An introduction to fiction, poetry, and drama 6 th ed [Electronic Version]. New York: Harper Collins. Landauer, K. T. 1972. Psychology: A brief overview. New York: McGraw Hill. London, J. 1981. The call of the wild and white fang. New York: Bantam Dell. Petri, H. L. 1981. Motivation: Theory and research. Belmont: Wadsworth Publishing Company. Thompson, N. 2014. The difference between intrinsic motivation extrinsic motivation . Retrieved March 2, 2016, from http:www.livestrong.comarticle174305-the-difference-between- intrinsic-motivation-extrinsic-motivation. Wheeler. L. K. 1998. Literary terms and definitions. Retrieved November 13, 2015, from https:web.cn.edukwheelerlit_terms_C.html. 48 APPENDICES