A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
LYNETTE’S MOTIVATION TO FULFILL HER NEEDS AS SEEN IN C. S. ADLER’S SOME OTHER SUMMER A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Andreas Tri Prasetya
Student Number: 051214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
LYNETTE’S MOTIVATION TO FULFILL HER NEEDS AS SEEN IN C. S. ADLER’S SOME OTHER SUMMER A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Andreas Tri Prasetya
Student Number: 051214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 17 July 2012 The writer,
Andreas Tri Prasetya 051214056
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Andreas Tri Prasetya Nomor mahasiswa : 051214056Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul: LYNETTE’S MOTIVATION TO FULFILL HER NEEDS AS SEEN IN C. S. ADLER’S SOME OTHER SUMMERbeserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.Dibuat di Yogyakarta Pada tanggal 17 Juli 2012 Yang menyatakan (Andreas Tri Prasetya)
ABSTRACT
Prasetya, Andreas Tri. 2012.Lynette’s Motivation to Fulfill Her Needs as Seen
in C. S. Adler’s Some Other Summer. Yogyakarta: English Language
Education Study Program. Department of Language and Arts Education.
Faculty of Teachers Training and Education. Sanata Dharma University.This study discusses the motivation of Lynette, the main character in C. S. Adler’s Some Other Summer. The publicity of this novel was in 1982. This novel tells about the struggle of a young girl who has no parents. The struggle of the main character to solve her problems becomes the main focus in this study.
However, the scopes of this study are divided into two. They are character and motivation of the main character.
There are two problem formulations of this study. They are: 1) How is Lynette, the main character in Some Other Summer, characterized? 2) What is Lynette’s motivation to fulfill her needs?
There are three theories that are applied in this study. The first theories are character and characterization. The other theory is the hierarchy of human needs. By applying those theories in this study, it is expected that the problem formulation can be answered clearly. This is a library study. Compiling sources from books are the method that is used in this study. The very beginning step in this study was reading novel and then finding the theories that were suitable and applicable to this study. Relating the theories to the story was the next step that was done in this study. Analyzing the novel based on theories could be done afterward. The last step in this study was concluding the result of the analysis.
The first finding of this study shows that Lynette was a young-pretty-girl who had no parent and lived with her uncle’s family. Lynette is described as an impatient girl. In Some Other Summer, Lynette, the main character is described as the one who felt jealous. The other finding of this study is Lynette’s motivation to fulfill her needs. In Some Other Summer, Lynette was motivated to fulfill four levels of human needs. Lynette’s motivation to fulfill the need of physiological need was the lack of trust that she was welcomed in Josh family. Lynette’s motivation to fulfill the safety need was the disturbance she faced everyday. Another motivation is Lynette’s motivation to fulfill the love or belongingness need. Lynette was motivated to fulfill this need because Lynette felt the lack of mate and companion. She was also motivated because she felt that she belonged to no body. The last mo tivation is Lynette’s motivation to fulfill esteem need. Lynette’s jealousy became her motivation to fulfill this level of need.
Keywords: Character, characterization, and motivation
ABSTRAK
Prasetya, Andreas Tri. 2012.Lynette’s Motivation to Fulfill Her Needs as Seen
in C. S. Adler’s Some Other Summer. Yogyakarta: Program Pendidikan
Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas
Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.Studi ini membahas motivasi tokoh utama dalam buku Some Other
Summer yang dikarang oleh C. S. Adler. Buku ini diterbitkan pada tahun 1982.
Novel ini bercerita tentang perjuangan gadis muda yang sudah tidak memiliki orang tua. Perjuangan tokoh utama dalam menyelesaikan permasalahan hidupnya menjadi pusat pembahasan dalam studi ini. Akan tetapi, cakupan dari studi ini sedikit diperluas menjadi dua bagian yaitu karakter dan motivasi tokoh utama.Ada dua pertanyaan yang telah dibuat agar studi ini tetap mengacu pada lingkup pembahasan. Pertanyaannya adalah: 1) Bagaimana tokoh Lynette dalam
Some Other Summer digambarkan? 2) Apa saja yang menjadi motivasi Lynette
untuk memenuhi kebutuhannya? Dalam studi ini ada tiga teori yang digunakan. Teori yang pertama adalah teori character and characterization. Teori selanjutnya adalah hierarchy of human
needs . Tujuan aplikasi dari teori tersebut yaitu untuk menjawab pertanyaan yang
telah dibuat. Metode studi yang digunakan adalah studi pustaka. Pengumpulan sumber-sumber dari buku merupakan metode yang digunakan dalam studi ini. Langkah awal dalam studi ini adalah membaca novel dan kemudian mencari teori yang sesuai dan dapat diterapkan dalam studi ini. Langkah berikutnya adalah menghubungkan teori yang sudah didapatkan dengan cerita yang akan dianalisa. Analisa novel berdasarkan teori menjadi langkah berikutnya dalam studi. Dan langkah terakhir dalam studi ini adalah menyimpulkan hasil analisa.
Hasil analisa menunjukkan bahwa Lynette adalah gadis muda yang cantik. Lynette sudah tidak memiliki orang tua dan tinggal bersama keluarga pamannya. Lynette digambarkan sebagai gadis yang tidak sabar dan pencemburu. Hasil analisa berikutnya adalah motivasi Lynette untuk memenuhi kebutuhannya.
Dalam kisah ini, Lynette termotivasi untuk memenuhi empat tingkat kebutuhan. Motivasi Lynette untuk memenuhi kebutuhan fisiologisnya yaitu kurangnya rasa percaya yang timbul bahwa Lynette dapat diterima dalam keluarga Josh. Motivasi Lynette untuk memenuhi kebutuhan akan keamanan yaitu adanya gangguan yang dihadapi Lynette setiap hari. Motivasi lainnya adalah motivasi Lynette untuk memenuhi kebutuhan akan cinta atau kebutuhan akan rasa memiliki. Lynette termotivasi untuk memenuhi kebutuhan ini karena Lynette merasakan kurangnya kehadiran pasangan atau kawan. Motivasi yang terakhir adalah motivasi Lynette untuk memenuhi kebutuhan penilaian akan dirinya. Dalam hal ini rasa cemburu yang timbul dalam diri Lynette menjadi motivasi Lynette untuk memenuhi tingkat kebutuhan akan penilaian akan dirinya.
Kata kunci:
ACKNOWLEDGEMENTS
First of all, I would like to give my deepest gratitude to God for blessing me. He is the One who always reminds me to finish my duty. I would like to thank Him because I am just nothing without Him.
I would also like to express my gratitude to my Advisor V. Triprihatmini,
S.Pd., M.Hum., M. A. for her suggestions, kindness, patience, and spare time so
that I could finish my thesis. I would also like to thank all the lectures of English Language Education Study Program.
I would like to give my other gratitude to my parents for their love, support, and care. My deepest thankful goes to my beloved wife Maria Rosa
Utami who always reminded me to finish my study and gave me companion. I
would also thank my beloved daughter Yohana Fransiska Gratia Christabel who gave me the motivation to finish my study. I would also like to express my gratitude to my friends, Aditya Soni Setiawan, Leonardus Bayu A. P., Agustinus Harry Setiawan for their help and suggestion in finishing my thesis.
Andreas Tri Prasetya
TABLE OF CONTENTS
Page TITLE PAGE i
APPROVAL PAGES ii iv
STATEMENT OF WORK’S ORIGINALITY LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA v
ILMIAH UNTUK KEPENTINGAN AKADEMIS ABSTRACT vi
ABSTRAK vii
ACKNOWLEDGEMENTS viii
TABLE OF CONTENTS ix
CHAPTER I. INTRODUCTION
1 A.
1 Background of the Study B.
4 Problem Formulation C.
4 Problem Limitation D.
5 Objectives of the Study E.
5 Benefits of the Study F.
5 Definition of Terms
CHAPTER II. REVIEW OF RELATED LITERATURE
8 A.
8 Review of Related Theories 1.
8 The Definition of Literature 2.
9 Theory of Character and Characterization a.
9 Theory of Character 1)
9 Definition of Character 2)
10 Classification of Character b.
11 Theory of Characterization 3.
17 Motivation B.
23 Theoretical Framework
CHAPTER III. METHODOLOGY
25 B.
29 Approach of the Study C.
30 Method of the Study
CHAPTER IV. ANALYSIS
31 A.
31 Lynette’s Character 1.
31 Young and Pretty 2.
33 Lonely 3.
34 Impatient 4.
36 Jealous B.
39 Lynette’s Motivation to Fulfill Her Needs 1.
40 Physiological Needs 2.
41 Safety Needs 3.
43 Love or Belongingness 4.
48 Esteem Needs
CHAPTER V. CONCLUSION AND SUGGESTION
50 A.
50 Conclusion B.
51 Suggestion 1.
52 Suggestion for Further Research 2.
52 Suggestion for Teaching Implementation
BIBLIOGRAPHY
53 APPENDICES
55 1.
56 APPENDIX 1: Summary 2.
58 APPENDIX 2: Lesson Plan
3. APPENDIX 3: Reading passage
60 4.
64 APPENDIX 4: Handout 2
66 5.
APPENDIX 5: Scoring Rubric
CHAPTER I INTRODUCTION This chapter consists of six sections. They are background of study,
problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms. The first section of this chapter, which is background of the study, contains the topic of the discussion and the reason in choosing the topic. Problem formulation contains the problems that are going to be discussed in this thesis in the form of questions. The next section will be problem limitation. In this section of this chapter, reader will find out the focus and scope of the study. It is obviously related to the previous section, problem formulation. In objectives of the study, the writer states the purpose of the study.
The next section of this chapter which is the benefits of the study identifies the benefits for the reader and other researchers. The last section of this chapter will be the definition of terms. In this section, the writer elaborates some key words used in this study in order to avoid misunderstanding and misinterpretation.
A. Background of the Study
There are many reasons that can explain why people read any literary works. There are a lot of literary works that we can find. It could include poetry, poem, fiction and non- fiction. The word “read” means looking at and understanding something written or printed. (“read”). The first reason why people read literature is that literature introduces us to new worlds of experiences. (Ali,
2 our literary journey with books. The second reason is that “we may discover meaning in literature by looking at what the author says and how he/she says it.” (Ali, 2008) The way we interpret the message attracts us to read literary. Reader might get various interpretations when reading a literary works by using some approaches such as mythological, sociological, and psychological. Literature is important to us because it speaks to us, it is universal, and it affects us. (Ali, 2008)
Those reasons, actually, explain why the writer studies literature. In this study, writer limits the scope of the discussion of literature. This study discusses a novel written by C. S. Adler. The title of the novel is Some Other Summer. This is a fiction novel. This novel tells about a struggle of a girl named Lynette. She was an orphan
- – her parents have passed away. She lived with her uncle, Josh. In this story, Lynette felt that no one loved her. Josh had only few times to spend with her. Josh’s wife, Mary, was busy of taking care of the ranch. Debbi, Josh’s daughter, always hung out with her friends.
Josh’s son, Eddie, always disturbed her. The main character in this story felt that there was no one loving her. When the summer came, Lynette expected her beloved man, Jeremy. During the summer holiday, Jeremy spent his time to help Josh’s family. At that time, Lynette felt more disappointed since Jeremy could not spend his time with her. When Jeremy met Debbi, Lynette was very jealous. Debbi was much more beautiful than her, and it seemed that Jeremy attracted to Debbi. Lynette tried to do many things to go away from Josh’s family. Every time she tried, she always felt reluctant to do such things.
3 There is a reason why the writer chooses C. S. Adler’s Some Other
Summer . Solving problem is not an easy task for a young girl, especially when she
never gets attention from surroundings people. Lynette, as the main character in this novel, could not get most of her freedom. Maslow (1987) stated that there are some freedom that should be fulfilled in living such as freedom to speak, freedom to do what one wishes so long as no harm is done to others, freedom to express oneself, freedom to investigate and seek for information, freedom to defend oneself. (para. 22) Those things, actually, become the precondition for basic need satisfactions. The writer is interested in choosing this novel because Lynette could achieve the self-actualization level though she could not get most of her freedom.
To achieve the objective of analyzing C. S. Adler’s Some Other Summer, the writer uses three kinds of theories. First of all, the writer uses the hierarchy of human needs of Abraham Maslow. In this theory, Abraham Maslow divides the needs into five levels. They are psychological, safety, love/belonging, esteem, and self-actualization. In-depth discussion of this theory will be presented in chapter two. By applying this theory, the writer is trying to show the struggle of the main character in Some Other Summer to master her needs. Then, the theories that are going to be used by the writer are character and characterization. This theory gives description of Lynette’s struggle to reach top level of human needs. The writer tries to figure out her struggle through her reaction, conversation, and the way of thinking. According to Ikeda (1994), the description of the character can be divided into reaction (reaction to events or surroundings), conversation
4 (conversation of other character about the main character), and the way of thinking (portrayal of thought stream or of conscious thought). (para. 18)
There are some reasons why the writer chooses those three theories. First, the writer applies the hierarchy of human needs because this novel talks about the needs of a person who wanted to fulfill the needs in her life. Second, by analyzing the reaction, conversation, and the way of thinking of the main character, the writer wants to give the detail of Lynette’s struggle or the effort to fulfill the needs that she has not get yet.
B. Problem Formulation
Considering the objective of this study, there are some questions that are going to be answered in this thesis as follows:
1. How is Lynette, the main character in Some Other Summer, characterized?
2. What is Lynette motivation to fulfill her needs?
C. Problem Limitation
To limit the scope of the discussion in this study, the writer will only be focused on the main character in Some Other Summer. The writer will focus on the Lynette’s motivation to fulfill the needs of her life. By understanding the characterization of the main character in this novel, the writer expects to be able to get the message that the author wanted to convey. The writer will try to reveal the way of the author to show Lynette’s motivation to fulfill the deficit needs that emerge in her life.
5 D. Objectives of the Study In this thesis, the writer tries to focus on the way of the main character in
Some Other Summer solving her problem through her action. It means that the
writer intend to find out the way of Lynette as the main character to fulfill her needs by giving the detail written in the novel. Every reaction, conversation, behavior, and the way of thinking of Lynette that are related to the theory will be used as the evidence to show her struggle to fulfill her needs. It will be the detail of Lynette’s desire which drives her behavior to fulfill the needs in her life.
E. Benefits of the Study
This thesis will help the reader to understand the deficit level of needs that Lynette has in her life in Some Other Summer. Reader can also learn to adapt the hierarchy of human needs to get better understanding in reading novel. The writer expects that the reader will get a better understanding on literary work. This thesis can also be such kind of references for other students in literary study.
F. Definition of Terms
In analyzing Some Other Summer in this thesis, there are some key terms that will be explained in this section. The objective is to avoid any misinterpretation or misunderstanding that might happen when the reader reads this thesis. Hopefully, by giving the explanation of some key terms, reader can get a better understanding existentialism that is revealed through the characterization of the characters. The following key terms are described in general way. The
6 definitions of some terms that can help reader to get a better understanding in reading this study are as follows:
1. Character The word "character" derives from the Greek verb charassein, meaning to mark with a cut or furrow. (Baker, 2001) According to Webber (2006), “An individual’s character is that person’s collection of character traits and these can be defined as relatively stable dispositions to think, feel, and behave in certain ways in certain situations.” According to Abrams (1981: 20), character is the person presented in a dramatic or narrative work, who is represented by the reader as being endowed with moral and disposition qualities that are expressed in what the character says (the dialogue) and what the character does (the action). (as cited in Wijaya, 2008, p. 10) In this study, character refers to Lynette’s moral and disposition qualities.
2. Characterization Deborah Cannon (2004) stated that characterization is the human qualities that we ascribe to a person: age, intelligence, sex, mannerisms, and speech patterns. It is all about the traits that make somebody unique. Characterization, according to Rohrberger and Woods (1971: 20), is the process by which an author creates a character. (as cited in Wijaya, 2008, p. 12) In this study, characterization refers to Lynette’s personal description, character as seen by others, speech, conversation of others, reaction, direct comment, thoughts, and mannerism.
7
3. Motivation Based on oxford dictionary, motivation means a reason or reasons for doing something
(“motivation”). Petri (1981) stated that motivation is the concept we use when we describe the forces acting on or within an organism to initiate and direct behavior (para. 3). In-depth discussion of this theory will be presented in chapter two which is review of related literature.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter gives some explanations on the related literature upon the
study that have been introduced in the previous chapter. There are some topics that are going to be discussed in this chapter. The first section of this chapter reviews the related theories or theoretical description. In this section, there are two topics that are going to be discussed. There will be the definition of literature,
theory of character and characterization , and hierarchy of human needs. The
second section in this chapter reviews theoretical framework of this study, which explains the contribution of the theories in solving the problems.
A. Review of Related Theories
1. The definition of Literature
What is the definition of literature? That is the question that some people might ask. Based on oxford dictionary, there are three definitions of literature. The first definition is writings valued as works of art. The second definition is writings on a particular subject. The last definition, the informal one, is printed material giving information (“literature”).
The word literature has been used for imaginative works of poetry and prose distinguished by the intentions of their authors and the perceived aesthetic excellence of their execution. In other words, it is a verbal work. It can be both written and oral that is related by subject-matter, by language or place of origin, or by dominant cultural standards (Ali, 2008).
9 Literature that means acquaintance with letters comes from Latin word, littera (“literature”). In Western culture, the most basic written literary types include poetry and prose, fiction and non-fiction. Wellek stated that literature or letters were understood to include all writing of quality with any pretense to permanence, while Mc Fadden stated that literature is a canon which consists of those works in language by which a community defines itself through the course of its history (as cited in Ali, 2008).
2. Theory of Character and Characterization
When reading literary work, reader wants to get understand in-depth what he is being read. That is why reader should know the elements that could help reader to understand the idea in the story. The elements that could help the reader are plot, characters, dialogue, time, and place. In this section of the study, writer explains the theory of character and characterization so that reader could get a better understanding of the character when reading literary work.
a. Theory of Character
This section is divided into two. The first is the definition of character and the second one is the classification of character.
1) Definition of Character
Character is one of important elements in literary works. Richard Gill in his book Mastering English Literature (1995) stated that characters in books may have all sorts of links with the people we meet everyday but we only meet them in books (p. 127). Based on his statement, it can be concluded that a character is
10 Rober t Stanton (1965) divided the use of term “character” into two ways.
First, character designates the individuals who appear in the story. The number of characters created in a novel can be the sample of it. Second, character refers to the mixture of interests, desires, emotions, and moral principles that makes up each of these individuals. (p. 17)
2) Classification of Character
There are some experts that explain the term “character”. They also classify the term “character” using their own terms that are different one and another. Here, it will be explained some of them.
Based on the role in the story, Stanton, in his book Introduction to Fiction (1965, p. 17-
18), classifies the term “character” into two. They are central / major character and minor character. Central or major character is a character that may dominate the whole story and presented frequently to develop the main story and it will never be developed without her/him. Minor character is presented to explain and to help the other characters especially the major character. (as cited in Baskoro, 2006, p. 7) Perrine (1974, p. 71) classifies the term “character” into two categories.
They are static and dynamic character. Static character does not undergo any changes in his or her outlook or personalities during the course of story as at the beginning, while dynamic character is a character that undergoes many changes in some aspects of the character in terms of personalities, ways of thinking, or outlook from the beginning until the end of the story. (as cited in Wijaya, 2008, p.
11 Forster (1972, p. 18) uses different classification from Perrine’s. He classifies the term character into flat and round characters. A single idea or quality represents a flat character. It means that a flat character has only a monotonous event or problem in the story. The representation of flat character does not give too much individuality detail. A flat character can be fairly described in a single phrase or sentence because in flat character, the personality is not described in details. On the other hand, a round character is complex in temperament and motivation. A round character is represented with subtle particularly. It is hard for reader to guess such character. Round character usually may change in significant way when he is facing a conflict.
Holman and Harmon use the same terms with Perrine. Holman and Harmon (1986, p. 81) divide it into static and dynamic character. Similar to Perrine, a static character is a character that has little changes or does not change at all when a thing happens to her/him. On the other hand, a round character based on Holman and Harmon explanation changes whenever a thing happens as the result of the action. (as cited in Wijaya, 2008, p. 11)
In this study, the theory of character is needed to analyze Lynette as the main character in Some Other Summer.
b. Theory of Characterization
What is the difference between character and characterization? This question usually comes up in reader’s mind when he is trying to get an in-depth understanding when reading literary works. Richard Gill (1995) a character is a
12 created (p. 127). In simpler way, it can be said that characterization is a method and character is the product.
According to Rohrberger and Woods (1971, p. 20), characterization is the process by which the authors create a character, the devices by which he makes us believe that a character is like particular person he is. (as cited in Rianda, 2004, p. 15) Through characterization, the author uses some methods to show what the character looks like in the story.
According to Murphy (1972), there are nine methods or devices that are used to describe how an author conveys to the reader about the characters and the personalities so that the characters understand them (p. 161-173). They are: 1) Personal description
The author describes a person’s appearances and clothes. Author can describe clearly, what the characters are like and tell the reader the details of the character’s appearance: the face, skin, eyes, and clothing (1972, para. 161). It can be inferred that personality of a character can be reflected from the external appearance. Here is the example taken from The Old
Man and The Sea :
The old man was thin and gaunt with deep wrinkles in the back of his neck. The brown blotches of the benevolent skin cancer the sun brings from its reflection on the tropic sea were on his cheeks. The blotches ran well down the sides of his face and his hands had the deep creased scars from handling heavy fish on the cords. (1953, p. 5)
From such description, reader can see the appearance of the person in this story. The man in this story is described as an old man who has blotches on
13 2) Characters as seen by others The author describes a character through the eyes and opinions of another.
The appearance and / or personalities of a character can be seen from what the other characters in the story tell what they see from that character (1972, para. 162-163). For example:
“I see that. Shows how dumb the boy is. You’re twice the girl Debbi is, twice as pretty, too.
” (1982, p. 60) Based on the quotation above, reader can easily understand the appearance of the person. The girl in this story is described as a pretty girl.
3) Speech The author can give us an insight into the character of one of the persons in the book through what the person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an opinion, he is giving us some clues to his character (1972, p. 164). The example that is quoted from Dickens’s Dombey and Son is as follow:
“Oh! Thank you Sir,” said Walter. “You are very kind. I’m sure I was not thinking of any reward, Sir.” “You are a boy,” said Dombey suddenly and almost fiercely; “and what you think of, or affect to think of, is of little consequence….” (as cited in Murphy, 1972, p. 164)
Based on the example given previously, we can understand the character of Dombey. Dombey had little regard of anyone else’s opinions, least of all for those of a mere boy (1972, para. 164).
4) Past life By letting the reader learn something about a person’s past life the author
14 This can be done by direct comment by the author through the person’s thought, through his conversation or through medium of another person (1972, p. 166). In
E. M. Forster’s A Passage to India, Mr McBryde, is described as follow: He had read and thought a great deal, and, owing to a somewhat unhappy marriage, had evolved a complete philosophy of life …. (as cited in Murphy, 1972, p. 167)
The unhappy marriage led McBryde to a philosophical outlook in the present (1972, para. 167).
5) Conversation of others The author can give clues to a person’s character through the conversations of other people and the things they say about him (1972, p. 167). The following example is taken from Graham Greene’s The Heart of the
Matter . In this quotation, a wife in the company of a younger man is
watching her husband, a police-officer, leave for an urgent official journey up country. The quotation is as follow: Side by side they watch Scobie cross the road to the police van. He had taken more whisky than he was accustomed to, and perhaps that was what made him stumble, “They should have sent a younger man,” Wilson said.
“They never do. He’s the only one the Commissioner trusts.” They watched him climb laboriously in, and she went sadly on. “Isn’t he the typical second man? The man who always does the work.” (as cited in Murphy, 1972, p. 167)
In this story, from the conversation of Scobie’s wife we can gather the character of Scobie. He was a hard-working, trustworthy man. Scobie is the sort of man who will never get to the top of his profession
- – he is a
15 ‘second man’ who does the work for those already at the top. (1972, para.
167) 6) Reactions
The author gives a clue to a person’s character by letting the reader know how that person reacts to various situations and events. (1972, p. 168) the quality of a character might be expected to be shown when a character deals with various situations and events that he encounter. The following example is taken from
E. M. Forster’s A Passage to India. In the following quotation, there is an incident where Aziz, an Indian doctor, is arguing with a servant at the door of a European official’s house when some people came out. The example is as follow:
While they argued, the people came out. Both were ladies. Aziz lifted his hat. The first, who was in evening dress, glanced at the Indian and turned instinctively away. (as cited in Murphy, 1972, p. 168)
We can see that the doctor, A ziz, was polite, from the word ‘instinctively’ we learn that she was used to considering Indians, no matter who they were, as unimportant and was prejudiced against them. (1972, p. 168)
7) Direct comment In this method, the author describes or comments on a p erson’s character directly. (1972, p. 170) It means that author might give comment explicitly on the characters and opinion about the characters in the story. Usually, the comment from the author is written in the story. Murphy (1972) gives an example on this method. The example that is taken from Dombey and Son
16 The following example is: He had imagined that the proud character of his second wife would have been added to his own
- – would have merged into it, and exalted his greatness. He had pictured himself haughtier than ever, with Edith’s haughtiness subservient to his. He had never entertained the possibility of its arraying itself against him. And now, when he found it rising in his path at every step and turn of his daily life, fixing its cold, defiant and contemptuous face upon him, this pride of his, instead of withering, or hanging down its head beneath the shock, put forth new shoots, became more concentrated and intense, more gloomy, sullen, irksome, and unyielding, than it had ever been before. (p. 171)
In this quotation, Mr. Dombey’s characters are proud, haughty, unyielding, and sullen, and his nature is clearly drawn for us. (1972, para. 171) 8) Thoughts
The author gives reader direct knowledge of what a person is thinking about. In this method, he is able to do what he cannot do in real life. He can tell reader what different people are thinking (1972, p. 172). There is a quotation from The Heart of the Matter that can be used to help the reader to understand this method. The following quotation is:
… He thought to himself, poor Louise, if I had left it to her, where should we be now? And he admitted straight away that they wouldn’t be here – somewhere far better, better climate, better pay, better position. (as cited in Murphy, 1972, p. 172)
Based on the previous quotation, we know that in Scobie was sorry for his wife.
9) Mannerism The author describes a person’s mannerism, habits or idiosyncrasies which may also tell us something about his character. (1972, p. 173) In this
17 Murphy (1972), in his books gives an example on the application on this method.
In Lawrence Sterne’s novel, Tristam Shandy, we meet that marvelous old character Uncle Toby. Uncle Toby is an old soldier living in retirement. However, his peculiarly is that he cannot forget the days when he fought in the great battles of the European wars. He has maps and plans of all the battles and behind his house he has an open space where with the help of his manservant, he refights the campaigns of his young days with model soldiers and toy cannons. Nearly all his talk and all his references are to these battles. He is a lovable old eccentric living in the past. (p. 173)
3. Motivation
Petri (1981, p. 3-4) in his book Motivation: Theory and Research states motivation is the concept we use when we describe the forces acting on or within an organism to initiate and direct behavior. He mentions that people often use the concept of motivation to indicate the direction of behavior. For example, when someone is hungry, he directs his behavior in ways to get food. Similar to Petri, Robert Beck states that motivation is broadly concerned with the contemporary determinants of choice (direction), persistence, and vigor of goal-directed behavior (as cited in Larasati, 2009, p. 10).
Maslow also developed a motivational theory that emphasizes the striving to reach one’s full potential as basic to human motivation and includes additional motives besides self-actualization (1981, p. 301). According to Maslow, human behavior is related to the needs (as cited in Akrani, 2010). It can be described that when someone needs something, he will direct his behavior to fulfill his need.
Maslow classifies human needs in a hierarchy running from basic physiological needs to self-actualization needs (as cited in Petri, 1981, p. 301).
18 B ased on Maslow’s observation, there are five levels of human needs – physiological needs, safety needs, belonging needs, esteem needs, and self- actualization. The following levels of human needs based on Abram Maslow are: 1) Physiological Needs
This is the starting point for motivation theory developed by Abraham Maslow. In simple way, physiological needs include need for food, water, and sex (as cited in McClelland, 1985, p. 41). Maslow states that there are customary notions about these needs: first, the development of the concept of homeostatis and second, the finding that appetites (preferential choices among foods) are fairly efficient indication of actual needs or lacks in the body (1987, p.15). Based on Maslow’s explanation, homeostatis refers to the body’s automatic efforts to maintain a constant, normal state of the blood stream (1987, p. 15). Cannon (1932) described this process for the water content of the blood, salt content, sugar content, protein content, fat content, calcium content, oxygen content, constant hydrogen-ion level, and constant temperature of the blood. (as cited in Maslow, 1987, p. 15) Young (1941, 1948) summarized the work on appetite in its relation to body needs. If the body lacks some chemical, the individual will tend to develop a specific appetite or partial hunger for that missing food element (as cited in Maslow, 1987, p. 16).
This level of human need, actually, is the most prepotent of all needs. Maslow states that it means specifically is that in the human being who is missing everything in life in an extreme fashion, it is most likely that the major motivation
19 what has been stated by Maslow, we can conclude that a person who is lacking of safety, love, and esteem would most probably hunger for food more strongly than for anything else. When these needs are met, the next need of the hierarchy emerges as a dominant force in controlling and directing behavior (as cited in Petri, 1981, p. 303).
2) Safety Needs Safety needs, based on Maslow’s explanation, include security, stability, dependency, protection, freedom from fear, anxiety, and chaos, need for structure, order, law and limits, strength in the protector. Maslow describes that whole organism is a safety-seeking mechanism (1987, p. 18). People who live in peaceful, stable, good society are safe enough from wild animals, chaos, and criminal assault. In these circumstances, someone no longer has any safety needs as active motivators in his life. Maslow states that the need for safety is seen as an active and dominant mobilize of the organism’s resources only in real emergencies, such as war, disease, crime waves, or chronically bad situations (1987, p. 19). Based on the previous explanation, we can conclude that the safety needs can become very urgent on the social scene whenever there are real threats to law, to order, to the authority of society.
Maslow states that the threat of chaos or of nihilism can be expected in most human beings to produce a regression from any higher needs to the more prepotent safety needs (1987, p. 19). It seems to be true that people who are living near the safety line are particularly disturbed by threats to authority, to legality,
20 3) Love or Belongingness
Maslow explains that the love needs involve giving and receiving affection. When they are unsatisfied, a person will feel keenly the absence of friends, mate, or children and such person will hunger for relations with people in general. (1987, p. 20) It can be assumed that a person who is living in this condition will strive with great intensity to fulfill the need of love as the main goal. Maslow stress that love is not synonymous with sex. (1987, p. 21) As what has been stated previously, sex is studied as physiological need. It is determined not only by sexual but also by other needs, which are love and affection.
There are only few explanation from Maslow related to belonging needs. Maslow has a believe that the tremendous and rapid increase in training groups, personal growth groups, and intentional communities may in part be motivated by unsatisfied hunger for contact, intimacy, and belongingness. (1987, p. 20) 4) Esteem Needs
It cannot be denied that people have a need for a stable, firmly based, for self-esteem, and for the esteem of others. Maslow classifies esteem needs into two subsidiary sets. The following subsidiary sets are:
a) the desire for strength, achievement, adequacy, mastery and competence, confidence in the face of the world, and independence and freedom. (1987, p. 21)
b) the desire for reputation or prestige, status, fame and glory, dominance, recognition, attention, importance, dignity, or
21 Satisfaction of self esteem need leads to feelings of self-confidence, worth, strength, capability, and adequacy, of being useful and necessary in the world.
(1987, p. 21) Maslow states that the most stable and therefore most healthy self- esteem is based on deserved respect from others rather than on external fame or celebrity and unwarranted adulation. (1987, p. 22) 5) Self-Actualization
Maslow states the behavior of the self-actualized person is motivated by a new set of needs, which are values such us truth, honesty, beauty, and goodness.