Love needs as the obstruction of Mr. Lewisham`s achievement motivation in H. G. Wells`s love and Mr. Lewisham - USD Repository
LOVE NEEDS AS THE OBSTRUCTION OF
MR. LEWISHAM’S ACHIEVEMENT MOTIVATION
IN H. G. WELLS’ LOVE AND MR. LEWISHAM
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By
IKA CHRISNAWATI KURNIADI
Student Number: 034214019
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
LOVE NEEDS AS THE OBSTRUCTION OF
MR. LEWISHAM’S ACHIEVEMENT MOTIVATION
IN H. G. WELLS’ LOVE AND MR. LEWISHAM
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By
IKA CHRISNAWATI KURNIADI
Student Number: 034214019
ENGLISH LETTERS STUDY PROGRAMME
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
A Sarjana Sastra Undergraduate Thesis
LOVE NEEDS AS THE OBSTRUCTION OF MR. LEWISHAM’S ACHIEVEMENT MOTIVATION
IN H. G. WELLS’ LOVE AND MR. LEWISHAM
By
IKA CHRISNAWATI KURNIADI
Student Number: 034214019 Yogyakarta, June 30, 2007.
Faculty of Letters Sanata Dharma University
Dean
Rejoicing in hope,
patient in tribulation,
continuing steadfastly in prayer
Romans 12 : 12
Dedicated to
Papa JC,
my beloved parents,
my brothers,
and the ‘golden dragons’.
ACKNOWLEDGEMENTS
First of all, I would like to thank God because of His guidance during my thesis writing. I am so grateful that Jesus Christ always strengthens me when I am weak and never leaves me alone when I need ideas and encouragement.
I would like to express my gratitude to my advisor, Dra. Th. Enny Anggraini, M. A., for the precious times, ideas, supports, and suggestions during the consultation, and for her patience in reading and putting right the mistakes in my undergraduate thesis. I also thank my co-advisor, Ni Luh Putu R., S. S., M. Hum., for the pleasant discussion and for the correction of my inaccuracies in writing the thesis. I thank all lecturers for their guidance during my study, and the USD staffs for being very helpful in the process of my study.
I would like to show my gratitude to my beloved parents for their encouragements, to both of my brothers, and to my little niece, Selyne, who always comforts me with her smile.
I am grateful for having the ‘Lemoterz’ – Melmot, Grace, B-Daq, T-tyn, and Ocha – as my best friends at any times during my study in Jogja. Their uniqueness and support will always stay close to my heart. I am indebted for the ideas and support from my ‘zeal’ during my thesis writing. The last but not the least, I also thank to Vina, Irene, Yona, C’Joice, Ita for their prayer, and to my team in KKN – Grace, Frida, Prita, Putri – for the good teamwork.
Ika Chrisnawati K.
TABLE OF CONTENTS TITLE PAGE …………………………………………………..………. i
APPROVAL PAGE ……………………………………………………. ii
ACCEPTANCE PAGE ………………………………………………… iii
MOTTO PAGE ………………………………………………………… iv
DEDICATION PAGE …………………………………………………. v
ACKNOWLEDGEMENTS …………………………………………… vi
TABLE OF CONTENTS ……………………………………………… vii
ABSTRACT …………………………………………………………….. ix
ABSTRAK ……………………………………………………………… x
CHAPTER I: INTRODUCTION ………………………………………
1 A. Background of the Study ……………………………………..
1 B. Problem Formulation …………………………………………
3 C. Objectives of the Study ……………………………………….
3 D. Definition of Terms …………………………………………..
3 CHAPTER II: THEORETICAL REVIEW …………………………... 5
A. Review of Related Studies ……………………………………
5 B. Review of Related Theories …………………………………..
8 1. Theory of Character and Characterization ...…………..
8 2. Maslow’s Hierarchy of Needs ………………………...
10
3. Theory of Human Motivation …………………………
12
4. Theory of Interpersonal Attraction ……………………
16 5. Theory of Love ………………………………………..
18 C. Theoretical Framework ……………………………………….
21 CHAPTER III: METHODOLOGY …………………………………… 23 A. Object of the Study …………………………………………...
23 B. Approach of the Study ………………………………………..
24 C. Method of the Study …………………………………………..
25 CHAPTER IV: ANALYSIS …………………………………………….. 27 A. The Portrayal of Mr. Lewisham’s Achievement Motivation ….
27 1. Mr. Lewisham’s Behavior and Characteristics ………..
28 2. Mr. Lewisham’s Environment ...……………………….
32 B. Factors that Obstruct Mr. Lewisham’s Achievement Motivation and the Result ...………………………………………………..
34 1. Conflict with Previous Habits ……………….………...
34 2. Conflict between Motives ……………………………..
40 3. Vacillation within Mr. Lewisham’s Mind …………….
44
CHAPTER V: CONCLUSION …………………………………………. 49 BIBLIOGRAPHY ……………………………………………………….. 53 APPENDICES …………………………………………………………… 55 Appendix 1 Summary of Love and Mr. Lewisham ………………. 55 Appendix
2 Biography of H. G. Wells ……………………………
57
ABSTRACT
IKA CHRISNAWATI KURNIADI (2007). Love Needs as the Obstruction of
Mr. Lewisham’s Achievement Motivation in H. G. Wells’ Love and Mr.
Lewisham. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata
Dharma University.The main subject of this thesis is taken from one of H. G. Wells’ novels entitled Love and Mr. Lewisham. Considering human needs, Mr. Lewisham as the main character in the story undergoes a conflict between his love needs and esteem needs. His achievement motivation, as the representation of his esteem needs, confronts several obstacles since the matter of love comes into his life. Mr. Lewisham’s choice to ignore his achievement motivation brings him into failures and dreary domesticity with a girl named Ethel Henderson.
There are two objectives in this study. The first is to find out the way Mr. Lewisham’s achievement motivation is portrayed in the novel. Then it also aims to discover some factors that obstruct Mr. Lewisham’s achievement motivation and the results towards his life.
Library research was employed as the method of this study. The writer used H. G. Wells’ Love and Mr. Lewisham as the primary source, while other references related to the novel were applied as the secondary sources. In order to answer the problems, psychological approach was employed together with theories on character and characterization, human needs, human motivation, interpersonal attraction, and love.
For the first analysis, the writer finds that from the beginning of the story, Mr. Lewisham has already had an achievement motivation to be a scientist. Therefore, the main theme of his speech and acts is about knowledge. It is seen through his jobs as a teacher, through his characteristics as an achiever – such as discipline, organized, makes friends with intellectual people, involves in college community and activities, and enthusiastic –, through his room – where scientific books, literary texts, trophy, Schema, and timetable can be seen –, and through his relationship with others. The answer for the next problem reveals three factors that obstruct Mr. Lewisham’s achievement motivation. First, there is conflict with previous habits. His acquaintance with Ethel Henderson has destroyed his good habits, and it means the beginning of the obliteration of his achievement motivation. The next factor is the occurrence of conflict between motives. In this case is conflict between his love needs and esteem needs. Then, vacillation within Mr. Lewisham’s mind becomes the last factor. As Mr. Lewisham takes the wrong choice, therefore he fails to attain his ambition.
ABSTRAK
IKA CHRISNAWATI KURNIADI (2007). Love Needs as the Obstruction of
Mr. Lewisham’s Achievement Motivation in H. G. Wells’ Love and Mr.
Lewisham. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas
Sanata Dharma.Pokok pembahasan utama tesis ini bersumber dari salah satu novel karya
H. G. Wells yang berjudul Love and Mr. Lewisham. Berbicara mengenai kebutuhan manusia, Mr. Lewisham sebagai tokoh utama dalam cerita ini mengalami konflik antara kebutuhan akan kasih sayang dengan kebutuhan akan penghargaan diri. Ketika dia mulai mengenal cinta, motivasi pencapaian Mr. Lewisham sebagai lambang atas kebutuhan akan penghargaan dirinya menghadapi beberapa hambatan. Pilihan Mr. Lewisham untuk mengabaikan motivasinya tersebut mengakibatkan dia gagal dalam karirnya dan hidup dalam rumah tangga yang kurang harmonis bersama Ethel Henderson.
Ada dua tujuan dalam studi ini. Yang pertama yaitu untuk mencari bagaimana motivasi pencapaian Mr. Lewisham digambarkan dalam novel tersebut. Kemudian studi ini juga bertujuan untuk menemukan beberapa faktor yang menjadi penghambat bagi motivasi pencapaian Mr. Lewisham dan bagaimana dampaknya terhadap kehidupan Mr. Lewisham.
Studi ini menggunakan metode studi pustaka. Penulis memakai novel karya H. G. Wells berjudul Love and Mr. Lewisham sebagai sumber utama, sementara referensi lain yang berkaitan dengan novel tersebut dijadikan sebagai sumber kedua. Guna menjawab permasalahan, pendekatan psikologi diaplikasikan bersamaan dengan teori-teori tentang karakter dan karakterisasi, kebutuhan manusia, motivasi manusia, ketertarikan antar-perseorangan, dan cinta.
Untuk analisis yang pertama, penulis mendapati bahwa dari awal cerita, Mr. Lewisham telah memiliki sebuah motivasi pencapaian menjadi seorang ilmuwan. Oleh karena itu, tema utama dari percakapan dan perilakunya berkaitan dengan pengetahuan. Hal ini terlihat melalui pekerjaannya sebagai guru, dalam karakteristiknya sebagai orang sukses – disiplin, teratur, berteman dengan orang- orang intelektual, bergabung dalam kegiatan dan komunitas kampus, dan bersemangat –, melalui kamar tidurnya – dimana buku-buku pengetahuan, teks- teks sastra, piala, Skema, dan daftar kegiatan terlihat –, dan dalam pergaulannya dengan orang lain. Jawaban atas permasalahan selanjutnya mengungkapkan adanya tiga faktor yang menghambat motivasi pencapaian Mr. Lewisham. Pertama, adanya konflik dengan kebiasaan terdahulu. Hubungannya dengan Ethel Henderson telah merusak kebiasaan baik Mr. Lewisham, dan ini berarti awal kehancuran motivasinya. Faktor berikutnya adalah munculnya konflik antar motif.
Dalam hal ini yaitu antara kebutuhan akan kasih sayang dengan kebutuhan akan penghargaan diri. Selanjutnya, kebimbangan dalam pikiran Mr. Lewisham merupakan faktor yang terakhir. Mr. Lewisham gagal menggapai ambisinya
CHAPTER I INTRODUCTION A. Background of the Study Love, as one of the most misunderstood subject in this world, takes
significant role in every aspect of human’s life. Beginning with the birth of a baby, for example, love is involved. It means human being cannot live without love. Most people look for it all their life but seldom get enough of it. They may remember it forever with its first encounter, but otherwise it may cause the most painful condition for themselves (Hauck, 1983: 1). It has large scope, not only love between man and woman, but it can be love between parents and children, among friends, etc. According to Abraham Maslow, the needs of love should be fulfilled after the primary needs – physical and safety needs – are satisfied (Atkinson, 1983: 317). Therefore, many people courageously sacrifice everything in their life in order to satisfy their love needs.
Herbert George Wells has portrayed this psychological phenomenon in his novel entitled Love and Mr. Lewisham. It is written at the times Wells was very popular with his science fiction stories such as The Time Machine, The Island of
Dr. Moreau, The Invisible Man, and The War of The World. This is Wells’ first
serious novel of social manners, which he took much time to write. It is essentially a memorial to his meeting with his cousin Isabel Wells, to be his first wife. In his autobiography, Wells writes that at the time of writing Love and Mr.
1994: xxxix). However, the novel is not straightforwardly autobiographical because actually Love and Mr. Lewisham is based on some parts of Wells’ own experiences of teaching as poor science student and of a prosaic youthful marriage (Wells, 1994: xxxiv).
Love and Mr. Lewisham is a story of poor young science student – at the
same time being a teacher – who has to choose between love and his ambition, which is clearly shown by the Schema – the map of an ‘arranged career’ – in his study-bedroom. Mr. Lewisham who lives in discipline to gain his dreams at his very young age never thinks about the matter of love. Yet, Mr. Lewisham finally forsakes his intellectual and professional ideals for the dull life of his marriage.
Bacon’s statement at the beginning of Love and Mr. Lewisham may describe a little bit about what the story is about: Great Spirits, and great Businesse, doe keepe out this weake Passion . . . . yet Love can finde entrance, not only into an open Heart; but also into a Heart well fortified; if watch be now well kept (Wells, 1994: 1). When we focus on our great dreams, we will not fully consider the passion in our heart. Otherwise, when we begin to tolerate this feeling comes into our heart, although this heart is well fortified, eventually we cannot avoid this passion anymore. As the love has found an entrance to our heart, commonly it will affect our emotion as what is experienced by the main character of this novel, Mr. Lewisham.
In this thesis, the writer is interested in the psychological conflict between love and scientific dreams that occurs in Mr. Lewisham’s life. The love at his very first time has affected his mind, which is thinking about the Schema – as an ‘ordered sequence of work and success’ – that must be done rapidly. The way Mr.
Lewisham’s achievement motivation is portrayed in the novel, and several factors that obstruct his achievement motivation and their results will be discussed further in the analysis.
B. Problem Formulation
1. How is Mr. Lewisham’s achievement motivation portrayed?
2. What are the factors that obstruct Mr. Lewisham’s achievement motivation and how are the results?
C. Objectives of the Study
In relations to the problems, this thesis has two objectives. The first is to find out the way Mr. Lewisham’s achievement motivation is portrayed in the novel. Then it intends to identify some factors that obstruct Mr. Lewisham’s achievement motivation and the results towards his life.
D. Definition of Terms
Several terms in this thesis need to be clarified in order to avoid misunderstanding. They are:
1. Obstruct
In Webster’s Third New International Dictionary , obstruct means to place
2. Motivation
According to Karen Huffman, motivation refers to factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal (2000: 392).
3. Achievement Webster’s Third New International Dictionary defines achievement as a result brought about by resolve, persistence, or endeavor (1981: 16).
4. Conflict
In Webster’s Third New International Dictionary , conflict means an emotional state characterized by indecision, restlessness, uncertainty, and tension resulting from incompatible inner needs or drives of comparable intensity (1981: 477).
5. Vacillation Webster’s Third New International Dictionary defines it as the quality or state of one that vacillates – inability to take a stand (1981: 2527).
CHAPTER II THEORETICAL REVIEW A. Review of Related Studies A journalist, Ivor Brown, writes his opinion in 1923 about the difference
of Love and Mr. Lewisham from Wells’ other humorous novels such as Kipps (1905) and The History of Mr. Polly (1910). Brown points out the figure of Mr.
Lewisham – pity and thoughtful – and the vague beauty of the romance on grey streets (Wells, 1994: 196). The poet Norman Nicholson also states the same idea that the atmosphere of the novel is gloomy. He said that the life of student and teacher should be happier than what is described in the novel (Wells, 1994: 197).
Henry James, one of Wells’ friends, has admitted that Love and Mr.
Lewisham is true to life. It means the miserable story in the novel may also
happen in everyone’s life. Therefore, James states further, “I have found in it great charm and a great deal of the real thing – that is of the note of life, if not all of it (as distinguished from the said great deal)” (Wells, 1994: 193). He admires Wells’ ideas of writing the novel using humor and sorrow.
There is another less enthusiastic reply from Wells’ close friend, George Gissing. He told Wells that he and his wife enjoy the novel very much. His wife – Gabrielle – is delighted in ‘Mr. Chaffery’ and ‘Mr. Lagune’. Those two comical characters attract her attention as a psychologist. Corresponding from France on 3 July 1900, Gissing gives his encouraging response toward Wells’ Love and Mr.
It is very well done, very fresh and full of life. The impression left upon me as I closed the book was one of strong pathos. That struggle with dire poverty and youth’s illusions! Your humorous method is responsible for much in the effect – in the originality of the whole thing. There is nothing not well seen – both by writer and reader, and many things very admirably realized by very simple means (Wells, 1994: 194).
Anthony West – the son of Wells and Rebecca West – years later examines the autobiographical element in Love and Mr. Lewisham and finds out that it is his father’s first novel which deals explicitly with sexuality. However, he claims that none of his father’s novels is straightforwardly autobiographical. West argues further about the character of Mr. Lewisham in H. G. Wells and his
Critics :
His Lewisham is a born loser, a better-than-average but still not a brilliant student, without means, who throws away his chances of an academic career and a decent life because he is hagridden by his need for sexual relationship. The educational powers that be who have given him his scholarship have offered him a devil’s bargain: he can have everything he wants from them on the one condition that, on his part, he must live against the grain of his physical being for a term of years. Mr. Lewisham cannot do it, and motivated solely by his desire to have a bedfellow, he sells himself short by plunging into a marriage that is fatal to all his prospects (1994: 194-195).
He then goes on to show his father’s difficulties in finishing the novel. Wells’ knowledge has grown up rapidly and it forces him to revise the novel that he is writing because he knows better about the right concept. It takes longer time for Wells to finish the novel. Moreover, West added that Love and Mr. Lewisham had become his father intention to bring revolution. He explains, “It was to be the first of a series of novels, making up the greater part of his fiction, devoted to describing the ways in which the prevailing mores frustrated and stultified the young, and to encouraging them to demand the freedom to find their own ways to happiness” (1994: 196).
Another critic comes from John Carey who shares his thought about woman’s influence toward man. He argues, “…women notoriously use their sex appeal to captivate young males and force them into marriage, thus trying them to be breadwinning treadmill and effectively ending their lives as thinkers. This fate overtakes Wells’ Mr. Lewisham, among others” (Wells, 1994: 199). This idea is supported by Peter Kemp who gives harsh judgment on Ethel Henderson in the novel. He believes that Ethel has been associated with fraudulence and deception. Kemp also pays attention to the character of Mr. Lewisham:
Like many of Wells’ protagonists, Lewisham has a ‘dream of incessant unswerving work’. He intends to dedicate himself to learning, but female intrusion into his studiously disciplined existence soon puts paid to this – ‘in one year…all my hopes, all my ambitions, have gone’ – slumps into a dim domesticity. The book’s ending shows him – and perhaps the author – trying to make the most of this (Wells, 1994: 199). Anna Kus Saparti in her undergraduate thesis analyzes the influence of the two female characters – Ethel Henderson and Miss Heydinger – toward Mr.
Lewisham’s life. She finds that Ethel Henderson has negative role (destructive) in Mr. Lewisham’s life, while Miss Heydinger has the positive role (supportive).
Therefore, she argues about the way Ethel Henderson leads Mr. Lewisham to failure at the end of her analysis (1998: 49-51).
Another study about Love and Mr. Lewisham has been done by Matheus Budi in his undergraduate thesis. He identifies the messages of the novel presented through the main character’s development. He begins with scrutinizing Mr. Lewisham’s character development through his attitude toward love. The result is that Mr. Lewisham prefers to discover his love to Ethel Henderson than to fight his dream for a great career in his life. Budi also stated that Ethel is a realistic person, while Miss Heydinger is supporting Mr. Lewisham. Finally, there are some messages that Budi gets from the whole analysis. They are courage, assertiveness, responsibility in life, and free fight of an independent man to choose his or her own decision with all the consequence of it in life (2000: 48-50).
After evaluating some of Herbert George Wells’ criticisms, this study would like to develop further Anthony West’s opinion. Mr. Lewisham has thrown away his chances of educational career for satisfying his need of sexual relationship, which then leads him to unexciting domesticity. The position of this study is to find out the factors that obstruct Mr. Lewisham’s achievement motivation and the results toward his life. It is different from the previous study because it scrutinizes Mr. Lewisham’s ambition which disappears at the end of the story.
B. Review of Related Theories
1. Theory of Character and Characterization
In his book A Glossary of Literary Terms, Abrams describes characters as the persons presented in a dramatic or narrative work, who are interpreted by the reader through what they say – the dialogue – and by what they do – the action. He explains further, “The grounds in the characters’ temperament, desires, and moral nature for their speech and actions are called their motivation” (1985: 23). This is supported by Robert Stanton’s statements in An Introduction to Fiction:
A character’s reason for behaving as he does is his motivation. His specific motivation is his immediate reason, perhaps unconscious, for any particular speech or act. His basic motivation is an aspect of his general character: it is the continuing desire or intention that governs him throughout the story, the direction toward which almost all his specific motivations tend (1971: 17).
In fiction, there are two types of characters called “round” and “flat”. Round characters usually become the major figures in a story. Since round characters have a lot of individual and unpredictable human traits, they may be considered as dynamic – they show their ability to change or to grow (Roberts, 1987: 120-121). Furthermore, E. M. Forster in Aspect of The Novel states, “It is only round people who are fit to perform tragically for any length of time and can move us to any feelings except humor and appropriateness. A round character is capable of surprising in a convincing way” (1927: 51).
In Fiction: An Introduction to Reading and Writing, flat characters basically cannot be differentiated from their group or class (Roberts, 1987: 121).
Therefore they are not individual, but representative. They are usually minor characters, although not all minor characters are flat. Moreover Roberts states, “Flat characters are mostly useful and structural in the stories. Usually they stay the same; they are static, and not dynamic like round characters. They are not developed, and because they are not central to the plot, they do not change or grow” (1987: 121). This idea is supported by Forster who mentions that there are two advantages of flat characters:
The first is that they are easily recognized whenever they come in – recognized by the reader’s emotional eye, not by the visual eye that merely notes the recurrence of a proper name. Then the second is that they are easily remembered by the reader afterwards because they were not changed by circumstances (1927: 47-48). Flat characters never, or hardly ever, surprise the reader. They are often quite helpful, especially as comic characters (Van De Laar, 1963: 171).
Characters have particular personalities and physical attributes that distinguish them from other characters. The process by which an author creates a character is called characterization. According to Rohrberger and Woods, there are two principal ways an author can characterize. The first is direct method – to describe the physical appearance or intellectual and moral attributes of the character. Then, the author may use dramatic method – describing the character through the way he behaves or speaks in certain situation (1971: 20).
Looking at the theories of character above, the writer would like to apply the theories from Abrams and Stanton to identify Mr. Lewisham’s motivation through the way he speaks and acts. Then, the theory of characterization and types of characters will support the writer’s analysis later.
2. Maslow’s Hierarchy of Needs
Abraham Maslow, one of the pioneers of humanistic psychology, believes that all human beings have ‘basic biological needs’ which then appear into ‘higher needs’. He calls this as hierarchy of needs because the position of need in the list is determined by its order of importance to most people (Aiken, 1969: 115). levels. The two lower levels – physiological needs and safety needs – are grouped together as fundamental needs, then the next two levels – belongingness or love needs and esteem needs – are grouped as psychological needs, and the top level is self-actualization needs (Kasschau, 1995:144).
a. Physiological Needs
It takes the first level because it is the primary need of human being, for example hunger, thirst, and so forth. Usually it is fulfilled for most people in the society.
b. Safety Needs
It represents need for safety in the environment. People need to feel secure and safe, out of danger, therefore they prefer familiar surroundings, secure jobs, and insurance (Petri, 1981: 303).
c. Belongingness and Love Needs
Petri in Motivation Theory and Research says, “These needs involve a hunger for affectionate relationships with others, a need to feel part of a group, or a feeling that one ‘belongs’” (1981: 303). The desire of these needs is constant, so if there is an absence, it will cause loneliness, depression, social anxiety, etc.
d. Esteem Needs
It motivates someone to strive for achievement, strength, confidence, independence, and freedom (Petri, 1981: 304). When it is satisfied, one has feeling of self-confidence or self-worth. On the other hand, if it is not satisfied yet, the feeling of inferiority and weakness will be occurred.
e. Self-actualization Needs
It is the need to find self-fulfillment and realize one’s potential. It stimulates people to test their abilities and to expand their horizon. Petri claimed that the behavior of this kind of person is motivated by ‘being needs’ such as truth, honesty, beauty, and goodness (1981: 305).
From those five levels of human needs, the writer will take two levels to be analyzed deeper – belongingness or love needs and esteem needs – because both of them take a role in Mr. Lewisham’s career development.
3. Theory of Human Motivation
a. The Basic Ideas
At any certain time, a person is motivated by a variety of internal and external factors, which are usually referred as intrinsic and extrinsic motivation.
Intrinsic motivation refers to motives based on internal desires and needs, while extrinsic motivation refers to positive or negative external incentives, such as rewards, punishment, praise, or money (Halonen, 1999: 330).
Murray in Motivation and Emotion states, “A motive is an internal factor that arouses, directs, and integrates a person’s behavior” (1964: 7). For human, those internal conditions are divided into biological drives – basic needs like water, food, oxygen – and psychological motives such as the needs of social approval, self-esteem, security, and knowledge (Ruch, 1948: 377).
b. Motivation and Behavior
According to Edward J. Murray, the existence of a motive in general is inferred from the goals a person selects and the rewards that are effective. He added that the dominance of a theme in a person’s conversations, fantasies, and dreams also suggests certain basic motives. Furthermore, he explains, “Inferring motivation from behavior, is difficult and at times, misleading. This is because behavior is determined not only by motivation, but also by the present situation and past experience” (1964: 11).
Meanwhile, another perception comes from Floyd L. Ruch. In Psychology
and Life he says:
Human motivation influences behavior in two ways. The first is that motives determine the direction of behavior and thus change the organism’s relation to its environment. Then, motives also make energy available for the activity required (1948: 376).
It is obvious that motivation is one of the key factors which determine how a person will behave.
c. The Characteristics of Motivated Behavior
John Jung in his book Understanding Human Motivation describes some essential features of motivated behavior. First, any activities should be well planned and done in a purposive or goal-directed behavior. Next, the individual holds expectancies that specific behaviors will lead to the attainment of his motivation. Then, energy is also involved to activate the individual on his performance. At last Jung adds, “The persistence of behavior over time is also important, so that sustained effort can occur even if obstacles or setbacks occur” (1978: 5).
Lester D. Crow gives an addition towards Jung’s description of motivated behavior. He explains: Related to persistence is the phenomenon of variability. While the person persists in his effort to achieve some satisfaction, he does not simply repeat the same act again and again. He will try different paths to the goal (1954: 288). Moreover, in Psychology: An Introduction, it is stated that a motive is not likely to result in any behavior unless a person has freedom from anxiety and there is an absence of conflicting motives (Kagan, 1972: 361-362).
d. Failures of Motivation
However, the progression of individual to attain his motivation may undergo several obstacles. Based on his book General Psychology, Richard W.
Husband finds that there are number of reasons why motivation may not be successful. The first occurs when the situation does not appeal to the person concerned. Husband explained that motivation should be designed to fit with the interests of the individual (1940:160).
Then, it happens when the particular motive is not appropriate. It means that each person may require different motivation. Next, failure of motivation comes up when there is a conflict between motives. When two motives are present, one triumphs and the other is not expressed (1940:161). Furthermore, Husband states:
Motivation may not succeed when the reward is not immediate enough, past experience, when the goal is not within reach, when interests have changed, and when there is vacillation (1940: 161-163).
e. Achievement Motivation
Human beings are motivated by social needs – such as achievement, affiliation, and power – as well as physiological needs. Henry Murray, a well- known psychologist, is interested in studying the achievement motivation. He states, “It is the desire to accomplish something, to reach a standard of excellence, to overcome obstacles and attain a high standard, and to expand effort to excel” (Halonen, 1999: 348). In the context of Maslow’s hierarchy of needs, the need for achievement would be associated with one of the higher levels, esteem needs (Sdorow, 2002: 345). In Psychology: Contexts and Applications , there are some significant aspects of achievement. The extremely important aspect is effort. It is under a person’s control and capable to change. The next is goal setting and planning, which often work in concert. When people set goals, they need to plan how to reach the goals. Goals help individuals to reach their dreams, increase their self- discipline, and maintain interest. And the last aspect is monitoring the progress toward the goal (Santrock, 2005: 449). Santrock adds, “Researchers have found that high-achieving individuals monitor their own learning and systematically evaluate their progress toward their goals more than low-achieving individuals do” (2005: 449).
The other characteristics of achievers are further explained by David C. McClelland. He clarifies:
People high in achievement motivation tend to seek out and do better at moderately challenging tasks, take personal responsibility for their performance, seek performance feedback on how well they are doing, and try new and more efficient ways of doing things (1985: 251).
Meanwhile, according to Jung, individuals with high achievement motivation will struggle harder if they perceive a possibility between present achievements and future consequences (1978: 164). Another explanation in Motivation and Emotion gives more details about the characteristics of achievers. It is stated there that achievers also tend to have self-confidence and to prefer concrete knowledge of the results of their work (1964: 100). Furthermore, Murray describes:
They get good grades. They are active in college and community activities, choose experts rather than friends as working partners, and are resistant to outside social pressure. They enjoy taking moderate risks in situations that depend on their own ability, but not when it comes to pure chance situations, such as horserace betting (1964: 100). Those theories are very useful for the writer since it is the main subject that is going to be analyzed later. The writer can identify what kind of motivation that Mr. Lewisham has, and how it influences his behavior. Moreover, the theories may help the writer to find the factors that become the obstruction of Mr.
Lewisham’s motivation.
4. Theory of Interpersonal Attraction
Human being is social creature who cannot live alone without any interactions with others. An interaction happens when there is a relationship between one and another, therefore interpersonal attraction often takes role in it. Huffman in Psychology in Action states, “Interpersonal attraction is the degree of positive or negative feelings toward another” (2000: 594). According to Atkinson, there are three determinants of interpersonal attraction such as physical attractiveness, proximity, and similarity (1983: 551). Huffman added that usually physical attractiveness and proximity are more prominent in the beginning steps of relationship, while similarity is very significant to keep a long-term relationship (2000: 594).
a. Physical Attractiveness
Having the physical properties – size, shape, facial characteristics, and manner of dress – will attract other people’s preference toward someone (Huffman, 2000: 594). Huffman states further, “Men prefer to mate with beautiful young women, whereas women prefer to mate with men who have assets and social status” (2000: 595). Physical attractiveness becomes important since people
- – man and woman – hold certain perspective about attractive individuals. They believe that physically attractive person has positive characteristics like positive self-concept, assertiveness and self-confidence, cooperative, independent, sociable, intelligent, and sexually warm (Atkinson, 1983: 554). However, Atkinson assured that physical attractiveness is no longer important whenever a marriage partner is being chosen (1983: 554).
b. Proximity
It involves geographic, residential, and other forms of physical closeness (Huffman, 2000: 595). People who live in the same place or environment usually influence the idea of attractiveness. When someone acts pleasantly, the better she
c. Similarity
It means a sharing of common interest, values, and beliefs. Huffman says, “We tend to prefer, and stay with, people who are most like us; those who share our ethnic background, social class, interests, and attitudes” (2000: 596). It seems that situational circumstances also play an important role in similarity. Atkinson explained that similarity might result in liking because people appreciate their own opinions and preferences and enjoy being with others who confirm their choices (1983: 553). The need compatibility – a sharing of similar needs – is crucial for long-term attraction.
After reviewing some theories on interpersonal attraction from Karen Huffman and Rita L. Atkinson, the writer finds that the three factors of interpersonal attraction – physical attractiveness, proximity, and similarity – is suitable to scrutinize the relationship between characters in Wells’ Love and Mr.
Lewisham .
5. Theory of Love
Love has long been a familiar theme in our songs, stories, and everyday lives. People are starved for love; they watch endless numbers of films about happy and unhappy love stories, they listen to hundreds of trashy songs about love
- – yet hardly anyone thinks that there is anything that needs to be learned about love. Most of them see the problem of love primarily as that of being loved, rather than that of loving, of one’s capacity to love.
Erich Fromm in The Art of Loving stated that love is a vigorous power in human being that can unite him with others and can overcome the sense of loneliness and separateness without losing his integrity (1956: 17). He also added that love is not passive, but it is an activity of giving, not only receiving (1956: 18). Beyond the element of giving, the active character of love becomes obvious that it always entails certain basic elements – care, responsibility, respect and knowledge – to all forms of love (1956: 22).
According to Rollo May, love is a kind of tragedy because it conveys both joy and destruction. He explains, “Sexual love has the power to propel human beings into situations which can destroy not only themselves but many other people at the same time” (1969: 109). People believe that love can motivate them to move forward and get a better life (1969: 14). Most people commonly experience this kind of love rather than to be destroyed by the love itself.
Paul Hauck in his book How to Love and Be Loved pointed out that being in love can affect us to behave unwisely and give us pain (1983: 5). Moreover, he states another definition about love, “Love is that powerful feeling one has for persons, animals or things that has satisfied, is satisfying, or will satisfy our deepest desire and needs” (1983: 16). It means that when there is no satisfaction, there will be no love anymore.
In Kasschau’s Understanding Psychology , Hatfield mentioned that there are two common types of love, passionate love and companionate love.
a. Passionate Love