Atticus` motivation in defending tom robinson in lee`s to kill a mockingbird - USD Repository
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON
IN LEE’S TO KILL A MOCKINGBIRD A Thesis Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By PUTUT SRI SABDONO Student Number: 001214154 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON
IN LEE’S TO KILL A MOCKINGBIRD A Thesis Presented as a Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By PUTUT SRI SABDONO Student Number: 001214154 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
MOTTO
“The journey of one thousand miles must
begin with a single step.”
-Chinese Proverb-
“The future belongs to those who believe
in the beauty of their dreams.”
-Eleanor Roosevelt-
GOD answers our pray in three ways:
First, He says…..Yes!
He gives us what we want
Second, He says….NO!
He gives us the better one
Third, he says….Wait!
He will give us in the right time
-Anonymous-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Above all, my supreme gratitude goes to my JC (Jesus Christ) for Hisassistance and eternal love in giving me inspiration to finish my thesis. Without
Him I am hopeless.
My immense gratitude and tribute go to Dra. Wigati Y. Modouw,
M.Hum., as my major sponsor, for her patience, criticisms, and contributions in
assisting my thesis writing. My endless thanks go to Nugraha Krisdiyanta, S.Pd,
M.Hum. I thank him for criticizing my work.I excessively will bestow my life for people I love to whom I share my
thoughts in completing my study. My next deepest gratitude goes to my beloved
father and mother who have looked after me. I thank for their prayer, love,
patience, understanding, trust, and everything they have given to me. Thanks also
to my beloved sister “Brigita”, my brother “Firdaus”, and my dearest niece
“Dita” for their support and spirit. You all are the best thing I have ever had.A friend is someone who will do anything to cheer you up. I do not only
have a friend, but many friends beside me who always cheer my thesis writing
days with their encouragement, smiles and laughter. I especially bestow my
gratitude to Mr. Gondrong and his wife for their helpfulness and friendship,
Danang (99) for the sharing and inspiration, P. Widyawan (Benjo), Boen2,
Black, Yoyok, Gomar, Rosa, Mera, Adam and Zita, Teddy and Telly, Ika and
Yoseph, for their helpfulness and friendship for all the times, along with the other
PBI 00ers. The last but not the least, I present my truly thanks to all people, whose
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
names cannot be mentioned, who have ever come in to my life. Thanks for all the
special moments we share and for the encouragement in the last minutes. You all
will be always noted in the history of my life.May God bless them all! The Writer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE ............................................................................................... iPAGE OF APPROVAL ............................................................................... ii
PAGE OF BOARD OF EXAMINERS.......................................................... iii
STATEMENTS OF WORK’S ORIGINALITY ............................................ iv
MOTTO ....................................................................................................... v
ACKNOWLEDGEMENTS ......................................................................... vi
TABLE OF CONTENTS ............................................................................. viii
ABSTRACT ................................................................................................ xi
ABSTRAK .................................................................................................. xii
CHAPTER 1 INTRODUCTION
1.1. Background of the Study ................................................ 1
1.2. Objectives of the Study ................................................... 5
1.3. Problem Formulation ..................................................... 5
1.4. Benefits of the Study ...................................................... 5
1.5. Definition of Terms ........................................................ 6
CHAPTER 2 REVIEW OF RELATED LITERATURE ……………….. 7
2.1. Theory of Literature ....................................................... 7
2.1.1. Theory of Character and Characterization ............. 7
2.1.2. Psychological Approach ....................................... 11
2.2. Theory of Motivation ..................................................... 13
2.3. Theoretical Framework .................................................. 20
4.1.3. Being Kind and Loving Father .............................. 30
4.2.1.3. To Teach his Children to Have Self- Acceptance ................................................. 45
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2.1.2. To Teach his Children about Fair Attitudes and Democracy.......................................... 41
4.2.1.1. To Teach his Children about Being Kind and Sympathetic Person .............................. 39
4.2.1. Motivation toward His Children ........................... 39
4.2. The Motivation of Atticus Finch in Defending Tom Robinson ....................................................................... 37
4.1.5. Being Democratic ................................................. 36
4.1.4. Being Intelligent ................................................... 34
4.1.2. Being Honest ........................................................ 29
2.4. Criticism ......................................................................... 21
4.1.1. Being Courageous ................................................ 28
4.1. The Characters of Atticus Finch ...................................... 27
CHAPTER 4 ANALYSIS ............................................................................. 27
3.3. Procedure ....................................................................... 26
3.2. Approach ....................................................................... 25
3.1. Subject Matter ................................................................ 23
CHAPTER 3 METHODOLOGY …………………………………………. 23
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2.1.4. To Teach his Children about Keeping Promise and Bravery.................................. 47
4.2.2. Motivation toward Society .................................... 50
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS ............................ 51
5.1. Conclusions .................................................................... 51
5.2. Suggestions ..................................................................... 52
5.2.1. Suggestions for the Future Researchers ................. 52
5.2.2. Suggestions for Teaching Writing Using
Literature .............................................................. 53
BIBLIOGRAPHY ...................................................................................... 56
APPENDIX ............................................................................................... 58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In
Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
This study discusses a novel entitled To Kill a Mocking Bird. The objective of writing this thesis is derived from the writer’s curiosity to find out the motivation of Atticus, a white lawyer in defending Tom Robinson, a black defendant in a trial. There are two problems related to the topic of this thesis (1) How is Atticus Finch’s character revealed in the novel? (2)What are Atticus Finch’s motivations in defending Tom Robinson in the trial?
In order to answer the problems, the writer uses the psychological approach because this study focuses on the main character’s motivation, which belongs to the psychological aspect. Moreover, the approach involves the psychological theories, especially Maslow’s theory of motivation, which supports the analysis towards the main character, Atticus Finch. There are two sources used: primary and secondary sources. To Kill A Mockingbird, the novel, is the primary source in this study. The secondary sources are obtained from books on literature and psychology.
From the application of the theory of characterization by Murphy (1971), the writer can infer that Atticus Finch is a courageous man. He is also an honest gentleman. Atticus is also described as a kind and loving father to his children. Besides, he is also an intelligent man. His cleverness has saved his family from any trouble. He is also a democratic person. He is able to treat his children the way he treats other people.
By applying Bootzin’s theory of motivation and Maslow’s theory of hierarchy of needs, the writer can infer that Atticus’ motivation in defending Tom Robinson are divided into two forms. The first is the motivation toward his children. Atticus motivations in defending Tom Robinson are to teach his children about life. He wants to teach them about being kind to other and being sympathetic to other. He also wants to teach them about fair attitudes and democracy. He also trains them to have self-acceptance. Atticus also gives example to his children to have faith on their promises and being courageous. Another motivation that motivates Atticus in defending Tom Robinson is that he wants to wake his society from a dream that whites are perfect and clean. He wants to tell them that whites are as bad as black people. White are not saints. He wants to tell the ugly truth that whites are also as sinful as blacks.
From the analysis in chapter 4 the writer sees that the way Atticus defending Tom Robinson matches with characteristics of self-actualized person proposed by Maslow. Therefore, the writer concludes that the motivations in defending Tom Robinson are parts of the way Atticus actualizes himself. Atticus has reached the top level of hierarchy needs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In
Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
Penelitian ini membahas sebuah novel berjudul To Kill a Mocking Bird. Tujuan penulisan skripsi ini bermula dari keingintahuan penulis untuk mengetahui motivasi Atticus, seorang pengacara kulit putih, dalam membela Tom Robinson, seorang tahanan berkulit hitam dalam sebuah persidangan. Ada dua masalah yang berhubungan dengan topic skripsi ini (1) Bagaimanakah karakter Atticus Finch diungkapkan dalam novel? (2) Apakah Motivasi Atticus Finch dalam membela Tom Robinson dalam persidangan?
Untuk menjawab permasalahan itu, penulis menggunakan pendekatan psikologi karena penelitian ini terfokus pada motivasi karakter utama yang termasuk dalam aspek psikologi. Terlebih lagi pendekatan tersebut menggunakan teori-teori psikologi khususnya teori motivasi oleh Maslow yang mendukung analisis terhadap karakter utama, Atticus Finch. Ada dua sumber yang digunakan, sumber utama dan sumber tambahan. Novel To Kill a Mockingbird, adalah sumber utama dalam penelitian ini. Sedangkan, sumber-sumber tambahan diperoleh dari buku-buku kesusastraan dan psikologi.
Berdasarkan pengaplikasian teori pengkarakterisasian Murphy (1971), penulis berpendapat bahwa Atticus Finch adalah orang yang berani. Dia juga seorang yang jujur. Atticus juga digambarkan sebagai seorang ayah yang baik dan mencintai anak-anaknya. Dia juga seorang yang pandai. Kepandaiannya telah menyelamatkan keluarga dari berbagai masalah. Dia juga seorang yang demokratis. Dia mampu memperlakukan anak- anaknya seperti dia memperlakukan orang lain.
Dengan mengaplikasikan teori motivasi dan teori hirarki kebutuhannya Maslow, penulis berpendapat bahwa motivasi Atticus dalam membela Tom Robinson dibagi menjadi dua. Pertama adalah motivasi dia terhadap anak-anaknya. Motivasi Atticus dalam membela Tom Robinson adalah untuk mengajari anak-anaknya tentang kehidupan. Dia ingin mengajari mereka tentang berbuat baik dan bersimpati kepada orang lain. Dia juga ingin mengajari mereka tentang bersikap adil dan demokratis. Dia juga melatih mereka untuk memiliki sikap menerima diri sendiri. Atticus memberikan contoh kepada anak-anaknya untuk memiliki keyakinan dan berani. Motivasi lain yang memotivasi Atticus dalam membela Tom Robinson adalah bahwa dia ingin menyadarkan lingkungannya dari sebuah mimpi bahwa orang-orang kulit putih adalah sempurna dan jujur. Dia ingin mengatakan kepada mereka bahwa orang kulit putih juga seburuk orang kulit hitam. Orang kulit putih bukan orang suci. Dia ingin mengatakan kebenaran yang menyakitkan bahwa orang-orang kulit putih sama berdosanya dengan orang kulit hitam.
Dari analisis bab 4, penulis melihat bahwa cara-cara Atticus dalam membela Tom Robinson sesuai dengan karakteristik orang-orang yang beraktualisasi yang dikemukakan oleh Maslow. Oleh sebab itu, penulis berkesimpulan bahwa motivasi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1 INTRODUCTION This chapter is divided into some parts. They are background of the study,
problem formulation, objectives of the study, benefits of the study, and definition of terms.
1.1 Background of the Study
Human is a unique creature. He is incomparable with other creatures. Human has mind that makes him able to find, to develop, and to control himself. He has the freedom to determine himself and becomes an individual in a whole. It can be indicated from various kinds of human behaviors and characters in life.
One of important elements of human behavior is motivation. According to Petri (1981:3) “motivation is the insight forces of organism to act.” Further he explains that behaviors are initiated and directed by the forces inside. The forces influence the intensification of people behavior. The higher forces inside the more intense a person will behave. In other word, motivation determines what behaviors people choose to perform, how hard they do, and how persistent they are in the face of difficulties. Further Petri (1981:4) says that motivation is the reason or the concept that explains our behaviours.
Motivation is fascinating because people want to know why people behave the way they do and understand the process that activates their behavior. By finding
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2 people join in the seminar of motivation. They get a model of successful people and get clear description and understanding of how they can success in their life (business, family, education, etc). The behavior changing energized by insight forces to achieve goals in life is the main purpose of the seminar.
One’s behavior can also be portrayed in literary works, such as a novel. As Kalish (1973: 8) says that literature holds the mirror up to man, therefore, literary works are other copied versions of human reality in real life; they portray realities of human life. One of literary works that portrays about human behavior is a novel by Harper Lee, To Kill a Mockingbird.
To Kill a Mockingbird (1960) is a novel about education. The most important lessons are those of sympathy and understanding, and that of sympathetic.
This book has come to the writer as the most interesting book he has ever read. The book contains not only human moral values that can be taken as our advantages but also about absolute bravery and faith. Lee, in her novel, presents a lawyer, Atticus, who fights for human rights and justice for all, even though he has to face against his own society. One of his extraordinary actions is when he becomes a nigger’s lawyer against white people. The case makes him labeled as “nigger-lover” by his society. To have a picture about Atticus Finch, in the following paragraph, the writer makes a review about him.
Atticus Finch is described as a fifty years old man. He is a single parent for two children from his marriage, Jeremy Finch (eight years old) and Jean Louis Finch (six years old). His wife has passed away of a sudden heart attack. Atticus is a lawyer
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3 One day, there is a white man named Bob Ewell who reports to Sheriff Tate that a nigger, named Tom Robinson, has raped his daughter. Based on the report, the sheriff arrests Tom Robinson and puts him in jail. As the procedure, Tom has to face trials in the courthouse before the judge and juries. Since there is no lawyer who wants to be Tom’s lawyer, Judge Taylor, the judge who leads the trial, points Atticus as Tom Robinson’s lawyer. Atticus accepts it and does his best to help Tom. However, his decision to be Tom’s lawyer is disapproved by most white people in his society, which are racist. They regard Atticus as a traitor because he believes a black man’s words rather than a white man’s. His totality in defending Tom Robinson has put him into several worst and dangerous situations. One of the dangerous situations is when he goes to the county jail alone to stop a mob that comes to lynch Tom. The effects of Atticus decision to defend Tom are also felt by his children. They become the object of ridicule from their neighbors, such as Mrs. Dubose and their own sister, Cecil Jacobs.
However, Atticus has predicted that such situation will come after him and his children. Moreover, he knows that he is doing an impossible mission that is defending a black man against a white man. He knows that he has less possibility and chance to win the case because no matter how right the black man is, he will not win against the white man. However, he keeps struggling to defend Tom Robinson.
During the trial Atticus shows his totality as Tom Robinson’s lawyer. He successfully reveals great arguments and evidences to the juries and the all-trial visitors that Tom Robinson is not guilty for the crime. On the other hand, he proves
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4 have their own opinion; nine of ten juries decide Tom guilty for the crime. Atticus tries to appeal to the higher court but Tom has given up his hope. Tom tries to escape from the jail by climbing over the fence and he is shot to death by the guards leaving seventeen bullet holes in Tom’s body.
To Kill a Mockingbird is truly a great novel. The characters are well developed, the story is exciting, and there are some great lessons that can be learned.
There are four reasons why the writer conducts study on the novel especially on Atticus Finch. First, the writer finds Atticus Finch as a good model of a true- gentleman. He is able to live with others without losing his identity. He has absolute spirit, faith, firmness, and courage to fight for what he believes in and to survive facing difficult situation, especially in his great struggle in defending Tom Robinson and in handling the conflicts. He is a good reflection needed by our society at this time, especially for parents, law upholders, and people who believe in justice, equality, and humanity. Second, the novel is rich of life lessons and moral values, such as notion of acceptance in all forms, bravery, and education. The third reason is that the story in the novel does not make the readers bored. The use of six years old girl as the narrator makes this novel easy to be followed and to be understood. The innocence and straightforwardness of a child in facing situations gives the readers the sense of humor, simplicity, and natural. The fourth reason, the novel is awarded Pulitzer Price. It shows that this novel is included as one of best novels in the world, and of course has great quality to be read. Based on background of the study above, the writer is motivated to reveal Atticus’ character and his motivation to defend Tom
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
1.2 Objectives of the Study
In this thesis, the writer has two objectives to be achieved. The first objective is to describe the character of Atticus in the novel. The first objective is the basis for the second objective that is to reveal Atticus’ motivation to defend Tom Robinson. By accomplishing the objectives, the writer hopes to be able to explain Atticus’ motivations and his reasons in defending Tom Robinson.
1.3 Problem Formulation
In order to guide the analysis, the writer has formulated two problems in order to focus the study, the problem formulations are as follow:
1. How is Atticus Finch’s character revealed in the novel?
2. What are Atticus Finch’s motivations in defending Tom Robinson in the trial?
1.4. Benefits of the Study
There are some benefits in doing this study. The first benefit is for the writer himself. By doing this study, hopefully, the writer is able to learn some moral values, especially from the character of Atticus Finch. Hopefully, the writer is able to learn more how to live with himself, how to accept other people as they are, how to respect diversities, and to know what a real bravery is.
The second benefit is for the readers. This study helps the readers find a model of a good person, good parents, and good law-upholder insight the character of Atticus Finch. The readers also can reveal what are the factors behind Atticus’ controversial decision to defend Tom Robinson, a black people, against a white man
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6 in the trial. More over, And hopefully, this study can encourage other researchers to analyse another aspects in Harper Lee’s To Kill a Mockingbird.
1.5. Definitions of Terms
There are some terms that need to be explained in order to avoid misunderstanding. The first is motivation. Motivation can be said as the process of behaving that is organized and that defines its end states (Bootzin et al., 1983: 367). Motivation leads people to behave in their manner to get some attainment.
Motivation in this study is described as the motive of the lawyer in defending his client before the trial. This motivation is divided based on two components; they are internal drive and external incentives. Internal drive is a force inside one’s mind to do an action. External incentive is an outside power or objective that makes one to do an action.
The second term is defending. Defending comes from the word defend which means “to act, speak or write in support of somebody or something” (Hornby, 1995: 304). This term is usually used in a courtroom by a lawyer in defending his defendant.
The last term is mockingbird. Mockingbird is any of several species of New World birds of the family Mimidae, especially Mimus polyglottos, a gray and white bird of the southern and eastern United States, noted for the ability to mimic the sounds of other birds. The common, or northern, mockingbird (Mimus polyglottos) can imitate the songs of 20 or more species within 10 minutes (http://www.thefreedictionary.com/mockingbird)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter consists of five major topics that are Theoretical Review, Review of Related Theories, Theoretical Framework, Criticism and Sources.
2.1. Theoretical Review
In this part, I will discuss the literary theories that are the critical approach, theory of conflict, the theory of character and characterization to guide my analysis toward the novel.
2.1.1. Theory of Critical Approach
Guerin (1992:vii) states that the richness of great literature merits correspondingly rich respond. He also says that such responds come best when the readers appreciate a great work from many perspectives as it legitimately open itself to. To reveal the appreciation of a literary work can use many perspectives. These perspectives enable us to know how to read and to judge a literary work. These kinds of perspectives are what later called critical approach.
According to Rohrberger (1971:3-16), It is important to understand critical approach, which will be our guidance in analysing literary work. The understanding includes the approach’s nature, function, and positive values. In her book, Rohrberger categorizes five approaches, i.e. the formalist, biographical, sociocultural-historical, mythopoeic, and psychological approach.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The perspective of the formalist approach is to see the literary object as a total integrity of the literary piece. It only focuses on the work itself. The focus is on the structure of the work, which will be related to each part of the work. This approach does not examine the reference to the facts of the author’s life, the genre, the place of the genre, the history, and social milieu related to the literary piece, but. Furthermore, this approach analyses all parts of a literary work in order to get the deeper meaning of the work.
In the biographical approach, the perspective focuses on the author, for instance, the author’s idea, personality and life, which build his writing style, theme, characterization and other literary elements. Rohrberger also suggests that knowing what the author intends to tell about is considered important in his approach.
The sociocultural-historical approach relates the literary work with the reference to the civilization or historical background that built it. This approach can investigate the social milieu that is reflected in the work or the cultural background that produces it. However, the historical side might not be significant for the work. It depends on the role of historical side. If the historical side only occurs as a small part or setting it will be insignificant. On the contrary, it will be significant if the historical aspect is dominant and relevant with what the author wrote.
The perspective of mythopoeic approach emphasizes on the repetition of a certain pattern in a certain literary work. The pattern, for instance, is the usual pattern that is common to all people such as death and rebirth, fertility rites, withdrawal and return. The author of certain literary work may describe them either conscious or unconscious. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
literary work, for example, will have various themes and patterns, which the author might not be aware.
The psychological approach involves deeper analysis of the unconscious area of the human mind. The analysis is based on Freud’s idea about symbolic words, thoughts and action represented in the human mind. Furthermore, he believes that thoughts are the analysis of human symbols. We can interpret the symbol beyond the mind itself.
2.1.2. Theory of Character and Characterization
One way to have a better understanding about the novel is through the character in the novel. Through the character we can find the messages, values offered by the writer or the theme of the novel. For that reason, it is important to know the kinds of characters and how characters in the novel are characterized.
2.1.2.1 Character
According to Abrams (1981: 20), there are two kinds of characters. They are flat and round characters. A flat character is not described in a complex way. A flat character can be characterized by a single sentence or in other words described in a general way. On the contrary, a round character is described in a more complex way, for example, it sometimes has more than one characteristic and changes from one characteristic to another characteristic.
Holman (1986: 83) uses different terms for kinds of characters, i.e., static and dynamic characters. A static character changes rarely towards the action and experiences.
Rarely means it experiences a little bit change or not at all. A dynamic character changes its characteristic or, for instance, its personality by actions or experiences, which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
influence them to change. Sometimes, the author uses both dynamic and static to characterize a character. For example, the author may use static characters for the beginning of actions and use dynamic characters for the results of the action.
Klarer (1999: 17) uses different terms from Abrams and Holman, although he also uses flat and round characters for the similar term. For flat characters, he uses typified characters, which refer to specific characters whereas for round character, he uses individualized characters, which refer to more complex characters with differentiated characteristics.
2.1.2.2.Theory of Characterization
According to Murphy (1972: 161-173), there are nine ways to characterize a certain character in the novel
1. Personal description In this technique, the author, as one of the characters in the novel, describes the character’s appearance directly. He describes the character’s face, skin, eye, and hair, in detail. In describing the character, the author also uses adjectives, for example like strong, heavy, and so on, which shows the character’s physical appearance.
2. Character as seen by another In this technique, the author describes a certain character from the other character’s eyes and opinions. He gives, for example, the impression of shape, cleanliness, firmness, smoothness of a certain character.
3. Speech
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In this way, the author gives clues through what a certain character says in the novel. The author can describe the clues from the conversation with another, the character’s opinion or when the character speaks.
4. Past life In this method, the author describes a certain character’s past life directly. The description can be given through the character’s thoughts, conversation or through the medium of another person.
5. Conversation of Others This technique uses conversation of other characters about a certain character.
The conversation often gives us a clue about whom it is being spoken.
6. Reactions In this technique, the author describes a certain character’s reactions or response to various situation and events.
7. Direct Comment The author describes the character or gives comment towards the character directly. In this technique, the author becomes the narrator of the novel to comment about the character.
8. Thoughts The author describes what a certain character thinks
9. Mannerisms The author can give us clues from the character’s habit, mannerism or action, which are repeated in the novel.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
According to Abrams (1981: 21), there are two methods in characterizing characters, i.e., “ showing” and “ telling”. In “showing”, the author describes characters’ action and dialogue but he or she does not include the characters’ motives of the action and dialogue. Furthermore, the author lets the reader to guess behind the action and the dialogue. In “telling”, the author describes not only the physical appearance but also the motives and sometimes evaluates the characters. The author, for instance, also comments what the character says and does.
Klarer (1999: 19-20) uses explanatory characterization for “ telling “ method and dramatic characterization for “ showing “ method. In explanatory characterization, the author becomes the narrator who describes the character’s action and dialogue including the narrator’s comment and evaluation towards the character. The dramatic characterization places the author as an obvious narrator. It means that the author describes the character’s utterances and actions without giving any comment or intervention.
2.1.2.3. Theory of Conflicts
According to Jafte (1968:2) conflict will always come in our daily life, whether it is a conflict, which can be resolved and cannot be resolved or not resolved easily.
Conflicts have great effects on us; conflicts can change our basic values or our conception of life. It will modify our characters, values, ideas, the concepts of life, and the nature of right and wrong.
Conflict is one of the interesting parts in the story. Without the conflicts, the story will bore its readers. According to Jafte (1968:2) conflict means that a story brings together two opposing forces called a protagonist (one who struggles for) and an
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
antagonist (one who struggle against) and then resolves the resultant struggle between these forces.
According to Stanton (1965:16) there are two conflicts, i.e. the internal conflict, which happens between two desires within a character, and the external conflict, which happens between characters or between a character and his or her environment. In his further explanation he says that specific conflicts are in turn subordinate to the central conflict, which may be internal, extenal, or both. A central conflict is always between fundamental and contrasting qualities forces, such as honesty and hypocrisy, innocence and experience, individuality, and the pressure. A story may contain more than one conflicts force, but only the central conflict fully accounts for the events of the plot.
2.2. Review of Related Theories
2.2.1. Theory of Prejudice
According to Karen Huffman (1997:591) prejudice is a generally negative attitude directed to toward specific people because of their membership in a specific group. For example slaves are likely to be viewed by their master as lazy, irresponsible, and lack of ambition.
Further, Huffman explained that the term prejudice is prejudgment of others based on limited knowledge and limited contact. It biases people against others and limits their ability to accurately process information. This opinion is supported by Kalish in his book
The Psychology of Human Behaviour . He (1973:353) said that many people are rigid in
their thinking. They seem to say “ Don’t bother me with the facts of new ideas. I know what’s right,” they are referred to as people with closed minds; because they are not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
willing consider new information. People that racially prejudiced are more difficult in discharging old ways of thinking and trying new ways.
But prejudice, like all attitude, is actually composed of three separate elements: (1) a cognitive components (or stereotype), consist of negative thoughts and beliefs, (2) an affective components, consisting of emotion associated with objects of prejudice, and (3) a behavioural component, consisting of predispositions to act in certain ways toward members of the group (discrimination)
Richard A. Khalish (1973:351) stated that to have prejudice is to make prejudgement or to make judgement or hold an attitude before all information is available. Prejudiced people will have either favourable or unfavourable reaction toward people, things, and idea. A person is prejudiced against other people may make his thinking less effective. For example, a man who is prejudiced against a particular newspaper may not believe something it published even though it is true.
Khalish in his further explanation said that prejudice is learned largely through interaction with significant others and tend to fit it in with personality needs and the self- concept. Prejudice then will be reinforced by approval from friends and the community, by personal experiences, and by reduction of anxiety.
According to Huffman there are five most commonly sources of prejudice: learning, cognitive process, individual personality needs, economic and political competition, and displaced aggression. People learn prejudice through classical and operant condition and social learning. For example, children hear their parents, friends, and teachers expressing prejudice and they imitate them. People also learn their prejudice through direct experience. They receive attention and sometimes approval for expressing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
racist of sexiest remarks. And also, they may have single, negative experience with a specific member of a group that then generalize and apply to all members of the group.
The second way people develop prejudice is through cognitive process. According to this perspective, prejudice develops as a result of normal cognitive process and the every day attempt to explain a complex social life. And this cognitive process is divided in three categorisations. First, people create in-groups and out-groups. An in- group is any category in which people see themselves as a member, while an out-group is all others. In-group is seen as more attractive, as having more desirable personality characteristics, and engaging in more socially accepted forms of behaviour.
The second cognitive process is this group has tendency to see more diversity among members of one’s in-group and less among the out-group. This “ they-all-look- alike-to me” tendency is termed the out-group homogeneity effect. This is a kind of cognitive bias. It is dangerous because when members of minority groups are not perceived as varied and complex individuals who have the same needs and feelings as the dominant group, it is easier to perceived them as faceless objects and treat them in discriminatory ways. And the third cognitive process is the tendency to blame the victim, a type of attribution bias.
The third way people develops prejudice is out of an individual’s personality needs. From this perspective, people with traits of rigidity, conventionality, and sadism tend to do prejudice. To identify it researchers use F scale. People who scored high on the F scale is known as the authoritarian personality.
The fourth way that is believed to develop prejudice is out of competition for limited sources. It is maintained because it offers significant economic and political
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
advantages to the dominant group. In the United States lower class whites have been more racist than the high-class whites. Whites in the lower class, however, are at risk to unemployment because minorities compete with them for scare resources.
The fifth way prejudice is developed is displaced aggression. In this section frustration become the trigger of prejudice. Frustration leads people to attack the source of frustration. But when the source is bigger and capable of retailing, of when the cause of the frustration is ambiguous, people often displaced aggression on an alternative, no threatening target. The innocent victim of displaced aggression is known as scapegoat. For example, during the great depression of the 1930’s, Hitler used Jews as scapegoats that Germans could blame for their economic troubles.
2.3. Theoretical Framework
In doing this study, I combined some theories that I have reviewed previously in order to guide in doing my analysis. Those theories are theory of character, theory of characterization, theory of conflicts and theory of prejudice.
Since the focus of my thesis is analysing some characters in the novel, I will use the theory of character and characterization. In doing character analysis I will adopt theory of character from Klarer’s, Abrams’, and Holdman’s. This theory will help me to understand about the characters that I will analyse. And, to understand the characters deeply, I will use the theory of characterization from Murphy’s theory.
This thesis will also analyse the characters’ conflicts, so I used theory on psychology, which focuses on the theory of prejudice. The theory I will use is taken from
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Huffman’s and Khalish’s. It is because they give complete description about how prejudice is developed in a society.
Those theories will guide me in finding the cause of Boo Radley’s and Tom Robinson’s conflicts. Furthermore, I am suspicious that the conflicts are caused by the outer conflicts, which seems to be influenced by prejudice.
2.4. Criticism In this section I will discuss two criticisms. Both are taken from Internet.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 3 METHODOLOGY This chapter is divided into three main parts namely subject matter, approach,
and procedures. In the subject matter, the writer discusses about the subject of the study i.e. Harper Lee’s novel To Kill a Mockingbird. In the approach, the writer mentions the approaches for analyzing the novel. While in the procedure the writer discusses the steps in analyzing the novel.
3.1 Subject Matter
The main subject of this study was the novel of Nelle Harper Lee To Kill A
Mockingbird . The genre of this novel was social drama, southern drama. The tense
used in the novel is past tense. The setting of place and time of the novel was fictional town of Maycomb, Alabama, Southern state of America in 1933-1935. The novel consists of 31 chapters and divided into two parts. In overall the book consists of 287 pages.
J. B. Lippincott of Philadelphia published To Kill a Mockingbird for the first time on July 11, 1960. In its first year publishing, this novel created one of the most extraordinary records in publishing history. The novel was sold more than two and a half million copies in that first year and went through 14 printings. It was chosen by three American book clubs: Reader's Digest Condensed Books, the Literary Guild and Book-of-the-Month Club. It was also chosen by the British Book Society and was published in France, Germany, Italy, Spain, Holland, Denmark, Norway, Sweden,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24 The novel was awarded the Pulitzer Prize in Letters on May 1, 1961. On the second anniversary of its publication, the novel had been on the bestseller lists for 100 weeks and had sold more than five million copies in 13 countries and it has been translated into ten languages. Two years after its publication, the novel was adapted for the cinema, and winning Oscars (Academy Awards) for the script and for best actor in a leading role (Gregory Peck), who played Atticus.