THE INFLUENCE OF HER MOTHER’S LIFESTYLES ON LIZA’S LIFE AS SEEN IN RENDELL’S THE CROCODILE BIRD
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THE INFLUENCE OF HER MOTHER’S LIFESTYLES
ON LIZA’S LIFE AS SEEN IN RENDELL’S
THE CROCODILE BIRD
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By
METTY CAHYANINGRUM
Student Number : 021214099
ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007
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Because I never know where life is gonna take me and i can't change where i've been. But today, I have the opportunity to choose. And I choose to be the best that I can be. I choose to be authentic in everything I do. My past doesn’t dictate who I am. I choose. I’ve been done through some painful things that I thought I would never make it through. Filled up with shame from the top of my head to the soles of my shoes. I put myself in so many chaotic circumstances, but by the grace of God I've been given so many second chances.
Today I decided to let it all go. I'm dropping these bags, I'm making room for my
joy.I used to have guilt about why things happen they way they did Life is gonna do what it do. I realize everyday I have the opportunity to choose. From this day forward I'm going to be exactly who I am. I don't need to change the way that I live just to get a man. (NO!) I even had a talk with my mama and I told her the day I'm grown, "from this day forward, every decision I make will be my own." Growing up without retiring for the battle is on, Going on without relenting ‘till the final victory’s won
(Adapted from India Arie’s songs)
I dedicate this thesis to my family, especially my mother who always protects me
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that the thesis I wrote does not contain the works or part of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should.
Yogyakarta, January 25, 2007 The writer
Metty Cahyaningrum
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ABSTRACT
Metty Cahyaningrum. 2007. The Influence of Her Mother’s Lifestyles on Liza’s
Life as Seen in Rendell’s The Crocodile Bird. Yogyakarta: English Language
Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This thesis discusses Ruth Rendell’s novel entitled The Crocodile Bird. The novel pictures the life of a young woman named Liza who is secluded for almost all her life by her mother, named Eve, in an isolated place in Britain called Shrove. This study discusses the lifestyles that her mother chooses and how those lifestyles influence Liza’s life.
There are two problems to discuss in this study: (1) What kinds of lifestyles does Eve, Liza’s mother, choose? (2) How do the lifestyles influence Liza’s life?
This study is conducted by using a library research. There are two kinds of sources employed in this study: primary and secondary sources. The primary source is the novel The Crocodile Bird itself which becomes the object of the study. The secondary sources are books on literature, psychology and internet sources that provide information related to the study. This study utilizes theory of character and characterization and theory of motivation and lifestyles. The approach used is the psychological approach because this study deals with the main characters’ motivation, their lifestyles, and how those lifestyles can influence someone’s life.
The analysis of the main characters in the story shows that Eve employs some lifestyles in her life. They are simple living, environmentalism, serial monogamy, and secularity. She chooses those lifestyles because of some reasons. They are because of her horrible past experience, her love to Shrove, her love to Liza, and her criminal acts that she has done.
The analysis also shows that Eve’s choice of lifestyles influence Liza in many ways. The influences on Liza are on her curiousity on new things, her meaning construction of some things like marriage, death and love, her appreciation to the nature, her view about woman, and the way she sees her life.
This thesis also provides some suggestions for future researchers related to other possible studies on The Crocodile Bird. Future researches may focus on other topics, such as a close relationship between the mother and the daughter. Additionally, the study also provides the implementation of the novel as a material in teaching English in speaking class.
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ABSTRAK
Metty Cahyaningrum. 2007. The Influence of Her Mother’s Lifestyles on Liza’s
Life as Seen in Rendell’s The Crocodile Bird. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Skripsi ini membahas novel karya Ruth Rendell yang berjudul The
Crocodile Bird . Novel ini menggambarkan kehidupan seorang wanita muda yang
bernama Liza yang hampir selama hidupnya dipingit oleh ibunya yang bernama Eve di sebuah tempat terpencil di Inggris yang bernama Shrove. Skripsi ini membahas gaya-gaya hidup yang dipilih oleh sang ibu dan bagaimana gaya-gaya hidup tersebut mempengaruhi kehidupan Liza.
Ada dua permasalahan yang dibahas dalam skripsi ini: (1) Apa saja gaya hidup yang dipilih oleh Eve, sang ibu? (2) Bagaimana gaya-gaya hidup tersebut mempengaruhi kehidupan Liza?
Studi ini menggunakan studi pustaka. Ada dua macam sumber yang digunakan: sumber utama dan sumber kedua. Sumber utama adalah novel The
Crocodile Bird itu sendiri yang juga menjadi objek studi. Sumber-sumber kedua
diambil dari buku-buku literatur, buku psikologi, dan sumber-sumber dari internet yang menyediakan informasi yang berkaitan dengan studi ini. Studi ini menggunakan teori tokoh dan penokohan serta teori mengenai motivasi dan gaya hidup. Pendekatan yang digunakan adalah pendekatan psikologi karena studi ini membahas mengenai motivasi dari para pemeran utama, gaya hidup mereka, dan bagaimana gaya hidup tersebut dapat mempengaruhi hidup seseorang.
Analisis dari para karakter utama di dalam cerita menunjukkan bahwa Eve memiliki beberapa gaya hidup dalam hidupnya. Mereka adalah gaya hidup sederhana, cinta lingkungan, monogami berseri, dan gaya hidup sekuler. Dia memilih gaya hidup tersebut karena pengalaman masa lalunya yang buruk, kecintaannya pada Shrove, kecintaanya pada Liza, serta perbuatan kriminal yang telah dilakukannya.
Analisis juga menunjukkan bahwa pilihan Eve akan gaya-gaya hidupnya mempengaruhi kehidupan Liza dalam banyak hal. Pengaruh pada Liza tersebut antara lain pada keingintahuannya akan hal-hal baru, pembentukan maknanya akan beberapa konsep seperti pernikahan, kematian, dan cinta, pengharaannya terhadap lingkungan, pandangannya mengenai wanita, dan bagaimana dia melihat kehidupannya.
Skripsi ini juga memberikan beberapa saran untuk para peneliti yang akan datang berkaitan dengan studi-studi yang mungkin pada The Crocodile Bird. Peneliti yang akan datang bisa berfokus pada topik-topik lain seperti kedekatan hubungan antara ibu dan anak. Selain itu, studi ini juga menyediakan penerapan novel ini sebagai salah satu materi dalam mengajarkan bahasa Inggris dalam kelas berbicara.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude to Allah SWT for making everything possible. He is the power beneath every ease and luck. He also becomes my power whenever life brings me down. I would like to thank Drs. L.
Bambang Hendarto, M.Hum for being very kind, patient, and helpful during my
thesis writing. I know I kept on disturbing him with my phone calls and my paperwork which was always returned back to me with red marks. I also thank
Paul Hooper for correcting my grammar and diction very quickly. He has been
very kind and supportive. I thank all lecturers of English Education Study Program of Sanata Dharma University for being the best teachers ever. I thank Ms
Lanny Anggawati and Ms Wigaty for inspiring me so much. I also thank all
English Education Study Program secretary staff, especially mbak Dani and mbak Tari, for helping me a lot.
I thank my mother Tri Harjanti for her daily grumbling, her financial and material support, and her willingness to be my only sanctuary. I also thank my father Mulyadi for his humble life and warm smile, my brother Dedhy for his mocking on my study, my sister in law Lisa for her kindness and support, and the little angel in our family Farrel for always being the cure of my fatique. I also would like to present a bunch of thanks to the people in my home, Cahaya crew,
Dewi, mbak Amik, mbak Fe, my neighbours who keep on asking ‘Sudah lulus
belum to Met? ’, my Grandmother, my beloved aunty Koes Harmanti, and my
wisest uncle Om Karno for their relentless support. I wish I had better
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I would like to thank my friends for always encouraging me. I thank
Emenina for being a real friend. She always helps me without me asking for it. I
hope we can be friends forever no matter what happened, what happens, and what will happen. I thank Kristian for always inspiring me. I miss the crazy wild moments we have shared in Jogja. I am waiting for him to come back. I thank
O’ok for being such a wonderful friend. He helps me through my joy and my
pain. I also thank Mawar, Echi, Liza, Nek Sha-sha, Udjo, Dedy, Vivi and all
Kijang Tiada Duanya crew for the wonderful mystical moments we have shared.
I also thank Esta for sharing fear and worry of examination. I thank all my PBI friends for giving me great life lessons.
I also give my gratitude to my friends in Communication Department UGM, Ratna, Mega, Towok, and Fury, for critizising my thesis, helping me to prepare my exam, and sharing beautiful moments. I thank to PR Manager in ibis Malioboro hotel Ms Nike for encouraging me to finish my thesis soon, and all my friends in ibis Malioboro for sharing wild moments. I thank Bajoe for giving me great time and sharing dreams, Seno for sharing crazy and romantic moments, and
Isaac Davis for offering love and dreams everyday. The way they make me feel
inside is amazing.Last but not least, I thank all my cyber friends in solo and siswa channels for their smart jokes. Competing with them in scramble words quizes helps me a lot to refresh my mind and sharpen my knowledge. I wish the best for everyone.
Metty
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TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................. ….. i
APPROVAL PAGE ....................................................................................... …. ii
PAGE OF BOARDS EXAMINERS ...………………………………………... iii
PAGE OF DEDICATION ...………………………………………………...… iv
STATEMENT OF WORK ORIGINALITY ...………………………………. v
ABSTRACT ……………………………………………………………………. vi
ABSTRAK ......………………………………………………………………… vii
ACKNOWLEDGEMENTS ....……….……………………………………… viii
TABLE OF CONTENTS …………………………………………………….… x
CHAPTER I INTRODUCTION ………………………………………………..1
A. Background of the Study ..……………………..…………………. 1 B. Objectives of the Study ..……………..……………………………5 C. Problem Formulation ………………………...…………………… 5 D. Benefits of the Study ...…………………...………………………..6 E. Definitions of Terms ...…...……………………………………….. 6CHAPTER II THEORETICAL REVIEW ..…………………………………. 8
A. Review of Related Theories ..…………………………………..….. 81. Character and Characterization ……..…….…………………. 8
2. Critical Approach ………………………...………………. 11
3. Motivation ……………………………...……………………12
a. Definitions …………………………...…………………..12
b. Major constructs in motivation ………………………... 12
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4. The Hierarchy of Needs ……………………………………...14
5. Lifestyle ………………………………..……………………..16
a. Definitions ……………………..……………………........16
b. Perspectives on Lifestyles ………………..…………........17
c. Kinds of Lifestyles ……………………..……………….. 18
d. Elements of Lifestyles ……………….……………….…. 20
B. Critisism on The Crocodile Bird ……………………..……………. 22
C. Theoretical Framework …………………………………………..… 24
CHAPTER III METHODOLOGY ……………………………………......... 25
A. Subject Matter ………………..…………………………………… 25 B. Approach ………………………………………………………….. 26 C. Procedure ………………………………………………………….. 26CHAPTER IV ANALYSIS ….………………………………...……………… 28
A. Eve’s Unique Lifestyles .................................................................. 281. Liza and Eve as the Main Characters ................................... 28
2. Eve’s Lifestyles .................................................................... 29
a. Simple Living .................................................................... 29
b. Environmentalism ............................................................ 31
c. Serial Monogamy ............................................................. 32
d. Secularity........................................................................... 33
3. Eve’s Motivation in Choosing Her Lifestyles ..................... 34
a. Eve’s Horrible Past Experience ......................................... 34
b. Eve’s Love to Shrove ....................................................... 38
c. Eve’s Love to Liza ........................................................... 40
d. Eve’s Criminal Acts ......................................................... 44
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B. The Influence of the Lifestyles on Liza’s Life ................................. 46
1. Liza’s Curiousity to New Things ........................................... 46
a. To New People .................................................................... 46
b. To New Environments ........................................................ 47
2. Liza’s Curiousity ................................................................... 48
a. About the difference between men and women ................. 49
b. About the little room .......................................................... 50
3. Liza’s Concept of Marriage .................................................. 51
4. Liza’s Concept of Death ....................................................... 53
5. Liza’s Concept of Love ........................................................ 55
6. Liza’s Appreciation to the Nature ......................................... 56
7. Liza’s View about Woman ................................................... 58
8. Liza’s View about Her Life .................................................. 59
CHAPTER V CONCLUSION AND SUGGESTIONS ……..………..……. 62
A. Conclusions ……………………………………………….……….. 62 B. Suggestions ……………………………………………….……….. 631. Suggestion for Future Researches ……………….….……... 63
2. Suggestion for Teaching-Learning Activities ……………... 64 The Implementation in Teaching Speaking ……………….. 64
BIBLIOGRAPHY ………………………………………………...………….. 66
APPENDICES …………………………………………………........................ 69
1. Summary of The Crocodile Bird ...................................................... 69
2. Biography of Ruth Rendell ………………………………………… 72
3. Lesson Plan for Teaching Speaking ................................................. 74
4. Material ……………………………………………………………..76
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CHAPTER I INTRODUCTION In the first chapter, I will present four sections that form the
introduction of my thesis. They are background of the study, problem formulation, aims of the study, and definition of terms. The background of the study is a brief description of the reasons for choosing the topic. The problem formulation shows the problems that I want to explore further. The objectives of the study describe the aims of this study. Finally, definition of term contains the description of some significant terms that I use in my analysis.
A. Background of the Study
Life is all about choice and everybody has their own choice of how they should live their life. Some people choose to be hippies and some choose to be part of the jet set community, some prefer to be atheists and some decide to be religious persons , some prefer to be soldiers and some would rather be ordinary citizens. This is what makes this world colorful.
Smith and Pergola (1991:1) label lifestyle as personal behaviours and habits. It includes exercise, eating habits, cigarette smoking, alcohol and drug use, safety, stress management, fashion, or relationships. Since it is defined as personal behaviours and habits, lifestyle comes in many forms depending on personal interest.
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2 social relations, consumption, entertainment, and dresses. A typical lifestyle also reflects an individual's attitudes, values, or worldview. When a girl decides that she wants to be a nun, automatically her choice echoes the values she is inline with: the values that a certain religion brings. Even in sociologists’ perspectives, religion itself is a lifestyle; it carries options for individuals to choose. A person may have different lifestyles in over a period of time.
Lifestyle has its own effects on people. What an individual chooses as the best value may influence other individuals. MTV, for example, which regards itself as a music lifestyle mover, has the widest influence on the youth all over the world. It spreads values through its video jockeys and shows and makes those values absorbed by young people. A certain preacher in a church may also succeed in affecting hundreds or maybe thousands of people to follow the values he wants to spread through the spiritual lifestyle. The questions are how far lifestyle influences an individual and what the major influence is.
Before trying to answer those questions, first thing to know is who the closest people to a particular an individual are. If this individual relates mostly with his family, then the family is the group that influences him most. However, if he relates mostly with his friends then it is the friends who bring the major influence. Generally, an individual interacts primarily with his family. To be more specific, every individual intermingles initially with his mother. We all know that mothers always influence their children in many ways, because it is their nature to be the earliest persons who interact with their children.
For nine months and ten days, mothers and their babies are one. After they
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3 with after they see the world are their mothers. This mother-children relationship continues for some time. Even busy modern career women have to go through this stage when they have children. In some families, a close relationship continues and is maintained until the children are considered big enough to live independently. Since a mother is the closest person to an individual, her lifestyle will influence her children considerably.
Socially, a mother should be the first person for her children. Medinnus and Johnson (1969: 342) write “Society dictates that she provides physical care for the children – feed them, keep them healthy and, if possible, clean. She must comfort and console them when necessary and in general nurture them and provide emotional support”. The above statement shows that society has its own model for the women to be a perfect mother. A mother is considered as a good mother if she can take care of her children, physically or emotionally.
Since the society has its own stereotype of a good mother, an unusual mother will be considered bad. Society believes that a good mother gives good treatment to her children, and that good treatment will shape good children. If a mother does not give the treatment that the society expects, then it is feared that the children will becomes bad ones too.
Literature as a work of art can portray such life experiences: how a mother’s lifestyle influences her children’s ways of life later, how the children adapt to such a relationship, or how children see the world. Since a novel can portray such life experiences as close to what appears in the actual world, people can learn much about life from reading literary works.
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4 girl of sixteen years old named Liza lives secluded with her mother in an isolated place in Britain. It seems that Liza’s life is much influenced by her mother’s choice of lifestyle. The way her mother and Liza live is unique. There are not many people who want to live cutting themselves off from others with minimum amenities when in fact they could have them. Since Liza is still considered a child and not independent enough, she has to follow her mother’s choices. Considering those facts we can see that Liza in fact is under the control of her mother. Hence, she is truly influenced by her. Besides, Liza rarely communicates with others. She interacts mainly with her mother and her boyfriend.
The story begins when Liza’s mother is taken by the police. Liza, who has never seen the outside world before, is sent by her mother to go to a friend’s house in London. Instead of leaving for London, Liza goes to her boyfriend’s caravan in the wood. There, Liza tells him the murders her mother has done to men who come to their house.
Liza’s character is very interesting to discuss since her ideas are very complex. In her childhood, she has to face some events that a child should not see.
The bewilderment and dilemmas which she has to cope with are not something easy for someone like her who is just sixteen. She does not know what to say knowing her mother has murdered three men in their own home. Should she protest to her mother, should she runaway from the house, and should she always follow what her Mother says, are some questions that got mixed up in her mind, not to forget how she tries not to be promiscuous on her dillema to kill her boyfriend or not.
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5 Liza to be her twin. Liza grows up into a young woman who in some ways becomes cold and independent like her mother. She is not afraid to see blood and dead bodies because her mother never teaches her that blood is a scary thing. She also becomes an independent young woman like her mother who does not want to be dependent on men. It is interesting to see how Liza can direct herself the way she thinks it will be, to learn from what happened in her past, and to realize that she has to make choices to make her life better. Liza has to face many choices in her life which are often difficult. These are the things Liza should overcome by herself. Her struggle to face new things that lead her to her decisions is something interesting to understand.
This study will try to know how certain choices of lifestyles can influence other’s view and attitude in life. The aim of this study is to analyze the motivation for choosing her lifestyles by Liza’s mother and how that unique lifestyles influence Liza’s life.
B. Objectives of the Study
There are two objectives in this study of Ruth Rendell’s The
Crocodile Bird . The first one is to get a better understanding of how the
author illustrates Liza’s mother’s lifestyles. The second one is to identify how that lifestyles influence the way Liza faces the new things in her life and faces her hard life.
C. Problem Formulation
Based on the previous parts, I formulate the problem as follows:
1. What kinds of lifestyles does Eve, Liza’s mother, choose?
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6 D. Benefits of the Study Hopefully, by doing this study, I will be able to know the factors that force people to do things in their life. The first benefit is for me myself. I expect to make this study as a reflection of life so that I can make improvements in my own life.
The second benefit is for the readers. It is hoped that this study can assist the readers to gain their knowledge about literature, motivation, lifestyles, and a mother-daughter relationship because the supporting theories can somewhat facilitate them in improving the knowledge about those mentioned. The novel itself is also an example of how a small girl can survive in a world which is extremely strange and new for her. It may become a lesson for them to review whether they have tried hard enough to struggle for their life or not.
The last one is for the future researchers who plan to work on the same topic. Hopefully, this thesis can be helpful as a supporting resource for them in completing their study.
E. Definition of Terms
1. Lifestyle Smith and Pergola (1991:1) define lifestyle as personal behaviours and habits. It includes exercise, eating habits, cigarette smoking, alcohol and drug use, safety, stress management, fashion, or relationship. Since it is defined as personal behaviours and habits, lifestyle comes in many forms depended on the personal interest. Taylor (2002:1) writes that at the local level, ‘lifestyle’ is replacing the traditional ‘way of life’. The shifting of ‘way of life’ to ‘lifestyle’ happens
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7 She also puts an emphasis on television which she considers as the biggest influence on lifestyle choice.
2. Survival In Oxford Advanced Learners’ Dictionary (1974:871) survival is defined as the state of continuing to live or exist, often despite difficulty or danger. White in Franken (2002:6) writes that humans interact with their environment in two basic needs; the need to master the environment on one hand, and looking out for their survival on the other. In addressing these needs humans usually put their survival needs first over the mastery. From that explanation, we can see that survival has a higher degree of substance than any other need in most situations.
3. Character Abrams (1981: 20) defines a character as a person who is presented in a dramatic narrative work. The person is interpreted by the readers as being gifted with moral and dispositional qualities that are expressed in what the say – the dialogues- and by what they do – the actions. From this definition we can say that in a literary work, character is a figure that has certain characteristics.
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CHAPTER II THEORETICAL REVIEW This chapter consists of three sections. The first section is a review of
related theories, the second section presents some criticisms about the novel analyzed, and the third section presents a theoretical framework that describes how the theories reviewed are used in analyzing the novel.
A. Review of Related Theories
1. Character and Characterization
Pickering (1986:26) explains that the term character pertains to any individual in a literary work. A major or central character of the plot can be the
protagonist; his opponent is the antagonist. He describes that it is usually easy to
identify the protagonist since he or she is the essential character whose fate becomes the readers’ focus of attention. However, the term protagonist and antagonist do not imply a judgement about the moral worth of either since many protagonists and antagonists represent a complex mixture of both positive and negative qualities.
Forster in Pickering (1986:27) distinguishes two types of character to describe the relative degree to which the writer develops them. These are flat and round characters. Flat characters (or also referred to as type characters or one- dimensional characters) are those who embody or represent a single characteristic, trait, or idea, or at most a very limited number of such qualities. They are usually minor actors in the novel or stories in which they appear, although it is not always
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and traits. They are usually described as complex multidimensional characters. They also often have considerable intellectual and emotional depth as well as the capacity to grow and change. Major characters are usually round characters.
Pickering (1986:29) also explains that characters in fiction can also be distinguished on the basis of whether they demonstrate the capacity to develop or change as a result of their experiences. Dynamic characters exhibit a capacity to change while static characters do not. Dynamic characters include the protagonist in most novels, and the readers usually can distingush the process of change. On the other side, static characters do not change or change a little.
In presenting characters in fiction, Pickering (1986:30-35) notes two basic techniques used by an author. The first one is by telling (or the direct method), which relies on exposition and direct commentary by the author. The other one is by showing (or the indirect method) which involves the author’s stepping aside.
By this means, the author allows the characters to reveal themselves directly through their dialogue and their actions. With this method, much of the weight of character analysis is given to the reader to interpret. The readers require to infer the characters on the basis of evidence provided in the narrative. However, those methods do not stand alone, they can be used in a complementary way.
While Pickering mentions the basic technique, Murphy (1972: 161–173) mentions the techniques in a more specific way. They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism.
In personal description, the author can describe a person’s appearance and
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as wearing inappropriate clothes shows that he is poor or comes from the lower social class.
Character as seen by another is another way in which an author uses other persons to build a certain character. In this case, the author describes him through the eyes and opinions of another. Thus, the reader gets a reflected image from other persons’ perspectives.
Speech is a way in which the author gives us the insight into the character of one of the persons in the book through what the person says. In this way, the character is directly presenting to the reader clues to his character.
Another way to know a certain type of character is through past life. By doing this, the author allows the readers learn something about a person’s past life and recognize the events that have shaped certain characters to become such unique figures.
An author also can use other method, that is conversation of others. Here, the author gives us clues to a person’s character through the conversation of other people and the things they say about him. It means that what the other people say and discuss about that person in the story can contribute to the reader’s understanding about the character of that person.
Readers can also get clues from a person’s reactions in the novel. The character of a person in the story can be seen from how he reacts to various situations and events happening in the story.
One other effective way in characterization is direct comment. Here, the author describes and comments on a person in the story directly. In this way, the
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An author can also describe his character through character’s thoughts. The author gives us direct knowledge of what a person is thinking about. Here, the author has total authority over the people in the novel since he can show what a person is thinking about through his description. The reader can accept those descriptions as a clue to understand the characters of the person.
The last way is through mannerisms. A person’s character is described through the person’s mannerisms, habits, or idiosyncrasies.
From these explanations, we can conclude that a character in the novel is a stereotype of a living person in the real life. This character brings certain traits, as well as moral values, which can be analyzed through the character himself and other elements surrounding and affecting him.
2. Critical Approach
In analyzing a work of literature, Rohrberger and Woods, Jr. (1971:3) mention that we can use five approaches. The first one is the formalist approach; this approach suggests that in analyzing a work of literature, we should only deal with the idea of the work itself. It is not necessary to do study the author’s life, the social background, the psychological aspects, or any sources related to the work. The second one is the biographical approach; it puts an emphasize on the author’s life and background to get a good understanding about literary works because sometimes a writer writes literary works based on their life experiences. The third one is the sociocultural-historical approach; it uses sociocultural-historical evidence to support the readers in analyzing a work of literature. Literary works can often be a proof of an historical event or can be a portrait of events at a certain
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with the universal recurrent patterns of human thoughts such as the ancient myths and folk rites to understand the literary works. And the last one is the psychological approach; it emphasizes the use of psychology theories to analyze the personality and behaviour patterns shown in the literary works. The last approach is the approach that I would like to use in my thesis.
3. Motivation
a. Definitions
There are many things that force us to do something. Franken (2002:3) explains that the basic assumption of all motivation theory is that for every behaviour, there is a cause. It is a logical way of thinking because human must have a basis for doing an action. Petri (1981:3) defines motivation as “the concept we use when we describe the forces acting on or within an organism to initiate and direct behaviour”. This concept is also used to explain differences in the behaviour intensity; more intense behaviour is considered as a result of higer motivation.
b. Major constructs in motivation There are several major constructs frequently used in motivational theory.
Each of them will be explained as follows: 1) Energy
This first idea about motivation construct comes from the assumption that there is some source of energy that drives behaviour. The idea is that the energy behind behaviour is general (Petri, 1981:5). 2) Heredity
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programmed in the human mind even before the human is born. This is what most people call the “instinct” (Petri, 1981:5).
3) Learning Motives are often drawn through observation. This process is called modeling. That is why as a person gets older, his motivations become more complex. Finnbogason and Guillaume in Piaget mention the role of imitation in the learning proccess (Piaget, 1962:87-88). In child development, imitation continues into assimilation. It is also often related with the children’s intelligence; the brighter the children are, the more complex their play is.
4) Social interaction Our behaviour is frequently motivated by the presence of other alters.
They are family, friends, or acquintances (Petri, 1981:6). In some cases, even strangers influence our behaviour. Without other people around us, we will be lonely. Paloutzian and Janigian (1989: 32) write that there are two kinds of loneliness: emotional loneliness and social loneliness. Emotional loneliness is a state where someone feels lonely though he or she is surrounded by many people, while social loneliness is a state where a person is lonely because of social isolation. Socially, loneliness is hard to overcome, but it can be reduced by having someone to love (Hojat, 1989:93). Social isolaton may reduce one’s sense of dignity perception. 5) Cognitive processes
The cognitive processes within ourselves cause significant difference in the foundation and development of motivation. The process of thinking, for
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6) Hedonism Hedonism comes from the assumption that we are motivated by pleasure and pain; we learn to approach situations that are pleasurable and learn to avoid situations that are painful (Petri, 1981:7). 7) Growth of Motivation
Growth of motivation stresses the idea that humans are motivated to reach their full potential-physical, psychological, and emotional needs. Rogers (1961) calls it as the fully functioning individual while Maslow (1970) uses the term self- actualization (Petri, 1981:7).
From those explanations we can see that there are many things that can force us to do something. However, in reality, there are two things That are dominant. They are learning and social interaction. Learning is a motivation that is gained from inside a human, that is human thinking. We can say that it is the inner factor. While social interaction is the outer factor that a person gets from his acquaintance with others. However, both factors do not stand alone, they influence each other.
4. The Hierarchy of Needs
Maslow in Franken (2002: 14-15) groups needs in a hierarchical arrangement, with the more basic or primary needs at the bottom.
Only when the needs at the most basic level are satisfied does the next set of needs become relevant; people will concern themselves with safety needs only when their physiological needs have been met. Those
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a. Physiological needs The first level of the hierarchy is the physiological needs such as hunger and thirst. Since human is a living being, he is motivated to fulfill his first biological need that is to avoid hunger.
b. Safety needs These needs represent the need for safety or security in our environment.
Higher needs become unimportant when one’s life is endangered.
c. Love and belongingness needs These needs involve a hunger for affectionate relationships with others, a need to feel part of a group, or a feeling that one ‘belongs’.
d. Esteem needs These are the needs for a positive, high evaluation of oneself. There are two categories of this need; a need for self-esteem and a need for esteem from others.
e. Cognitive needs Cognitive needs consist of the wish to know, to understand, and to explore others and the surroundings.
f. Aesthetic needs They are the needs of order, beauty, and so forth.
g. Self actualization needs Self actualization needs are the highest needs one an individual where he or she search for self-fulfillment and realize his or her potential.
The following is the diagram of Maslow’s hierarchy of needs taken from