THE IMPACT OF LACK OF HAVING SEX EDUCATION IN A FAMILY AS SEEN IN MINETTE WALTERS’ THE DARK ROOM A Thesis Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
THE IMPACT OF LACK OF HAVING SEX EDUCATION
THE DARK ROOM
i
IN A FAMILY AS SEEN IN MINETTE WALTERS’
A Thesis
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sweet Suzi Maria
Student Number: 991214109
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2007 ii
iiiTAK E HOL D OF YOU R OWN L I VES. M OST OF THE THI N GS THAT D I STRESS YOU , YOU CAN AVOI D .
M OST OF THE THI N GS THAT D OM I N ATE YOU , YOU CAN OVERTHROW.
YOU CAN D O WHAT YOU WI L L WI TH THEM .
Plato, 400 BC I dedicate my thesis to my late grandfather.
I am sorry that I could not graduate when you were still alive. I love you so. iv
STATEMENTS OF WORK’S ORIGINALITY
I honestly declare that this thesis which I wrote does not contain the works or part of works of other people, except those cited in the quotations and bibliography, as a specific paper should.
Yogyakarta, January 26, 2007 The Writer
Sweet Suzi Maria v
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus for the beautiful life which is full of joy and love. His love has given me strength to finish this thesis.
My deep gratitude goes to my parents for being such patient parents for me. I also thank to my brother and my sister for their support and motivation.
I also would to thank to Drs. Antonius Herujiyanto M. A., Ph. D., my major sponsor. His suggestions and advice give a great contribution to my thesis. My sincere gratitude also goes to my co-sponsor, Ag. Hardi Prasetyo S. Pd., M. A., for his help, suggestions, and corrections which make my thesis better.
I also would like to thank Dra. Lanny Anggawati who has taught me about the real life and the real world, Esti Sri Rahayu, S. Pd., who has given me many great advice about teaching English, and all the member of teaching staff of the English Education Study Program of Sanata Dharma University.
I would like to thank all my beloved students, especially Cindy, Chintya, and of course, Andre for the spirit that they give me again and again. They really help me in gaining my spirit back again. I also would thank Daniel and Kevin for praying for me. My deep gratitude also goes to the teachers, Reni, Ika, Lia, and Mamik for supporting me again and again and helping me in many things.
I would like to thank Didik for lending me his computer and sharing many happy moments with me, Luis and David for encouraging me. Their companies strengthen me during my hard times.
Next, I also would like to thank all my uncles in Tepus, Om Subar, Om Wasiyo, Om Tono for supporting me both in pleasant and unpleasant ways.
I also would like to thank all Pak Ojek in front of Pasar Condong Catur for taking me home every time I cannot borrow a motorcycle. vi
Last but not least, my gratitude goes to Immanuel Angga Audre for supporting, motivating, and loving me with all his heart. He makes my life more meaningful. I hope that our love will last forever vii
viii
2.1.7. Theory of Human’s Sexual Behaviour ……………..…..…...…...……. 16
3.2. Approaches ………………………………………….…………...………...…… 23
3.1. Subject Matter ………………………………………..…………………....…… 23
CHAPTER 3 METHODOLOGY …………...…………………..……...………...……… 23
2.3. Criticism ……………………………………...…………....…...…………...…... 20
2.2. Theoretical Framework …………………………...…….....………...………… 20
2.1.8. An Overview about Sex Education in a Family ...…...………….…..... 19
2.1.6. Theory of Love …………………………………………....……………. 14
TABLE OF CONTENTS
TITLE PAGE …...……………………………………………………………….....……….. i
PAGE OF APROVAL ………………..……………….……….……………...….………... ii
PAGE OF EXAMINATION ………………..……………….……………………...…….. iii
PAGE OF DEDICATION ……………………………...…..……...……………………… iv
STATEMENTS OF WORK’S ORIGINALITY ………….…………………..………….. v
ACKNOWLEDGEMENTS ……………………………….……..………..………..…….. vi
TABLE OF CONTENTS ……………………………….………………………..……… viii
ABSTRACT ……………………………………………..………………………………...... x
ABSTRAK ...…………….……………………...……….………...…………………..……. xi
2.1.5. Theory of Sex ………………………………………………...…….…… 12
2.1.4. Psychological approach ...……………………………………………….. 9
2.1.3. The Relation between Literature and Society ….....…..…….………..... 9
2.1.2. Theory of Literature …………………………...…………...……......….. 7
2.1.1. Theory of Critical Approach …………………………..……...…..…...... 6
2.1. Theoretical Review ……………………………….…....…………………....…… 6
CHAPTER 1 INTRODUCTION …………………...…..………..…………………...…… 1
1.1. Background of the Study …………………….……………….………...…….... 1 1.2. Objective of the Study ...…………………….…………………………………. 4 1.3. Problem Formulation ……………….……….……………….……...……….... 4 1.4. Benefits of the Study ………………………….…….…...……………………... 4 1.5. Definition of Terms …………………………..……….…………...………...…. 5CHAPTER 2 REVIEW ON RELATED LITERATURE ….……………….…………… 6
3.3. Procedures
ix
4.2.2. On Simon ……………………………………………………...………... 45
5.2.1. Suggestion for Future Researche rs ……………………....…………… 55
5.2. Suggestion …………………………………………….….…………...………… 55
5.1.2. What are the impacts of the lack of sex education in the Harris ..….. 53
5.1.1. How the Harris give sex education to their children ……………….... 52
5.1. Conclusion ………………………………………………..………………...…... 52
CHAPTER 5 CONCLUSION AND SUGGESTION ...………………………......…....... 52
4.2.1. On Meg ……………………………………………………………...….. 36
………………………………………….…………………...……… 24
4.2. The Impact of the Lack of Sex Education in the Harris …………………….. 35
4.1.2. Mr. Harris’ Way in Giving Sex Education to his Children .………… 33
4.1.1. Mrs. Harris’ Way in Giving Sex Education to her Children .……..… 28
4.1. The Harris Ways in Giving Sex Education to their Children …………..…… 28
CHAPTER 4 DISCUSSION ………………………...………...……………………….… 28
3.5. Organization of the Study ………………………….………......……………… 25
3.4. Sources …………………………………………….………….…....…………… 25
5.2.2. How to Use The Dark Room as a Material in Teaching English …….. 56 Bibliography …………………………………………………...…..............................…… 63 The Summary of Minette Walters’ The Dark Room …………….…………………….... 65 A ppendices …….…………………………………………………………………….……. 67
ABSTRACT
Maria, Sweet Suzi (2007). The Impact of the Lack of Sex Education in a Family as seen in
Minette Walters’ The Dark Room. Yogyakarta: English Education Study Program
Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University. This study intends to examine the impact of the lack of sex education in family as seen in Minette Walters’ The Dark Room. The novel tells about the lack of sex education in the Harris that brings a very big impact to the children. There are two problems to analyze. First, how the Harris gives sex education to their children and the second is the impact of the lack of sex education in family.
This study uses psychological approach to find the answers of all the questions which are presented in the problem formulation. It is because the focus is on the psychological aspects of the Harris’ children as the result of the lack of the sex education that is given in their family. Furthermore, the theories are used in this study are theory of literature, theory of sex and theory of love. This study uses theory of literature as one of the means to answer the problems which are presented in the problems formulation because the main object of this study is a novel, theory of sex are used since they are closely related to the aim of the study, that is to examine the impact of the lack of sex education in a family as seen in Minette Walters’ The Dark Room. Additionally, theory of love is used to help the study define what love really is and how it can be different from sex.
To know the impact of the lack of sex education in family, the analysis was divided into two. The first is how the Harris gives sex education to their children and the second is the impact of the lack of sex education in the Harris’ family to their children. The first finding in the study reveals that Mr. Harris does not give sufficient information about sex to his children while Mrs. Harris gives wrong information about sex to her children. The second finding reveals that the Harris’ ways in giving sex education to their children influences their children personality. Simon, the first child in the family views sex as a degrading exercise and Meg, the second child of the family views sex as the best way in expressing love and that it can be done with anyone she likes. Both Simon and Meg have a wrong perception about love and sex. It leads them into huge problems. Simon only does sexual intercourse with whores and he ends up in killing many whores. While Meg does sexual intercourse with every man that she loves and she ends up becoming a free sex follower. In the end of the story, Simon kills Meg.
There are two conclusions are gained in this study. The first is Mr. and Mrs. Harris give sex education to their children in the wrong ways; those are through debating and never revealing the truth about love and sex. The second is the impacts of the lack of sex education in the Harris, Meg becomes a sex addicted young woman and Simon becomes a priest but in the same time also a prostitute killer.
There are two suggestions are offered in this study. The fist is the suggestion for the future research. The second is the suggestion about the way to use Minette Walters’ The
Dark Room as a material in teaching English.
x
ABSTRAK
Sweet Suzi Maria (2007). The Impact of the Lack of Having Sex Education in a Family
as seen in Minette Walters’ The Dark Room. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Kesenian, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma. Studi ini bertujuan untuk meneliti akibat dari kurangnya pendidikan sex di dalam keluarga seperti yang terlihat pada novel The Dark Room karya Minette Walters. Novel ini bercerita mengenai kurangnya pendidikan sex dalam keluarga Harris yang kemudian membawa akibat yang besar bagi anak – anak mereka. Ada dua masalah yang dianalisa. Masalah pertama adalah cara Tuan dan Nyonya Harris memberikan pendidikan sex untuk anak – anak mereka. Masalah kedua adalah dampak dari kurangnya pendidikan sex di dalam keluarga mereka.
Studi ini menggunakan pendekatan psikologi untuk menemukan jawaban dari semua permasalan yang ada pada rumusan masalah. Hal ini dilakukan karena fokus dari studi ini adalah aspek psikologis dari anak – anak Tuan dan Nyonya Harris sebagai hasil dari kurangnya pendidikan sex yang diberikan dalam keluarga mereka. Teori yang digunakan dalam studi ini adalah teori literatur, teori sex dan teori cinta. Studi ini menggunakan teori literatur sebagai salah satu alat untuk menjawab permasalahan yang ada di rumusan permasalahan karena objek utama dari studi ini adalah sebuah novel.sedangkan teori sex dan teori cinta digunakan karena teori-teori tersebut sangat erat kaitannya dengan tujuan dari studi ini, yaitu untuk meneliti akibat dari kurangnya pendidikan sex dalam keluarga seperti yang tampak pada novel The Dark Room karya Minette Walters.
Untuk mengetahui dampak dari kurangnya pendidikan sex dalam keluarga, analisa ini dibagi menjadi dua. Yang pertama adalah bagaimana Tuan dan Nyonya Harris memberikan pendidikan sex untuk anak – anak mereka dan yang kedua adalah dampak dari kurangnya pendidikan sex dalam keluarga Tuan dan Nyonya Harris bagi anak – anak mereka. Penemuan pertama dalam studi ini adalah bahwa Tuan Harris tidak memberikan informasi yang cukup tentang sex untuk anak- anaknya. Sedangkan Nyonya Harris memberikan informasi yang salah mengenai sex bagi anak – anaknya. Penemuan kedua adalah pendidikan sex yang diberikan Tuan dan Nyonya Harris bagi anak – anak mereka berpengaruh terhadap kepribadian anak-anak mereka. Simon, anak pertama mereka memandang sex sebagai aktivitas hina, sedangkan Meg, anak kedua memandang sex sebagai cara terbaik dalam mengekspresikan cinta dan ini dapat dilakukan dengan siapapun yang dia sukai. Baik Simon mau pun Meg mempunyai persepsi yang salah mengenai cinta dan sex. Persepsi yang salah ini kemudian mengantar mereka pada masalah besar. Masalah – masalah besar tersebut antara lain: Simon hanya melakukan hubungan sex dengan pelacur – pelacur yang pada akhirnya, beberapa di antaranya ia bunuh. Sedangkan Meg menjadi pengikut sex bebas dan ia melakukan hubungan sex dengan semua orang yang ia cinta. Di akhir cerita, Simon membunuh Meg.
Terdapat dua kesimpulan dalam studi ini. Kesimpulan pertama adalah bahwa Tuan dan Nyonya Harris telah memberikan pendidikan sex kepada anak-anak mereka dengan cara yang salah, yaitu melalui debat dan pertikaian. Terlebih lagi Tuan dan Nyonya Harris tidak pernah mengungkapkan hal yang sebenarnya mengenai cinta dan sex. Kesimpulan kedua adalah dampak yang ditimbulkan akibat kurangnya pendidikan sex dalam keluarga Harris, yaitu: Meg menjadi seorang wanita yang haus akan sex sedangkan Simon menjadi pastur yang juga menjadi pembunuh pelacur pada waktu yang bersamaan.
Terdapat dua saran dalam studi ini. Saran pertama adalah mengenai penelitian lanjutan tentang studi ini. Saran kedua adalah mengenai cara penggunaan novel tersebut dalam mengajar bahasa Inggris. xi
CHAPTER 1 INTRODUCTION This chapter presents the introduction of the study. It is divided into five parts. The
first part is the Background of the Study. It gives some ideas why the study is conducted. The second part is the Objective of the Study. The third part is Problem Formulation. The fourth
part is the Benefits of the Study which explains the benefits that can be taken from this study. The fifth part is the Definition of Terms used in the study which explains some important terms that are used in this study to help the reader understand this study better and to avoid misunderstanding.
1.1. Background of the Study
According to Freud (1938:1), sexual needs reveal in the forms of sexual instinct. This kind of instinct is considered equals to other human needs, such as instinct to feed the human being and to protect themselves. If it is so, then why do some people still consider sex as a taboo thing to be talked about or to be learnt?
It is believed that the right concept of love and sex education is needed in our society. Families should also be the first place for a child to learn about it.
Unfortunately, many parents still feel awkward to discuss it with their children. They tend to think that children do not need to know about it and that children will know it later by themselves when they are “ready” enough. Some parents think that it is important for children to learn about sex but they feel too ashamed to talk about it, so they let the formal institution, for example school, to talk and explain it to their children.
Sumardi (1975: 38) divides parents into three categories. The first is parents who forbid their children to talk about other sex. The second is parents who seem do not really care about their children’s sex education. It may because they do not have enough time to discuss it with their children and let the children to learn it by themselves or they feel awkward to talk about it and let the children know it from other sources, such as school, mass media, and friends.
th
The polling result in the daily newspaper Kedaulatan Rakyat; March 19 , 2005 is quite shocking. There is only less than 20% students of Senior High School that learn about sex in their family while the rest learn it in school and from their friend and mass medias.
School, as a formal educational institution, of course will give appropriate information about sex. But how if the school does not provide a satisfying answer for the children or youngsters? They will tend to satisfy their eagerness about love and sex by themselves in their own way. Friends and mass media are things that can be chosen as optional sources about sex. If the children are not selective in absorbing the information, then the information may lead them into a latent danger. Sex before married and sexual abuse are just the two results among the many. A person who does not have a right perception about love and sex is believed to have a bigger chance to be the conductor or the victim of it.
Conducting sex before they get married becomes a trend among the teenagers. Many of our teenagers conduct it. Some others become the victim of it. Either the victims or the conductors, they are just the product of the insufficient sex education that we give in the family (Wijayanto, 2003: 41).
Furthermore, the number of prostitutes is increasing every year. Some of them are children and teenagers. It is so ironic since we know children are the hope of our nation. Some people believe that it is also a reflection of our degrading moral.
Wijayanto (2003: 80) writes a lot about the free-sex phenomena that happens in our society. According to Wijayanto, there are about fourteen abortion cases per day in Jogjakarta and the unmarried couple conduct most of them. Wijayanto explains, most of the conductors are men and the victims are women. ‘Love’ is the men’s most common weapon to persuade women to do the sexual intercourse and ‘love’ is the women’s most common reason to accept the persuasion. Recently, there are many sexual problems occur in this world, such as promiscuous behaviour, sex before married, raping, prostitution and sex abuse. There are many reasons behind it. For example: a couple of lovers do sex before married because they consider sex is just same as love. Therefore they conduct sex before married. Some may consider conducting sex with many people can increase their values among their community and that is why they conduct promiscuous behaviour. Some other cannot control their sexual desire and then they end up with raping other people.
From the explanation above, we can conclude that many of our youngsters do not know much about what love really is and what sex really is. They cannot differentiate between love and sex, while love and sex are totally different.
Walters’ The Dark Room talks a lot about how important the right perception of love and sex was given in a family. The main characters of this novel are described as the people who have a lack of knowledge of love and sex since they do not get a sex education in their family. Some insufficient and inadequate information about love and sex from their parents even lead them into a huge sexual problem. These terrible influences of their parents’ point of view about sex on them are expressed in this novel.
The story tells about Mr. Charles Harris’ family. Mr. Harris is a modern man. He considers sex is the best thing in expressing one’s love to the other. On the other hand, Mrs.
Harris is a very conventional woman. She considers sex as a very taboo thing to be talked about and it has nothing to do with love. She also never expresses her love to her husband in front of her children. This novel is interesting since it reveals the truth about our society’s perception toward love and sex. It deals with universal truth and bears a close resemblance to what happens in recent days.
1.2.Objectives of the Study
This study intends to describe the impacts of having lack of sex education in a family as seen in Simon and Meg characters in The Dark Room.
1.3. Problem Formulation
Based on the background of the study mentioned, there are two problems that this study would try to solve. They are:
1. How does the Harris give sex education to their children?
2. What are the impacts of the lack of sex education in the Harris as seen in Minette Walters’ The Dark Room?
1.4. Benefits of the Study
There are some benefits that we can acquire from this study. As we know, literary works, including novels, also give an essential contribution to the process of education, both formal and non formal. Studying literary works is not only a process of reading. It also has some other benefits. First is addressed to the students of English Education Study Program.
They can use this study as a reference. They can also take the moral messages from the novel and teach some relevant items of the novel to their students, which are using some parts of the novel to teach speaking or reading class. Second is addressed to the researchers who are doing an analysis on Minette Walters’ work. This study might be helpful as a comparison. The third is addressed to parents. They can learn the importance of giving a sex education in a family and the danger of not giving it. The last but not least, is addressed to people who are interested in literary works and to all readers. This study can help them to understand the idea of the novel. They can get the messages of the novel and hopefully, this idea will help them to create a better life. This novel can be used as a reflection of the real life for them.
1.5. Definition of Terms
There are four terms that must be clarified in this novel. These terms hopefully will help the reader during the discussion of this novel to have a better understanding of it.
1. Sex Education
Sex is an organic pleasure or excitement that closely related with genital stimulation (Chaplin,1968: 458). while the word education means a process of training and instruction especially of children and young people which is designed to give knowledge and develop skills (Roger, 1974: 16).
In this study, sex education is a process of training and instruction especially of children and young people which is designed to give information and knowledge about sex.
2. Sexual Behaviour Chaplin (1968: 652) defines sexual behaviour as any kind of physical action that involves a sexual desire. In this study, sexual behaviour refers to any kind of physical action which is the influence of sexual desire.
3. Sexual Misbehaviour According to Chaplin (1968: 659), sexual misbehaviour is a sexual behaviour that is assumed to be deviated, compulsive, and exclusive from the common or normal ones. Afraid and guilty feeling follow this action. In this study, sexual misbehaviour is an uncommon way to fulfil ones’ sexual desire. In this study, sexual misbehaviour refers to an abnormal sexual behaviour that is conducted by ones in order to satisfy their sexual desire.
CHAPTER 2 REVIEW ON RELATED LITERATURE This chapter presents the related theories that support this study. The chapter is
divided into three parts. The first is Theoretical Review, the second is Review on Related Studies and the third is Criticism.
2.1. Theoretical Review
The Theoretical Review includes the theory of critical approach, the theory of literature, the theory of character, the theory of characterization, and the relation between the literature and the society. This part also contains: theory of love, the theory of sex, the theory of personality development, and the factors forming one’s values. The second part is The Criticism part that includes the criticism on The Dark Room.
2.1.1. Theory of Critical Approach
According to Rohrberger and Woods Jr., (1971: 6-15), there are five approaches of studying literature. Those five approaches are Formalist approach, Biographical approach, Socio cultural- historical approach, mythopoeia approach, and psychological approach.
The formalist approach concerns with demonstrating the harmonious involvement of all the arts to the whole and it is pointing out how meaning is derived from the structure and how matters of technique determine structure.
The next one is Biographical approach. The proponents of approach assert that the necessity for an appreciation of the ideas and personality of the author to an understanding of literary object. They insist that work of art is a reflection of a personality. Biographical material provides useful facts that could put the reader in a better position to understand and appreciate the literary object. The next approach is the Socio cultural- historical approach. This approach is about the traditional history approach to literature that usually takes as its basis in some aspects of the socio-cultural frame of reference. It also combines with an interest in the biographical as well as knowledge of and interest in literary history. Two factors are presented here: first is accuracy in the presentation of historical facts; second is a work of literature might have historical significance.
Critics who make use of the mythopoeia frame of reference seek to discover certain universally recurrent pattern of human thought, which they believe to find expression in significant works of arts.
The last is Psychological-approach. This approach is like the mythopoeia approach, which involves the effort to locate and demonstrate certain current patterns. The differences with the mythopoeia approach are on the body of knowledge.
Of many approaches mentioned above, none can be claimed as the most useful in analyzing and understanding the work of literature since each of them has its own values and limitations, as Rohrberger and Woods Jr. state that “no single approach will serve for every piece of literature” (197: 15).
2.1.2. Theory of Literature
“Literature comes from our inborn love of telling story or arranging words in pleasing patterns, of expressing in words some special aspects of our human experience” (Mood, 1982: 2). There are number of literatures such as drama, poetry, novel, and short stories. The aim of literature is to give pleasure, and to entertain those who need it. The greatest pleasure and satisfaction can be found in literature whe n it brings us back to the realities of human situations, problems, feelings, and relationships. Novels have a really great point in human being’s life. A lot of people love to read novels. Some people do it only for killing time, and some others have a mission to learn about life from it. Admitted or not, a novel is not merely a book to be read but it has some moral values that the author tries to reveal through the characters and the events in it.
A novel is an imitation of human being’s real life. An author tries to show the readers some phenomena in our life including the character’s anxieties in facing them. It seems real because it is part of our reality. It shows us the facts in our real world. Human’s being’s life is not a smooth path to be followed.
There are a lot of anxieties in facing the facts. There are a lot of choices that we can make in our life and sometimes it is confusing because the choices are all good or even all are bad. Whether it is a good or a bad choice, human beings are always forced to make some choices in their life. A novel becomes a “little world” for the readers since in a novel we can see the complexity of life of the characters in making some choices in their life.
Since it shows us the “little world” in which we seldom living, a novel can open our understanding of the contradictory sides of our life. There is a possibility that a novel raises a controversial point of view from others because of its content.
The double sides of values or facts in which the author tries to explore through his novel can lead different opinions from the public especially when the novel breaks the mainstream values or styles at that time. A novel can give some corrections of what is wrong in the society through the presence of the characters or events as Camus wrote (1998: 17) that a novel’s world is a correction of our own world.
In short, we can say that a novel can be like propaganda. A novel can also enrich the understanding of the world situation and the concern to our honour to humanity and can lead the understanding of the readers’ inner life as Forster stated in his book (1974: 188), ‘but people in a novel can be understood completely by the reader, if the novelist wishes; their inner as well as their outer life can be exposed. Human nature is not the same. I have seen fundamental changes in my own time. You must face facts.’ A novel can give an inspiration about courage and braveness.
2.1.3. The Relation between the Literature and Society
The relation between the literature and the society is usually discussed by starting with the phrase, derived from De Bond “literature is an expression of society.” But what does the axiom really mean?
Wellek and Warren (1956: 94) explain that literature is a social institution which uses a social creation as its medium language. Such traditional literary devices as symbolism and meters are social in their very nature. They are conventions and norms which could have arisen only in society. Furthermore, literature represents ‘life’ and ‘life’ is a socia l reality. Indeed, literary has usually arisen in connection with particular social institution.
Furthermore, Wellek explains that literature, at any given time, mirrors the current social situation. If it assumes that literature, at any given time, mirrors the current situation ‘correctly’, it is false.
He states that the most common approach to the relation of literature and society is the study of works of literature as social reality. Nor it can be doubted that some kinds of social picture can be abstracted from literature. In addition, he explains that the social situation determines the possibility of the realization of certain aesthetic values.
The question how far literature reflects the society is actually determined by or dependent on its social setting, on social change and development, on one which, in one way or another, will enter into all the three divisions of our problem: the sociology of the writer, the social content of the works themselves, and the influence of the literary on society.
2.1.4. Psychological Approach
Jung (1972: 86) states that psychology, being a study of processes can be brought to
bear on the study of literature. Conflicts, conversation and other action s in the stories obviously show the psychological aspects. The writers in their works to men’s problems often use the psychological approach. This is perhaps the one nearest to the empirical way of looking at life (Strauman, 1965: 820). There is a line which connects psychology and literature, in which a writer usually tries to disclose what he experiences or what he sees as closely related to the truth. It does not mean that the story that he writes is like what he experiences, but it has a context of universal truth that is the same as the actual happening. Thus, it is not at all an artificial story written through the writer’s imagination through his imagination. He uses his imagination to attach every event into a story until it becomes an integral combination between imagination and truth.
2.1.4.1 Sigmund Freud’s Psychoanalysis
This study employs a psychological theory name Psychoanalysis to analyze the impact of lack of having sex education in the Harris. It is a method which is developed by Freud and others. The method is about treating neuroses and some other disorders of the mind. It is based on the assumption that such disorders are the result of the rejection by the unconscious mind of factors that then persist in the unconscious as the dynamic repression, causing conflict that may be resolved by discovering and analyzing the repression through the use of such techniques as free association, and dream analysis.
Freud believes that some of the most powerful influences in the human personality are things that we are not conscious of. Life contains both enjoyable and hurting experiences.
The experiences include feelings, thoughts, and actual events as well. People’s experiences, especially hurting moments in the childhood are kept in the unconscious. Yet, although people may not consciously bring to mind these experiences, they remain to influences people’s behaviours. Finally, unconscious motives and feeling people experience when they were children have an enormous influence on adult personality and behaviour (Kasschau, 1995: 270).
According to Freud (1995: 137) the true of his perception of unconscious is to be differentiated from the dynamic sense, and the defining preoccupation of psychoanalysis is with the dynamic unconscious. The dynamic unconscious is the foundation of motivation, particularly motivation that is potentially a source of mental conflict. Unconscious appears at the stage of mental as approximately coextensive with something repressed.
James (1982: 88) states that mental states are empirically analyzable compounds. He adds that the unconscious is such a mental confusion and it appears in many types, such as: the element of suffering in desire and disquiet, unattended sense-awareness, where something is sensed but not noticed. Freud differentiates the levels of conscious and unconscious mental activities. He states that the oldest and the best meaning of the word unconscious is the descriptive one. Unconscious states are insensitive toward reality and do not cause action in such a way as to reflect reality. They are not brought together with external states, nor are they brought together indirectly in the way that it is desired. Unconscious, however, is a locale of pleasure and displeasure (Neo, 1992:136).
Freud defines unconscious into two: one which is easily transformed into conscious mental activities, and under condition which frequently arise. The other one is in case of which such a transformation is difficult that can only come about with a considerable energy spent, or even, may never happen at all. After all, unconscious is only latent (Neo, 1992: 99).
According to Freud, there are three indirect routes which are used in solving the unconscious. The first is dream. To Freud, dreams are symbolic fulfilment of wishes that cannot be fulfilled because they have been repressed since they are forbidden. The second is para praxis. Para praxis is slip of the tongue. It is a mistake and takes errors in speech, reading and writing. They are accidental. The last is jokes. However, Freud underscores that whatever route that is taken into the unconscious are almost always about sex, the desires which have been repressed.
Every pleasure is sexual pleasure. People’s first experiences with their bodies are organized through sexual pleasure: erotogenic stages, those are oral stage, anal stage and phallic stage.
2.1.5 Theory of Sex
Since this study also focuses on the sexuality, it is necessary for the writer to elaborate some theories on sex. It covers some theories adopted from several sources.
Freud (1938: 89) gives a clear description about sex. According to him, in biology science, sexual needs reveals in sexual instinct. This kind of instinct is considered as equal as other human needs, such as instinct to feed themselves and to protect themselves. A popular conception has made some assumptions about the characteristics and the quality of sexual instinct. It is assumed that this instinct has not appeared yet during the childhood. This instinct will appear when the children have already experience puberty. However, a deeper research has proven that those assumptions are not accurate.
According to Freud (1938: 89), sexual instinct has to struggle against resistance factors those are: ashamed and disgusted. The purpose of this resistance factors is to limit the sexual instinct in a proper way. This factors leads to a sexual instinct development.
Furthermore, Freud (1938: 102-104) explains that there are two kinds of sexual misbehaviour or sexual deviation: a sexual misbehaviour that is related to the sexual object and a sexual misbehaviour that is related to the sexual aim. This study will use the theory about the sexual misbehaviour that is related to the sexual aim that has a close relationship with the study object to reveals Simon’s sexual misbehaviour and the theory about sexual misbehaviour that is related to sexual aim to reveal Meg’s sexual misbehaviour. There are two kinds of sexual misbehaviour that is related to the sexual aim. The first is anatomic transgression or in another word, overvaluation. In overvaluation, the person is not just focusing on genital organ, but he or she will also explore other parts of the body such as anus, hair, foot, or an unanimated object such as the clothes and underwear. The second is fixations on former aims. The examples of this sexual misbehaviour are: touching peeping, sadism, and masochism.
There are some things that can evoke this sexual misbehaviour, such as: impotent, an expensive sexual object, and the risk in doing sexual intercourse. It is believed that most of the sexual deviation the result of the sexual impression that is given in the childhood. Furthermore, Freud (1938: 111) explains that the influence is persistent or in another word, the influence stays forever in the person. This study also uses Hatfileld definition to enrich the understanding of sexual desire. Hatfileld defines sexual desire as a longing for sexual union. She further says that although sexual desire might be intimately linked in nature, in reality, culture surely has a powerful impact on how likely young couples are linked to passionate love, sexual desire, and sexual expression (1996: 90).
Bleier (1984), a biologist, states the following two points related to sexuality. First, sexuality can be seen as a survival mechanism,; a trading of needs and desires, a desire to be liked, needed, wanted, indispensable, the highest priority in someone else’s life. Further, Bleier states that sexuality can be perceived as a measure of one attractiveness’ to other people, as a route of intimacy, as the way to be entrusted with another’s innumerability (1996: 112).
According to David Buss and Schmitt (1993), men and women are genetically programmed to desire different things in brief sexual relationship. Men have more creative and sexual fantasies than women do. They find erotica more tempting than women do. In sexual encounter, men are eager to engage sexual relation with a wide variety of woman, in wide range of circumstances. Women are more cautious.
They are willing to do a sexual intercourse if they think that it is profitable, if they choose to pursue a short term strategy or if it seems likely to be a serious long-term relationship. However, in a serious monogamous relationship, men’s and women’s sexual desire and behaviour should be similar (1996: 92-93).
2.1.6. Theory of Love