The influence of the absence of love on the main characters` behavior in Chekov`s the darling, faulkner`s a rose for emily, and lawrence`s the horse dealer`s daughter 2007/2008 - USD Repository
THE INFLUENCE OF THE ABSENCE OF LOVE
ON THE MAIN CHARACTERS’ BEHAVIOR
IN CHEKHOV’S THE DARLING, FAULKNER’S A ROSE FOR EMILY,
AND LAWRENCE’S THE HORSE DEALER’S DAUGHTER
A Thesis
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Margareta Maria Rika Febriani
Student Number: 021214029
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
Don’t be afraid!
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ABSTRACT
Febriani, Margareta Maria Rika. (2008). The Influence of the Absence of
Love on the Main Characters’ Behavior in Chekhov’s The Darling, Faulkner’s
A Rose for Emily, and Lawrence’s The Horse Dealer’s Daughter. Yogyakarta:
English Education Study Program, Sanata Dharma University.This thesis discusses the short stories from three different authors. They are The Darling, A Rose for Emily, and The Horse Dealer’s Daughter. The writer chose those three short stories because the three main characters have similar problem in experiencing the absence of love in their life.
The aim of this study is to answer the two questions which are stated in the problem formulation. The first is how the characteristics of Olenka, Emily, and Mabel are described, and the second is how the absence of love influences their behavior.
The data gathering method applied in this study was library research. The approach used was psychological approach, because this study analyzes human behavior. The writer used two kinds of sources. The primary source was obtained from the three short stories analyzed and the secondary sources were obtained from books on literary works. In analyzing the three short stories, the writer employed the theory of character, theory of characterization, and theory of psychology.
The findings of the first analysis show the characteristics of Olenka, Emily, and Mabel as the main characters. Olenka in The Darling is described as a woman who is easily falling in love, affectionate, and dependent. Emily in A Rose for Emily is an affectionate, stubborn, and reclusive person. Mabel in The Horse Dealer’s Daughter is an interesting, affectionate, lovable, but fragile girl.
In the second analysis, the findings reveal the influence of the absence of love on the main characters’ behavior. Olenka becomes an alienated person, lives in sorrow, becomes unfriendly, does not care about herself, and becomes rigid in thinking. Emily becomes an alienated person, lives in sorrow, becomes unfriendly, does not care about herself, and becomes possessive. Mabel also becomes an alienated person, rigid in thinking, indifferent, stubborn, and aggressive.
The three main characters have a similarity that is one causal factor of the absence of love they experience is their parents’ death. They also have a similarity in the influence of the absence of love that they experience. They become alienated from their surrounding. Olenka and Emily have three similarities. Both of them live in sorrow, do not care about themselves, and become unfriendly. Besides, Olenka has one similarity with Mabel in which they become rigid in thinking.
Finally, besides giving suggestions for the future researchers concerning possible future research on the short stories The Darling, A Rose for Emily, and those short stories in teaching English, especially in teaching reading by using the short story A Rose for Emily as the source.
ABSTRAK
Febriani, Margareta Maria Rika. (2008). The Influence of the Absence of
Love on the Main Characters’ Behavior in Chekhov’s The Darling, Faulkner’s
A Rose for Emily, and Lawrence’s The Horse Dealer’s Daughter. Yogyakarta:
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Skripsi ini membahas cerita-cerita pendek dari tiga pengarang yang berbeda, yaitu The Darling, A Rose for Emily, and The Horse Dealer’s Daughter. Penulis memilih ketiga cerita pendek itu karena ketiga tokoh utamanya memiliki satu kesamaan masalah yaitu kehilangan cinta di dalam kehidupan mereka.
Tujuan dari skripsi ini adalah untuk menjawab dua pertanyaan yang terdapat dalam rumusan masalah, yaitu yang pertama bagaimana karakter dari Olenka, Emily, dan Mabel dideskripsikan, dan yang kedua bagaimana pengaruh kehilangan cinta terhadap perilaku mereka.
Metode pengumpulan data yang digunakan dalam studi ini adalah studi pustaka. Penulis menggunakan dua macam sumber. Sumber utama didapatkan dari ketiga cerita pendek yang dianalisa. Dan sumber kedua didapatkan dari buku- buku tentang literatur. Karena skripsi ini berkaitan dengan perilaku manusia, maka penulis menggunakan pendekatan psikologi untuk menganalisa masalah. Dalam menganalisis ketiga cerita pendek tersebut, penulis menggunakan teori tokoh, teori penokohan, dan teori psikologi.
Hasil analisa pertama menunjukkan karakter Olenka, Emily, dan Mabel. Olenka dalam The Darling adalah wanita yang mudah jatuh cinta, penuh kasih, dan tergantung pada orang lain. Emily dalam A Rose for Emily adalah seorang yang penuh kasih, keras kepala, dan suka menyembunyikan perasaannya. Mabel dalam The Horse Dealer’s Daughter adalah gadis yang menarik, penuh kasih, mudah dicintai orang lain, tetapi dirinya rapuh.
Hasil analisa kedua menunjukkan pengaruh kehilangan cinta pada perilaku ketiga tokoh utamanya. Olenka menjadi orang yang terasing, hidup dalam kesedihan, tidak ramah, tidak peduli terhadap dirinya, dan kaku dalam berpikir. Emily menjadi orang yang terasing, hidup dalam kesedihan, tidak ramah, tidak peduli terhadap dirinya, dan menjadi posesif. Mabel juga menjadi seorang yang terasing, kaku dalam berpikir, acuh, keras kepala, dan agresif.
Ketiga tokoh utama mempunyai kesamaan penyebab kehilangan cinta yang mereka alami, yaitu karena kematian orang tua mereka. Mereka juga mempunyai satu kesamaan pada pengaruh kehilangan cinta yang dialami. Mereka menjadi orang yang terasing dari lingkungannya. Sedangkan Olenka dan Emily memiliki tiga kesamaan yaitu hidup dalam kesedihan, tidak peduli terhadap diri mereka, dan tidak ramah. Selain itu, Olenka memiliki satu kesamaan dengan Mabel dimana mereka menjadi kaku dalam berpikir.
Akhirnya, disamping memberikan saran-saran untuk penelitian yang akan datang mengenai ketiga cerita pendek tersebut, penulis juga memberikan saran- Inggris, terutama dalam mata kuliah membaca dengan menggunakan cerita pendek A Rose for Emily sebagai sumbernya.
ACKNOWLEDGEMENTS
First of all, I would like to thank my savior, Jesus Christ, for His love and blessing. I really thank Him for His unlimited blessing and guidance so that I can finish my thesis. I thank Him for giving me strength and patience in completing my thesis.
I would like to express my gratitude to my major sponsor, Henny
Herawati, S.Pd., M.Hum., for her advice and patience in guiding me to finish
this thesis, and my co-sponsor, Ch. Lhaksmita Anandari, S.Pd., M.Ed., for sharing her time reading and correcting my mistakes in this thesis.
I dedicate my affectionate appreciation to my parents, all of my brothers, and my sister. I thank them for their prayers, help, support, patience, advice, and guidance during my life, especially in my study and letting me to be myself. I thank them for the cheerful moments and togetherness that we have.
My special thanks go to all of my friends that cannot be mentioned one by one, for the nice and friendship we have, for all beautiful memories and togetherness we have shared together, may God give them His grace.
Margareta Maria Rika Febriani
TABLE OF CONTENTS
Page
TITLE PAGE .............................................................................................. i
PAGE OF APPROVAL .............................................................................. ii
PAGE OF BOARD EXAMINERS ............................................................ iii
PAGE OF DEDICATION .......................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ......................................... v
ABSTRACT ................................................................................................. vi
ABSTRAK ..................................................................................................... vii
ACKNOWLEDGEMENTS ........................................................................ viii
TABLE OF CONTENTS ............................................................................ ix
LIST OF TABLE ........................................................................................xiii
LIST OF APPENDICES ............................................................................ xiv
CHAPTER I INTRODUCTION A. Background of Study ..........................................................................
1 B. Problem Limitation .............................................................................
4 C. Problem Formulation ..........................................................................
4 D. Objectives of Study ............................................................................ 4 E. Benefits of Study ................................................................................
5 F. Definition of Terms ............................................................................ 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Related Studies ................................................................
7 B. Review of Related Theories ..............................................................
8 1. Theory of Literature ................................................................
9 a. Theory of Critical Approaches ......................................
9 b. Theory of Character ......................................................
11
2. Theory of Psychology ..........................................................
13 a. Hierarchy of Human Needs ..........................................
13 b. Deprivation of Love .....................................................
15 c. Death and Loss .............................................................
17 d. Coping Stress ...............................................................
18 e. Adjustment Mechanism ...............................................
20
f. Symptoms of Non-Normal Behavior ........................... 23 C. Theoretical Framework .....................................................................
24 CHAPTER III METHODOLOGY A. Subject Matter ...................................................................................
26 B. Approach of the Study ......................................................................
27 C. Method of the Study ..........................................................................
28 CHAPTER IV ANALYSIS
A. The Character Traits of Olenka, Emily, and Mabel as the Main Characters .........................................................................................
30
1. Olenka’s Characteristics as Described in The Darling ......... 30
a. Social Traits .................................................................... 30 b. Physical Appearance .......................................................
31 c. Personality Traits ............................................................
31 1. Easily falls in love with a man ..............................
31 2. Affectionate ...........................................................
32 3. Dependent .............................................................
33 2. Emily’s Characteristics as Described in A Rose for Emily .
35 a. Social Traits ....................................................................
35 b. Physical Appearance .......................................................
36 c. Personality Traits ............................................................
37 1. Affectionate ...........................................................
37 2. Stubborn ................................................................
37
3. Mabel’s Characteristics as Described in The Horse Dealer’s Daughter ...............................................................................
38 a. Social Traits ....................................................................
38 b. Physical Appearance .......................................................
39 c. Personality Traits ............................................................
39 1. Affectionate ...........................................................
39 2. Lovable ..................................................................
40 3. Fragile ...................................................................
41 B. The Influences of the Absence of Love towards the Main Characters’ Behavior ............................................................................................ 41 1. Influences on Olenka’s Behavior ..........................................
42 a. Olenka’s Alienation from Surrounding ........................
43 b. Olenka’s Sorrow ...........................................................
44 c. Olenka’s Unfriendliness ...............................................
48 d. Olenka’s Carelessness of Herself .................................
49 e. Olenka’s Rigidity of Thinking .....................................
50 2. Influences on Emily’s Behavior ............................................
52 a. Emily’s Alienation from Surrounding ..........................
53 b. Emily’s Sorrow ............................................................
54 c. Emily’s Unfriendliness .................................................
54 d. Emily’s Carelessness of Herself ..................................
56 e. Emily’s Denial to the Reality .......................................
56 f. Emily’s Possessiveness to a Man She Loves ...............
57 3. Influences on Mabel’s Behavior ...........................................
58 a. Mabel’s Alienation from Surrounding .........................
60 b. Mabel’s Rigidity of Thinking ......................................
60 c. Mabel’s Indifference ....................................................
61 d. Mabel’s Orientation to Money .....................................
63 e. Mabel’s Stubbornness ...................................................
65 f. Mabel’s Aggressiveness ................................................
65
CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ......................................................................................
67 B. Suggestions .......................................................................................
69 1. Suggestions for the Next Researchers ...................................
70 2. Suggestions for Teaching Implementation............................
70 BIBLIOGRAPHY .......................................................................................
74 APPENDICES .............................................................................................
77
LIST OF TABLE Table 2.1 Symptoms of Non-Normal Behavior ...................................
23
LIST OF APPENDICES Appendix 1 : Lesson Plan for Teaching Intensive Reading II .......
78 Appendix 2 : Teaching Material ....................................................
81 Appendix 3 : Summary of The Darling .........................................
87 Appendix 4 : Summary of A Rose for Emily .................................
88 Appendix 5 : Summary of The Horse Dealer’s Daughter ..............
90 Appendix 6 : Biography of Anton Chekhov ..................................
91 Appendix 7 : Biography of William Faulkner ...............................
93 Appendix 8 : Biography of D.H. Lawrence ...................................
95 Appendix 9 : The Short Story The Darling .................................... 98 Appendix 10 : The Short Story A Rose for Emily ........................... 104 Appendix 11 : The Short Story The Horse Dealer’s Daughter
CHAPTER I INTRODUCTION This chapter deals with the background of the study, problem limitation,
problem formulation, objectives of the study, benefits of the study, and definition of terms. The background of the study describes the reason why the writer chooses those three short stories and the topic to be discussed. The problem limitation describes the focus and scope of this study. The problem formulation gives a general description in question form about the problem analyzed and discussed in this study. The objectives of the study contain the expected answers to the questions mentioned in the problem formulation. The benefits of the study contain the value obtained by anyone who needed the knowledge from this study.
The last part, the definition of terms, explains the definition of key terms in this study to avoid misconception.
A. Background of the Study
Literary works have many points to be studied. There are many problems related to literary works that could be analyzed. Socio-cultural problem, gender problem, family problem, and character problem are examples of problems portrayed in literary works. A short story is one kind of literary works which presents problems faced by the characters. In a short story, we can find elements which build and develop the story. Those elements are, among others, character, theme, setting, plot, and point of view.
In this study, the writer intends to analyze the main character by comparing three short stories. Pickering states that without character, there would be no plot and no story (19). Character is very important to develop the story and help the readers understand the story. Understanding the characteristics of the main characters can be the guidance in analyzing the problems discussed in this study.
The writer is interested in discussing about the influence of the absence of love towards the main characters’ behavior, because the writer finds that love is one thing that is close to human life. Love is one of many needs that human have. This study, hence, discusses the influence of love to the human psychology, especially to human behavior. Love can make one do anything to obtain it. When we lose our love, our life will change, because love gives big impacts in human life.
The three short stories discussed are The Darling by Anton Chekhov, A Rose for Emily by William Faulkner and The Horse Dealer’s Daughter by D. H.
Lawrence. Those three short stories are selected based on the consideration that they portray different influences of the absence of love in the main characters’ behavior. Besides, those three short stories are very interesting, especially for the writer. The writer is interested in exploring more about the main characters. It is known that one’s characteristics can be developed and changed depends on what one experiences in life.
The first short story, The Darling by Anton Chekhov, tells about Olenka, the daughter of a collegiate assessor who has retired. She marries to Kukin, the manager of the amusement park. But Kukin dies while in Moscow on a business trip. Olenka goes into deep mourning, but within a few months she marries Pustovalov, a manager of the timber merchant. After Pustovalov passed away, Olenka begins an affair with Smirnin, an army veterinary surgeon who is separated from his wife.
The second short story, A Rose for Emily by William Faulkner, tells about an account of the life and death of Miss Emily Grierson. Miss Emily’s house has been closed to the public for ten years. At the time of her death, many people come to pay their respects and see the house. In 1894, Colonel Sartoris, the mayor, established that Miss Emily would not pay any taxes since her father had loaned some money to the city. The death of the two people very close to her, her father and her fiancé, contributes to the specification of Miss Emily’s character.
The third short story, The Horse Dealer’s Daughter by D. H. Lawrence, tells about Mabel whose parents died and then lives with her brothers. Mabel is a silent, impassive, and very indifferent girl. She is a girl who lacks of love. Her brothers do not care about her; they even call her “bulldog”. One day, she tries to commit suicide by drowning herself in a pond. That is the time when she believes that there is someone who loves her because a man has saved her. That man is a young doctor named Jack Fergusson.
The writer chooses to discuss The Darling, A Rose for Emily, and The Horse Dealer’s Daughter because the writer argues that the three short stories have similarity in having the theme of the impacts of the absence of love towards the main characters’ behavior. The other reason is because the psychological influences of the absence of love in each main character’s behavior are different. Based on the fact above, the writer analyzes the three short stories by discussing about the behavior of the main characters after they experience the absence of love in their life.
B. Problem Limitation
In this study, the writer focuses the study in analyzing the psychological influence on the characters’ behavior because of the absence of love by comparing three short stories. They are The Darling by Anton Chekhov, A Rose for Emily by William Faulkner, and The Horse Dealer’s Daughter by D. H. Lawrence. The writer limits the study by only analyzing the main characters of those three short stories.
C. Problem Formulation
The problems that are formulated can be listed as followed:
1. How are Olenka in The Darling, Emily in A Rose for Emily, and Mabel in The Horse Dealer’s Daughter, as the main characters, described?
2. How does the absence of love influence the main characters’ behavior in each short story?
D. Objectives of the Study
The aim of this study is to analyze the characterization of Olenka in
The Darling, Emily in A Rose for Emily, and Mabel in The Horse Dealer’s
Daughter as the main characters. Besides, this study also has the aim to find out the influence of the absence of love on the main characters’ behavior of those three short stories.
E. Benefits of the Study
This study is expected to give benefits for the writers who conduct a literary study, the readers, and the students of the English Education Study Program. For the writers who conduct a literary study, this study can make some additions and corrections to the relevant understanding and interpretation. For the readers, this study is expected to enrich readers’ mind and point of view about the problem arisen in the three short stories, so they will get the better understanding about the three short stories. For the students of English Education Study Program, this study may give inspiration to analyze the three short stories from another point of view. Finally, this study is expected to contribute some thought or ideas to the English Education Study Program Department as the resource of language teaching.
F. Definition of Terms
In order to avoid misunderstanding about certain terms in this study, the
writer states four terms to be clarified. They are:
1. Psychological Influence Drever defines the term “influence” as follows, “any past or present condition, experienced as or actually playing a part in determining one’s behavior, or course of thought, in the present: a common type of delusion” (134). In this study, it is related to the condition experienced in life which can determine one’s behavior because of any human needs that cannot be fulfilled completely.
2. Behavior Loftus states that behavior is a physical realization of someone’s psychological condition, meaning to say that people will behave based on their psychological condition (155). Schwartz states the term behavior refers to how people think, feel, and remember (3). In this study, behavior means a human psychological condition which can be identified through human action, feeling, and thought.
3. Absence of Love Hauck defines that love is the powerful feeling we have for person, animals or things that has satisfied, is satisfying or will satisfy our desires and needs (16).
In this study, the writer states the absence of love as the situation in which a person loses of powerful feeling for person who satisfies the desires and needs.
4. Character Pickering states that the term character applies to any individual in a literary work (19). In this study, the writer states character as a person who has contribution to develop the story and bring the soul to the story.
CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer discusses about all theories related to the topic. This chapter is divided into three parts. They are review of related studies, review
of related theories, and theoretical framework. In the first part, the writer reviews other previous studies done by other researchers on the same work, topic, and/ or author. The second part, review of related theories, discusses the most relevant theories for the study. This part is divided into two major parts. They are theory of literature and theory of psychology. The third part, theoretical framework, explains the contribution of the theories and reviews in solving problem of this study.
A. Review of Related Studies
This part deals with any other related studies which discuss about the influence of the absence of love in the main characters’ behavior. In this part, the writer defines and compares other related studies, argues against other studies, and discovers something new from the other related studies. In this part, the writer also shows the position of this study towards the other related studies. The writer explains the similarities or differences between the study and other related studies, and used those studies as a consideration.
The writer finds the related studies from the undergraduate thesis and other researchers’ journals. The writer uses the undergraduate thesis as consideration to find out the additional information about the explanation about love and psychological state. From other researchers’ journal, the writer finds the topic which is talking about the aspect of love towards the human psychological state, which helps the writer in analyzing the topic chosen.
Wijaya states that love is a two-way-affair and it grows best when it is given and received. What the creature does is a response to the attitude of community. The rising attitude is shown to express human feeling (44). Wijaya also defines that love will create positive things and love is also powerful (43).
Wijaya’s explanation supports this study in which the love is able to influence the behavior of human being, because love is able to emerge positive and even negative effects in human life. In this study, the writer relates the behavior of human being as an impact of psychological influence of the absence of love.
This study discusses how the absence of love has influence for human behavior. Brennan states that in other aspects, people who do not experience that encouragement or love in their life from others may be more prone for depression or loneliness (http://www.uwire.com/content/topnews-021401002.html). Her journal supports the writer’s study which discusses about the psychological influence in the main characters’ behavior as an effect of the inexistence of love.
B. Review of Related Theories
This part is divided into two major parts. They are theory of literature and theory of psychology. The theory of literature is divided into three parts. They are theory of critical approaches, theory of character, and theory of characterization. In theory of psychology, the writer divides the theory needed into six parts. They are theory of human needs, theory of deprivation of love, theory of death and loss, theory of coping stress, theory of adjustment mechanism, and theory of symptoms of non-normal behavior.
1. Theory of Literature
In the theory of literature, the writer discusses three parts of theory needed about the literature knowledge which are related to the topic of the study. The first part of theory of literature is theory of critical approaches. In this first part, the writer deals with the approaches usually used in the study of literature. In the second part, theory of character, the writer explains any definition of character from any sources and also the importance of character in literary study. The last part of theory of literature is theory of characterization. This last part deals with the definition and also the significance of characterization towards the literary works from any references.
a. Theory of Critical Approaches
Abrams states that criticism is the study concerned with defining, classifying, analyzing, and evaluating works of literature (35). In discussing literary works, it is important for the researchers to use some approaches in literature which are able to criticize the literary works they discussed related to the topic they have chosen. By knowing the critical approaches that the researchers needed, the writer will be able to define, classify, analyze, and evaluate the literary works they want to discuss.
Rohrberger and Woods state that a critical approach to literature necessitates an understanding of its natural function, and positive values. They divide the critical approaches into five kinds: the formalist approach, the biographical approach, the socio cultural-historical approach, the mythopoeic approach, and the psychological approach (3-15).
The formalist approach to literature, once called New Criticism, is a revolt against the traditional scholarly approach to literature. This approach is concerned with the ideas, personality, and development of the author, the conception, and discrimination of ideas through literary pieces in historical context.
The biographical approach to literature shows the necessity for an appreciation of the ideas and personality of the author to an understanding of the literary object. The biographical approach also learns about the life and development of the author. The socio cultural-historical approach to literature usually takes as its basis some aspect of the socio cultural frame of the reference, combines it with an interest in the biographical as well as knowledge of an interest in literary history.
The mythopoeic approach tries to observe the universally repeated structures of human thought, which they perceive that it can give an important meaning to the work of literature. The psychological approach is an approach that involves the effort to discover and illustrate this approach certain repetitive patterns. This approach involves the theory of psychology to understand literary works.
In analyzing the three short stories in the study, the writer uses the psychological approach that focuses on psychological aspect of human being. This approach helps the writer in analyzing the main character and also human behavior.
b. Theory of Character
Abrams states that characters are the person presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral and dispositional qualities that are expressed in what they say (dialogue) and by what they do (action) (20). The existence of character is important to create a situation and a soul in literary works through the dialogue and the action in one story. If there is not a character in the story, it is impossible to develop that story.
Rohrberger and Woods define that the story has the most important character or the central one that they call protagonist. They also say that protagonist is the one to whom all events in the story have relevance (20). Harvey states that protagonist characters are those whose motivation and history are most fully established, who conflict and change as the story progresses, who engage our responses more fully and steadily, in a way more complex though not necessarily more vivid than other characters (54).
In a story, there may have more than one characters that has conflicts with protagonist called antagonist. Antagonists are not always people. They can be fate, environment, or something outside themselves. According to Pickering, protagonist is easier to identify than antagonist (19). The attention of the reader is focused in protagonist’s fate. Pickering also says that antagonist is difficult to identify, especially if the character is not human being (20).
c. Theory of Characterization
Rohrberger and Woods state that characterization is a process where the author creates a character that must be credible (20). They also add that characters have particular personalities and physical attributes that distinguish them from other characters. Wellek and Warren explains that characterization is a process in creating a character with some features, in this case, a characterization considered as a process in combining a type of characteristic and the individual in human life (32).
Murphy defines nine ways used by the author to develop the characterization (161-173). They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thought, and mannerism.
First of all is personal description. Here, the author tells the reader about his or her characters directly through the person’s appearance and clothes. Second is character as seen by another. The author describes the character through other character’s opinion. Third is speech. Through this way, the author can give clues to the readers about a person’s character through what he or she says when he or she speaks in a conversation with others, or gives an opinion.
Fourth is past life. The author describes the person’s character through the events in the past that can shape or influence his or her character in the present. Fifth is conversation of others. Here, the author gives the readers clues to a person’s character through the conversation of other people and what they say about him or her. Sixth is reaction. The author also gives the reader clues to a person’s character through how the person reacts to various situation and events.
Seventh is direct comment. Here, the author illustrates or comments on a person’s character directly. Eighth is thought. The author gives the readers direct knowledge of what a person’s character is thinking about. The last way is mannerism. The author describes a person’s mannerism, or habit that may tell the readers something about his/her character.
2. Theory of Psychology
This part defines about human needs that include love as one need that human have. Besides, this part also provides the theory about death and loss which explains how death and loss influence people who are left behind. This part is also completed by the theory on how people cope with their stress, theory of adjustment, and theory of symptoms of non-normal behavior.
a. Hierarchy of Human Needs
Murray as quoted by Hall and Lindzey defines a need as a construct which stands for a force in brain region, a force which organizes perception, apperception, intellection, conation, and action in such a way as to transform in a certain direction an existing, unsatisfying situation (172). Theory of human needs is used to identify the needs which cannot be fulfilled completely in the main characters’ life after experiencing the absence of love.
As quoted by Kalish, Maslow shows his hierarchy of human needs. According to Maslow, there is a tendency to “become more and more what one uniquely is”, to become everything that one is capable of becoming. This concept implies that people have a desire, or a need, to make something of themselves to do as much as their potential allows (35-48).
There are seven levels of needs shown by Maslow. The first need is physiological need. Maslow divides physiological need into survival need and stimulation need. Survival need includes those produced by hunger, thirst, fatigue, temperature regulation demands, and pain avoidance (35). Stimulation need, including the need for sex, activity, exploration, manipulation, and novelty, does not appear necessary for personal survival (39).
The fourth need according to Maslow is safety and security needs. Aiken states that safety and security needs are needs to be secured and out of danger (115). Maslow defines that everyone needs to feel safe from such harm as meeting with physical violence, having things he values taken away, or losing the care of parents or other protectors (43).
Fifth is love and belonging needs. Aiken defines that love and belonging needs are needs to be with others and to be accepted by them (115). People with unsatisfied need for love or belonging to a group may go to great lengths to satisfy this need even at the cost of their self-esteem (Kalish, 44). The needs of love and belonging include motives such as love and affection. As this need dominates, we feel a desire for friends, family, and social contact. As quoted by Pettijohn, if we do not satisfy the belonging and love needs, Maslow believes that psychological problems may develop (206).
Sixth is an esteem and self-esteem need. Kasschau states that esteem needs are the need to achieve, be competent, and gain approval and recognition (144). Self-esteem needs also include the desire for strength, for adequacy, for mastery, for confidence in the face of the world, and for independence and freedom (Kalish, 46). As quoted by Kasschau, a lack of love and esteem makes people anxious and tense (143).
The last need is self-actualization needs. Aiken states that this level is the highest level which shows the human needs to fulfill one’s unique potential (115). Kasschau also defines that these needs may include the pursuit of knowledge and beauty, or whatever else is required for the realization of one’s unique potential (143). The need to self-actualize motivates people to grow and develop their talents (Kalish, 48).
b. Deprivation of Love
In life, human being experiences many kinds of deprivation. These deprivations sometimes influence human emotion. Emotional deprivation means that because of environmental obstacles, the person is denied from stimulus objects which arouse emotional reaction. One example of emotional deprivation is deprivation of love. Hurlock defines that deprivation of any emotion is harmful to the personality, but deprivation of love is especially damaging (210-214). The theory of deprivation of love is beneficial to identify the effects of deprivation of love towards human behavior.
Hurlock states that many adults experience deprivation of love, especially in the old age and after the death or divorce of a spouse. Deprivation can be almost as damaging to the self-concept in adulthood as in childhood. Deprivation of opportunities to love and to be loved delays the normal pattern of physical and mental development. This, in turn affects the personality. Some of the specific effects of emotional deprivation have been reported to the physical, social and emotional (211).
Hurlock also states that the effects of deprivation to the human physical can be seen in listlessness, emaciation, quietness, general apathy, and psychosomatic illnesses. To human social, the effect can be revealed in handicaps in learning how to get along with people, lack of responsiveness to the advances of others, lack of cooperation, and hostility. And to the emotional deprivation, the effects can be seen in lack of emotional responsiveness and interchange (the emphatic complex), feelings of insecurity, resentments as expressed in social behavior, restlessness, anxiety, temper tantrums, and many other forms of maladjustive behavior (212).
One of the most common long-term effects of deprivation of love on personality is emotional insecurity, a feeling of not belonging and of being unable to count on the affection of significant people. The alienated person avoids social relationship outside the home because he has not found them satisfying in the home. He feels inferior and incapable of loving and being loved, and he develops a generalized hostility toward people (213).
b. Death and Loss
According to Kalish (143), when death occurs, other causes of stress seem less important. This is true whether it is your own death or death of someone close to you. Harvey defines that, in the context of loss, people often experience a sense of missing something very important, a sense of incompletion, on a feeling of disappointment (2). Theory of death and loss is beneficial to identify the impacts of death and loss in human life towards others’ condition.
Kalish defines that when a death occurs, the social structure of the family, of the work setting, and of other situations is disrupted (145). Loss is very painful for the survivors and the dying person often is more concerned about their emotional pain than about himself (146). Much disagreement centers around this issue also, but many physicians and other believe that people’s attitudes about living and dying can make a difference in their resistance to illness (146).
As quoted by Kalish, Lindermann says that when a person lost of someone because of death, that person is sad because of the loss of friendship, companionship, and love; but sadness is not the only way to respond to grieve. That person may find that the image of the dead person is constantly in your mind’s eye and think of him, even when that person wishes to do other things (147).
People who try not to show grief or who try to avoid thinking of the deceased person often take longer to recuperate from the loss. Crying and unhappiness are normal grief reactions to show his emotion when someone feels lost of someone.
c. Coping Stress
Morris defines that they are two ways to cope with a stress. They are direct coping and defense coping (500-507). Direct coping is any action that we take to change an uncomfortable situation. When our needs or desires are frustrated, we attempt to remove the obstacles between our goal and ourselves or we give up. When we are threatened, frustrated, or in conflict, we have three basic choices for coping directly. They are confrontation, compromise, and withdrawal.
The first choice is confrontation in which we can meet a situation head- on and intensify our efforts to obtain what we want. It may require trying to change either oneself or situation. Confrontation may also include expression of anger (500). The second is compromise in which we can give up some of what we want and perhaps persuade others to give part of what they want. This is one of the effective ways of coping directly with conflict of frustration (501). The last choice in ways of coping directly is withdrawal in which we can admit defeat and stop fighting (501). We often equate withdrawal with simply refusing to face problem.
Defense coping as known as defense mechanism is formulated by Sigmund Freud in his psychoanalytic theory. As quoted by Kalish, defense mechanism is the way in each individual to maintain and improve his self- concept, especially in the face of stress, utilizes certain types of behavior (155).