Atticus` motivation in defending tom robinson in lee`s to kill a mockingbird.

ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON

IN LEE’S

TO KILL A MOCKINGBIRD

A Thesis

Presented as a Partial Fulfillment of the Requirements to Obtain theSarjana Pendidikan Degree

in English Language Education

By

PUTUT SRI SABDONO Student Number: 001214154

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON

IN LEE’S

TO KILL A MOCKINGBIRD

A Thesis

Presented as a Partial Fulfillment of the Requirements to Obtain theSarjana Pendidikan Degree

in English Language Education

By

PUTUT SRI SABDONO Student Number: 001214154

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

MOTTO

“The journey of one thousand miles must

begin with a single step.”

-Chinese Proverb-

“The future belongs to those who believe

in the beauty of their dreams.”

-Eleanor Roosevelt-

GOD answers our pray in three ways:

First, He says…..Yes!

He gives us what we want

Second, He says….NO!

He gives us the better one

Third, he says….Wait!

He will give us in the right time

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ACKNOWLEDGEMENTS

Above all, my supreme gratitude goes to my JC (Jesus Christ) for His assistance and eternal love in giving me inspiration to finish my thesis. Without Him I am hopeless.

My immense gratitude and tribute go to Dra. Wigati Y. Modouw, M.Hum., as my major sponsor, for her patience, criticisms, and contributions in assisting my thesis writing. My endless thanks go to Nugraha Krisdiyanta, S.Pd, M.Hum. I thank him for criticizing my work.

I excessively will bestow my life for people I love to whom I share my thoughts in completing my study. My next deepest gratitude goes to my beloved father and mother who have looked after me. I thank for their prayer, love, patience, understanding, trust, and everything they have given to me. Thanks also to my beloved sister “Brigita”, my brother “Firdaus”, and my dearest niece “Dita” for their support and spirit. You all are the best thing I have ever had.

A friend is someone who will do anything to cheer you up. I do not only have a friend, but many friends beside me who always cheer my thesis writing days with their encouragement, smiles and laughter. I especially bestow my gratitude to Mr. Gondrong and his wife for their helpfulness and friendship, Danang (99) for the sharing and inspiration, P. Widyawan (Benjo), Boen2, Black, Yoyok, Gomar, Rosa, Mera, Adam and Zita, Teddy and Telly, Ika and Yoseph, for their helpfulness and friendship for all the times, along with the other PBI 00ers. The last but not the least, I present my truly thanks to all people, whose

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names cannot be mentioned, who have ever come in to my life. Thanks for all the special moments we share and for the encouragement in the last minutes. You all will be always noted in the history of my life.

May God bless them all!

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TABLE OF CONTENTS

TITLE PAGE ... i

PAGE OF APPROVAL ... ii

PAGE OF BOARD OF EXAMINERS... iii

STATEMENTS OF WORK’S ORIGINALITY ... iv

MOTTO ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

ABSTRACT ... xi

ABSTRAK ... xii

CHAPTER 1 INTRODUCTION 1.1. Background of the Study ... 1

1.2. Objectives of the Study ... 5

1.3. Problem Formulation ... 5

1.4. Benefits of the Study ... 5

1.5. Definition of Terms ... 6

CHAPTER 2 REVIEW OF RELATED LITERATURE ……….. 7

2.1. Theory of Literature ... 7

2.1.1. Theory of Character and Characterization ... 7

2.1.2. Psychological Approach ... 11

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2.3. Theoretical Framework ... 20

2.4. Criticism ... 21

CHAPTER 3 METHODOLOGY………. 23

3.1. Subject Matter ... 23

3.2. Approach ... 25

3.3. Procedure ... 26

CHAPTER 4 ANALYSIS ... 27

4.1. The Characters of Atticus Finch ... 27

4.1.1. Being Courageous ... 28

4.1.2. Being Honest ... 29

4.1.3. Being Kind and Loving Father ... 30

4.1.4. Being Intelligent ... 34

4.1.5. Being Democratic ... 36

4.2. The Motivation of Atticus Finch in Defending Tom Robinson ... 37

4.2.1. Motivation toward His Children ... 39

4.2.1.1. To Teach his Children about Being Kind and Sympathetic Person ... 39

4.2.1.2. To Teach his Children about Fair Attitudes and Democracy... 41

4.2.1.3. To Teach his Children to Have Acceptance ... 45

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4.2.1.4. To Teach his Children about Keeping

Promise and Bravery... 47

4.2.2. Motivation toward Society ... 50

CHAPTER 5 CONCLUSIONS AND SUGGESTIONS... 51

5.1. Conclusions ... 51

5.2. Suggestions ... 52

5.2.1. Suggestions for the Future Researchers ... 52

5.2.2. Suggestions for Teaching Writing Using Literature ... 53

BIBLIOGRAPHY ... 56

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ABSTRACT

Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

This study discusses a novel entitledTo Kill a Mocking Bird.The objective of writing this thesis is derived from the writer’s curiosity to find out the motivation of Atticus, a white lawyer in defending Tom Robinson, a black defendant in a trial. There are two problems related to the topic of this thesis (1) How is Atticus Finch’s character revealed in the novel? (2)What are Atticus Finch’s motivations in defending Tom Robinson in the trial?

In order to answer the problems, the writer uses the psychological approach because this study focuses on the main character’s motivation, which belongs to the psychological aspect. Moreover, the approach involves the psychological theories, especially Maslow’s theory of motivation, which supports the analysis towards the main character, Atticus Finch. There are two sources used: primary and secondary sources. To Kill A Mockingbird, the novel, is the primary source in this study. The secondary sources are obtained from books on literature and psychology.

From the application of the theory of characterization by Murphy (1971), the writer can infer that Atticus Finch is a courageous man. He is also an honest gentleman. Atticus is also described as a kind and loving father to his children. Besides, he is also an intelligent man. His cleverness has saved his family from any trouble. He is also a democratic person. He is able to treat his children the way he treats other people.

By applying Bootzin’s theory of motivation and Maslow’s theory of hierarchy of needs, the writer can infer that Atticus’ motivation in defending Tom Robinson are divided into two forms. The first is the motivation toward his children. Atticus motivations in defending Tom Robinson are to teach his children about life. He wants to teach them about being kind to other and being sympathetic to other. He also wants to teach them about fair attitudes and democracy. He also trains them to have self-acceptance. Atticus also gives example to his children to have faith on their promises and being courageous. Another motivation that motivates Atticus in defending Tom Robinson is that he wants to wake his society from a dream that whites are perfect and clean. He wants to tell them that whites are as bad as black people. White are not saints. He wants to tell the ugly truth that whites are also as sinful as blacks.

From the analysis in chapter 4 the writer sees that the way Atticus defending Tom Robinson matches with characteristics of self-actualized person proposed by Maslow. Therefore, the writer concludes that the motivations in defending Tom Robinson are parts of the way Atticus actualizes himself. Atticus has reached the top level of hierarchy needs.

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ABSTRAK

Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

Penelitian ini membahas sebuah novel berjudulTo Kill a Mocking Bird. Tujuan penulisan skripsi ini bermula dari keingintahuan penulis untuk mengetahui motivasi Atticus, seorang pengacara kulit putih, dalam membela Tom Robinson, seorang tahanan berkulit hitam dalam sebuah persidangan. Ada dua masalah yang berhubungan dengan topic skripsi ini (1) Bagaimanakah karakter Atticus Finch diungkapkan dalam novel? (2) Apakah Motivasi Atticus Finch dalam membela Tom Robinson dalam persidangan?

Untuk menjawab permasalahan itu, penulis menggunakan pendekatan psikologi karena penelitian ini terfokus pada motivasi karakter utama yang termasuk dalam aspek psikologi. Terlebih lagi pendekatan tersebut menggunakan teori-teori psikologi khususnya teori motivasi oleh Maslow yang mendukung analisis terhadap karakter utama, Atticus Finch. Ada dua sumber yang digunakan, sumber utama dan sumber tambahan. Novel To Kill a Mockingbird, adalah sumber utama dalam penelitian ini. Sedangkan, sumber-sumber tambahan diperoleh dari buku-buku kesusastraan dan psikologi.

Berdasarkan pengaplikasian teori pengkarakterisasian Murphy (1971), penulis berpendapat bahwa Atticus Finch adalah orang yang berani. Dia juga seorang yang jujur. Atticus juga digambarkan sebagai seorang ayah yang baik dan mencintai anak-anaknya. Dia juga seorang yang pandai. Kepandaiannya telah menyelamatkan keluarga dari berbagai masalah. Dia juga seorang yang demokratis. Dia mampu memperlakukan anak-anaknya seperti dia memperlakukan orang lain.

Dengan mengaplikasikan teori motivasi dan teori hirarki kebutuhannya Maslow, penulis berpendapat bahwa motivasi Atticus dalam membela Tom Robinson dibagi menjadi dua. Pertama adalah motivasi dia terhadap anak-anaknya. Motivasi Atticus dalam membela Tom Robinson adalah untuk mengajari anak-anaknya tentang kehidupan. Dia ingin mengajari mereka tentang berbuat baik dan bersimpati kepada orang lain. Dia juga ingin mengajari mereka tentang bersikap adil dan demokratis. Dia juga melatih mereka untuk memiliki sikap menerima diri sendiri. Atticus memberikan contoh kepada anak-anaknya untuk memiliki keyakinan dan berani. Motivasi lain yang memotivasi Atticus dalam membela Tom Robinson adalah bahwa dia ingin menyadarkan lingkungannya dari sebuah mimpi bahwa orang-orang kulit putih adalah sempurna dan jujur. Dia ingin mengatakan kepada mereka bahwa orang kulit putih juga seburuk orang kulit hitam. Orang kulit putih bukan orang suci. Dia ingin mengatakan kebenaran yang menyakitkan bahwa orang-orang kulit putih sama berdosanya dengan orang kulit hitam.

Dari analisis bab 4, penulis melihat bahwa cara-cara Atticus dalam membela Tom Robinson sesuai dengan karakteristik orang-orang yang beraktualisasi yang dikemukakan oleh Maslow. Oleh sebab itu, penulis berkesimpulan bahwa motivasi dalam membela Tom Robinson adalah bagian dari cara Atticus mengaktualisasikan dirinya. Atticus telah mencapai puncak tertinggi dari piramida kebutuhan.

1 CHAPTER 1 INTRODUCTION

This chapter is divided into some parts. They are background of the study, problem formulation, objectives of the study, benefits of the study, and definition of terms.

1.1 Background of the Study

Human is a unique creature. He is incomparable with other creatures. Human has mind that makes him able to find, to develop, and to control himself. He has the freedom to determine himself and becomes an individual in a whole. It can be indicated from various kinds of human behaviors and characters in life.

One of important elements of human behavior is motivation. According to Petri (1981:3) “motivation is the insight forces of organism to act.” Further he explains that behaviors are initiated and directed by the forces inside. The forces influence the intensification of people behavior. The higher forces inside the more intense a person will behave. In other word, motivation determines what behaviors people choose to perform, how hard they do, and how persistent they are in the face of difficulties. Further Petri (1981:4) says that motivation is the reason or the concept that explains our behaviours.

Motivation is fascinating because people want to know why people behave the way they do and understand the process that activates their behavior. By finding motivation, people get inspirited to make a better change in their life, just like when

people join in the seminar of motivation. They get a model of successful people and get clear description and understanding of how they can success in their life (business, family, education, etc). The behavior changing energized by insight forces to achieve goals in life is the main purpose of the seminar.

One’s behavior can also be portrayed in literary works, such as a novel. As Kalish (1973: 8) says that literature holds the mirror up to man, therefore, literary works are other copied versions of human reality in real life; they portray realities of human life. One of literary works that portrays about human behavior is a novel by Harper Lee,To Kill a Mockingbird.

To Kill a Mockingbird (1960) is a novel about education. The most important lessons are those of sympathy and understanding, and that of sympathetic. This book has come to the writer as the most interesting book he has ever read. The book contains not only human moral values that can be taken as our advantages but also about absolute bravery and faith. Lee, in her novel, presents a lawyer, Atticus, who fights for human rights and justice for all, even though he has to face against his own society. One of his extraordinary actions is when he becomes a nigger’s lawyer against white people. The case makes him labeled as “nigger-lover” by his society. To have a picture about Atticus Finch, in the following paragraph, the writer makes a review about him.

Atticus Finch is described as a fifty years old man. He is a single parent for two children from his marriage, Jeremy Finch (eight years old) and Jean Louis Finch (six years old). His wife has passed away of a sudden heart attack. Atticus is a lawyer and also a state legislature member.

One day, there is a white man named Bob Ewell who reports to Sheriff Tate that a nigger, named Tom Robinson, has raped his daughter. Based on the report, the sheriff arrests Tom Robinson and puts him in jail. As the procedure, Tom has to face trials in the courthouse before the judge and juries. Since there is no lawyer who wants to be Tom’s lawyer, Judge Taylor, the judge who leads the trial, points Atticus as Tom Robinson’s lawyer. Atticus accepts it and does his best to help Tom. However, his decision to be Tom’s lawyer is disapproved by most white people in his society, which are racist. They regard Atticus as a traitor because he believes a black man’s words rather than a white man’s. His totality in defending Tom Robinson has put him into several worst and dangerous situations. One of the dangerous situations is when he goes to the county jail alone to stop a mob that comes to lynch Tom. The effects of Atticus decision to defend Tom are also felt by his children. They become the object of ridicule from their neighbors, such as Mrs. Dubose and their own sister, Cecil Jacobs.

However, Atticus has predicted that such situation will come after him and his children. Moreover, he knows that he is doing an impossible mission that is defending a black man against a white man. He knows that he has less possibility and chance to win the case because no matter how right the black man is, he will not win against the white man. However, he keeps struggling to defend Tom Robinson.

During the trial Atticus shows his totality as Tom Robinson’s lawyer. He successfully reveals great arguments and evidences to the juries and the all-trial visitors that Tom Robinson is not guilty for the crime. On the other hand, he proves that the main suspect should be Bob Ewell, Mayella’s own father. However, the juries

have their own opinion; nine of ten juries decide Tom guilty for the crime. Atticus tries to appeal to the higher court but Tom has given up his hope. Tom tries to escape from the jail by climbing over the fence and he is shot to death by the guards leaving seventeen bullet holes in Tom’s body.

To Kill a Mockingbird is truly a great novel. The characters are well developed, the story is exciting, and there are some great lessons that can be learned. There are four reasons why the writer conducts study on the novel especially on Atticus Finch. First, the writer finds Atticus Finch as a good model of a true-gentleman. He is able to live with others without losing his identity. He has absolute spirit, faith, firmness, and courage to fight for what he believes in and to survive facing difficult situation, especially in his great struggle in defending Tom Robinson and in handling the conflicts. He is a good reflection needed by our society at this time, especially for parents, law upholders, and people who believe in justice, equality, and humanity. Second, the novel is rich of life lessons and moral values, such as notion of acceptance in all forms, bravery, and education. The third reason is that the story in the novel does not make the readers bored. The use of six years old girl as the narrator makes this novel easy to be followed and to be understood. The innocence and straightforwardness of a child in facing situations gives the readers the sense of humor, simplicity, and natural. The fourth reason, the novel is awarded Pulitzer Price. It shows that this novel is included as one of best novels in the world, and of course has great quality to be read. Based on background of the study above, the writer is motivated to reveal Atticus’ character and his motivation to defend Tom Robinson.

1.2 Objectives of the Study

In this thesis, the writer has two objectives to be achieved. The first objective is to describe the character of Atticus in the novel. The first objective is the basis for the second objective that is to reveal Atticus’ motivation to defend Tom Robinson. By accomplishing the objectives, the writer hopes to be able to explain Atticus’ motivations and his reasons in defending Tom Robinson.

1.3 Problem Formulation

In order to guide the analysis, the writer has formulated two problems in order to focus the study, the problem formulations are as follow:

1. How is Atticus Finch’s character revealed in the novel?

2. What are Atticus Finch’s motivations in defending Tom Robinson in the trial?

1.4. Benefits of the Study

There are some benefits in doing this study. The first benefit is for the writer himself. By doing this study, hopefully, the writer is able to learn some moral values, especially from the character of Atticus Finch. Hopefully, the writer is able to learn more how to live with himself, how to accept other people as they are, how to respect diversities, and to know what a real bravery is.

The second benefit is for the readers. This study helps the readers find a model of a good person, good parents, and good law-upholder insight the character of Atticus Finch. The readers also can reveal what are the factors behind Atticus’ controversial decision to defend Tom Robinson, a black people, against a white man

in the trial. More over, And hopefully, this study can encourage other researchers to analyse another aspects in Harper Lee’sTo Kill a Mockingbird.

1.5. Definitions of Terms

There are some terms that need to be explained in order to avoid misunderstanding. The first is motivation. Motivation can be said as the process of behaving that is organized and that defines its end states (Bootzin et al., 1983: 367). Motivation leads people to behave in their manner to get some attainment. Motivation in this study is described as the motive of the lawyer in defending his client before the trial. This motivation is divided based on two components; they are internal drive and external incentives. Internal drive is a force inside one’s mind to do an action. External incentive is an outside power or objective that makes one to do an action.

The second term is defending. Defending comes from the word defend which means “to act, speak or write in support of somebody or something” (Hornby, 1995: 304). This term is usually used in a courtroom by a lawyer in defending his defendant.

The last term is mockingbird. Mockingbird is any of several species of New World birds of the family Mimidae, especially Mimus polyglottos, a gray and white bird of the southern and eastern United States, noted for the ability to mimic the sounds of other birds. The common, or northern, mockingbird (Mimus polyglottos) can imitate the songs of 20 or more species within 10 minutes (http://www.thefreedictionary.com/mockingbird)

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter consists of five major topics that are Theoretical Review, Review of Related Theories, Theoretical Framework, Criticism and Sources.

2.1. Theoretical Review

In this part, I will discuss the literary theories that are the critical approach, theory of conflict, the theory of character and characterization to guide my analysis toward the novel.

2.1.1. Theory of Critical Approach

Guerin (1992:vii) states that the richness of great literature merits correspondingly rich respond. He also says that such responds come best when the readers appreciate a great work from many perspectives as it legitimately open itself to. To reveal the appreciation of a literary work can use many perspectives. These perspectives enable us to know how to read and to judge a literary work. These kinds of perspectives are what later called critical approach.

According to Rohrberger (1971:3-16), It is important to understand critical approach, which will be our guidance in analysing literary work. The understanding includes the approach’s nature, function, and positive values. In her book, Rohrberger categorizes five approaches, i.e. the formalist, biographical, sociocultural-historical, mythopoeic, and psychological approach.

The perspective of the formalist approach is to see the literary object as a total integrity of the literary piece. It only focuses on the work itself. The focus is on the structure of the work, which will be related to each part of the work. This approach does not examine the reference to the facts of the author’s life, the genre, the place of the genre, the history, and social milieu related to the literary piece, but. Furthermore, this approach analyses all parts of a literary work in order to get the deeper meaning of the work.

In the biographical approach, the perspective focuses on the author, for instance, the author’s idea, personality and life, which build his writing style, theme, characterization and other literary elements. Rohrberger also suggests that knowing what the author intends to tell about is considered important in his approach.

The sociocultural-historical approach relates the literary work with the reference to the civilization or historical background that built it. This approach can investigate the social milieu that is reflected in the work or the cultural background that produces it. However, the historical side might not be significant for the work. It depends on the role of historical side. If the historical side only occurs as a small part or setting it will be insignificant. On the contrary, it will be significant if the historical aspect is dominant and relevant with what the author wrote.

The perspective of mythopoeic approach emphasizes on the repetition of a certain pattern in a certain literary work. The pattern, for instance, is the usual pattern that is common to all people such as death and rebirth, fertility rites, withdrawal and return. The author of certain literary work may describe them either conscious or unconscious. The

literary work, for example, will have various themes and patterns, which the author might not be aware.

The psychological approach involves deeper analysis of the unconscious area of the human mind. The analysis is based on Freud’s idea about symbolic words, thoughts and action represented in the human mind. Furthermore, he believes that thoughts are the analysis of human symbols. We can interpret the symbol beyond the mind itself.

2.1.2. Theory of Character and Characterization

One way to have a better understanding about the novel is through the character in the novel. Through the character we can find the messages, values offered by the writer or the theme of the novel. For that reason, it is important to know the kinds of characters and how characters in the novel are characterized.

2.1.2.1 Character

According to Abrams (1981: 20), there are two kinds of characters. They are flat and round characters. A flat character is not described in a complex way. A flat character can be characterized by a single sentence or in other words described in a general way. On the contrary, a round character is described in a more complex way, for example, it sometimes has more than one characteristic and changes from one characteristic to another characteristic.

Holman (1986: 83) uses different terms for kinds of characters, i.e., static and dynamic characters. A static character changes rarely towards the action and experiences. Rarely means it experiences a little bit change or not at all. A dynamic character changes its characteristic or, for instance, its personality by actions or experiences, which

influence them to change. Sometimes, the author uses both dynamic and static to characterize a character. For example, the author may use static characters for the beginning of actions and use dynamic characters for the results of the action.

Klarer (1999: 17) uses different terms from Abrams and Holman, although he also uses flat and round characters for the similar term. For flat characters, he uses typified characters, which refer to specific characters whereas for round character, he uses individualized characters, which refer to more complex characters with differentiated characteristics.

2.1.2.2.Theory of Characterization

According to Murphy (1972: 161-173), there are nine ways to characterize a certain character in the novel

1. Personal description

In this technique, the author, as one of the characters in the novel, describes the character’s appearance directly. He describes the character’s face, skin, eye, and hair, in detail. In describing the character, the author also uses adjectives, for example like strong, heavy, and so on, which shows the character’s physical appearance.

2. Character as seen by another

In this technique, the author describes a certain character from the other character’s eyes and opinions. He gives, for example, the impression of shape, cleanliness, firmness, smoothness of a certain character.

In this way, the author gives clues through what a certain character says in the novel. The author can describe the clues from the conversation with another, the character’s opinion or when the character speaks.

4. Past life

In this method, the author describes a certain character’s past life directly. The description can be given through the character’s thoughts, conversation or through the medium of another person.

5. Conversation of Others

This technique uses conversation of other characters about a certain character. The conversation often gives us a clue about whom it is being spoken.

6. Reactions

In this technique, the author describes a certain character’s reactions or response to various situation and events.

7. Direct Comment

The author describes the character or gives comment towards the character directly. In this technique, the author becomes the narrator of the novel to comment about the character.

8. Thoughts

The author describes what a certain character thinks 9. Mannerisms

The author can give us clues from the character’s habit, mannerism or action, which are repeated in the novel.

According to Abrams (1981: 21), there are two methods in characterizing characters, i.e., “ showing” and “ telling”. In “showing”, the author describes characters’ action and dialogue but he or she does not include the characters’ motives of the action and dialogue. Furthermore, the author lets the reader to guess behind the action and the dialogue. In “telling”, the author describes not only the physical appearance but also the motives and sometimes evaluates the characters. The author, for instance, also comments what the character says and does.

Klarer (1999: 19-20) uses explanatory characterization for “ telling “ method and dramatic characterization for “ showing “ method. In explanatory characterization, the author becomes the narrator who describes the character’s action and dialogue including the narrator’s comment and evaluation towards the character. The dramatic characterization places the author as an obvious narrator. It means that the author describes the character’s utterances and actions without giving any comment or intervention.

2.1.2.3. Theory of Conflicts

According to Jafte (1968:2) conflict will always come in our daily life, whether it is a conflict, which can be resolved and cannot be resolved or not resolved easily. Conflicts have great effects on us; conflicts can change our basic values or our conception of life. It will modify our characters, values, ideas, the concepts of life, and the nature of right and wrong.

Conflict is one of the interesting parts in the story. Without the conflicts, the story will bore its readers. According to Jafte (1968:2) conflict means that a story brings together two opposing forces called a protagonist (one who struggles for) and an

antagonist (one who struggle against) and then resolves the resultant struggle between these forces.

According to Stanton (1965:16) there are two conflicts, i.e. the internal conflict, which happens between two desires within a character, and the external conflict, which happens between characters or between a character and his or her environment. In his further explanation he says that specific conflicts are in turn subordinate to the central conflict, which may be internal, extenal, or both. A central conflict is always between fundamental and contrasting qualities forces, such as honesty and hypocrisy, innocence and experience, individuality, and the pressure. A story may contain more than one conflicts force, but only the central conflict fully accounts for the events of the plot.

2.2. Review of Related Theories

2.2.1. Theory of Prejudice

According to Karen Huffman (1997:591) prejudice is a generally negative attitude directed to toward specific people because of their membership in a specific group. For example slaves are likely to be viewed by their master as lazy, irresponsible, and lack of ambition.

Further, Huffman explained that the term prejudice is prejudgment of others based on limited knowledge and limited contact. It biases people against others and limits their ability to accurately process information. This opinion is supported by Kalish in his book

The Psychology of Human Behaviour. He (1973:353) said that many people are rigid in their thinking. They seem to say “ Don’t bother me with the facts of new ideas. I know what’s right,” they are referred to as people with closed minds; because they are not

willing consider new information. People that racially prejudiced are more difficult in discharging old ways of thinking and trying new ways.

But prejudice, like all attitude, is actually composed of three separate elements: (1) a cognitive components (or stereotype), consist of negative thoughts and beliefs, (2) an affective components, consisting of emotion associated with objects of prejudice, and (3) a behavioural component, consisting of predispositions to act in certain ways toward members of the group (discrimination)

Richard A. Khalish (1973:351) stated that to have prejudice is to make prejudgement or to make judgement or hold an attitude before all information is available. Prejudiced people will have either favourable or unfavourable reaction toward people, things, and idea. A person is prejudiced against other people may make his thinking less effective. For example, a man who is prejudiced against a particular newspaper may not believe something it published even though it is true.

Khalish in his further explanation said that prejudice is learned largely through interaction with significant others and tend to fit it in with personality needs and the self-concept. Prejudice then will be reinforced by approval from friends and the community, by personal experiences, and by reduction of anxiety.

According to Huffman there are five most commonly sources of prejudice: learning, cognitive process, individual personality needs, economic and political competition, and displaced aggression. People learn prejudice through classical and operant condition and social learning. For example, children hear their parents, friends, and teachers expressing prejudice and they imitate them. People also learn their prejudice through direct experience. They receive attention and sometimes approval for expressing

racist of sexiest remarks. And also, they may have single, negative experience with a specific member of a group that then generalize and apply to all members of the group.

The second way people develop prejudice is through cognitive process. According to this perspective, prejudice develops as a result of normal cognitive process and the every day attempt to explain a complex social life. And this cognitive process is divided in three categorisations. First, people create groups and out-groups. An in-group is any category in which people see themselves as a member, while an out-in-group is all others. In-group is seen as more attractive, as having more desirable personality characteristics, and engaging in more socially accepted forms of behaviour.

The second cognitive process is this group has tendency to see more diversity among members of one’s in-group and less among the out-group. This “ they-all-look-alike-to me” tendency is termed the out-group homogeneity effect. This is a kind of cognitive bias. It is dangerous because when members of minority groups are not perceived as varied and complex individuals who have the same needs and feelings as the dominant group, it is easier to perceived them as faceless objects and treat them in discriminatory ways. And the third cognitive process is the tendency to blame the victim, a type of attribution bias.

The third way people develops prejudice is out of an individual’s personality needs. From this perspective, people with traits of rigidity, conventionality, and sadism tend to do prejudice. To identify it researchers use F scale. People who scored high on the F scale is known as the authoritarian personality.

The fourth way that is believed to develop prejudice is out of competition for limited sources. It is maintained because it offers significant economic and political

advantages to the dominant group. In the United States lower class whites have been more racist than the high-class whites. Whites in the lower class, however, are at risk to unemployment because minorities compete with them for scare resources.

The fifth way prejudice is developed is displaced aggression. In this section frustration become the trigger of prejudice. Frustration leads people to attack the source of frustration. But when the source is bigger and capable of retailing, of when the cause of the frustration is ambiguous, people often displaced aggression on an alternative, no threatening target. The innocent victim of displaced aggression is known as scapegoat. For example, during the great depression of the 1930’s, Hitler used Jews as scapegoats that Germans could blame for their economic troubles.

2.3. Theoretical Framework

In doing this study, I combined some theories that I have reviewed previously in order to guide in doing my analysis. Those theories are theory of character, theory of characterization, theory of conflicts and theory of prejudice.

Since the focus of my thesis is analysing some characters in the novel, I will use the theory of character and characterization. In doing character analysis I will adopt theory of character from Klarer’s, Abrams’, and Holdman’s. This theory will help me to understand about the characters that I will analyse. And, to understand the characters deeply, I will use the theory of characterization from Murphy’s theory.

This thesis will also analyse the characters’ conflicts, so I used theory on psychology, which focuses on the theory of prejudice. The theory I will use is taken from

Huffman’s and Khalish’s. It is because they give complete description about how prejudice is developed in a society.

Those theories will guide me in finding the cause of Boo Radley’s and Tom Robinson’s conflicts. Furthermore, I am suspicious that the conflicts are caused by the outer conflicts, which seems to be influenced by prejudice.

2.4. Criticism

23 CHAPTER 3 METHODOLOGY

This chapter is divided into three main parts namely subject matter, approach, and procedures. In the subject matter, the writer discusses about the subject of the study i.e. Harper Lee’s novel To Kill a Mockingbird. In the approach, the writer mentions the approaches for analyzing the novel. While in the procedure the writer discusses the steps in analyzing the novel.

3.1 Subject Matter

The main subject of this study was the novel of Nelle Harper Lee To Kill A Mockingbird. The genre of this novel was social drama, southern drama. The tense used in the novel is past tense. The setting of place and time of the novel was fictional town of Maycomb, Alabama, Southern state of America in 1933-1935. The novel consists of 31 chapters and divided into two parts. In overall the book consists of 287 pages.

J. B. Lippincott of Philadelphia publishedTo Kill a Mockingbird for the first time on July 11, 1960.In its first year publishing, this novel created one of the most extraordinary records in publishing history. The novel was sold more than two and a half million copies in that first year and went through 14 printings. It was chosen by three American book clubs: Reader's Digest Condensed Books, the Literary Guild and Book-of-the-Month Club. It was also chosen by the British Book Society and was published in France, Germany, Italy, Spain, Holland, Denmark, Norway, Sweden, Finland and Czechoslovakia.

The novel was awarded the Pulitzer Prize in Letters on May 1, 1961. On the second anniversary of its publication, the novel had been on the bestseller lists for 100 weeks and had sold more than five million copies in 13 countries and it has been translated into ten languages. Two years after its publication, the novel was adapted for the cinema, and winning Oscars (Academy Awards) for the script and for best actor in a leading role (Gregory Peck), who played Atticus.

The setting, characters, and a famous trial that occurred during Lee’s childhood shape the story ofTo Kill a Mockingbird. Born in Monroeville, Alabama, on April 28, 1926, Nelle Harper Lee is the youngest of three children of Amassa Coleman Lee and Francis Cunningham Finch Lee. Her father, a former newspaper editor and proprietor, was a lawyer who also served on the state legislature (1926-1938). In 1931, when Harper Lee was five, nine young black men were accused of raping two white women near Scottsboro, Alabama. This is one of famous and controversial case ever happened in the American history. The defendants, who were nearly hanged before being brought to court, ware not provided with the services of lawyer until the first day of trial. Within a month all of the white jury found the first man was found guilty and sentenced to death even though there was no strong evident for the crime. This trial was ended in 1950, but the case was not settled until 1976 with the pardon of the last of the Scottsboro defendants.

Harper Lee portrays Scottsboro trial as Tom Robinson’s trial in the novel. It can be seen by the similarities of the time, place, case, the defendants, and the accusers. Both of the fictional and historical cases happened in Alabama in 1930’s. Both of the defendants are black men, and both of the accusers are white women. In

those both cases, the accusation is rape.

Harper Lee explored some big themes in the novel such as discrimination and prejudice, bravery, and justice in Southern state of America in 1930’s. She portrayed how prejudice and discrimination behavior harmed and destroyed innocent people. The Robinson’s case was the representation of innocent people who were harmed and destroyed because of the society’s discrimination behavior. She symbolized the actions of harming and destroying innocent people as killing a mockingbird.

Lee also presented a heroic character that dared to fight against the discrimination and injustice action of the society and became the representation of great sense of morality and justice. This heroic character was Atticus Finch. In her novel, Lee presented Atticus as a good father and his children model in gaining life lessons such as the notion of acceptance in all form, education, and what real courage was. He was also an example of a good law apparatus.

3.2 Approach

In conducting this study, the writer used the psychological approach because this study focused on the main character’s motivation, which belongs to the psychological aspect. Moreover, the approach involves the psychological theories such as the theory of motivation, which supports the analysis towards the main character, Atticus Finch.

The psychological theory adapted was Maslow’s theory of hierarchy of needs. Moreover, this study focuses on Atticus’ motivation in defending Tom Robinson.

3.3 Procedures

In doing this study the writer used two kinds of sources, i.e. primary source and secondary sources. The primary source was the novel itself, To Kill A Mockingbird, written by Harper Lee; the secondary sources were books about literature and human psychology. As the method of study, the writer used library research.

In order to analyzeTo Kill A Mockingbird there were some steps applied. First, the writer started to read the novel many times in order to get the deep understanding. Second, the writer decided what aspects would be analyzed in the novel. This needed many times to read the novel again. From this step, the writer was interested in analyzing the main character’s motivation. Third, the writer looked for the psychological theories as well as literary theories used in analyzing the main characters.

Fourth, since this thesis focused on the psychological aspects of a novel the writer chose the psychological approach as the mean to analyze the novel To Kill a Mockingbird. As references, the writer used psychological approach theories proposed by Guerin, Wellek and Warren, and Bressler.

Fifth, those theories would be applied in order to find Atticus’ motivation. In this step the writer tried to identify the aspects that motivated Atticus to defend Tom Robinson in his trial. Moreover, the writer tried to relate some evidences found in the novel in order to know what was behind his action.

The last step was drawing a conclusion. The conclusion contained the statement of the findings in the analysis that is presented in this thesis.

27 CHAPTER 4

ANALYSIS

This section is to analyze and answer the problems formulated in chapter one. The first is concerning on Atticus’ characters. The second is about the motivation of Atticus in defending Tom Robinson in the trial. The analysis focuses on the characters of Atticus Finch. In doing so, the writer uses the theory of character and characterization by Murphy (1972: 161-171). This theory consists of some ways to identify character. By applying the theory, hopefully, the writer is able to find the characters of Atticus Finch in detail.

The second problem deals with the character’s psychological aspect. The writer uses theory of motivation by Abraham Maslow (Goble, 1971) to analyze the aspects behind Atticus’ action.

4.1. The Characters of Atticus Finch

Taking a view from Murphy’s personal description theory (1972) given by the author, Atticus Finch is a fifty years old man. He is a lawyer and used to be a state legislature member. Atticus is a well-known and wealthy person in his county. His ancestor, Simon Finch, is the owner of an industry in the county. His wife passed away of a sudden heart attack, two years after his youngest daughter was born. From his marriage, he has two children, Jeremy Finch (eight years old) and Jean Louis Finch (six years old). Scout says, “He was much older than the parents of our school contemporaries”(p. 93).

Physically, Atticus has a problem with his left eye. Therefore, he wears glasses because it is nearly blind. Scout describes it as following quotation,

“… He wore glasses. He was nearly blind in his left eye, and said left eyes were tribal curse of the Finches. Whenever he wanted to see something well, he turned his head and looked from his right eye.” (p. 94)

4.1.1. Being Courageous

Using Murphy’s theory of “conversation of other” and seen by other” Atticus is identified as a courageous man. Atticus believes that real courage is “when you know you’re licked before you begin but you begin anyway and you see it through no matter what.” and he refuses the definition of courage that says “courage is a man with a gun in his hand”(p. 116). Atticus, viewed through action theory from Murphy (1972), demonstrates his “real-courage” several times throughout the novel. First of all, Atticus shows his courage when he undertakes the task of defending Tom Robinson. He knows that he will not win the case because it is impossible for the Juries to trust a black man’s word rather than white man’s word. Furthermore, by defending a black man against white man, Atticus goes against Maycomb, - a generally prejudice and discrimination town. He knows that taking the case will make him an object of scorn and ridicule, which no one would forgive him for believing in a black man's word rather than a white man's. Nevertheless, he keeps struggling for Tom, since no one else will. He explains this condition to his brother Jack.

“The only we’ve got is a black man’s word against the Ewells’. The evidence boils down to you-did-I-didn’t. The jury couldn’t possibly be expected to take Tom Robinson’s word against the Ewells’.”

“You know what’s going to happen as well as I do, jack, and I hope and pray I can get Jem and Scout through it without bitterness, and most of all, without catching Maycomb’s usual disease.” (p. 92)

In another occasion, Atticus shows his courage by refusing to carry gun when he goes to the Jailhouse to protect Tom from a mob that want to lynch him. He tries to shield Tom without concerning his own safety. Atticus also shows his courage by refusing to carry gun after he gets threat from Bob Ewell who is going to kill him. His great ability in using gun does not make him maintain his safety by carrying gun. It can be seen in the quotation below.

“After all though,” I said, “he was the deadest shot in the county one time. He could - ”

“You know he wouldn’t carry a gun, Scout. He ain’t even get one - ” said Jem. “You know he didn’t even have one down at the jail that night.”

“This is different,” I said, “ we can ask him to borrow one.” We did, and he said, “nonsense.” (p. 220)

Scout also reveals Atticus’ courage by saying that Atticus is the most courageous man she has ever met. Scout admits Atticus’ courage from the way Atticus treats Mrs. Dubose. Even though Mrs. Dubose makes vicious comments and criticisms of him and his children related to Tom ‘s case, Atticus still manages to treat her in the kindest manner, complimenting her appearance and helping her into her chair. Atticus has no hard feeling at all. He is completely calm and humble to the old woman who is sick and also dying in her old age. It can be seen in the quotation below.

“I never heard Atticus says like a picture of what. He would tell her the courthouse news, and would say hoped with all his heart she’d have a good day tomorrow. He would return his head, swing me to his shoulders in her very presence, and would go home in twilight. It was the times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived.” (p. 105)

4.1.2. Being Honest

from Scout and Miss Maudie’s dialogues about him. They know Atticus Finch is the same man inside or outside the house.

“Atticus don’t ever do anything to Jem and me in the house that he don’t do in the yard,” I said, feeling it my duty to defend my parent.

“Gracious child, I was raveling a thread, wasn’t even thinking about your father, but now I am I’ll say this: Atticus Finch is the same in the house as he is on the public streets.” (p. 50)

Honesty is one of Atticus’ life principles; he says “Best way to clear the air is to have it all out in the open” (p. 276). This statement comes up as his opening statement when he is arguing with Sheriff Tate related to Bob Ewell’s death. Bob is found stabbed to death after he is attacking Jem and Scout on the way they are going home after Halloween Party at their school. Because of the attack, Jem brakes on his elbow and gets unconscious. According to the sheriff, Bob Ewell’s death is an accident; He falls on his own knife. But, Atticus cannot accept the argument. He sees that the sheriff just wants to protect Jem by covering the truth and it is in contradiction with his principle. He wants the sheriff to reveal all the facts and to role the law procedure even though it will make Jem endure the investigation.

“Jem and Scout know what happened. If they hear of me saying down town something different happened – Heck, I won’t have them any more. I can’t live one way in town and another way in my home. (p. 276).

4.1.3. Being a Kind and Loving Father

From Murphy’s “conversation of others, “mannerism” and “speech”, it can be inferred that Atticus is a kind and loving father. Atticus is a single parent. His wife passed away of a sudden heart attack. As a single parent, Atticus is able to fulfill his children’s need of affection. He makes enough time for his children. He treats his children in good manner. It can be seen from Scout’s statement: “Jem and I found our

father satisfactory: he played with us, read to us, and treated us with courteous detachment.” (p. 10)

Atticus’ close relationship with his children can also be indicated from how his children call him. He encourages his children to call him straightly using his nickname, “Atticus”, so that they can interact on terms as equal as possible. He tries to put himself equal to his children, as their friend. It makes them feel free to come after him if they have problems, questions, or anything they do not understand. It can be seen by applying Murphy’s theory of characterization (1972) in the some speeches by Scout toward Atticus: “… Listen Atticus, I don’t have to go to school!” (p. 85) and “Atticus, you must be wrong…” (p. 109)

As a father, Atticus always teaches his children positives moral values. He instills in his children with three very specific values: education, bravery, and acceptance. The importance of education for Atticus can be seen from his reading activity of the today’s news with Scout, every night before bedtime. He instills Scout with various kinds of knowledge. It can be seen from the Atticus mannerism given by Scout below.

“I could not remember when the lines above Atticus’s moving finger separated into words, but I had started at them all evenings in my memory, listening to the news of the day, Bills To Be Enacted into Laws, the diaries of Lorenzo Dow – anything Atticus happened to be reading when I crawled in to his lap every night.” (p. 22)

On her first day in the school, Scout has problem with her new teacher, Miss Caroline. Scout is forbidden to read with Atticus anymore because her teacher thinks that what Atticus has taught is wrong. The second problem, then, is when Scout tries to explain the teacher that Walter Cunningham does not accept any gift that he cannot

pay back. These problems provoke Scout to stop going to School. When Scout tells her willing not to go to School anymore because of the problems, Atticus asks Scout to post herself in her teacher’s side in order to understand her way of thinking and feeling. It can be seen from the speech below.

“If you can learn a simple trick, Scout, you’ll get along a lot better with all kind of folks. You never really understand a person until you consider life from his point of view…until you climb into his skin and walk around in it” (p. 34).

According to Atticus if Scout puts herself in her shoes she will see that it is “an honest mistake on her part”. No one can expect her “to learn all Maycomb’s ways in one day”, and cannot hold her responsibility when she knows no better. In this situation Atticus instills Scout with the acceptance value.

Atticus teaches Jem about real-courage when he sends him to read for Mrs. Dubose every day after school for a month. It is as his punishment because of destroying her Camellia flowers. Jem is provoked to do it because she says that Atticus “lawed for niggers and trash”. Unknowingly, Jem is helping the woman overcome her morphine addiction. Atticus reveals his reason to send Jem reading for the woman after she passed away, and lets them evaluate the situation for themselves. It can be seen from Atticus’s action sending Jem to Mrs Dubose’s house.

“Son, I told you that if you hadn't lost your head I'd have made you go read to her. I wanted you to see something about her. I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.” (p. 116)

Atticus also becomes role models in his sense of bravery by refusing to carry a gun to protect Tom Robinson from a mob and himself from Bob Ewell after he

threatens by guns. Atticus knows that bravery is more than the decision to carry a gun. It can be seen in the conversation between Jem and Scout below.

“You know he wouldn’t carry a gun, Scout. He ain’t even get one - ” said Jem. “You know he didn’t even have one down at the jail that night.”

“This is different,” I said, “ we can ask him to borrow one.” We did, and he said, “nonsense.” (p. 220)

Another fact, which shows that Atticus is a positive father figure, is his democratic attitude in treating his children. When his children fuss, he gives the same opportunity to his children to explain why they do so. Scout reveals the idea of Atticus’ democratic attitude when she protests his uncle for not giving her chance to explain why she fights with her cousin, Francis. Scout compares the way his uncle treats her with his father:

“Well, in the first place you never stopped to gimme a chance to tell you my side of it-you just lit right of me. When Jem an’ I fuss Atticus doesn’t ever just listen to Jem’s side of it, he hears mine too …” (p. 90)

In raising his children, Atticus also treats them as an adult. He speaks in a clear matter - of – fact way and answers his children question directly. It is including bad language terms. It can be seen below.

“What’s rape?” I asked him that night.

“He signed, and said rape was carnal knowledge of a female by force and without consent.” (p. 137)

Atticus has a reason why he lets his children especially Scout produce bad languages. According to him it is one of children stage and it will disappear through time. It can be seen from his statement when his brother, Jack, tells him that he does not answer Scout’s question about “ a whore lady”. Moreover, Jack tells Scout about Lord Melbourne. The Atticus’ speech below shows the proof.

But don’t make a production of it. Children are children, but they can spot an evasion quicker than adults, and evasion simply muddles ‘em. No,” my father mused, “you had the right answer this afternoon, but the wrong reason. Bad languages is a stage all children to go through, and it dies with the time when they learn they’re not attracting attention with it.” (p. 92)

As a father, Atticus always acts firmly but never uses hand to remain them if they start to cross the line and do a mistake. He prefers using persuasive approach rather than the repressive one. He appreciates his children’s efforts to main him even it is still far from his hope. It can be seen from his conversation with his brother, Jack, about Scout. It can be seen in the following conversation between Atticus and Jack.

“Atticus, you’ve never laid a hand on her.”

“I admit that. So far I’ve been able to get by with threats. Jack, she minds me as well as she can. Doesn’t scratch half the time, but she tries… she knows I know she tries. That’s what makes difference.” (p. 92)

4.1.4. Being Intelligent

From Murphy’s “conversation of others”, “speech”, and “reaction”, it can be inferred that Atticus is intelligent. Atticus likes to read a lot and to spend his spare time by reading. Scout describes that Atticus does not use his spare time like “schoolmate’s father did. He never went hunting, he did not play poker or fish or drink or smoke. He sat in the living room and read.” (p. 94)

Atticus reads various books written by various writers. He also likes listening to today’s news in the radio. It has been his routine activity after dinner. His habit shows that he likes to be well informed, as revealed by Scout bellow:

“But I had started at them all evenings in my memory, listening to the news of the day, Bills To Be Enacted into Laws, the diaries of Lorenzo Dow – anything Atticus happened to be reading when I crawled in to his lap every night.” (p. 22)

Atticus’ intelligence can also be seen when he has conversation with Walter Cunningham, Scout’s classmate, about farming. Even though he is a lawyer he understands about farming.

“Atticus greeted Walter and began a discussion about crops neither Jem and I could follow…Atticus was expounding upon farm problems when Walter interrupted …” (p. 28)

By his action in the Tom Robinson’s trial, Atticus shows his intelligent in the witnesses’ cross-examination process. Based on the sheriff’s description about Mayella’s injuries, he shows to the juries and to all the trial visitors that she has been injured using two hands and has been beaten up by a left-handed man. Thus, the man should not be Tom Robinson because “His left arm was fully twelve inches shorter than his right, and hung dead at his side… I could see that it was no use to him.” (p. 188). Atticus seems to have his own suspect. He suspects Mr. Ewell, Mayella’s own father, as the man who has beaten her up. It is because Mr. Ewell is left handed. To show this fact to all juries and the trial visitors, he cleverly tricks Mr. Ewell by asking him writing his name on an envelope.

"Mr. Ewell wrote on the back of the envelope and looked up complacently to see Judge Taylor looking at him as if he were some fragrant gardenia in full bloom on the witness stand, to see Mr. Gilmer half-sitting, half standing at his table. The jury was watching him, one man leaning over with his hands over the railing.

'What's so intrestin'?' he asked.

'You're left handed Mr. Ewell,' said Judge Taylor." (p. 180)

In his closing argument, once again, Atticus shows that he is a highly accomplished man of great intelligence. He counters part Thomas Jefferson opinion that “all men are created equal” (p. 207). He says that “all men are not created equal in the sense some people would have us believe – some people are smarter than others…

some people are born gifted beyond the normal scope of most men.” (p. 208). There is only one human institution that makes “the stupid man the equal of Einstein” that is the court.

4.1.5. Being Democratic

From the “speech’ and “conversation of other’ in the novel, I can be inferred t hat Atticus is a democratic man. Atticus is a respected man and shows it by respecting others. He respects all people regardless of race, social status, and creed, for example, he forbids Scout in using the term “Nigger” to call black people even though it is a common term that usually used by white people in their society in calling black people. Atticus knows that the word “Nigger” is offensive to black people. He shows the respect and common courtesy, which is very rare of a wealthy white male.

“Don’t say nigger, Scout. That’s common.” “ ‘s what everybody at school says.”

“From now on it’ll be everybody less one…” (p. 79)

Atticus also shows his respect toward people from his own race that has lower social status than him. It is when he accepts Scout’s classmate, Walter Cunningham’s son, a poor farmer, to have lunch with him. He treats Walter as he treats another guess in the same status. Scout describes this situation as the following quotation,

“Atticus greeted Walter and began a discussion about crops neither Jem nor I could follow…. he and Atticus talked together like two men, to the wonderment of Jem and me.” (p. 28)

From the quotation above, it also can be seen that Atticus really knows how to associate with others. He really applies his principle that “You never really understand a person until you consider life from his point of view…until you climb into his skin

and walk around in it” (p. 34). He makes a conversation using a topic that is familiar to Walter, farming. It seems that he enjoys his conversation with Walter.

Atticus insists his principle that he respects and loves all people equally, especially black people when Scout asks him whether he is a “Nigger lover”. It is related to Atticus’ decision to defend Tom Robinson, a black people, in a trial. He answers, “I certainly am. I do my best to love everybody…” (p. 113). Atticus wants to show to Scout that there is nothing wrong to love everybody equally, including black people. Everyone has the same rights to be respected and loved.

In raising his children, Atticus also demonstrates his democratic character. He puts his two children in equal position. He does not treat one more special than the other. It can be seen from Scout’s statement when she protests his Uncle, Jack, for being unfair in treating her after quarrelling with her cousin, Cecil Jacobs. His uncle does not give opportunity to her to explain why she quarrels with her cousin and blames her for it. She says to his uncle that Atticus always gives her or Jem the same opportunity to explain what really happen when they are quarreling.

“Well, in the first place you never stopped to gimme a chance to tell you my side of it-you just lit right of me. When Jem an’ I fuss Atticus doesn’t ever just listen to Jem’s side of it, he hears mine too …” (p. 90)

4.2. The Motivation of Atticus Finch in Defending Tom Robinson

This analysis is divided into two parts. The first is the motivation toward his children and the second is the motivation toward the society. According to Bootzin, motivation is the intentions, desires, goals, and needs that determine human and animal behavior (Bootzin et al., 1983: 366). People conduct an action with motive. This motive leads them to behave in their manner to get some achievement. It would

be impossible to discover motivation unless behavior was organized (Bootzin et al., 1983: 367).

As stated in the chapter 2, there are some drives or reasons or motives which cause people to conduct an action. Maslow (Quoted Goble, 1971:38-42) says that people conduct an action to fulfill their needs. He develops a five-level hierarchy of needs that each need level must be generally satisfied before the person attempts to fill those needs on the next level. Therefore, this analysis is also based on Maslow’s hierarchy of needs theory.

Before the writer comes to the analysis, the writer needs to review about Tom Robinson, Atticus’ client, a black man. Tom Robinson is a black man. His age is twenty-five years old. He is married and has three children from his marriage with Helen. He lives beyond the town dump. He works in Mr. Link Deas’ field. He has worked there for eight years. Tom is a cripple-man. When he was a boy his left-hand caught in a cotton gin, -Mr. Dolphus Raymond’s cotton gin. The gin “tore all the muscles loose from his bones” (p. 188). The accident makes his left-hand twelve inches shorter than his right one.

Tom Robinson is one of Calpurnia’s church members. According to Calpurnia Tom’s family is “clean living folks”. Nevertheless, Tom had ever been in trouble with the law before. He got a fight with another man who tried to cut him. He got thirty days for disorderly conduct. One day, Tom Robinson is accused of raping a white girl. Atticus tries hard to save him from death sentence. Next is the analysis of the Atticus motivation in defending Tom Robinson.

4.2.1. Motivation toward his Children

4.2.1.1 To Teach his Children about Being Kind and Sympathetic Person

Atticus is a kind and loving person. He loves his family and also kind to his surroundings. Atticus is kind to everybody including black people. He likes to help other people. He feels enjoyment whenever he helps other. He finds the beauty of life in helping people. Atticus also finds the beauty of life in his action of defending Tom Robinson, a Negro, in his case. He feels that Tom Robinson is just an ordinary man that needs his help. Atticus is having sympathy to Tom Robinson. Atticus kindness and sympathy can be seen from his saying when he answered to Scout questions.

“Scout,” said Atticus, “nigger-lover is just one of those terms that don’t mean anything—like snot-nose. It’s hard to explain—ignorant, trashy people use it when they think somebody’s favoring Negroes over and above themselves. It’s slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody.”

“you aren’t really a nigger-lover, then, are you?”

“I certainly am. I do my best to love everybody. . . I’m hard put, sometimes— baby, it’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn’t hurt you. So don’t let Mrs. Dubose get you down. She has enough troubles of her own.” (p. 113).

From the quotation above, it is clear that Atticus has a deep sympathy to a Negro. He also has no hard feeling when someone calls him a nigger-lover, a nasty term. He considers the term as nothing. In fact he enjoys being a nigger-lover because his action is in a right way. He enjoys saving people from a detention and that is what he is doing as a lawyer, saving people. It is the effect of his trait as a kind and loving father. His love to his children also affect other people so that he also loves and cares black people

Atticus is a kind man. He is having high sympathy for humankind. Atticus, in his life, realizes that every human is unique and every human is different from each

other. Once he has a client that cannot afford to pay the service, he let the man to pay with whatever he has. Atticus does not rush this man to pay and say that the man does not need to worry about the payment. This man, in turn, pays Atticus in unusual way. He sends Atticus wood stock and also food stock.

Walter’s father was one of Atticus clients. After a dreary conversation in our living room one night about his entailment, before Mr. Cunningham left he said, “Mr. Finch, I don’t know when I’ll ever be able to pay you.”

“Let that be the last of your worries, Walter,” Atticus said. ...” I ask Atticus if Mr. Cunningham would ever pay us.

“Not in money,” Atticus said, “but before the year’s out I’ll have been paid. You watch.”

We watched. One morning Jem and I found a load of stove wood in the back yard. Later, a sack of hickory nuts appeared on the back steps. With Christmas came a crate of smilax and holly. That spring when we found a Crocker sack full of turnips greens, Atticus said Mr. Cunningham had more than paid him (p. 25)

From the quotation we can see that Atticus is very sympathetic and kind to Mr. Cunningham. He lets him pay the way he can pay him. So, Mr. Cunningham pays Atticus with food stocks.

Another example of Atticus’ sympathetic action is whenever he tells Scout not to fight anymore. He tells Scout that every human is a friend and therefore, we cannot fight each other. This wise saying can be found in the following quotation.

“Come here, Scout,” said Atticus. I crawled into his lap and tucked my head under his chin. He put his arms around me and rocked me gently. “It’s different this time,” he said “This time we aren’t fighting the Yankees, we’re fighting our friends. But remember this, no matter how bitter things get, they’re still our friends and this is still our home.” (p. 81)

Above explanations are matched with the ninth characteristic of self-actualized person, that is, having sympathy for humankind. Sometimes, it is evidenced by sense of mission in life that often involves solving problems of human condition.

4.2.1.2. To Teach his Children about Fair Attitudes and Democracy

Atticus, in this novel, has respect for all people regardless of race, creed, color, or education. He also tends to be humble and eager to increase their knowledge. He is very tolerant and respectful to anybody. Atticus never calls black people as nigger because he knows that nigger is very rude to black people. Moreover, he also has Calpurnia, a black cook. Atticus treats Calpurnia as his member of the family. He respects Calpurnia because she takes care of his children with motherly love. He also defends Calpurnia in front of his sister. He believes Calpurnia at his most. It can be seen from his action in defending Calpurnia from Alexandra’s attack.

“I don’t see any harm in letting her go out there. Cal’d look after her there as well as she does here.”

Atticus’s voice was even: “Alexandra, Calpurnia’s not leaving this house until she wants to. You may think otherwise, but I couldn’t have got along without her all these years. She’s a faithful member of this family and you’ll simply have to accept things the way they are. Besides, sister, I don’t want you working your head off for us—you’ve no reason to do that. We still need cal as much as we ever did.”

“But Atticus—“

“Besides, I don’t think the children’ve suffered one bit from her having brought them up. If anything, she’s been harder on them in some ways than a mother would have been . . . she’s never let them get away with anything, she never indulged them the way most colored nurses do. She tried to bring them up according to her lights, and Cal’s light are pretty good—and another thing, the children love her.” (p. 139)

From the quotation, Atticus treats Calpurnia with fair attitudes. He does not differentiate between his family and Calpurnia, a black cook in fact, he is very democratic and considers her as the member of the family. He respects her and therefore he lets her bring up his children according to Calpurnia’s way and Atticus sees it fine.

family, especially his children. Moreover, he also does not differentiate other people outside his family. In fact, he has a constant attitude toward his family and his community.

“Atticus don’t ever do anything to Jem and me in the house that he don’t do in the yard,” I said, feeling it my duty to defend my parent.

“Gracious child, I was raveling a thread wasn’t even thinking about your father, but now that I am I’ll say this: Atticus Finch is the same in his house as he is on the public streets. How’d you like some fresh pound cake to take home?” (p. 50)

From the quotation above, the fact that Atticus is a democratic person is also emphasized by Miss Maudi, a neighbor of Atticus’. In fact, he also permits his children to know about an adult term. He lets them know it in order to broaden their knowledge. Once, Scout asks him about the meaning of rape. Scout has asked about it to Calpurnia, and Calpurnia is mad her about it. But when she asks her father about it, her father answers it clearly and satisfactorily.

“What’s rape?” I asked him that night.

Atticus looked around from behind his paper. He was in his chair by the window. As we grew older, Jem and I thought it generous to allow Atticus thirty minutes to himself after supper.

He sighed, and said rape was carnal knowledge of a female by force and without consent.

“Well if that’s all it is why did Calpurnia dry me up when I asked her what it was?” (p. 137)

Atticus in this novel is told to have ability to detect a lie in other’s words or action. His characteristic as an honest man is also one of supporting aspects in this ability. Moreover, his job and experience as a lawyer sharpen this ability. He proves it whenever he decides to defend Tom Robinson. Atticus does not have any specific reason why he defends Tom Robinson in the trial. As he says, he only believes that Tom Robinson is a clean man and honest. It means that he is having a fair judgment to

Tom Robinson. It can be seen from his speech to Scout about some ugly talks on Atticus decision of defending Tom Robinson.

Atticus sighed. “I’m simply defending a Negro—his name’s Tom Robinson. He lives in that little settlement beyond the town dump. He’s a member of Calpurnia’s church, and Cal knows his family well. She says they’re clean-living folks. Scout, you aren’t old enough to understand some things yet, but there is been some high talks around town to the affect that I shouldn’t do much about defending this man.

...You might hear some ugly talk about it at school, but do one thing for me if you will: you just hold your head high and keep those fists down. No matter what anybody says to you, don’t you let ‘em get your goat. Try fighting with your head for a change . . . it’s good one, even if it does resist learning.” (p. 80)

From the quotation above it is proven that Atticus is having a fair judgment to Tom Robinson. He believes him as a clean-living person. His feeling about Tom Robinson’s innocence is only based on Calpurnia’s words and also on what his heart says. His decision in defending the Negro given him bad consequences. He will be cursed and humiliated by his own community. However, Atticus can tolerate that. He even asks his children, especially Scout to accept it all. He asks his children to keep their dignity and not to fight because of the mocking on their father’s decision. It is also the reflection of his trait as a democratic person. Above explanation matches with one of characteristics of self-actualized person, that is, efficient perception of reality and more comfortable with it. Another Atticus’ attitude that shows his self-actualized characteristic is presented in the following paragraph.

Fair attitudes of Atticus Finch is also shown when he is questioning Mr. Ewell in the trial. He can see clearly that Mr. Ewell is the one who beats Mayella Violet Ewell, his daughter. Atticus tries to get the justice on the Tom Robinson’s side. He tries to prove that Tom Robinson is innocent. Previously, Mr Ewell accused Tom

Robinson, Atticus’ client, of rapping and beating his daughter. It turns out, however, that Atticus can prove the contrary. He can prove that Mr. Ewell himself who beats Mayella. Atticus reveals Mr. Ewell’s lie in a smart way.

“Just describe her injuries, heck.”

“well, she was beaten around the head. There was already bruises comin’ on her arms, and it happened about thirty minutes before –‘

“Anyway, she was pretty bruised up when I got there, and she had a black eye comin’.”

“Which eye?”

Mr. Tate said, “Oh yes, that’d make it her right. It was her right eye, Mr. Finch. I remember now, she was bunged up on that side of her face. . . “ “It was her right eye, I said.” (p. 170-171)

It is said that Mayella has injuries in her right eye. Such kind of injury only can be done by someone who is left-handed. It means that someone who is left-handed has beaten her. Atticus can see Mr. Ewell’s lies clearly. Atticus can prove that it is not Tom Robinson who beats Mayella but his father. Atticus gives evidence that Tom Robinson’s left arm is crippled. It is twelve inches shorter than the left. Tom Robinson has it in an accident when he was a boy. It can be seen from the following speech by Atticus in front of the trial.

Atticus turned to the defendant. “Tom, stand up. Let Miss Mayella have a good long look at you. Is this the man, miss Mayella?”

Tom Robinson’s powerful shoulders rippled under his thin shirt. He rose to his feet and stood with his right hand on the back of his chair. He looked oddly off balance, but it was not from the way he was standing. His left arm was fully twelve inches shorter than his right, and hung dead at his side. It ended in a small shriveled hand, and from as far as the balcony I could see that it was no use to him (p. 188)

It is clear from the two quotations above that Atticus, since the beginning of the trial, knows that Tom Robinson is innocent. It is not Tom Robinson who beats Mayella but his father because Tom Robinson is crippled. He has no left arm, whereas the injuries on the right eye of Mayella can only be done by a left-handed person, that is her

Lesson Plan for Teaching Writing (Expressing the creativity in a writing form freely)

Subject : Writing I

Level of the Students : 1st Semester of English Language Education Study Program

Time Allocation : 2 x 50’

Material : To Kill a Mockingbird

Basic

Competencies

Writing

Re-write a story Achievement

Indicators

At the end of the lesson, the students are able to: 1. Identify the theme of the story

2. understand the story

3. re-write the story based on the text given

Learning Experiences

1. The students read the handouts

- In the classroom, the students try to identify the theme of the story from the text given.

- The students try to understand the story - re-write the story based on the text given - submit their work

Material The material is taken from the novel of Lee’s To Kill a Mockingbird,page 181-183

Evaluation The students’ competence is evaluated from their written exercises and performance.

Materials: From page 181-183To Kill A Mocking Bird(Appended in the next page)

Appendix 3

To Kill a Mocking Bird

This novel is about Scout Finch who lives with her brother, Jem, and their widowed father, Atticus, in the sleepy Alabama town of Maycomb. Maycomb is suffering through the Great Depression, but Atticus is a prominent lawyer and the Finch family is reasonably well off in comparison to the rest of society. One summer, Jem and Scout befriend a boy named Dill, who has come to live in their neighborhood for the summer, and the trio acts out stories together. Eventually, Dill becomes fascinated with the spooky house on their street called the Radley Place. The house is owned by Mr. Nathan Radley, whose brother, Arthur (nicknamed Boo), has lived there for years without venturing outside.

Scout goes to school for the first time that fall and detests it. She and Jem find gifts apparently left for them in a knothole of a tree on the Radley property. Dill returns the following summer, and he, Scout, and Jem begin to act out the story of Boo Radley. Atticus puts a stop to their antics, urging the children to try to see life from another person’s perspective before making judgments. But, on Dill’s last night in Maycomb for the summer, the three sneak onto the Radley property, where Nathan Radley shoots at them. Jem loses his pants in the ensuing escape. When he returns for them, he finds them mended and hung over the fence. The next winter, Jem and Scout find more presents in the tree, presumably left by the mysterious Boo. Nathan Radley eventually plugs the knothole with cement. Shortly thereafter, a fire breaks out in another neighbor’s house, and during the fire someone slips a blanket on Scout’s shoulders as she watches the blaze. Convinced that Boo did it, Jem tells Atticus about the mended pants and the presents.

To the consternation of Maycomb’s racist white community, Atticus agrees to defend a black man named Tom Robinson, who has been accused of raping a white woman. Because of Atticus’s decision, Jem and Scout are subjected to abuse from other children, even when they celebrate Christmas at the family compound on Finch’s Landing. Calpurnia, the Finches’ black cook, takes them to the local black church, where the warm and close-knit community largely embraces the children.

Atticus’s sister, Alexandra, comes to live with the Finches the next summer. Dill, who is supposed to live with his “new father” in another town, runs away and comes to Maycomb. Tom Robinson’s trial begins, and when the accused man is placed in the local jail, a mob gathers to lynch him. Atticus faces the mob down the night before the trial. Jem and Scout, who have sneaked out of the house, soon join him. Scout recognizes one of the men, and her polite questioning about his son shames him into dispersing the mob.

At the trial itself, the children sit in the “colored balcony” with the town’s black citizens. Atticus provides clear evidence that the accusers, Mayella Ewell and her father, Bob, are lying: in fact, Mayella propositioned Tom Robinson, was caught by her father, and then accused Tom of rape to cover her shame and guilt. Atticus provides impressive evidence that the marks on Mayella’s face are from

whore and beat her. Yet, despite the significant evidence pointing to Tom’s innocence, the all-white jury convicts him. The innocent Tom later tries to escape from prison and is shot to death. In the aftermath of the trial, Jem’s faith in justice is badly shaken, and he lapses into despondency and doubt.

Despite the verdict, Bob Ewell feels that Atticus and the judge have made a fool out of him, and he vows revenge. He menaces Tom Robinson’s widow, tries to break into the judge’s house, and finally attacks Jem and Scout as they walk home from a Halloween party. Boo Radley intervenes, however, saving the children and stabbing Ewell fatally during the struggle. Boo carries the wounded Jem back to Atticus’s house, where the sheriff, in order to protect Boo, insists that Ewell tripped over a tree root and fell on his own knife. After sitting with Scout for a while, Boo disappears once more into the Radley house.

Later, Scout feels as though she can finally imagine what life is like for Boo. He has become a human being to her at last. With this realization, Scout embraces her father’s advice to practice sympathy and understanding and demonstrates that her experiences with hatred and prejudice will not sully her faith in human goodness.

Appendix 4

The Picture of Mockingbird

(

www.netstate.com)

xi

Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

This study discusses a novel entitledTo Kill a Mocking Bird.The objective of writing this thesis is derived from the writer’s curiosity to find out the motivation of Atticus, a white lawyer in defending Tom Robinson, a black defendant in a trial. There are two problems related to the topic of this thesis (1) How is Atticus Finch’s character revealed in the novel? (2)What are Atticus Finch’s motivations in defending Tom Robinson in the trial?

In order to answer the problems, the writer uses the psychological approach because this study focuses on the main character’s motivation, which belongs to the psychological aspect. Moreover, the approach involves the psychological theories, especially Maslow’s theory of motivation, which supports the analysis towards the main character, Atticus Finch. There are two sources used: primary and secondary sources. To Kill A Mockingbird, the novel, is the primary source in this study. The secondary sources are obtained from books on literature and psychology.

From the application of the theory of characterization by Murphy (1971), the writer can infer that Atticus Finch is a courageous man. He is also an honest gentleman. Atticus is also described as a kind and loving father to his children. Besides, he is also an intelligent man. His cleverness has saved his family from any trouble. He is also a democratic person. He is able to treat his children the way he treats other people.

By applying Bootzin’s theory of motivation and Maslow’s theory of hierarchy of needs, the writer can infer that Atticus’ motivation in defending Tom Robinson are divided into two forms. The first is the motivation toward his children. Atticus motivations in defending Tom Robinson are to teach his children about life. He wants to teach them about being kind to other and being sympathetic to other. He also wants to teach them about fair attitudes and democracy. He also trains them to have self-acceptance. Atticus also gives example to his children to have faith on their promises and being courageous. Another motivation that motivates Atticus in defending Tom Robinson is that he wants to wake his society from a dream that whites are perfect and clean. He wants to tell them that whites are as bad as black people. White are not saints. He wants to tell the ugly truth that whites are also as sinful as blacks.

From the analysis in chapter 4 the writer sees that the way Atticus defending Tom Robinson matches with characteristics of self-actualized person proposed by Maslow. Therefore, the writer concludes that the motivations in defending Tom Robinson are parts of the way Atticus actualizes himself. Atticus has reached the top level of hierarchy needs.

xii ABSTRAK

Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.

Penelitian ini membahas sebuah novel berjudulTo Kill a Mocking Bird. Tujuan penulisan skripsi ini bermula dari keingintahuan penulis untuk mengetahui motivasi Atticus, seorang pengacara kulit putih, dalam membela Tom Robinson, seorang tahanan berkulit hitam dalam sebuah persidangan. Ada dua masalah yang berhubungan dengan topic skripsi ini (1) Bagaimanakah karakter Atticus Finch diungkapkan dalam novel? (2) Apakah Motivasi Atticus Finch dalam membela Tom Robinson dalam persidangan?

Untuk menjawab permasalahan itu, penulis menggunakan pendekatan psikologi karena penelitian ini terfokus pada motivasi karakter utama yang termasuk dalam aspek psikologi. Terlebih lagi pendekatan tersebut menggunakan teori-teori psikologi khususnya teori motivasi oleh Maslow yang mendukung analisis terhadap karakter utama, Atticus Finch. Ada dua sumber yang digunakan, sumber utama dan sumber tambahan. Novel To Kill a Mockingbird, adalah sumber utama dalam penelitian ini. Sedangkan, sumber-sumber tambahan diperoleh dari buku-buku kesusastraan dan psikologi.

Berdasarkan pengaplikasian teori pengkarakterisasian Murphy (1971), penulis berpendapat bahwa Atticus Finch adalah orang yang berani. Dia juga seorang yang jujur. Atticus juga digambarkan sebagai seorang ayah yang baik dan mencintai anak-anaknya. Dia juga seorang yang pandai. Kepandaiannya telah menyelamatkan keluarga dari berbagai masalah. Dia juga seorang yang demokratis. Dia mampu memperlakukan anak-anaknya seperti dia memperlakukan orang lain.

Dengan mengaplikasikan teori motivasi dan teori hirarki kebutuhannya Maslow, penulis berpendapat bahwa motivasi Atticus dalam membela Tom Robinson dibagi menjadi dua. Pertama adalah motivasi dia terhadap anak-anaknya. Motivasi Atticus dalam membela Tom Robinson adalah untuk mengajari anak-anaknya tentang kehidupan. Dia ingin mengajari mereka tentang berbuat baik dan bersimpati kepada orang lain. Dia juga ingin mengajari mereka tentang bersikap adil dan demokratis. Dia juga melatih mereka untuk memiliki sikap menerima diri sendiri. Atticus memberikan contoh kepada anak-anaknya untuk memiliki keyakinan dan berani. Motivasi lain yang memotivasi Atticus dalam membela Tom Robinson adalah bahwa dia ingin menyadarkan lingkungannya dari sebuah mimpi bahwa orang-orang kulit putih adalah sempurna dan jujur. Dia ingin mengatakan kepada mereka bahwa orang kulit putih juga seburuk orang kulit hitam. Orang kulit putih bukan orang suci. Dia ingin mengatakan kebenaran yang menyakitkan bahwa orang-orang kulit putih sama berdosanya dengan orang kulit hitam.

Dari analisis bab 4, penulis melihat bahwa cara-cara Atticus dalam membela Tom Robinson sesuai dengan karakteristik orang-orang yang beraktualisasi yang dikemukakan oleh Maslow. Oleh sebab itu, penulis berkesimpulan bahwa motivasi dalam membela Tom Robinson adalah bagian dari cara Atticus mengaktualisasikan dirinya. Atticus telah mencapai puncak tertinggi dari piramida kebutuhan.