Anna Karenin`s motivations for breaking her gender roles as a noble Russian woman portrayed in Leo Tolstoy`s Anna Karenin - USD Repository

  

ANNA KARENIN’S MOTIVATIONS FOR

BREAKING HER EXPECTED GENDER ROLES AS A NOBLE RUSSIAN WOMAN

PORTRAYED IN LEO TOLSTOY’S ANNA KARENIN

  

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Selvi Yovina Haryono

Student Number: 081214059

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

  

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  I dedicate this thesis to: My mother, Ong Sioe Giok, My sister, Debi Octavia Haryono, My uncle, Ong Kok Eng My brother, Erwin Haryono, My close friends, PBI Sanata Dharma University Yogyakarta, and myself

  

ACKNOWLEDGEMENTS

  First and foremost, I would like to thank God. He has given me the power to believe in myself and pursue my dream in finishing this literature thesis successfully.

  I could never have done this without the blessings, the opportunity and the capability He has given to me.

  Secondly, I would like to express my deep thanks to my sponsor, Henny

  

Herawati, S.Pd., M.Hum. for the trust, the insightful discussion, and the valuable

  advice, for her support during the completion of my study, and especially for her patience and guidance during the writing process.

  Thirdly, I warmly thank and deeply appreciate my mother, Ong Sioe Giok and my uncle, Ong Ko Eng, for their kindness, their material and spiritual support in all aspects of my life. I would also like to thank my younger sister, Debi Octavia

  

Haryono, my younger brother, Erwin Haryono, and my boyfriend, Lukas Warsono

to give encouragement and bring such happiness in my life.

  Fourthly, I would like to thank my friends who have motivated me to finish this study. My special thanks to Dhyana Paramita for lending me some worth- reading novels such as The Da Vinci Code and Anna Karenin, my classmates both in Thesis Writing Class and some other classes: Hermanus Wahyaka, Rm. Richard

  

Ferdinand Keto, Tiyas Kusumasari, Franky A. Nahur, and Mbak Jojo for their

  friendship and support, and Mbak Maria Martarina Pramudani for helping me

  Finally, I would like to thank all of my lecturers and friends from Sanata Dharma University who have given me such precious moments and lessons during my study there. My gratitude also goes to all people whom I cannot mention one by one, for their presence and contributions in my life.

  I thank them so much. May God bless them and give them all the best in return… Selvi Yovina Haryono

  

TABLE OF CONTENTS

  Page

  

TITLE PAGE .............................................................................................................. i

APPROVAL PAGES ................................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ....................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................ v

PAGE OF DEDICATION ........................................................................................ vi

ACKNOWLEDGEMENTS ..................................................................................... vii

TABLE OF CONTENTS .......................................................................................... ix

ABSTRACT .............................................................................................................. xii

ABSTRAK ................................................................................................................. xiv

  CHAPTER 1. INTRODUCTION A. Background of the Study ................................................................ 1 B. Problem Formulation .................................................................... 5 C. Objectives of the Study ................................................................. 5 D. Benefits of the Study ..................................................................... 6 E. Definition of Terms ....................................................................... 7 CHAPTER 2. THEORETICAL REVIEW A. Review of Related Studies ............................................................ 9 B. Review of Related Theories ........................................................ 10 1. Theory of Literature ............................................................... 10 2. Theory of Character ............................................................... 11 3. Theory of Characterization .................................................... 13 4. Theory of Psychology ............................................................. 15 a. Theory of Psychological Approach .................................. 16 b. Theory of Motivation ......................................................... 17

  6. Review on Gender Roles of Victorian Women ..................... 22 C. Theoretical Framework ............................................................... 25

  CHAPTER 3. METHODOLOGY A. Object of the Study ...................................................................... 27 B. Approach of the Study ................................................................ 28 C. Method of the Study .................................................................... 29 CHAPTER 4. ANALYSIS A. The Character Description of Anna Karenin ............................... 32 1. The Physical and Social Descriptions of Anna Karenin ........ 33 a. Beautiful ............................................................................ 33 b. Young ................................................................................ 34 c. Aristocratic ........................................................................ 35 2. The Personality Description of Anna Karenin ....................... 36 a. Caring ................................................................................ 36 b. Motherly ............................................................................ 38 c. Intelligent .......................................................................... 39 d. Sincere ............................................................................... 40 e. Heroic ................................................................................ 41 B. The Motivations of Anna Karenin for Breaking Her Expected Gender Roles ............................................................................... 43 1. The Intrinsic Motivation of Anna Karenin for Breaking Her Gender Roles ......................................................................... 43 a. Anna Karenin Wants to Experience the Feeling of Love ................................................................................. 44

  2. The Extrinsic Motivation of Anna Karenin for Breaking Her Gender Roles ......................................................................... 51 a.

  Vronsky Fulfills the Needs of Anna Karenin to Love and Be Loved ....................................................... 51

  CHAPTER 5. CONCLUSIONS AND SUGGESTIONS A. Conclusions ................................................................................. 58 B. Suggestions ................................................................................. 60 1. Suggestions for English Lecturers ......................................... 61 2. Suggestions for Further Researchers ..................................... 62

REFERENCES ......................................................................................................... 64

APPENDICES Appendix A : The Summary of Anna Karenin ......................................................... 68 Appendix B : Biography of Leo Tolstoy ................................................................... 77 Appendix C : Syllabus of Prose Course .................................................................... 81 Appendix D : Lesson Plan ........................................................................................ 84 Appendix E : The Implementation of Teaching Prose .............................................. 90

  

ABSTRACT

Haryono, Sel vi Yovina (2008). Anna Karenin’s Motivations for Breaking Her Expected Gender Roles as A Noble Russian Woman Portrayed in Leo

  Tolstoy’s Anna Karenin. Yogyakarta: English Language Education Study

  Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University. This study discusses a novel written by Leo Tolstoy entitled Anna Karenin. This novel pictures the nobles‟ lives of Russia in the late 1800s. Loves, affairs, hyprocrisy, saving face are keys notes of this enchanting yet powerful novel. Each character is so real that when one reads this work it feels as if one is living in the novel itself. In this study, the writer opts to analyze the motivations of Anna Karenin to break her expected gender roles as a noble Russian woman because there is a compelling story on how Anna struggle to love and live on her own terms, and to be courageously be different from people who have conservative mind on women, love and marriage.

  There are two problems discussed in this study: (1) How is Anna Karenin, as the main character, described in Leo Tolstoy‟s Anna Karenin? (2) What are the motivations of Anna Karenin for breaking her expected gender roles as a noble woman of Russian Royalty in Leo Tolstoy‟s Anna Karenin?

  Since the focus of the study is to find out the motivation of the major character to do something, the writer decided to use psychological approach to analyze the problem. The writer also chose a library research as the method of the study, in which a novel entitled Anna Karenin was the primary source and some references from books and internet were the secondary ones. The secondary sources contain some theories related to character and characterization, psychological approach, motivation, gender role, and a review on gender roles of women in Victorian Era.

  Based on the analysis conducted, there are two findings which can be drawn from this study. The first finding describes Anna Karenin‟s characteristics. Based on the theory of character, Anna is known as a major and a dynamic character. Based on the theory of characterization, it also can be concluded that Anna is physically young, beautiful, and socially is aristocratic. In terms of personality, she is considered as a caring, motherly, intelligent, sincere, heroic woman.

  The second finding revea ls Anna Karenin‟s motivations for breaking her for breaking the conservative mind of the society. The second is her external motivation in being loved by Vronsky.

  In this study, some suggestions are provided for English lecturers and future researchers. The first is for the lecturers. The lecturers can use the novel to teach Prose. To explain how this novel can be used as one of materials in teaching Prose, the writer provides a lesson plan and a worksheet as well. The second is for future researchers. For those who are interested in analyzing the same novel, they can ana lyze some other aspects of the novel, such as: the relation between Tolstoy‟s life and the stor, or the influences of industrialization and serfs‟ emancipation toward

  Russian Society. Keywords: gender roles, motivation, need

  

ABSTRAK

Haryono, Sel vi Yovina (2008). Anna Karenin’s Motivations for Breaking Her Expected Gender Roles as A Noble Russian Woman Portrayed in Leo

  Tolstoy’s Anna Karenin. Yogyakarta: Program Studi Bahasa Inggris, Jurusan

  Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma. Studi ini membahas sebuah novel hasil karya Leo Tolstoy yang berjudul Anna

  

Karenin. Novel ini menggambarkan kehidupan para bangsawan Russia di akhir era

  1800an. Cinta, perselingkuhan, kemunafikan, keselamatan nama baik menjadi catatan penting dalam novel yang mempesona namun penuh kuasa ini. Setiap karakter yand ada dalam cerita tampak sangat nyata sehingga orang yang membacanya akan merasa seolah-olah hidup di dalam novel itu. Dalam studi ini, penulis memilih untuk menganalisis motivasi Anna Karenin untuk meninggalkan peran gendernya sebagai seorang wanita bangsawan Rusia karena tertarik pada kisah bagaimana Anna berjuang untuk mencintai dan hidup sesuai dengan caranya sendiri, dan bagaimana Ia berani menjadi seorang individu yang berbeda dari orang-orang yang memiliki pandangan konservatif akan wanita, cinta, dan pernikahan.

  Ada dua persoalan yang dibahas dalam studi ini: (1) Bagaimana Anna Karenin, sebagai tokoh utama, dideskripsikan dalam Anna Karenin karya Leo Tolstoy? (2) Apakah motivasi Anna Karenin untuk meninggalkan peran gendernya sebagai seorang wanita bangsawan Rusia dalam Anna Karenin karya Leo Tolstoy?

  Karena fokus studi ini adalah untuk mengetahui motivasi karakter utama untuk melakukan sesuatu, maka penulis memutuskan untuk menggunakan pendekatan psikologi untuk menganalisis persoalan yang ada. Penulis juga memilih penelitian pustaka sebagai metode studi, dimana novel berjudul Anna Karenin sebagai sumber utama dan beberapa referensi dari buku dan internet sebagai sumber sekunder. Sumber sekunder berisi teori-teori yang berhubungan dengan tokoh dan penokohan, pendekatan psikologi, motivasi, peran gender, dan ulasan tentang peran gender wanita pada masa lampau.

  Berdasarkan analisis yang telah dilakukan, ada dua temuan yang dapat ditarik dari studi ini. Temuan yang pertama membahas tentang karakteristik Anna Karenin. Berdasarkan teori tentang tokoh, Anna dikenal sebagai tokoh utama dan dinamis. Berdasarkan teori penokohan, dapat disimpulkan bahwa Anna secara fisik muda, cantik, dan secara sosial aristokratis. Dipandang dari segi kepribadian, Anna adalah sosok wanita yang penuh kepedulian, keibuan, cerdas, jujur, dan heroik.

  Temuan yang kedua mengungkapkan motivasi Anna Karenin untuk meninggalkan peran gendernya. Ada dua jenis motivasi yang menjelaskan mengapa Anna meninggalkan peran gendernya. Motivasi yang pertama adalah motivasi konservatif masyarakat. Motivasi yang kedua adalah motivasi ekstrinsik yang berasal dari cinta Vronsky untuk dirinya.

  Pada studi ini, penulis memberikan beberapa saran untuk dosen-dosen Bahasa Inggris dan para peneliti di masa mendatang. Para dosen dapat menggunakan novel ini untuk mengajar Prose. Untuk menerangkan bagaimana novel ini dapat digunakan sebagai salah satu materi untuk mengajar Prose, penulis menyediakan sebuah rencana pelaksanaan pembelajaran beserta lembar kerjanya. Saran yang kedua ditujukan kepada para peneliti di masa mendatang. Bagi mereka yang tertarik untuk menganalisa novel yang sama, mereka dapat menganalisa beberapa aspek lain dari novel tersebut, seperti: relasi antara kehidupan Tolstoy dengan cerita novel, atau pengaruh industrialisasi dan emansipasi buruh terhadap masyarakat Russia.

  Kata kunci: peran gender, motivasi, kebutuhan

CHAPTER 1 INTRODUCTION This chapter contains some information related to the background of the

  study, problem formulations, objectives of the study, benefits of the study, and also the definition of terms. The background of the study explains the description of the study and the reasons of choosing the topic. Problem formulations present the formulation of problems discussed or analyzed in the study. Objectives of the study cover the goals of the study. Next, the contribution of the study is identified in the benefits of the study. The last part is the definition of terms which contains important key terms mentioned in this study.

A. Background of the Study

  Accord ing to Connolly (1955), “By reading literature, men can find themselves and the world they live in. Besides, people can learn the meaning of personal struggle presented by the characters in the story” (p.1). From this definition, it can be concluded that literature can be one way to let people see the representative of their world of living in reality. By reading literature, people can have a greater understanding on how to deal with the complexity of life. They can also learn to have a critical thinking in understanding different personalities of each character described in the story, and in analyzing the motives of each character doing a particular action.

  Literature can bring people to criticize every aspect of life and make them realize how life is working. When reading literature, people should involve their feeling and sensitivity to grasp the meaning and the valuable lessons of the story. Since literature is rich of valuable lessons of life, people who read it will be able to learn some better ways to behave and to live in the future.

  Motivation is one of the most interesting topics to be discussed in literary works. According to Huffman and Vernoy (2000), motivation points at the factors within individuals, such as: needs, desires, and interests, which guide behavior toward goals. Motivation emerges emotion as the „feeling‟ response towards the goal achievement. (p.392). It proves that, when people want to do something, they must possess needs and eagerness which motivate them to behave toward life satisfaction.

  Every person has different interests, desires, and needs to fulfill in life. Hence, their motivations to comply those three things will also be different from one another.

  Different motivations appear as well in breaking the gender roles of a married woman. Commonly, the motivation of a woman who has been married is to focus on being the best wife for her husband and the best mother for her children, and she will be absolutely happy to love and take care of them. However, there is also an example of a woman who feels burdened being the one responsible to fulfill those two roles.

  Such situation can be seen in one of the most valuable literary works entitled . It is a best-seller novel written by a Russian writer named Leo

  Anna Karenin

  Tolstoy. It is one of the multi-complicated novels but very human. Anna Karenin tells a story about a love triangle between Anna, Karenin and Vronsky. It also has another plot with Levin and Kitty‟s love and how they are related to Vronsky.

  This novel pictures t he nobles‟ lives of Russia in the late 1800s. Love, affairs, hyprocrisy, and saving face are key notes of this enchanting yet powerful novel. Each character is so real that when one reads this work it feels as if one is actually living in the novel itself.

  Tolstoy also pictures different social lives between the Levin brothers and how the fate between Anna and her brother, Stiva, are defined based on their attitude towards love, marriage and family lives. Stiva, although committing adultery, he gets back to the husband

  ‟s business and becomes more strategic in comparison with Anna Karenin, who is idealistic and trying to be honest with herself of her love for Vronsky.

  Stiva remains alive and is still a social butterfly who keeps the family together. On the contrary, Anna leaves Karenin and her son in order to be with Vronsky. She has no shame for having a child out of wedlock with Vronsky and takes pride on her love for him. This eventually makes Anna be a possesive person and it drives Vronsky away from her. Unable to keep her son, and to believe Vronsky has left her, she became angry. While society shies away from her, she becomes more and more depressed. Believing she is no good, the horified, petrified feeling of abandonements drives her to her death when she throws herself out of desperation onto a moving truck.

  According to Snicket (2008), the central theme of Anna Karenin is "that a rural life of moral simplicity, despite its monotony, is the preferable personal narrative to a daring life of impulsive passio n, which leads to tragedy.” Based on the theme of the novel, it can be seen that the novel is all about the impulsive passion of the main character to have a daring life as a person living within a rural and conservative life of Russian Society.

  There are some reasons why this novel is chosen as the source of the study. The first reason is because this novel portrays the life of noble women who have limited opportunity to realize their own dream of living. In the late 1800s, the Russian society presumed good women as those who were able to be dutiful wives for the husbands, be good mothers, and good caretakers for the children. Women were also insisted on accepting an arranged marriage without complaining. If they rejected to fulfill all of those responsibilities, they would be exiled and considered as outcasts by the society.

  The second reason is because the bravery of Anna Karenin to break her gender roles is an interesting topic to analyze. Anna Karenin, the main character of the story, is different from other noble Russian women in general. When the others come to heel to obey all the hypocrisy and conservative mind of the Russian Society, Anna Karenin yet attempts to resist them by stepping over the boundaries of her expected roles as a woman in Russian royalty tradition.

  Based on the reasons explained above, this study aims at discussing the woman. By understanding her motivation, the readers are able to learn that wealth, high-living standard, and high social status do not always become guaranteed factors for someone to get happiness and satisfaction in life. The readers can also be enlightened that the existence of love is one of the most important factors in marriage and in building a relationship with someone.

B. Problem Formulation

  Referring to the background of the study, there are two questions presented to lead the analysis in this study. The questions are:

1. How is Anna Karenin, as the main character, described in Leo Tolstoy‟s

  Anna Karenin ? 2.

  What are the motivations of Anna Karenin for breaking her expected gender roles as a noble woman of Russian Royalty in Leo Tolstoy‟s Anna

  Karenin ?

C. Objectives of the Study

  The objectives of this study are used to answer the two problems that the writer has mentioned in the problem formulation. The first objective is intended to describe Anna Karenin‟s characteristics in the novel. The second objective is to find out Anna Karenin‟s motivations to break her expected gender roles as a noble woman

D. Benefits of the Study

  This study can give benefits to English lecturers and future researchers to enrich their knowledge on how the Russians in Victorian Era determine the proper roles and behaviors of women in society, and to learn how a heroic Victorian woman named Anna Karenin is able to emancipate her position in society.

  The first is to the English lecturers. They can use this study to develop interesting and interactive teaching-learning activities in Prose Class. Through this study, they can let the students have a greater understanding on gender roles of Victorian women in Russia. They can also enable the students to make a comparison and an interrelationship between the roles of women in the past and the role of women in today‟s era.

  The second benefit is addressed to the future researchers. The writer expects this study can give meaningful contribution to other researchers who want to conduct further studies on the same novel. The writer also hopes this study can provide the researchers an additional reference on how to change the conservative mind of the society toward women emancipation.

E. Definition of Terms

  In order to avoid misunderstanding, it is important to explain the meaning of some terms used in this study. The definitions of important terms that will be explained are: motivation, gender role, and noble.

  The first definition of term is motivation. According to Huffman and Vernoy (2000), motivation is necessity, interests, and willingness of a person which urge behavior toward goals. In this study, motivation is the needs, interests, and willingness within Anna Karenin that urge behavior to leave her responsibility as a married woman and achieve her self-satisfaction.

  The second is gender role. In a book titled Gender: Psychological Perspectives, Brannon (1976) states that gender roles are “…socially encouraged patterns of behavior exhibited by individuals in specific situations.” (p.168). The meaning of patterns of behavior here is the appropriate ways of women and men in acting feminine and masculine. In this study, Anna Karenin, as the main character, should show her femininity as a woman. After being married to Karenin, Anna should be a dutiful wife for her husband and take care of her son appropriately. However, she escapes from those responsibilities to reach her own freedom of loving and living.

  rd The last is noble.

  According to Cambridge Advanced Learners‟ Dictionary (3 Ed.), the word “noble” is defined as “belonging to a high social rank in a society, especially by birth”. In Russia, the word for noble is “dvoryanin”, which means a status, a social category of a person. In the novel, it is mentioned that Anna Karenin is a princess by birth from Russian Royalty. Therefore, Anna Karenin is called as a noble Russian woman in this study.

CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter consists of three parts, they are; review of related studies, review

  of related theories, and theoretical framework. In the review of related studies, the writer reviews previous works done on the same novel, states her new discovery in the study, and shows the differences between her study and the other studies. Review of related theories is used to review the theories which are relevant to the study. The last part is theoretical framework. In this part, the writer explains the contribution of theories and reviews in solving the problems of the study.

A. Review of Related Studies

  L eo Tolstoy‟s Anna Karenin has been used in three previous studies. The first study focuses on Anna Karenin‟s character development and motivation to commit suicide, the second is about the personality changes of Anna and Levin in searching for the meaning of happiness, and the last discusses the biblical values conveyed through Anna‟s and Levin‟s characters.

  In this study, the writer discovers a new aspect of the novel that has not been discussed and analyzed in those three previous studies. It is about the motivations of Anna Karenin, the main character of the novel, to break her expected gender roles as a noble Russian woman.

B. Review of Related Theories

1. Theory of Literature

  In Literary Theory: A Very Short Introduction, Culler (1997) describes literature as a fictional work and an aesthetic object. As a fictional work, “literature separates language from other contexts in which it might be used and leaves the work‟s relation to the world open to interpretation” (p.32). In addition, literature can also be assumed as an aesthetic object because “…,with other communicative functions initially bracketed or suspended, it engages readers to consider the interrelation between form and content” (p.33).

  Weltanschauung as cited by Rene Wellek and Austin Warren (1956) says that, “Among the arts, literature, specifically, seems also to claim „truth‟ through the view of life which every artistically coherent work processes.” (p.34). Moreover, Connolly (1955) also supports the idea above that

  “By reading literature, men can find themselves and the world they live in. Besides, people can learn the meaning of the personal struggled presented by the characters in the story.” (p.1)

  From those three definitions, the writer can understand that literature is the representative of human life in reality. Through literature, people can see the scenes of life which contain characters, emotions, struggles, and feelings. Therefore, by reading Anna Karenin, people can also get a better understanding of how life works and have a better view of living as a human being.

2. Theory of Character

   Character is one of the main elements needed in a novel. Without the

  existence of characters, the story will not be meaningful and interesting. Characters make the story alive. They help the readers to imagine and feel the atmosphere of the story through actions and dialogues. Abrams (1999) defines characters as:

  “The persons represented in a dramatic or narrative work, who are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities by inferences from what the persons say and their distinctive ways of saying it

  —the dialogue—and from what they do—the action.” (p.33). Abrams believes that dialogues and actions which are presented by each character in the story help the readers to find out the motives and the values lay behind what they say and do.

  In addition, Rohrberger and Woods (1971) states that “Characters have particular personalities and physical atrributes that distinguish th em from other characters.”

  (p.20). From their point of view, it can be concluded that characters in the story, the same as human beings in real life, have their own unique personality and appearance, which make them different from one another.

  Koesnosoebroto (1988) differentiates two types of characters. They are: major and minor characters. Major characters are those who become the center of the story.

  They always emerge from the beginning to the ending of the story. The heart of the story is emphasized from their life experiences. On the other hand, minor characters only appear in certain parts of the story. Their roles are less important than the major

  Forster (1974) also distinguishes characters into two types, flat and round characters. Flat characters are those who being undeveloped in the story. They only show up in some particular scenes to support the role of main characters. They are rarely able to give astonishment to the readers. On the contrary, round characters are the dynamic and progressive ones. They always show changes from scene to scene. The readers usually find it easier to mention the personalities and appearances of the round characters. It is because round characters have more complex behaviors than the flat ones (p.46).

  In Literature: Structure, Sound, and Sense, Perrine (1974) distinguishes the character into two types, namely: static character and dynamic character.

  1) Static character

  Static character does not undergo a change. This kind of character will have the same characteristics from the beginning to the end of the story (p.71).

  2) Dynamic character

  Dynamic character is a developing character. This kind of character will change in certain conditions and can be developed under some possibilities. Dynamic character undergoes a permanent change in some aspects of his or her character, personality or outlook. The changes may be in a large or small portion, and may be better or worse, which are important or basis (p.71). Based on the theory of character above, the writer can identify which types of character are suitable with Anna Karenin.

3. Theory of Characterization

  In order to be able to analyze characters in the novel, it is necessary to know characterization, which explains about how the characters are presented by the author in the story. In Understanding Unseen: An Introduction to English Poetry and the

  

English Novel for Overseas Students , Murphy (1972) states that there are nine ways

  to understand how the characters presented by the author in the story. They are: 1)

  Personal description The author can describe a person‟s appearance or clothing. The author can describe clearly using his skillful voice about what the characters look like and he can also tell the readers about the characters in details (pp. 161-162). 2)

  Characters as seen by another The author can describe a character through the opinions, attitudes, views and comments of other characters instead of describing a character by himself.

  The readers will catch a reflected image of the characters the author means (p.162).

  3) Speech

  The author can explain a character through the way she or he speaks and the language she or he uses in a conversation with another, whenever she or he puts forward an opinion, so readers will get an insight into the characteristics (pp.164- 166).

  4) Past life

  Using the past life the author can present a clue to events that help to shape characteristics by giving the readers the character‟s past life. This is reasonably helpful to analyze the motives that a character has when he has a particular characteristic or does something extraordinary (p.166).

  5) Conversation of others

  The author can provide an explanation about a character through the conversation of other characters and what they say about him or her. Through this, the readers will learn that what others say about the character may reveal what kind of character he or she is (pp.167-168).

  6) Reactions

  The author can describe the characteristics by displaying the way a character‟s responses or reactions to various situations and events in a story. The reaction may give a clue to what characteristics a character owns (pp.168-170).

  7) Direct comment

  The author can give the readers a way to imagine the characteristics of the character when he or she gives comments and descriptions on it directly. By recognizing it, the readers will know what the author precisely wants to reveal (pp.1970-1971).

  8) Thoughts

  The author can give the readers a direct knowledge of what a certain person and what different person is thinking about (pp.171-172).

  9) Mannerism

  A person‟s mannerism, habits or idiosyncrasies can also be characterized by the author to tell the readers something about the character‟s characteristics both in negative and positive ones (p.173). Based on the theory explained above, the writer can see how Leo Tolstoy presents the main character analyzed in this study through character as seen by another, speech, thought, and reactions.

4. Theory of Psychology

   In The Psychology of Human Behavior, Kalish (1973) defines psychology as

  “the science that attempts to understand, describe, predict, and influence behavior— particularly human behavior.” (p.4). Huffman and Vernoy (2000) also promotes psychology as a scientific study of behavior and mental processes which describe the

  From those two definitions, it can be concluded that psychology studies someone‟s behavior, which is developed from time to time, to find out the motivation underlying the behavior itself. By understanding psychology in literature, a person can observe the behavior of life-like characters, and try to find out the motivations behind their thought, feeling, and actions written in the story.

a. Theory of Psychological Approach

  Rohrberger and Woods (1971) states that literature is an aesthetic work which contains values and beauty. In order to grasp the values and the beauty attached in literary works, a person should use a critical approach to literature. It shows the person the ways to read, to give reasonable and logical judge, and to understand what literature is. By using a critical approach, a person will know how a literary work is created, what the purpose of the work is, and what messages or lessons are conveyed in it. (p.3)

  In this study, the critical approcah used by the writer is psychological approach. According to Kennedy and Gioia (2005), psychological approach focuses on analyzing the character‟s motivations or behaviors in the work. Psychological criticism believes that literature is the representative of human life in reality.

  In addition, Peter Barry (2009) states that a psychological approach focuses on unconscious motives and feelings which come from the author or the characters depicted in the work. (p.100). From those two definitions, it can be concluded that psychological approach is used to find out the motivations of characters in

b. Theory of Motivation

   In real life, human beings must have a motivation to make life purposeful and

  interesting. To make the story of a novel interesting, the characters in it should also have a motivation. Without any motivation, the characters will not become „alive‟ and the story will be boring. On the contrary, if there are various motivations possessed by different characters, different perceptions, actions, and conflicts will come up throughout the story, and they will bring interests to the readers when reading the story.

  According to Huffman and Vernoy (2000), motivation is elements within an individual which consist of needs, desires, and interests to encourage behavior toward a goal, which emerges emotion as the „feeling‟ response (para.1). It means that without possessing interests, needs, and desires, people will not have motivation to act. If people do not have motivation to act, they will not have any achievement or satisfaction in their life.

  Another theory of motivation comes from Adair (2006). He states that people will have motivation when they want to do something. Motivation embodies the reasons which encourage people to act either positively or negatively (p.89). From his statement, the writer can understand that motivation is the foundation for people to do positive or negative actions.

  According to Ryan and Deci (2000), there are two types motivation: intrinsic and extrinsic.

  1) Intrinsic Motivation

  Intrinsic motivation is the doing of an activity for its inherent satisfactions rather than for some separable consequence. If a person is intrinsically motivated, he or she will be encouraged to act for fun or challenge entailed rather than because of external prods, pressures, or rewards (p.56).

  2) Extrinsic Motivation

  Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome (p.60).

  From those two definitions, it can be concluded that instrinsic motivation is an internal desire of an individual to act because it gives pleasure or satisfaction within himself or herself. On the other hand, external motivation is the one that comes from external factors which encourage an individual to do particular actions.

c. Theory of Needs

  In Goble‟s The Third Force (1971), Abraham H. Maslow states that human motivations are in relation with human needs. According to him, human beings are motivated to do activities because of the urge of needs. Therefore, he creates a hierarchy which consists of seven needs. They are; physiological needs, safety needs, love and belongingness needs, esteem needs, self-actualization needs, the desire to know and understand, and aesthetic needs (pp. 38-44).

  1) Physiological Needs

  Physiological needs become the first stage of the hierarchy as it contains the physical needs of human beings to survive in this world, such as food, sleep, and oxygen. For example, a person who is lacking of food will seek food first before they fulfill other needs (p.38).

  2) Safety Needs When the physiological needs are sufficiently satisfied, the safety needs emerge.

  Every human being living in this world needs to feel secure, safe and out of danger. They surely always attempt to avoid dangerous things, especially when it comes to physical violence (p.40).

  3) The Belongingness and Love Needs

  When the psychological and safety needs are met, needs for love and affection, and belongingness emerge. According to Maslow, love is a healthy, affectionate relationship between two people which include mutual trust. Love requires the act of giving and receiving the love itself, from someone to love and from someone who love. (pp.40-41).

  4) Esteem Needs

  Maslow divides esteem needs into two categories. They are self-esteem and self- a) Self-esteem includes desire for confidence, competence mastery, adequacy, achievement, independence and freedom.

  b) Self respect includes prestige, recognition, acceptance, attention, status, reputation and appreciation from other people.

  Maslow says that “…when self-esteem is inadequate, the individual has feeling of inferiority and helplessness, which may result in discouragement and possible neurotic behavior” (p.42).

  5) Self-Actualization Needs

  Self- actualization needs is “the identification of the psychological need for growth, development, and utilization of potential…the desire to become more and more what one is, to beco me everything that one is capable of becoming” (p.42).

  6) The Desire to Know and Understand

  According to Maslow, curiosity is a characteristic of mutual health. The process of curiosity has ben phrased by some as the search of meaning, that is to undestand, to systemize, to analyze, to look for the relation and meanings, to construct a system of values (p.43).

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  Aesthetic Needs Maslows says that the need of human beings for beauty is very deep, and ugliness makes them sick (p.44).

  By understanding the theory of needs, the writer can examine what the main character trully needs in her life, and how the needs motivate her to do particular action.

5. Theory of Gender Role

  In an article titled Gender Terminology, USAID (2007) gives an explanation on what gender role is: “Communities and societies create social norms of behavior, values, and attitudes that are deemed appropriate for men and women and the relations between them. These roles are assigned by social criteria rather than biological. For example, childbearing is a female sex role because men cannot bear children. Although both men and women can rear children, these duties are socially assigned.” (source

  From the definition above, it can be concluded that the function of gender role is to assign what roles both men and women should have in social life. Gender of men and women are different from one another. Men have roles to finance and give protection to the family, while women have to bear children and take care of the family and households. It is an obligation for men and women to fulfill their roles in family life and in society.

  Robert Brannon, as cited by Linda Brannon (1996), also gives an explanation on gender role. He says that gender role looks like a script that men and women gender role as “…socially encouraged patterns of behavior exhibited by individuals in specific situations. Thus, a person acts to fulfill a role by behaving in the expected way in the appropriate situation.” (p.168). Gender role is not created by innate reasons, but by the activities which are associated with men and women, whether being feminine or masculine.