Shigeru`s motivation in adopting Takeo as seen in Lian Hearn`s Across the Nightingale Floor.

i

Shigeru’s Motivation in Adopting Takeo as Seen in Lian Hearn’s

Across the Nightingale Floor

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree

in English language Education

By Martinus Pranala Student Number: 081214014

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, January 6, 2014 The writer

Martinus Pranala 081214014

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Martinus Pranala Nomor Mahasiswa : 081214014

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Shigeru’s Motivation in Adopting Takeo as Seen in Lian Hearn’s Across the Nightingale Floor

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 6 Januari 2014 Yang menyatakan

Martinus Pranala 081214014

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“If a thing is worth doing, it’s worth doing well

.

”

(Socrates)

THIS THESIS IS DEDICATED TO: MY GRANDFATHER AND MY GRANDMOTHER

MY PARENTS

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude and honor to Lord Jesus Christ for always being there for me. I thank Him for His blessing, guidance and endless love so that I could accomplish my thesis. I am nothing without Him.

The writing process of this thesis involved many contributions of generous people. I would like to express my deepest gratitude to my advisor, Henny Herawati, S.Pd., M.Hum. for her patience to guide me. I thank her for her support and encouragement so that I can accomplish my thesis.

I would like to express my extraordinary gratefulness to my family who have been waiting so long for my graduation. I thank them for their endless support, prayer, patience, and fantastic love. I thank Adji Nabila Chintia Dewi, the special one in my life, for accompanying me as the one who gives me motivation and support so that I have a new hope every day.

I also would like to express my gratitude to all my 2008 friends, Adi, Gilang, Tia, Dimas, Yuan, Mary, Ayu, Wanda, Ambar, Vita, Sr. Clarina, and for those whom I cannot mention their names one by one. I thank them for the support and encouragement, for the bad time and good time that we have shared.

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TABLE OF CONTENTS

Page

TITLE PAGE………... i

APPROVAL PAGES………... ii

STATEMENT OF WORK’S ORIGINALITY……… iv

LEMBAR PERSETUJUAN PUBLIKASI……….……v

PAGE OF DEDICATION………... vi

ACKNOWLEDGEMENTS………. vii

TABLE OF CONTENTS………. viii

ABSTRACT………. ix

ABSTRAK……….xi

LIST OF FIGURES………. xii

LIST OF APPENDICES……….. xiii

CHAPTER 1. INTRODUCTION A. Background of the Study……… 1

B. Problem formulation……… 4

C. Objectives of the Study………... 4

D. Benefits of the Study………... 4

E. Definitions of Terms………... 5

CHAPTER 2. THEORETICAL REVIEW A. Review of Related Theories 1. Character………. 7

2. Characterization……….. 8

3. Relationship between Psychology and Literature……….. 11

4. Human motivation………. 12

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CHAPTER 3. METHODOLOGY

A. Object of the Study……… 30

B. Approach of the Study………... 31

C. Method of the Study………...31

CHAPTER 4. ANALYSIS A. The Characteristics of Shigeru the Ottori 1. Physical traits………. 34

2. Social traits……….34

3. Psychological traits……… 35

a. Calm……….. 35

b. Responsible………... 35

c. Manipulative………. 36

d. Introvert……….37

e. Curious……….. 38

B. Shigeru’s Motivation in Adopting Takeo as His Son……… 40

CHAPTER 5. CONCLUSIONS AND SUGGESTIONS A. Conclusions……… 46

B. Suggestions……… 48

REFERENCES………...50

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ABSTRACT

Pranala, Martinus. 2013. Shigeru’s Motivation in Adopting Takeo as His Son

as Seen in Lian Hearn’s Across the Nightingale Floor. Yogyakarta: Departement of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study analyzed the novel Across the Nightingale Floor by Lian Hearn. Shigeru the Ottori is one of the main characters in the novel. He is thirty years old. He has no children and his family had been killed by the Tohan who are led by Iida Sadamu. Shigeru has vowed that he will have revenge for his brother is death and also wants to justify the misdeed which was aroused by Iida Sadamu. His vow makes him try to find a way to kill Iida Sadamu. In the middle of his journey, he meets Takeo and adopts him.

There are two problems discussed in this study. The first problem is how

Shigeru’s character is described in the novel. The second problem is what

motivates Shigeru in adopting Takeo as his son.

The method used in this study was library study. The primary source of this study was the novel, Across the Nightingale Floor by Lian Hearn. The secondary sources were books related to the theory of literature, theory of psychological approach, theory of characterization, theory of motivation, and theory of personality.

There are two results based on the analysis of this study. The first result is Shigeru who is described as calm, persistent, manipulative, introvert, and curious. The second result reveals the motivation of Shigeru in adopting Takeo as his son. Adopting Takeo is one of the actions that Shigeru must do in order to fulfill his determinant need. His determinant need is to revenge his brother’s death and to justify the misdeed which has been aroused by Iida Sadamu. To fulfill this need, firstly, he must free Takeo from Iida’s men, and then he adopts Takeo as his son. After he has Takeo’s sympathy, he can easily manipulate and order him to kill Iida Sadamu. It can be concluded that the motivation of Shigeru in adopting Takeo as his son is to assassinate Iida Sadamu.

Some suggestions are presented for future researchers who are interested in analyzing the novel, Across the Nightingale Floor. Future researchers can

analyze women’s contribution in the novel using the Feminism approach. In this thesis, there are also lesson plan and materials to teach Basic Reading 2. The source of this material is selected from some parts of the novel Across the Nightingale Floor.

xi

ABSTRAK

Pranala, Martinus. 2013. Shigeru’s Motivation in Adopting Takeo as His Son

as Seen in Lian Hearn’s Across the Nightingale Floor. Yogyakarta: ProgramStudi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Skripsi ini menganalisis novel Across the Nightingale Floor karya Lian Hearn. Shigeru Ottori adalah salah satu dari karakter utama di dalam novel. Dia berumur tiga puluh tahun. Dia tidak mempunyai anak dan keluarganya dibunuh oleh Tohan yang diketuai oleh Iida Sadamu. Shigeru telah bersumpah untuk membalaskan dendam adiknya dan menegakkan keadilan atas kekacauan yang telah dibuat oleh Iida Sadamu. Sumpahnya ini membuat Shigeru mencari cara untuk membunuh Iida Sadamu. Di tengah perjalanan, dia bertemu dengan Takeo dan mengangkatnya sebagai anak.

Terdapat dua permasalahan yang didiskusikan dalam skripsi ini. Yang pertama adalah bagaimana karakter Shigeru digambarkan dalam novel ini. Yang kedua adalah apa yang memotivasi Shigeru untuk mengangkat Takeo sebagai anaknya.

Metode yang digunakan dalam skripsi ini adalah penelitian perpustakaan. Sumber utama dari skripsi ini adalah novel Across the Nightingale Floor karya Lian Hearn. Sumber lainnya berasal dari buku-buku yang berkaitan dengan teori kesusastraan, teori pendekatan psikologi, teori karakterisasi, teori motivasi dan teori kepribadian.

Terdapat dua hasil berdasarkan analisis dari skripsi ini. Hasil yang pertama adalah Shigeru digambarkan sebagai orang yang tenang, keras hati, manipulatif, introvert, dan selalu ingin tahu. Hasil yang kedua mengungkap motivasi dari Shigeru mengangkat Takeo sebagai anaknya. Pengangkatan Takeo sebagai anak dari Shigeru merupakan salah satu bagian yang harus Shigeru lakukan untuk memenuhi kebutuhannya. Kebutuhannya adalah untuk membalaskan dendam atas kematian adiknya dan untuk menegakkan keadilan atas kekacauan yang telah dibuat Iida Sadamu. Untuk memenuhi kebutuhannya, pertama-tama, dia harus menyelamatkan Takeo dari anak buah Iida Sadamu dan selanjutnya mengangkat Takeo sebagai anaknya. Setelah mendapatkan simpati Takeo, dia dapat dengan mudah memanipulasi Takeo dan menyuruhnya untuk membunuh Iida Sadamu. Dapat disimpulkan bahwa motivasi Shigeru dalam mengangkat Takeo sebagai anaknya adalah untuk membunuh Iida Sadamu.

Beberapa saran disajikan untuk peneliti selanjutnya yang berminat dalam menganalisis novel Across the Nightingale Floor. Peneliti selanjutnya dapat menganalisis kontribusi wanita dalam novel ini menggunakan pendekatan Feminism. Di dalam skripsi ini juga terdapat rencana pembelajaran dan materi untuk mengajar Basic Reading II. Sumber dari materi-materi pembelajaran dipilih dari beberapa bagian novel Across the Nightingale Floor.

xii

LIST OF FIGURES

1.1 Subsidiation Concept of Shigeru’s Needs……… 42 1.2 Shigeru’s Needs are Changed into Actions……… 43

xiii

LIST OF APPENDICES

1. Summary of Across the Nightingale Floor……….. 52

2. Biography of Gillian Rubinstein (Lian Hearn)……… 55

3. Course Outline Basic Reading II………. 59

4. Lesson Plan for Teaching Basic Reading II………. 61

5. Materials of Basic Reading II……….. 63

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CHAPTER I

INTRODUCTION

This chapter contains four sections. First is the background of the study which covers the reasons of choosing the novel and topic. Second is the problem formulation which gives general explanation about the problem that will be analyzed in this study. Third is objectives of the study that state the purpose of the study that undertaken in the relation with the problem formulation. The last is definition of terms that elaborates the keywords used in this study to avoid misunderstanding and misinterpretation.

A. Background of the Study

Literature was used as a haven for human’s feeling; human’s imagination. Simon and Delyse (1990) have described one of many literature definitions: Literature is something that reflects society, makes us think about ourselves and our society. Literature also teaches something which is useful for humanity. From its story, people know what the real life is meant. It is because literature is made as a portrayal of a human’s life. Life also can be learnt through literature.

When a person lives in his or her world, he must have something that drives him to keep alive. A mother for example, she stays alive to see her children grow up and finally become like her one day. Maybe that is not the only reason why she stays alive; it can be her husband or something else. The reason why someone does something or acts in a particular way also can be related with motivation.

Every person has his or her own motivation. It is just like the final destination in someone’s life.

Because of the excitement in knowing what drives a person to do something, the writer is interested in investigating human motivation. As Simon and Delyse has said before, literature is something that reflects society. It also means that literature reflects the human life. According to Wellek and Warren (237), most modern literary theory would be inclined to scrap the prose-poetry distinction. Then imaginative literature is divided into three types. First is fiction (novel, short story, and epic), second is drama (whether in prose or verse), and the last is poetry. Among three types of imaginative literature, the writer is interested in novel. Therefore, the writer decided to use novel as the source of the study.

The novel that the writer uses in this study is Lian Hearn’s Across the Nightingale Floors. It is one of the five series novels which are written by Lian Hearn. The first series is Across the Nightingale Floor (2002), second is Grass for His Pillow (2003), third is Brilliance of the Moon (2004), fourth is The Harsh Cry of the Heron (2006), and the last is Heaven’s Net is Wide(2007). Almost the whole series of the novels tells about the life of Tomasu (Takeo), except the last series of the novel. The last series, Heaven’s Net is Wide, tells more about

Shigeru’s life. In the last chapter of Heaven’s Net is Wide, Shigeru and Takeo meet

for the first time and the story of the Ottori begins.

As a product of literature, Across the Nightingale Floor tells more about life. Maura Mchugh, the author of blog critic, said that it was a pleasure to read a fantasy that was beautifully executed, and with interesting and complex

characters. It means that this novel is worth reading because of its complex characters and of course it will give us a new experience in reading a novel. Across The Nightingale Floor also won The Deutscher Jugendliteraturpreis, the prize for German Youth Literature, in 2004.

There is a meaning behind the title Across the Nightingale Floor. It is taken from the strategy which is used by Iida Sadamu to save himself from assassination. Iida Sadamu has ordered a floor which sounds like the Nightingale bird when someone steps on it. The word “across” also has a meaning that anyone who wants to kill Iida Sadamu should pass the Nightingale Floor in order to kill him. In this novel, Takeo is the man who wants to kill Iida Sadamu, so he must cross the Nightingale Floor successfully.

The story is started when Takeo (his real name is Tomasu, Takeo is the name given by Shigeru in the middle of the story) came back to his village after exploring the mountains. He found that his family was slaughtered by the Tohan who are led by Iida Sadamu. Unfortunately, he watched his step father being

killed by Iida’s men. Takeo stood up and by a chance, he unhorsed Iida Sadamu.

This makes Iida’s men angry and chase him. He ran into the mountain and met Lord Shigeru the Ottori. Lord Shigeru rescued Takeo by killing two Iida’s men and brings Takeo with him. Then, Shigeru adopts Takeo as his son as a protection from Iida’s men. In the middle of the journey, Takeo loses his voice but his hearing become supersensitive. This ability is gained by Takeo because he is the descendant of the Hidden tribe, the tribe which has a unique ability. Because of

this ability, he could save Lord Shigeru from the assassination. Shigeru, who has seen Takeo’s ability, has a plan to use Takeo as an assassin to kill Iida Sadamu.

This study intends to examine the motivation of Shigeru in adopting Takeo, the main character in the novel, as his son. This novel is chosen to be analyzed because it becomes the reflection of human motivation in doing action in order to reach their needs. In this study, the writer is attracted to Shigeru’s motivation in adopting Takeo as his son after he has rescued him from Iida’s men.

B. Problem formulation

In doing the analysis, I formulate the problems into the following questions: 1. How is Shigeru described in Lian Hearn’s Across the Nightingale

Floor?

2. How do Shigeru’s characteristics reveal his motivation in adopting

Takeo as his son?

C. Objectives of the study

This study is aimed, first, to find out how Shigeru is described in the story. After the writer knows the characteristics of Shigeru, the writer uses these characteristics to reveal his motivation in adopting Takeo as his son. The first finding helps the writer in analyzing the second finding.

D. Benefits of the Study

This study is conducted as an effort to get a better understanding about human motivation. This study also gives a contribution to those who want to analyze Lian

Hearn’s Across the Nightingale Floor. English teachers can use this literary work to enrich students’ understanding through reading passages or even in form of cross cultural understanding, it is because there are some practical Japanese traditions in this novel which lead to the understanding of Japanese tradition.

E. Definition of Terms

The following part is to define the keywords that are used in this study. The purpose is to avoid common misunderstanding in transferring some important information in this study.

1. Motivation

Motivation is the concept we use when we describe the forces acting on or within an organism to initiate and direct behavior. (Petri, 1981). According to Beck (1978), motivation is broadly concerned with the contemporary determinants of choice (direction), persistence, and vigor of goal-directed behavior. When two or more behaviors are equally possible, one is chosen and the organism persists in this behavior with more or less vigor until some anticipated goal is either achieved or some other goals become more dominant. The word contemporary is used to distinguish immediate and fluctuating causes of behavior from more enduring “structural” factors such as learning. McClelland (1985) defines motivation as a recurrent concern for a goal state based on a natural incentive (the way motives develop out of sign stimuli and the behavior they release) a concern that energizes, orients, and selects behavior. The use of word concern in the motive definition refers

directly to the fact that motives are best measured by coding concerns in associative thought or fantasy. It doesn’t imply the conscious goal-directed striving which is part of many definitions of motives.

2. Characters

According to Abrams (1981: 20) characters are the persons presented in a dramatic or narrative work who are interpreted by the reader as being endowed with moral and disposition qualities that are expressed in what they say (through dialogue), and by what they do (through action). Thus, in the novel, the persons who are presented in the story with moral and disposition qualities are the characters. To be more specific, the character who is analyzed in this thesis is Shigeru.

3. Needs

According to Murray, need is a hypothetical construct which stands for force in the brain region, a force either internally or externally instigated which organizes other psychological processes (as cited in Larry & Danielle, 1981). Theories of personality based upon needs and motives suggest that personalities are a reflection of behaviors controlled by needs.

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CHAPTER II

THEORETICAL REVIEW

In this chapter, the writer presents some theories that are considered to be related with the study that herein presented. The theories are divided into three parts. Firstly, the theories of characters are presented to get a better understanding of the kinds of fictional characters. The second is the theories of characterization to get the knowledge of how the characters are described in the story. The last is the theories of human motivation which become the topic of this study that herein presented.

A. Review of Related Theories

This part presents the theoretical review which contains the theory of character-characterization and theory of human motivation. These theories aim to see how the character is described and reveal the motivation of the character. These theories are taken from library sources and websites on the internet.

1. Character

A novel contains many elements. One of them is the characters. There are many characters in the novel that are presented by the author by describing their physical or psychological appearances. The characters are described through their behaviors, their dialogues, and thoughts. Abrams (1981: 20) defines that characters are the persons presented in a dramatic or narrative work who are

interpreted by the reader as being endowed with moral and disposition quality that are expressed in what they say (through dialogue), and by what they do (through action).

Milligan (1983) states that the characters are divided into two types. They are major and minor characters. Major character is the most important character in the literary work because he or she plays the important role. He or she plays from the beginning until the end of the story. He or she also becomes the centre of the story. Minor characters are characters that play a less important role in the story. They just appear in certain settings and support the major character to develop the story. Usually there at least one major character in the story and the rest is minor characters.

According to Forster, the characters are real in the story if the author knows everything about them. He can tell the facts or the hidden story. Forster also uses the term “flat” and “round” in the novel. He says that a flat character is easy to understand because it shows little developments in the story and of course it is easy to remember. In contrast, a round character shows developments in the story that will surprise the readers (as cited in Mckonkey, 1957).

2. Characterization

Abrams (1981:33) classifies characterization as the process for distinguishing the persons in a narrative. This process may use two techniques, namely showing and telling. In showing (the dramatic method), the author simply presents his characters talking and acting. He leaves the reader to infer what

motives and dispositions lay behind what they say and do. In telling, the author interferes authoritatively in order to describe and to evaluate the motives and dispositional qualities of his characters.

Character will be meaningless without characterization. Characterization, according to Rohrberger and Woods, Jr. (1971: 20), is the process of how the author makes a character to exist. Characterization can be described by using two ways, namely direct and dramatic principles. Direct principle is to draw physical appearances of the character, such as height, weight, color of slim or eyes, hair, and others. Dramatic principle is to put the character in certain situations so that the readers can understand his/her role in the story, through his way of behaving or speaking.

Murphy (1972) describes nine ways in an author‟s attempt to make his characters understandable, and come alive for his reader.

First is personal description. It means that the author tries to describe the character through his physical appearances. The author can describe a person‟s appearance and clothes such as his skin color, his hair or his face. (Murphy, 1972)

Second is character as seen by another. In this way, the author tries to describe the character through the eyes and opinions of others. Their comments and opinions about the character can help the reader to understand the character. (Murphy, 1972)

Third is speech. The author can give the reader insight into the character of one of the persons in the book through what the character says. Whenever the

person is speaking, he is giving the reader some clue to his character. (Murphy, 1972)

The fourth way is past life. The author can give the reader a clue about what has helped to shape a person‟s character by learning about a person‟s past life. This can be done by direct comment by the author, through the person‟s thought, through the conversation and through the medium of another person. (Murphy, 1972)

The fifth is conversation of others. It can give clues to a person‟s character by seeing the conversation and the things the others says about him. All conversations between other characters that show their opinion about one person can be used. (Murphy, 1972)

Sixth is reaction. The readers will know a person‟s character by seeing how the character reacts to various situations or events. The spontaneous reaction of character often shows what type of person he/she is. (Murphy, 1972)

Seventh is direct comment. The author can describe or comment on a character directly. Since the direct comment is from the author, the comments are valid and reliable. (Murphy, 1972)

Eighth is thought. The author give the reader direct knowledge of what a person is thinking about. In this respect, he is able to do what we cannot do in the real life. He can tell the reader what others people are thinking. In the novel, we accept this. The reader then is in a privileged position; he has, as it were, a secret listening device plugged into the inmost thought of a person in a novel. (Murphy, 1972)

The last is mannerism. The author may describe a person‟s mannerism or habits that may also tell the reader something about his character. (Murphy, 1972)

These are nine ways of the author‟s attempt to describe the character. I will use several ways to describe the characteristics of Shigeru in Lian Hearn‟s Across the Nightingale Floor. I choose several ways because some of the ways can be ignored.

3. The Relationship between Psychology and Literature

Psychology has a relationship to literature. In Psychology, personality focuses on the relatively enduring traits and characteristics of individuals. Literature and psychology are similar or have the same analysis and focus on human behavior. Behavior is action that can be observed directly while mental process is experience that cannot be observed directly, such as thought and feeling. A critic can look at the behaviors of characters and the interactions among it in the novel under the modern psychological knowledge and when their behaviors confirm with what he or she knows about the subtleties of human mind, he or she can use the theory as a mean of explicating and interpreting the work (Daiches, D. 1981: 337-338)

While in the book Psychology and its Allied Disciplines, Lindauer states that literature is best at describing the human condition in a dramatic form, psychology has the strength in investigating human character or behavior in systematic ways (1984: 144). Both literature and psychology have one common purpose that is to describe the human condition. Literature tries to depict the

human condition to drama while psychology studies human characteristics systematically and scientifically.

Furthermore, a comment suggested by Benedetti is as follows:

The psychological traits in a play are the most essential category in term of the characterization. Psychological points of view refer to the search and analysis of the inner workings of the mind such as emotions, attitudes, motivations, and desires. Psychological traits always precede the action of the characters (1997: 130).

The quotation above shows the relationship between literature and psychology. In literature, psychology can be used to analyze the inner working of the characters such as emotions, attitudes, motivations, and desires. Thus, the psychological traits lead to the action of the characters.

Based on the theories explained by some experts above, the writer can conclude that psychology and literature have a relationship in analyzing the person. Both of them cannot be separated from each other because psychology analyzes people who are initiated from the real life. Therefore, to explain the psychological condition and also the behavior of Shigeru, the writer decided to use theory of psychology especially theory of motivation that is mainly supported by Freud, Maslow, and Murray. These theories are the most suitable ones for this analysis because they cover the reasons behind the character‟s behaviors.

4. Human Motivation

In the late 1800‟s and early 1900‟s, motivation was believed to have a relationship with instinct, as a theoretical bridge between human and animal behavior. As cited in Petri (1981), Freud believed that instinct possesses four characteristics: pressure, aim, object, and source. First, pressure (also called

impetus) is the amount of force that an instinct possesses. The stronger the instinctive energy, the stronger is the force motivating the behavior. Second, the aim of all instincts is satisfaction. Satisfaction is obtained by removing or reducing stimulation. If the reduction of the stimulation in incomplete, the instinct will only be partially satisfied. Third is the object of the instinct, which may be internal or external. The object may change in the course of individual‟s life. Freud believed that humans find new ways of satisfaction as they learn new things. The last is source, the bodily processes that activated the instinct. James (1890) proposes a classification of human instincts that included the following: rivalry, curiosity, sympathy, hunting, fear, jealousy, shyness, sociability, play, pugnacity, secretiveness, cleanliness, acquisitiveness, modesty, constructiveness and parental love.

According to Maslow as cited in Petri (1981), human motivation could best be studied by observing human rather than animal behavior. Instead of using instinct, he used needs. A need or motive directs us to act or behave in a particular way towards a certain goal. The characteristic of motivation itself is divided into three parts. First, it pushes a person to reach the goals that he has set for himself. Second, it exists because of pleasing and pleasant of external stimuli (good grades, money, and food, etc). Third, it is the result of the person‟s feeling, thought and expectations. Maslow as described in McCeland (1985) also says that to survive, primitive people had to first satisfy their physiological needs---for food, water, and sex. As they met these needs enough to survive, their next concern was about safety. Therefore, primitive people lived in caves. As their

security needs were satisfied, they were free to establish tender relationship with fellow human beings which is called love. As they were assured of love, they were able to work on satisfying needs for achievement and self-esteem. Underlying this development, even a primitive people were pushed toward growth or self-actualization. This facts means humans are strongly motivated to test and improve their capacities.

Murray (1983) says that “motivation is the crux of the business and motivation always refers to some- thing within the organism”. A need involves a physicochemical force in the brain that organizes and directs intellectual and perceptual abilities. Needs may arise either from internal processes such as hunger or thirst, or from events in the environment. Needs arouse a level of tension; the organism tries to reduce this tension by acting to satisfy the needs. Thus, needs energize and direct behavior. They activate behavior in the appropriate direction to satisfy the needs.

According to Murray (1983), needs function mostly on the unconscious level, but play a major role in our personality. He identified needs as two types: Primary needs (viscerogenic) and Secondary needs (psychogenic). Primary needs are based upon biological demands, such as the need for oxygen, food, and water. Secondary needs lead to psychological or social motives (learned in social groups, particularly the family). They are called secondary not because they are less important but because they develop after the primary needs. Secondary needs are concerned with emotional satisfaction and include most of the needs on Murray‟s original list. As children grow up and interact with others they acquire certain

needs which can be fulfilled in a group setting. For example, achievement motivation is acquired by children through their parents, role models and socio-cultural influences. Some common social motives are: nurturing, independence, and achievement. He also adds that all people have these needs, but each individual tends to have a certain level of each need.

Murray (1983) proposes five criteria by which needs can be recognized. First is the consequence or the end result of the mode behavior involved. Second, the kind of pattern or behavior involved. Third is the selective perception of and response to a group of circumscribed stimulus objects. Fourth is the expression of a characteristic emotion or feeling. The last is the manifestation of satisfaction associated with the attainment of a certain effect or the manifestation of dissatisfaction associated with the failure to attain the certain effect.

Murray (1983) focuses much theoretical attention on the development of personality. Theories of personality based upon needs and motives suggest that our personalities are a reflection of behaviors controlled by needs. It is not enough to describe which needs are interacting with what press at the time. To be understood, persons must be reviewed as constantly developing entities against the background of both their past history and future goals. Some needs are complementary and can be satisfied by one behavior or a set of behaviors. Murray called this a fusion of needs. For instance, by working to acquire fame and wealth, we can satisfy the needs for achievement, dominance, and autonomy.

Murray (1983) also recognizes that childhood events can affect the development of specific needs and, later in life, can activate those needs. He

called this influence “press” because an environmental object or event presses the individual to act a certain way. Because of the possibility in interaction between need and press, Murray (1983) introduced the concept of thema (or unity thema). The thema combines personal factors (needs) with the environmental factors that pressure or compel our behavior (presses). The thema is formed through early childhood experiences and becomes a powerful force in determining personality. Largely unconscious, the thema relates needs and presses in a pattern that gives coherence, unity, order, and uniqueness to our behavior.

Murray (1983) says that the concept of subsidiation refers to a situation in which one need is activated to aid in satisfying another need. When one or more needs are activated in the service of another need, we may speak of the former as being subsidiary and the latter as being determinant. The determinant need regulates the action from the beginning, but may not itself become overt until the terminal phase of the total event. For example, to satisfy the affiliation need by being in the company of other people, it may be necessary to act deferentially toward them, thus invoking the deference need. In this case, the deference need is subsidiary to the affiliation need.

Moreover, Murray (1983) explains that needs may come into conflict with each other within the personality, giving rise when prolonged to harassing spiritual dilemmas. Much of the misery and most of the neurotic illness in the world may be attributed to such inner conflicts. For instance, a man hesitates to satisfy his desire to fly an aeroplane because of fear (need of Achievement conflicts with need of Harm avoidance).

Hall and Lindzey as cited in McCelland (1985:46-47) has arranged Murray‟s twenty-one of human psychogenic needs into a list in an attempt to describe human motivations.

First is abasement. The actions that are included in this need are: to submit passively to external force, to accept injury, blame, criticism, or punishment; to surrender; to become resigned to fate, to admit inferiority, error, wrong doing, or defeat, to confess and alone, to blame, belittle, or mutilate the self, to seek and enjoy pain, punishment, illness, and misfortune. Abasement is the direct opposite of aggression. The n Abasement is perhaps always a sub-need, but because of its general importance it is given a separate status. Abasement fuses with: n Exh, n Def, n Cnt, and n Sex. Needs which may be subsidiary to the n Aba : n Auto, n Agg. Needs to which the n Aba may be subsidiary: n Harm, n Aff, n Blam, n Rec, n Inf, and n Agg. It conflicts with: n Cnt, n Dfd, n Ach, n Agg, n Dom, n Auto, n Inf, and n Rec. (Aba: Abasement, Auto: Autonomy, Agg: Agression, Harm: Harmavoidance, Aff: Affiliation, Blam: Blamavoidance, Rec: Recognizition, Inf: Infavoidance, Cnt: Counteraction, Dfd: Defendance, Ach: Achievement, Dom: Dominance, Exh: Exhibition, Nur: Nurturance, Sent: Sentience, Suc: Succorance, and Def: Deference). (Murray, 1983)

Second is achievement. The actions that are included in this need are: to accomplish something difficult, to master, manipulate, or organize physical objects, human beings, or ideas; to do this as rapidly and as independently as possible, to overcome obstacles and attain a high standard, to excel oneself, to rival and surpass others, and to increase self-regard by the successful exercise of

talent. The n Achievement may accompany any other need. It is the desire or tendency to do things as rapidly and/or as well as possible. Fusions and subsidiations of n Ach is: The n Ach fuses readily and naturally with every other need. Indeed, it is considered by some that the n Achievement often called the „will-to-power‟ is the dominant psychogenie need. Perhaps in most cases it is subsidiary to an inhibited need for Recognition. It conflicts with: n Aba, n Inf, n Blam, n Play, n Aff, and n Exh. (Murray, 1983)

Third is affiliation. The actions that are included in this need are: to draw near and experience enjoyable cooperation or reciprocate with an allied other (an other who resembles the subject or who likes the subject), to please and win affection of a cathected object, and to adhere and remain loyal to a friend. The n Affiliation describes a positive tropism for people. Since most things may be done in co-operation with another, almost every need may fuse with the n Aff. For instance: n Ach (to collaborate in accomplishing anything), n Agg (to fight together against a common enemy), and n Nur (to co-operate in caring for a child). Likewise, reciprocation involving any two antipolar needs may occur: n Cog and n Exp (to ask or answer questions), and n Nur and n Sue (to give or receive sympathy). Needs which may be subsidiary to the n Aff are all needs, as suggested above and also: n Auto (to break out of prison to join a beloved object), n Aba (to apologize, to admit mistakes), n Blam (to avoid doing anything that would annoy an object), and n Acq (to make money in order to entertain friends). Needs to which the n Aff may be subsidiary include all needs, as suggested above, especially n Dom (to make friends in order to be elected to high office). It

conflicts with: N, n Ach, n Rej, n Dom, n Agg, n Auto, n Inf, and n Cnt. (Murray, 1983)

Fourth is aggression. The actions that are included in this need are: To overcome opposition forcefully, to fight, to revenge an injury, to attack, injure, or kill another, to oppose forcefully or punish another. The Aggression drive is accompanied by anger and operates to supplement dominance when the latter is insufficient. It is aroused by opposition, annoyances, attacks and insults. Aggression may fuse with: n Dominance, n Sex, n Autonomy, n Exhibition and n Defendance. Needs to which n Aggression may be subsidiary include n Sex, n Recognizance, n Dominance, n Counteraction, n Autonomy. Aggression conflicts with: n Harmavoidance, n Blamavoidance, n Infavoidance, n Abasement, n Affiliation, n Deference, and n Nurturance. (Murray, 1983)

Fifth is autonomy. The actions that are included in this need are: to get free, shake off restraint, break out of confinement, to resist coercion and restriction, to avoid or quit activities prescribed by domineering authorities, to be independent and free to act according to impulse, to be unattached, irresponsible, and to defy convention. The n Autonomy controls those who wish neither to lead nor be led, those who want to go their own way, uninfluenced and uncoerced by others. It appears as defiance or as an escape from restraint ( for example, when a man moves to a more tolerant environment). Autonomy fuses with: n Agg, n Ach, n Play, n Cog, n Dom , and n Inf. Needs which may be subsidiary to n Auto include n Dom, n Aff, and n Sue. Needs to which n Auto may be subsidiary include any needs which are blocked, for instance, n Play ( to miss school in order to play ), n

Ach ( to be independent in order to achieve a purpose ), n Cnt ( to refuse to obey out of pride), n Inf ( to refuse to comply in order to avoid a potentially humiliating situation ), and n Sex ( to enjoy free love ). It conflicts with: n Aff ( ties of all kinds ), n Blam, n Ach, n Def, n Sue, and n Nur. (Murray, 1983)

Sixth is counteraction. The actions that are included in this need are: to master or make up for a failure by restriving, to obliterate a humiliation by resumed action, to overcome weaknesses, to repress fear, to efface a dishonor by action, to search for obstacles and difficulties to overcome, to maintain self-respect, and pride on a high level. The n Counteraction is classified by the efforts that are made to regain a valuation of the self by positive action. It fuses with: n Ach (to seek adventure and opposition, to enjoy the most difficult tasks), n Agg (to revenge an insult by a superior object), n Auto (to do forbidden things just to prove they can be done), n Dfd (to 'take a dare' to defend himself against the accusation of cowardice), and n Sex (to engage in sexual intercourse so as not to be scorned as inexperienced). Needs which may be subsidiary to the n Cnt include to do this or that because if the S did not do it he would feel ashamed, n Auto (to refuse to comply for pride's sake ) , and n Agg (to fight so as not to be called a coward). It conflicts with: n Harm, n Inf, n Sue, n Aba, n Def, n Aff, n Blam. (Murray, 1983)

Seventh is defendance. The actions that are included in this need are: To defend the self against assault, criticism, and blame, to conceal or justify a misdeed, failure, or humiliation, and to vindicate the ego. The n Dfd are grouped into the attempts to defend the self verbally against depreciating and belittling

judgments. It fuses with: n Agg (to fight back, to justify the self by criticizing the accuser), n Sue (to rationalize misdeeds and beg for mercy), n Sec (to remain defensively apart), n Nur (to defend a friend), and n Rej (to ignore accusers). Needs to which the n Dfd may be subsidiary: n Inv (to maintain self-respect), n Harm (to ward off injury), and n Blam (to escape censure by justifying one's actions). It conflicts with: n Aba, n Def, and n Aff. (Murray, 1983)

Eighth is deference. The actions that are included in this need are: to admire and support a superior, to praise, honor, or eulogize, to yield eagerly to the influence of an allied other, to emulate an exemplar, and to conform to custom. Those who are willing to follow and co-operate with an admired superior object are swayed by the deference drive. Deference may fuse with: n Cog, n Aba, and n Sex. Needs to which n Def may be subsidiary include n Rec, n Blam, n Dom, n Inf, and n Aff. Deference conflicts with any need (supported by the n Auto). (Murray, 1983)

Ninth is dominance. The actions that are included in this need are: to control one‟s human environment, to influence or direct the behavior of others by suggestion, seduction, persuasion, or command, and to dissuade, restrain, or prohibit. The Dominance drive is manifested by a desire to control the sentiments and behavior of others. The commonest fusion of dominance is with n Aggression, n Achievement, n Exhibition, n Affiliation, n Sex, and n Nurturance. Needs which may be subsidiary to the n Dominance are: n Aggression, n Exhibition, n Sue, n nurturance, n Affiliation and n Sex. Needs to which n Dominance may be subsidiary are: n Achievement, n Autonomy, and n Affiliation. Dominance

conflicts with: n Abasement, n Infavoidance, n Autonomy, n Affiliation, n Play, and n Deference. (Murray, 1983)

Tenth is exhibition. The actions that are included in this need are: to make an impression, to be seen and heard, to excite, amaze, fascinate, entertain, shock, intrigue, amuse, or entice others. Exhibition fuse with : n Ach (to work at something in public), n Sen (to display beauty or perform on a musical instrument in public), n Aff (to interest others and be the life of the party), n Play (to amuse others by playing the fool) , n Dom ( to persuade others with dramatic force, to be a 'spell-binder'), n Sex (to display genitals), and n Sue (to make a pitiful, tragic spectacle of the self, to excite sympathy by exhibiting one's wounds). Needs which may be subsidiary to the n Exh include n Ach (to work on a performance which is to be done in public). Needs to which n Exh may be subsidiary are n Sex ( to seduce an object), n Aff (to win affection by fascinating or amusing objects), n Dom (to dominate by fascination and enticement), and n Acq (to earn a living by acting on the stage, by selling goods in public auctioneer). It conflicts with n Inf (fear of failure), and n Blam (fear of blame). (Murray, 1983)

Eleventh is harm avoidance. The actions that are included in this need are: To avoid pain, physical injury, illness, and death, to escape from a dangerous situation, and to take precautionary measures. n Harm avoidance is the primitive reaction of withdrawal from a painful stimulus and the tendency to fear and avoid such stimuli. n Harm avoidance has been grouped with other acquired fears (fears of bodily injury, disfigurement, illness and death). n Infavoidance and n Blamavoidance are supposedly derived from (originally conditioned to) the n

Harmavoidance. It fuse with: n Dfd (to defend the self against assault), n Inf (to avoid both injury and humiliation), n Blam (to inhibit asocial tendencies in order to escape physical punishment), and n Sec (to seclude one's self and avoid harm). Needs which may be subsidiary to the n Harm: n Sue (S.O.S., to go to a doctor for assistance), n Acq (to acquire a protective weapon), n Cons (to build an ambush), n Aba (to surrender in order to avoid further injury), n Def (to follow a guide in order to avoid danger), n Aff (to take a friend along in case of danger), and n Agg (to have an enemy put to death). Needs to which the n Harm may be subsidiary include n Ach (to keep well in order to accomplish something), n Nur (to keep well in order to be able to nurse a child), and n Exh (to keep well for appearances' sake). It conflicts with n Ach, n Cnt, n Rej, n Dom, n Agg, n Def, n Aff, and n Nur. (Murray, 1983)

Twelfth is infavoidance. The actions that are included in this need are: to avoid humiliation, to quit embarrassing situations, or to avoid conditions that may lead to belittlement: the scorn, derision, or indifference of others, and to refrain from action because of the fear of failure. The n Infavoidance have been classed as desires to avoid situations which might lead to a lowering of self-regard. It fuse with: n Dfd (to offer anticipatory extenuations and justifications), n Sec (to remain silent and unexposed), n Exh (to demonstrate an excellence in order to draw attention from a blemish; to be conspicuous in order not to be a nonentity), n Aba, n Rej (to scornfully exclude objects who have made subject feel inferior), n Ach (substitute achievement), and n Blam (to avoid moral inferiority and censure). Needs which may subsidiary to the n Inf : n Sue (to appeal to another object for

assistance), n Rej (infra Rejection : to avoid association with inferior objects, so as not to be identified with them), and n Def (to let others make decisions in order not to have to take the blame for failure). Needs to which the n Inf may be subsidiary include n Ach (failures and humiliations detract from subject's accomplishments). It conflicts with n Ach, n Dom, n Agg, n Acq, n Sex, n Aff, and n Exh. (Murray, 1983)

Thirteenth is nurturance. The actions that are included in this need are: to give sympathy and gratify the needs of a helpless object: an infant or any object that is weak, disabled, tired, inexperienced, infirm, defeated, humiliated, lonely, dejected, sick, mentally confused, to assist an object in danger, to feed, help, support, console, and protect, comfort, nurse, and heal. The n Nurturance is the tendency to satisfy such needs in a succorant object. Fusions with: n Aff (a tender affection for a sick friend), n Sex (erotic feeling for an unfortunate person), n Dom (to guide a person for his own good), n Play (to play with children), n Def (to care for a sick parent), n Aba: Atonement (self-sacrifice as an expiation), n Agg (to perform a surgical operation), and n Dfd (to defend an abused friend. Needs which may be subsidiary to the n Nur : n Agg (to fight an object who has been molesting a child ), n Sex (to marry solely for children), and n Aba ( to allow a child to win ). Needs to which the n Nur may be subsidiary: n Aff (protecting an object so as not to lose it ), n Dom (doing kindnesses to win votes), and n Blam (assisting an O so as not to be considered selfish). It conflicts with N, n Rej, n Agg, n Harm, n Inf, n Sue, n Ach. (Murray, 1983)

Fourteenth is order. The actions that are included in this need are: to put things in order, to achieve cleanliness, arrangement, organization, balance, neatness, tidiness, and precision. It fuse with n Ach, n Sen, n Blam, n Inf, n Aba, and n Exh. (Murray, 1983)

Fifteenth is play. The actions that are included in this need are: to act for “fun” without further purpose, to like to laugh and jokes, to seek enjoyable relaxation of stress, and to participate in games, sports, dancing, drinking parties, cards. Some people devote their free time to various forms of amusement: sports, dancing, drinking parties, cards and other indoor games. A playful attitude may also characterize their working hours. They like to laugh and make a joke of everything. We attribute this to the operation of the n Play: the tendency to act for 'fun' without further purpose. This variable manifests itself best in children's play : enjoyable, stress less, and make-believe ' activity. It is random, whimsical, fantasy-driven behavior, which releases internal tension, but achieves no exterior effects. Subjectively, it is experienced as 'activity pleasure.' It ceases the moment a serious obstacle is encountered, the moment it is necessary to become 'serious, to adapt to a stubborn fact. Thus play, like fantasy, is undirected; it is not propelled and pointed towards a definite goal by a will process. There is an inseparable gradation between a playful attitude and an achievement attitude. They become fused when a child becomes intent upon accomplishing a chosen ' unreal ' task, or later when the Achievement drive takes the form of sport. Play is sometimes an ' escape from reality, an enjoyable relaxation of stress. Good-natured humor, even though slightly aggressive, is classed as Play. (Murray, 1983)

Sixteenth is rejection. The actions that are included in this need are: to separate oneself, to exclude, abandon, expel, or remain indifferent of an inferior object, to snub or jilt an object. It fusions with: n Sec (to withdraw so as to enjoy privacy), n Auto (keeping interference at arm's length), n Inf (excluding people who might ridicule), and n Agg (to punish an object by exclusion, exile, excommunication, boycotting; to slander an object as a moral pariah). Needs to which n Rej may be subsidiary include n Cnt (to reject an object that might reject the subject), n Ach (to exclude object that divert subject from the pursuit of his goal), and n Aff (to exclude uncongenial objects for the sake of harmony). It conflicts with n Aff, n Sue, n Exh, n Nur, n Blam, n Def, and n Aba. (Murray, 1983)

Seventeenth is sentience. The actions that are included in this need are: to seek and enjoy sensuous impressions. Sentience fuse with: n Sex (diffuse libidinous satisfactions), n Aff (to be with a beautiful person), n Exh (to give an artistic performance in public), and n Def (to yield to the enticing power of a beautiful object). Needs which may be subsidiary to n Sen: n Sue (to cry for the mother's body), and n Auto (to break away from puritanical conventions). Needs to which n Sen may be subsidiary involve n Sex (sensations to excite erotic feeling). It conflicts with: n Ach, n Blam, n Rej, and n Dom. (Murray, 1983)

Eighteenth is sex. The actions that are included in this need are: to form and further an erotic relationship, and to have sexual intercourse. It fusions with : n Aff (erotic love), n Agg (sadism), n Aba (Masochism), n Exh (Exhibitionism), n Cog (Voyeurism), n Sue (Anaclitic love), n Nur (Nurturant love), n Def (dolatry),

and Dom and Agg Active role, as well as Def and Aba Passive role. Needs which may be subsidiary to the n Sex include n Aff (to win the affection of an object), n Exh (to fascinate an object), and n Ach (to demonstrate talent). Needs to which the n Sex may be subsidiary include n Acq (prostitution), n Aff (to maintain an enduring love), n Dom (to gain control over an object), n Cnt (to avoid being called innocent and inexperienced), and n Nur (to have a child). It conflicts with n Ach, n Blam, n Inf, and n Rej. (Murray, 1983)

Nineteenth is succorance. The actions that are included in this need are: to have one‟s needs gratified by the sympathetic aid of an allied object, to be nursed, supported, sustained, surrounded, protected, loved, advised, guided, indulged, forgiven, consoled, to remain close to a devoted protector, and to always have a supporter. The n Succorance is the tendency to cry, plead, or ask for nourishment, love, protection or aid. It fusions with: n Harm (to move away from danger towards a protector a child clinging to its mother), n AfF (anaclitic love, a relationship with a stronger, wiser, nurturant object), n Exh (to make an exhibition of one's wounds), n Aba (to humbly, abasively plead for aid), and n Dom (to rely entirely upon servants). Needs which may be subsidiary to the n Sue include n Aba (to suffer or become sick in order to excite pity and receive undivided love). Needs to which the n Sue may be subsidiary are any need, but more particularly: n Food and n Water (crying for nourishment), n Harm (calling for help in a dangerous situation), n Acq (to beg for money, to plead for a toy), n Aff (appeals for friendly sympathy), n Sex (to excite erotic compassion), n Auto (a child crying to get his own way, a petition for freedom), n Dom (to control an O through pity,

the despotism of the invalid), n Blam (to ask for clemency), and n Nur (to plead in behalf of another object). It conflicts with n Cnt, n Ach, n Nur, n Rej, n Dom, and n Dfd. (Murray, 1983)

Twenty is understanding. The n understanding is the tendency to ask or to answer general questions; interest in theory; the inclination to analyze events and generalize; discussion and argument; emphasis on logic and reason; self-correction and criticism; the habit of stating opinion precisely; insistent attempts to make thought correspond to fact; disinterested speculation; and deep interest in abstract formulations: science, mathematics, philosophy. (Murray, 1983)

Twenty first is Blamavoidance. The n Blamavoidance is the mechanism which operates to save the individual from the moral censure and retribution of society. The subject does not objectify an asocial wish because he fears external punishment (pain, penalty, confinement, rejection). When it is an inner punishment (guilt feelings and remorse) that the subject fears, we attribute the inhibition to an additional factor, the Superego. It fusions with n Aba : apology, contrition, confession, atonement, with n Sec : concealment, obliteration of clues, with n Harm : flight, escape from disapprobation, n Def (to be obedient in order to avoid blame), n Aff (to please and not to displease), n Nur (to avoid offending an object), n Inf (to avoid the humiliation of censure), and n Sec (to be silent and thus to avoid saying anything which might offend). Needs which may be subsidiary to the n Blam : n Aba (to be humble in order to avoid censure), n Def (excessive politeness in order to avoid punishment), and n Dfd (giving excuses in order to avoid blame). Needs to which n Blam may be subsidiary include n Ach

(to avoid offence, to be diplomatic, in order not to provoke opposition), n Auto (to obey the law in order to avoid interference or imprisonment). n Blam conflicts with n Auto, n Acq, n Agg, n Exh, n Dom and n Sex. (Murray, 1983)

B. Theoretical Framework

This study discusses Shigeru‟s motivation in adopting Takeo as his son by examining the approach, theories, and any related sources. The theory of character-characterization helped me in understanding the character in the story including all the information related in revealing the character. The representation of the character is very important in building the reader‟s attention and making the imaginary situation when reading the story. The main character in the story plays a role in processing the experience from the very beginning of the story until the end of the story.

The theory of human motivation will be used in analyzing the character‟s motivation. The result from the first problem formulation also helps me in analyzing the character‟s motivation. After analyzing the character‟s needs, the needs will be used in subsidiation concept and then the series of actions will be revealed. This series of action shows Shigeru‟s motivation in adopting Takeo as his son. It can be concluded that the theory of character and characterization is integrated with theory of motivation which will solve my problem formulation.

30

CHAPTER III

METHODOLOGY

This chapter is divided into three sections. First is object of the Study which reveals the object of the study and the aim of the study. The second part is the discussion on the approaches used in analyzing the work. The third part is the method of the study which shows the way of conducting the study and how the study is organized.

A. Object of the Study

The literature being analyzed is Lian Hearn’s Across the Nightingale Floor. It has 12 chapters and 326 pages. It was published in 2002 and became the best seller novel in that year. Across The Nightingale Floor also won The Deutscher Jugendliteraturpreis, the prize for German Youth Literature, in 2004. The novel explores many things in Japan feudal era, such as politic, love, and revenge. Full of war, this novel provides a feeling of adventurous journey and some of the stories are related with the war itself. There are also some unique character abilities which are included by the writer as seen in Takeo’s superhuman hearing ability.

The story begins with the massacre in Takeo’s village. Then, he was fleeing and being saved by Shigeru, the Leader of Otori clan. He was adopted by him and taught by Muto Kenji, a high class ninja. This study analyzes Shigeru’s motivation in adopting Takeo as his son.

B. Approach of the Study

This study focuses on the motivation of Shigeru in adopting Takeo as his son. The approach that is used in this study is a psychological approach. Psychological approach is the most suitable approach for this study because psychological approach analyzes human’s motivation, personality, behavior, emotion, and thought that is related to the field of psychology. Therefore, I can get more understanding on Shigeru’s character and his motivation in adopting Takeo as his son through the psychological approach.

C. Method of The Study

The method that I used in this study is library study. I used two kinds of sources, which were primary source and secondary sources. Primary source was the novel itself, Across the Nightingale Floor by Lian Hearn written in 2002. The secondary sources were the books and online sources which supported my study in analyzing the problem. There were several books and online sources related to the theories of literature, theory of psychological approach, theory of motivation, theory of character and characterization, and reviews on Lian Hearn’s Across the Nightingale Floor.

There were some steps in answering my problem formulations from the first until the end. The first step were reading, understanding, and comprehending the novel. This step was needed in order to make the writer more understand about the novel. Therefore it was easy for the writer to analyze the problem and to find the evidences to answer problems formulation. The second step was

determining the approach which is appropriate to the study. After some sorting and determining which approach that is appropriate to my study, the writer came up with psychological approach. This approach also used two theories. First is the theory of motivation and the second is theory of personality. After determining which approach and theories were appropriate to the study, the next step was analyzing the novel by using the theories and approach. The last step was to draw a conclusion of the analysis based on the problem formulations.

33 CHAPTER IV

ANALYSIS

This chapter is divided into two parts. In the first part, the writer analyzes the characteristics of Shigeru that are described in the story. In the second part, the writer analyzes Shigeru’s motivation in adopting Takeo as his son. The first finding helps the writer in the second finding.

A. The Characteristics of Shigeru the Ottori

One of the important elements of the novel is character. The characters are described in the story through their physical and physiological appearances. Not all of the characters play an important role in the story. The characters that play the important role in the story called as the major characters and the other characters that are involved in the story are called minor characters. At least there is one character that becomes the major character in the story and the rest are minor characters.

According to the theory of Milligan, Shigeru is the major character in Lian Hearn’s Across the Nightingale Floor, because he plays from the beginning until the end of the story. Together with Takeo, the other main character, he became an important character that relates the other characters into the story and to the other characters.

Shigeru is also a round or dynamic character based on the theory of Forster. It is because the character of Shigeru is complex in the matter of his needs and his motivation. His manipulative character also makes Shigeru unique compared to the other characters. To analyze the character of Shigeru, I also divide the

characteristic of Shigeru into three groups as Oscar Brocket has outlined in Benedetti (1997: 129). They are physical traits, psychological traits, and social traits. Physical traits are related to the physical appearance of the character, such as handsome, beautiful, thin, fat, tall, short, and straight hair, etc. Psychological traits concern with the emotion, intellectuality, feeling, and motivation of the character. Social traits are related to the character’s role in society, e.g. the relationship with groups or institution that are recognized by society.

1. Physical traits

The writer of the novel had described the physical traits of Shigeru in the novel. Physically, Shigeru is a thirty year old white man, well above medium height and has a broad shoulder. His hands were light-skinned, almost white, well formed, and with long, restless fingers that seemed made to shape themselves around the sword’s handle (p. 7).

2. Social traits

The following is a little information about his life: Shigeru is the legal heir of the Otori clan after his father had surrendered in the battle of Yaegahara. Although Shigeru is the legal heir of the Otori, he cannot be the leader of the clan. The reason is because his father had surrendered in the battle instead of being killed. The leader of the clan is taken by Shigeru’s uncle then.

Shigeru’s mother had died from the plague and his brother, Takeshi, had been accidentally killed by the Tohan which is led by Iida Sadamu. Shigeru also had a

wife and a baby but unfortunately both of them died when Shigeru’s wife was having childbirth. Sometimes, all of those griefs make Shigeru sad. Takeo, the main character, has said this fact in one occasion. For example, “Lord Otori was as grief-stricken as I was” (p.6).

3. Psychological traits

a) Calm

Shigeru is a calm person, often expressionless. It was described by the other characters in various conditions. For instance, Takeo has said “When I did sneak a glance at him, his face (Shigeru) in repose was calm--- not exactly stern, but expressionless”. Moreover, Takeo also said “He said it without emotion, as if simply stating a fact”. The words: calm, expressionless, and without emotion, clearly state that Shigeru is a calm person. In some conversation which talks about Shigeru, those words usually came up. It is clear that Lian Hearn, the writer of the novel, wants to show that Shigeru is a calm person and does not easily put emotion into what he is doing.

b) Responsible

Shigeru is responsible. Almost in every event that involved Shigeru to defend his ideas, he always tells that he will be responsible for what he has said or what he has done. Many conversations show that Shigeru is a responsible person. For example, when he are talking with the household, the household do not accept Takeo to be with them at the first time but Shigeru is persistent about his idea to

I stepped past the bodies, through the gates and into the shrine. The rain was cool on my face. The screaming stopped abruptly.

Inside the grounds were men I did not know. They looked as if they were carrying out some ritual for a festival. They had cloths tied round their heads; they had taken off their jackets and their arms gleamed with sweat and rain. They were panting and grunting, grinning with white teeth, as though killing were as hard work as bringing in the rice harvest.

Water trickled from the cistern where you washed your hands and mouth to purify yourself on entering the shrine. Earlier, when the world was normal, someone must have lit incense in the great cauldron. The last of it drifted across the courtyard, masking the bitter smell of blood and death.

The man who had been torn apart lay on the wet stones. I could just make out the features on the severed head. It was Isao, the leader of the Hidden. His mouth was still open, frozen in a last contortion of pain.

The murderers had left their jackets in a neat pile against a pillar. I could see clearly the crest of the triple oak leaf. These were Tohan men, from the clan capital of Inuyama. I remembered a traveler who had passed through the village at the end of the seventh month. He'd stayed the night at our house, and when my mother had prayed before the meal, he had tried to silence her. “Don't you know that the Tohan hate the Hidden and plan to move against us? Lord Iida has vowed to wipe us out,” he whispered. My parents had gone to Isao the next day to tell him, but no one had believed them. We were far from the capital, and the power struggles of the clans had never concerned us. In our village the Hidden lived alongside everyone else, looking the same, acting the same, except for our prayers. Why would anyone want to harm us? It seemed unthinkable.

And so it still seemed to me as I stood frozen by the cistern. The water trickled and trickled, and I wanted to take some and wipe the blood from Isao's face and gently close his mouth, but I could not move. I knew at any moment the men from the Tohan clan would turn, and their gaze would fall on me, and they would tear me apart. They would have neither pity nor mercy. They were already polluted by death, having killed a man within the shrine itself.

In the distance I could hear with acute clarity the drumming sound of a galloping horse. As the hoofbeats drew nearer I had the sense of forward memory that comes to you in dreams. I knew who I was going to see, framed between the shrine gates. I had never seen him before in my life, but my mother had held him up to us as a sort of ogre with which to frighten us into obedience: Don't stray on the mountain, don't play by the river, or Iida will get you! I recognized him at once. Iida Sadamu, lord of the Tohan.

The horse reared and whinnied at the smell of blood. Iida sat as still as if he were cast in iron. He was clad from head to foot in black armor, his helmet crowned with antlers. He wore a short black beard beneath his cruel mouth. His eyes were bright, like a man hunting deer.

Those bright eyes met mine. I knew at once two things about him: first, that he was afraid of nothing in heaven or on earth; second, that he loved to kill for the sake of killing. Now that he had seen me, there was no hope.

His sword was in his hand. The only thing that saved me was the horse's reluctance to pass beneath the gate. It reared again, prancing backwards. Iida shouted. The men already inside the shrine turned and saw me, crying out in their rough Tohan accents. I grabbed the last of the incense, hardly noticing as it seared my hand, and ran out through the gates. As the horse shied towards me I thrust the incense against its flank. It reared over me, its huge feet flailing past my cheeks. I heard the hiss of the sword descending through the air. I was aware of the Tohan all around me. It did not seem possible that they could miss me, but I felt as if I had split in two. I saw Iida's sword fall on me, yet I was untouched by it. I lunged at the horse again. It gave a snort of pain and a savage series of bucks. Iida, unbalanced by the sword thrust that had somehow missed its target, fell forward over its neck and slid heavily to the ground.

Horror gripped me, and in its wake panic. I had unhorsed the lord of the Tohan. There would be no limit to the torture and pain to atone for such an act. I should have thrown myself to the ground and demanded death. But I knew I did not want to die. Something stirred in my blood, telling me I would not die before Iida. I would see him dead first.

I knew nothing of the wars of the clans, nothing of their rigid codes and their feuds. I had spent my whole life among the Hidden, who are forbidden to kill and taught to forgive each other. But at that moment Revenge took me as a pupil. I recognized her at once and learned her lessons instantly. She was what I desired; she would save me from the feeling that I was a living ghost. In that split second I took her into my heart. I kicked out at the man closest to me, getting him between the legs, sank my teeth into a hand that grabbed my wrist, broke away from them, and ran towards the forest.

Three of them came after me. They were bigger than I was and could run faster, but I knew the ground, and darkness was falling. So was the rain, heavier now, making the steep tracks of the mountain slippery and treacherous. Two of the men kept calling out to me, telling me what they would take great pleasure in doing to me, swearing at me in words whose meaning I could only guess, but the third ran silently, and he was the one I was afraid of. The other two might turn back after a while, get back to their maize liquor or whatever foul brew the Tohan got drunk on, and claim to have lost me on the mountain, but this other one would never give up. He would pursue me forever until he had killed me.

As the track steepened near the waterfall the two noisy ones dropped back a bit, but the third quickened his pace as an animal will when it runs uphill. We passed by the shrine; a bird was pecking at the millet and it flew off with a flash of green and white in its wings. The track curved a little round the trunk of a huge cedar, and as I ran with stone legs and sobbing breath past the tree, someone rose out of its shadow and blocked the path in front of me.

I ran straight into him. He grunted as though I had winded him, but he held me immediately. He looked in my face and I saw something flicker in his eyes: surprise, recognition. Whatever it was, it made him grip me more tightly. There was no getting away this time. I heard the Tohan man stop, then the heavy footfalls of the other two coming up behind him.

“Excuse me, sir,” said the man I feared, his voice steady. “You have apprehended the criminal we were chasing. Thank you.”

The man holding me turned me round to face my pursuers. I wanted to cry out to him, to plead with him, but I knew it was no use. I could feel the soft fabric of his clothes, the smoothness of his hands. He was some sort of lord, no doubt, just like Iida. They were all of the same cut. He would do nothing to help me. I kept silent, thought of the prayers my mother had taught me, thought fleetingly of the bird.

“What has this criminal done?” the lord asked.

The man in front of me had a long face, like a wolf's. “Excuse me,” he said again, less politely. “That is no concern of yours. It is purely the business of Iida Sadamu and the Tohan.”

“Unnh!” the lord grunted. “Is that so? And who might you be to tell me what is and what is not my concern?”

“Just hand him over!” the wolf man snarled, all politeness gone. As he stepped forward, I knew suddenly that the lord was not going to hand me over. With one neat movement he twisted me behind his back and let go of me. I heard for the second time in my life the hiss of the warrior's sword as it is brought to life. The wolf man drew out a knife. The other two had poles. The lord raised the sword with both hands, sidestepped under one of the poles, lopped off the head of the man holding it, came back at the wolf man, and took off the right arm, still holding the knife.

It happened in a moment, yet took an eternity. It happened in the last of the light, in the rain, but when I close my eyes I can still see every detail.

The headless body fell with a thud and a gush of blood, the head rolling down the slope. The third man dropped his stick and ran backwards, calling for help. The wolf man was on his knees, trying to stanch the blood from the stump at his elbow. He did not groan or speak.

The lord wiped the sword and returned it to its sheath in his belt. “Come on,” he said to me.

I stood shaking, unable to move. This man had appeared from nowhere. He had killed in front of my eyes to save my life. I dropped to the ground before him, trying to find the words to thank him.

“Get up,” he said. “The rest of them will be after us in a moment.” “I can't leave,” I managed to say. “I must find my mother.”

“Not now. Now is the time for us to run!” He pulled me to my feet, and began to hurry me up the slope. “What happened down there?”

“They burned the village and killed . . .” The memory of my stepfather came back to me and I could not go on.

“Hidden?”

“Yes,” I whispered.

“It's happening all over the fief. Iida is stirring up hatred against them everywhere. I suppose you're one of them?”

“Yes.” I was shivering. Although it was still late summer and the rain was warm, I had never felt so cold. “But that wasn't only why they were after me. I caused Lord Iida to fall from his horse.”

To my amazement the lord began to snort with laughter. “That would have been worth seeing! But it places you doubly in danger. It's an insult he'll have to wipe out. Still, you are under my protection now. I won't let Iida take you from me.”

“You saved my life,” I said. “It belongs to you from this day on.”

For some reason that made him laugh again. “We have a long walk, on empty stomachs and with wet garments. We must be over the range before daybreak, when they will come after us.” He strode off at great speed, and I ran after him, willing my legs not to shake, my teeth not to chatter. I didn't even know his name, but I wanted him to be proud of me, never to regret that he had saved my life.

“I am Otori Shigeru,” he said as we began the climb to the pass. “Of the Otori clan, from Hagi. But while I'm on the road I don't use that name, so don't you use it either.”

Hagi was as distant as the moon to me, and although I had heard of the Otori, I knew nothing about them except that they had been defeated by the Tohan at a great battle ten years earlier on the plain of Yaegahara.

“What's your name, boy?” “Tomasu.”

“That's a common name among the Hidden. Better get rid of it.” He said nothing for a while, and then spoke briefly out of the darkness. “You can be called Takeo.”

And so between the waterfall and the top of the mountain I lost my name, became someone new, and joined my destiny with the Otori.

i ABSTRACT

Pranala, Martinus. 2013. Shigeru’s Motivation in Adopting Takeo as His Son as Seen in Lian Hearn’s Across the Nightingale Floor. Yogyakarta: Departement of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study analyzed the novel Across the Nightingale Floor by Lian Hearn. Shigeru the Ottori is one of the main characters in the novel. He is thirty years old. He has no children and his family had been killed by the Tohan who are led by Iida Sadamu. Shigeru has vowed that he will have revenge for his brother is death and also wants to justify the misdeed which was aroused by Iida Sadamu. His vow makes him try to find a way to kill Iida Sadamu. In the middle of his journey, he meets Takeo and adopts him.

There are two problems discussed in this study. The first problem is how Shigeru’s character is described in the novel. The second problem is what motivates Shigeru in adopting Takeo as his son.

The method used in this study was library study. The primary source of this study was the novel, Across the Nightingale Floor by Lian Hearn. The secondary sources were books related to the theory of literature, theory of psychological approach, theory of characterization, theory of motivation, and theory of personality.

There are two results based on the analysis of this study. The first result is Shigeru who is described as calm, persistent, manipulative, introvert, and curious. The second result reveals the motivation of Shigeru in adopting Takeo as his son. Adopting Takeo is one of the actions that Shigeru must do in order to fulfill his determinant need. His determinant need is to revenge his brother’s death and to justify the misdeed which has been aroused by Iida Sadamu. To fulfill this need, firstly, he must free Takeo from Iida’s men, and then he adopts Takeo as his son. After he has Takeo’s sympathy, he can easily manipulate and order him to kill Iida Sadamu. It can be concluded that the motivation of Shigeru in adopting Takeo as his son is to assassinate Iida Sadamu.

Some suggestions are presented for future researchers who are interested in analyzing the novel, Across the Nightingale Floor. Future researchers can

analyze women’s contribution in the novel using the Feminism approach. In this

thesis, there are also lesson plan and materials to teach Basic Reading 2. The source of this material is selected from some parts of the novel Across the Nightingale Floor.

ii

ABSTRAK

Pranala, Martinus. 2013. Shigeru’s Motivation in Adopting Takeo as His Son as Seen in Lian Hearn’s Across the Nightingale Floor. Yogyakarta: ProgramStudi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Skripsi ini menganalisis novel Across the Nightingale Floor karya Lian Hearn. Shigeru Ottori adalah salah satu dari karakter utama di dalam novel. Dia berumur tiga puluh tahun. Dia tidak mempunyai anak dan keluarganya dibunuh oleh Tohan yang diketuai oleh Iida Sadamu. Shigeru telah bersumpah untuk membalaskan dendam adiknya dan menegakkan keadilan atas kekacauan yang telah dibuat oleh Iida Sadamu. Sumpahnya ini membuat Shigeru mencari cara untuk membunuh Iida Sadamu. Di tengah perjalanan, dia bertemu dengan Takeo dan mengangkatnya sebagai anak.

Terdapat dua permasalahan yang didiskusikan dalam skripsi ini. Yang pertama adalah bagaimana karakter Shigeru digambarkan dalam novel ini. Yang kedua adalah apa yang memotivasi Shigeru untuk mengangkat Takeo sebagai anaknya.

Metode yang digunakan dalam skripsi ini adalah penelitian perpustakaan. Sumber utama dari skripsi ini adalah novel Across the Nightingale Floor karya Lian Hearn. Sumber lainnya berasal dari buku-buku yang berkaitan dengan teori kesusastraan, teori pendekatan psikologi, teori karakterisasi, teori motivasi dan teori kepribadian.

Terdapat dua hasil berdasarkan analisis dari skripsi ini. Hasil yang pertama adalah Shigeru digambarkan sebagai orang yang tenang, keras hati, manipulatif, introvert, dan selalu ingin tahu. Hasil yang kedua mengungkap motivasi dari Shigeru mengangkat Takeo sebagai anaknya. Pengangkatan Takeo sebagai anak dari Shigeru merupakan salah satu bagian yang harus Shigeru lakukan untuk memenuhi kebutuhannya. Kebutuhannya adalah untuk membalaskan dendam atas kematian adiknya dan untuk menegakkan keadilan atas kekacauan yang telah dibuat Iida Sadamu. Untuk memenuhi kebutuhannya, pertama-tama, dia harus menyelamatkan Takeo dari anak buah Iida Sadamu dan selanjutnya mengangkat Takeo sebagai anaknya. Setelah mendapatkan simpati Takeo, dia dapat dengan mudah memanipulasi Takeo dan menyuruhnya untuk membunuh Iida Sadamu. Dapat disimpulkan bahwa motivasi Shigeru dalam mengangkat Takeo sebagai anaknya adalah untuk membunuh Iida Sadamu.

Beberapa saran disajikan untuk peneliti selanjutnya yang berminat dalam menganalisis novel Across the Nightingale Floor. Peneliti selanjutnya dapat menganalisis kontribusi wanita dalam novel ini menggunakan pendekatan Feminism. Di dalam skripsi ini juga terdapat rencana pembelajaran dan materi untuk mengajar Basic Reading II. Sumber dari materi-materi pembelajaran dipilih dari beberapa bagian novel Across the Nightingale Floor.