Psychological analysis of Adam`s motivation to struggle for his personal identity as seen in Tash Aw`s Map of The Invisible World.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PSYCHOLOGICAL ANALYSIS OF ADAM’S MOTIVATION
TO STRUGGLE FOR HIS PERSONAL IDENTITY
AS SEEN IN TASH AW’S MAP OF THE INVISIBLE WORLD

A SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Roreta Natalia
Student Number: 071214048

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PSYCHOLOGICAL ANALYSIS OF ADAM’S MOTIVATION
TO STRUGGLE FOR HIS PERSONAL IDENTITY
AS SEEN IN TASH AW’S MAP OF THE INVISIBLE WORLD

A SARJANA PENDIDIKANTHESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Roreta Natalia
Student Number: 071214048

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

YOGYAKARTA
2012
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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
references, as a scientific paper should.

Yogyakarta, 23 January 2012

The Writer

Roreta Natalia
071214048

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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
Nomor Mahasiswa

: Roreta Natalia
: 071214048

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

A PSYCHOLOGICAL ANALYSIS OF ADAM’S MOTIVATION
TO STRUGGLE FOR HIS PERSONAL IDENTITY AS SEEN IN TASH
AW’S MAP OF THE INVISIBLE WORLD
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 royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 16 Februari 2012
Yang menyatakan,

Roreta Natalia

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ABSTRACT
Natalia, Roreta. (2012) Psychological Analysis of Adam’s Motivation to Struggle
for His Personal Identity As Seen As in TashAw’s Map of the Invisible
World.Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
This study analyzes a novel written by Tash Aw, entitled Map of the
Invisible World. This novel tells about the struggle of an orphan boy who wants to
have a better life. He has a foster father named Karl. They share everything until
Karl is arrested by Indonesian soldiers because he is a Dutch painter. After Karl is
arrested, Adam starts to question himself about his identity in the past. The
struggle of Adam in finding his personal identity is begun. He goes to Jakarta to
find his foster father in order to know his past life in the orphanage.
There are two research questions to be answered in this study. The first
question is how Adam’s character is portrayed in this novel. The next question is
what motivates Adam to struggle for his personal identity. Therefore, the aims of
the study are to describe Adam’s character and to reveal the motivation of Adam
to struggle for his personal identity.
This study implements library research in collecting the data.
Psychological approach is employed to find out the motivation of Adam to

struggle for his personal identity. There are two sources that are employed in this
study. The primary source is the novel itself entitled Map of the Invisible World.
The secondary sources are from psychological books and literary works. In this
study, the writer employs theory of character and characterization and theory of
motivation.
Based on the study, the writer finds that Adam is characterized as a unique
character. He is smart, coward, introvert, unstable and undetermined. These
character traits lead Adam to struggle to find his personal identity. In solving the
second problem, the writer employs theory of McClelland about human
motivation. He describes motivation as four major motives namely achievement
motive, affiliative motive, power motive, and avoidance motive. The motives that
depict Adam’s motivations are achievement motive and affiliative motive. In the
achievement motive, the writer finds that Adam wants to find his personal identity
because of the dream of a better life he has never had before. It is influenced by
his ignorance of his past life as an orphan boy. He wants to achieve something
better for his life by finding his foster father in Jakarta. In the affiliative motive,
the writer finds that Adam’s fear of rejection and the need of love affect him to
struggle to find his personal identity.
This study provides some suggestions for future researchers and for the
development of English teaching learning activity. For future researchers who

employ the same novel, the writer suggests the character of Johan and the use of
historical approach to be discussed. For the development of the English teaching
learning activities, the writer suggests this novel as a material for Basic Reading I.
Keywords: Psychological analysis, Motivation, Struggle, Personal identity

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ABSTRAK
Natalia, Roreta. (2012) Psychological Analysis of Adam’s Motivation to Struggle
for His Personal Identity As Seen As in Tash Aw’s Map of the Invisible
World.Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Studi ini menganalisis sebuah novel yang ditulis oleh Tash Aw yang
berjudul Map of the Invisible World. Novel ini menceritakan tentang Adam,
seorang anak laki-laki yatim piatu yang menginginkan kehidupan yang lebih baik.
Dia mempunyai seorang ayah angkat bernama Karl. Mereka berbagi segalanya
sampai akhirnya Karl ditangkap oleh tentara Indonesia karena dia seorang pelukis
yang berdarah Belanda. Setelah Karl ditangkap, Adam mulai menanyakan tentang

jati dirinya. Kemudian, perjuangan Adam dalam mencari jati dirinya dimulai. Dia
pergi ke Jakarta untuk mencari ayahnya demi mengetahui kehidupan masa lalunya
di panti asuhan.
Terdapat dua rumusan masalah yang dibahas dalam studi ini. Rumusan
masalah yang pertama membahas bagaimana karakter Adam digambarkan di
dalam novel. Rumusan masalah yang kedua membahas tentang apa yang
memotivasi Adam untuk berjuang mencari jati dirinya. Karena itu, tujuan dari
studi ini adalah untuk mendeskripsikan karakter dari Adam dan mengungkap
motivasi Adam dalam berjuang mencari jati dirinya.
Studi ini menggunakan studi pustaka dalam mengumpulkan data.
Pendekatan psikologi digunakan untuk mengungkap motivasi dari Adam dalam
berjuang mencari jati dirinya. Terdapat dua sumber yang digunakan dalam studi
ini. Sumber yang pertama adalah novel berjudul Map of the Invisible World.
Sumber yang kedua adalah buku-buku psikologi dan sastra. Dalam studi ini,
penulis menggunakan teori karakter dan karakterisasi serta teori motivasi.
Berdasarkan studi ini, Adam digambarkan memiliki karakter yang unik.
Dia merupakan anak yang pintar, pengecut, minder, labil dan tidak berpendirian.
Karakter- karakter inilah yang akhirnya memimpin Adam untuk mencari jati
dirinya. Dalam menjawab rumusan masalah yang kedua, penulis menggunakan
teori dari McClelland mengenai motivasi manusia. Beliau menjelaskan motivasi

melalui empat motif utama manusia yaitu motif pencapaian, afiliasi, kekuatan dan
penghindara. Motif yang menggambarkan motivasi dari Adam adalah motif
pencapaian dan afiliasi. Dalam motif pencapaian, penulis menemukan bahwa
Adam ingin mengetahui jati dirinya karena impiannya untuk mendapatkan hidup
yang lebih baik yang belum pernah dia miliki sebelumnya. Hal ini dipengaruhi
oleh ketidaktahuannya atas hidup masa lalunya sebagai anak yatim piatu. Dia
ingin mendapatkan hal yang lebih baik untuk hidupnya dengan cara mencari ayah
angkatnya di Jakarta. Didalam motif afiliasi, penulis menemukan bahwa ketakutan
akan penolakan dan kebutuhan akan rasa cinta yang Adam miliki,
mempengaruhinya untuk berjuang mencari jati dirinya.
Studi ini memberikan beberapa saran untuk peneliti selanjutnya dan
menyertakan aktivitas untuk proses pembelajaran Bahasa Inggris. Untuk peneliti
yang selanjutnya, penulis menyarankan pembahasan pada karakter Johan dan
penggunakan pendekatan sejarah. Bagi pengembangan proses pembelajaran
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Bahasa Inggris, penulis menyarankan novel ini untuk digunakan dalam mata
kuliah Basic Reading I.

Kata kunci: Psychological analysis, Motivation, Struggle, Personal identity

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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Almighty
God, for caring and giving me blessings and love so that I can be a thankful
person for the life I have.
Next, I am greatly indebted to my sponsor, Henny Herawati, S.Pd.,
M.Hum., for her great patience, feedback and guidance during the process of
finishing this thesis. Her advice and suggestions along the process of writing this
thesis are really helpful for me. I also would like thankall of my lecturers at the
English

Language

Education

Study

Program

of

Sanata

Dharma

Universityfor giving me knowledge and experience. My gratitude also goes toall
English Language Education Study Program secretariat staff,

Mbak

Dhanniek andMbak Tariand Sanata Dharma University library staff. I thank
them for the smile, service, and help.
My special gratitude and appreciation go to my beloved family, my father
Sutopo Wijaya, my mother Agnes Nelly, my brother Roberto Andrean, and my
sisterMaria Farika Wijaya for their endless love. I thank them for motivating me
during the process of my study.
I would like to express my deepest appreciation to Martinus Herka
Supantoro for supporting me, giving his best in motivating me to finish this
thesis. I also would like to thank Tomi Nanda Kurniawan, Anmaria Irmina
Redy, Gabriella Noviantyand Li Yuni Rusli for giving me advice, joke and
support.

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I owe a great debt to Kiki, Andar, Uci, Kania, Ajeng, Calvin, Putri, Eli,
Merici, Lui and Agnes for being the best group partners. I really thank them for
the cooperation and hard work during the process of passing Play Performance
and SPD Class.
In this opportunity, I would also to thank my friends in Kos SWA 3D,
Mbak Indah, Mbak Nancy, Mbak Mui and Mbak Yona for the patience and the
feedback. I thank Tanti, Taju, Kak Tris, Tia, Igas, Nanda, and Ivon, for the
unforgettable and sweet moments that we have. God bless all.

Roreta Natalia

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TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................ .....i
APPROVAL PAGE ....................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY........................................... iv
PERNYATAAN PERSETUJUANPUBLIKASI ........................................... v
ABSTRACT ................................................................................................... vi
ABSTRAK ...................................................................................................... vii
ACKNOWLEDGEMENTS.......................................................................... ix
TABLE OF CONTENTS.............................................................................. xi
LIST OF APPENDICES ............................................................................ xiv
DEDICATION PAGE..................................................................................xv

CHAPTER I INTRODUCTION
A. Background of the Study ............................................................. 1
B.Problem Formulation ..................................................................... 3
C.Objectives of the Study ................................................................. 3
D.Benefits of the Study ..................................................................... 3
E.Definition of Terms ....................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE
A. Review of Related Theories .......................................................... 6
1.Theory of literature ............................................................. 6

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a. Theory of Approach........................................................6
b. Theory of Character and characterization ..................... 7
2.Theory of Motivation .......................................................... 9
B. Theoretical Framework .............................................................. 13

CHAPTER III METHODOLOGY
A. Object of the Study ..................................................................... 15
B. Approach of the Study ................................................................ 16
C. Method of the Study ................................................................... 16

CHAPTER IV ANALYSIS
A. The Description of Adam’s Characters ...................................... 18
1.Physical Description.......................................................... 18
2.Personality Description ..................................................... 20
a. Smart ........................................................................... 20
b. Coward........................................................................ 22
c. Introvert ...................................................................... 23
d. Lonely ........................................................................ 24
e.Unstable ....................................................................... 25
f. Undetermined .............................................................. 26
B.Adam’s Motivations to Struggle to Find His Personal Identity
1. AchievementMotivation...................................................29
2.Affiliative Motivation.......................................................33

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CHAPTER V CONCLUSION
A. Conclusions.................................................................................. 39
B. Suggestions .................................................................................. 41
1. Suggestions for Future Researchers ................................ 41
2. Suggestions for Teaching Learning Activity .................. 42
REFERENCES ............................................................................................. 44
APPENDICES .............................................................................................. 46

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LIST OF APPENDICES
Page
Appendix 1

: Summary of Map of the Invisible World........……......... 46

Appendix 2

: The Biography of Tash Aw.............……………….....… 48

Appendix 3

: Lesson Plan of Teaching Basic Reading I........……........ 50

Appendix 4

: Teaching Material…………………………….....…....…. 52

Appendix 5

: Reading Text…………………………………………..... 54

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If you are honest, people may cheat you.
Be honest anyway.
If you find happiness, people may be jealous.
Be happy anyway.
The good you do today, may be forgotten tomorrow.
Do good anyway.
For you see, in the end, it’s between you and God
It was never between you and them anyway

(Mother Theresa)

I dedicate this thesis to
My beloved parents, sister, brother, and
My beloved aunts Virginia and Titin

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CHAPTER 1
INTRODUCTION

This chapter consists of five parts. The first part is the background of this
study. This part explains the reason why the writer chose Map of Invisible World
by Tash Aw to be analyzed. The second part is the problem formulation of the
study. This part includes the formulation of the problem that are going to be
discussed. There are two problem formulations presented in analyzing the
novel.The third part is the research objectives of the study. It consists of the
objectives why this study should be discussed. The fourth part is the benefits of
the study. The writer explains the benefits of doing this study for the readers of
this study. The last part is the definition of terms. The writer explains some
important terms that are employed in this study. The purpose of defining the terms
is to avoid misconception and misunderstanding.

A.

Background of the Study
Some people believe that from reading literary works like novel, they

experience what the characters in the novel did. Hudson (1960)has stated,
“Literature is the expression of life through the medium of language. It can be
regarded as something essential since it contains about real life, people, thought,
and their feeling about life.” (p. 10). Thus, literature can be said as a portrait of
human life.The portrayal of human life is depicted in various types of literary
works such as novel.
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2
In Tash Aw’s Map of the Invisible world, the term motivation is explained
by the struggle of Adam to remember his past life and find his foster father who is
arrested by Indonesian for the colonial reason. Adam is an orphan boy. He has a
brother names Johan. Johan leaves him because he is adopted by Malaysian
persons. Adam cannot remember his brother. He is trying to remember his brother
– his past life. This is shown as a motivation for Adam to find his life. Then,
Adam is adopted by Karl. He tries his best to adapt with his new life. When he
begins to love Karl, he has to lose Karl who is arrested by Indonesian because
Karl is a Dutch. Thus, at this moment, he is motivated to find his foster father
because he thinks that Karl has given him a life that he never has before.
In this study, the writer intends to discuss the motivation of Adam to
struggle to find his personal identity. The reason why the writer selects this novel
is because this novel reveals the motivation and the struggle of the main character
clearly through the situation, conflict and the setting that against the main
character.The way the story is presented is also unique. The author of the novel
presented the story using poetical language and artistic plot so that the reader
should interpret it. The writer is also interested in this novel because of its story
which represents human life. The motivation of Adam reflects our motivation as a
reader to achieve what we want and deserve to have.
Based on the reasons above, the writer is really interested in discussing
this novel. From the reasons, the writer also formulated two research questions
which are related to the motivation of Adam in finding his personal identity as an
orphan boy.

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B.

Problem Formulation
From the background above, the writer formulates the following questions:

1.

How is Adam’s character portrayed in Tash Aw’sMap of the Invisible World?

2.

What motivates Adamto struggle for his self-identity as seen in Tash Aw’s
Map of The Invisible World?

C.

Objectives of the Study
The general objective of this study is to find out the character and

motivation of Adam in finding his self identity. The focus of this study is to make
the readers realize that motivation is about achieving what we need and want as
seen in Tash Aw’s Map of the Invisible World.

D.

Benefits of the Study
Through this study, the writer intends to explain about the characters of

Adam who is the main character of Tash Aw’s Map of the Invisible World. The
writer also explains about the motivation of Adam to struggle alone in finding his
personal identity from the psychological point of view. This study has two
advantages. For the readers, especially students of Sanata Dharma University, this
study would give some information about the interpretation and analysis of the
motivation of Adam to struggle in Tash Aw’s Map of The Invisible World through
the psychological point of view. Besides, this study will help the readers
inanalyzing literary works so that it will help the readers who want to conduct a
study on motivation of a struggle.

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E.

Definition of Terms
Here are some definitions that are important to know so that there is no

misconception and misunderstanding.
1.

Motivation
Eggert (1999) states that motivation is the process which encourages and

guides behavior (p.2). According to Eggert, motivation could be seen through
behavior, the changing of behavior or by asking the persons about what they need
and want to do (p.3). Thus, in this study the term motivation refers to the process
which encourages and guides the behavior of Adam. Adam kept asking to himself
about what he needed and wanted.
2.

Struggle
According to Webster (1989) in Webster Encyclopedic Unabridged

Dictionary of English Language, struggle means a task or a goal requiring much
effort to acomplish or to achieve (p.1410). Adam experienced difficult time in his
life. He was left by his brother when he was in the orphanage. Then, he had to
lose his foster father. In facing these difficulties, he tried his best to solve these
problems of his life. His effort in trying very hard to solve this problem explains
the term struggle in this research.
3.

Personal Identity
Eric T. Olson (2010) states in his article,“personal identity is what makes

you unique as an individual and different from others. Or it is the way you see or
define yourself, or the network of values and convictions that structure your life.
This individual identity is a property (or set of properties).” Adam questions about

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himself, his past life and what kind of life he wants to have. The set of these
questions refers to Adam’s personal identity.

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CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter consists of two main parts. The first part of this chapter
discusses the theories related to the study, which elaborated in theoretical review.
The second part of this chapter is theoretical framework which explains the
rationale of the theory and the contribution of the theory in solving the problem.

A. Review of Related Theories
There are some theories that the writer uses in analyzing this research.
These theories give the writer valuable information for conducting this research.
The theories that the writer uses are theory of character and characterization,
theory of critical approach, and theory of motivation.
1.

Theory of Approach
According to Rohrberger and Woods (1971), there are five approaches that

are usually used to analyze a literary work. They are formalist approach,
biographical approach, sociocultural-historical approach, mythopoeic approach,
and psychological approach (para.11). The most suitable approach for this study is
psychological approach, because this study focuses on the motivation of the main
character in the novel to struggle alone to find his self identity.
In 2005, Guerin, Labor, Morgan, Reesman, and Willingham have concluded that
psychological approach is the matter of locating and demonstrating certain
recurrent patterns.
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7
…, the psychological involves the effort to locate and demonstrate certain
recurrent patterns. Unlike the mythopoeic approach, it draws on a different
body of knowledge – most often on that offered by Sigmund Freud and his
followers (p.13)
In their opinion, psychological approach comes from the exploration of human
mind.
… to the conclusion that it was this area that was the wellspring of man’s
rich imagination, his capacity for creation and complexity of his thought
and behavior, and that the contents of this region of the mind found
expression in symbolic words, thoughts, and actions (p.14).
According to Rohrberger and Woods (1971), psychological approach is used to
analyze human personality.The human personality developed from infancy
through childhood until adolescence.
2.

Theories of Character and Characterization
Abrams (1999) states in a book entitled A Glossary of Literary Terms that

characters are:
Persons represented in a dramatic or narrative work, which are interpreted
by the readers as being endowed with particular moral, intellectual, and
emotional qualities by inferences from what the person say and their
distinctive ways of saying it – dialogue- and from what they do – action.
(p.33)
Forster divides character into two categories namely flat character and round
character. Flat character is the monotonous character. It does not have a complex
character and without much individualizing details. While round character is more
complex than flat character. It has individualizing details and usually more like
real life character. The character develops through the story (pp. 49-55)
To know deeper about the character of Adam, the writer needs some
theories how a character is characterized to help in analyzing this research.

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8
According to Murphy in Understanding Unseen (1972) there are nine ways that
we can use to reveal the characterization of the character in the novel.
a.

Personal description

The author can describe a person’s appearance and clothes (p. 161).
b. Character as seen by another
Instead of describing a character directly the author can describe him through the
eyes and opinions of another (p. 162).
c.

Speech

The author can give us an insight into the character of one of the persons in the
book through what the person says (p. 164).
d. Past life
By letting the reader learn something about a person’s past life the author can give
us a clue to events that have helped to shape a person’s character (p. 166).
e.

Conversation of others

The author can also give us clues to a person’s character through the conversation
of other people and the things they say about him (p. 167).
f.

Reaction

The author can also give us a clue to a person’s character by letting us know how
that person reacts to various situations and events (p. 168).
g.

Direct comments

The author can describe or comment on a person’s character directly (p. 170).

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9
h. Thought
The author can give us direct knowledge of what a person is thinking about
(p.171).
i.

Mannerism

The author can describe a person’s mannerism, habits, idiosyncrasies, which may
also tell us something about his character (p. 173).
3.

Theory of Motivation
According to Petri (1979) in the book entitled Motivation: Theory and

Research, motivation is the basic concept of someone’s behavior.
Motivation is the concept we use when we describe the forces acting on or
within an organism to initiate and direct behavior. The concept of
motivation is also used to explain differences in the intensity of behavior.
More intense behaviors are considered to be the result of higher levels of
motivation. Additionally, we often use the concept of motivation to
indicate the direction of behavior (p.4)
Petri also states that some theorists have also pointed out that human are socially
motivated. They interact with others and this interaction both generates and
directs behavior. Motivation, then, is an explanatory concept that is used to make
a sense out the behaviors they observe (p.4).
Robert C. beck (1978) defines the meaning of motivation in his book
entitled Motivation theories and principlesas:
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 persist in this behavior with more or less vigor until some
anticipated goal is either achieved or some other goal becomes more
dominant (p.24).

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10
The term intrinsic motivation refers to factors that make certain activities
rewarding in and of them. Almost anything could potentially be intrinsically
motivating for some individuals (p.144).
Gorman (2004) states thatmotivation is concerned with goal-directed
behavior. Goal-directed behavior pushes us towards certain forms of behavior and
not others (p.2).He also states that motivation deals with the causes of people’s
behavior, it attempts to explain why we behave in the way that we do (p.7).
Murray (1964) elaborates the definition of a motive and motivation. He
states that a motive is an internal factor that arouses, directs, and integrates a
person’s behavior (p.7).
Motivation is distinguished from other factors that also influence behavior,
such as the past experience of the person, his physical capabilities, and the
environmental situation in which he finds himself, although these other
factors may influence motivation (p.7)
Some psychologists add that motivation also includes a conscious desire for
something. This is sometimes called a want. Adesire or want is related to the goal
selecting function of motives (p. 8).
According to McClelland (1985) in Human Motivation, there are four
kinds of motive systems. They are achievement motive, power motive, affiliative
motive and avoidance motive. In this research, the writer only explains about the
achievement and affiliative motive because those are the most suitable theories for
analyzing the research.

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11
a.

The achievement motive
What should be involved in the achievement motive is doing something

better for its own sake, for the intrinsic satisfaction of doing something better
(p.228). There are three characteristic of people with a strong need to achieve.
1) Personal performance for responsibility
Subjects high in n Achievement would prefer being personally responsible for a
performance result, because only under such conditions could they feel
satisfaction from doing something better (p.246).
2) Need for performance feedback
Subjects high in n Achievement should prefer working in situation where they get
feedback on how well they are doing (p.247).
3) Innovativeness
Subjects high in n Achievement should be more likely to seek out information to
find better ways of doing things (p.249)
b. The affiliative motives
The word love is commonly used to describe various types of affiliative
ties, and everyone agrees that it is important to satisfy the love need (p. 335).
There are five characteristics of people with strong need for afilliation.
1) Performing better when affiliative incentives are present
Individuals with a strong affiliative motive will perform better on tasks
that do not involve affiliative content if the incentive in the situation is shifted
from achievement to affiliation (p. 348).

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
2) Maintaining interpersonal networks
Since subjects high in n Affiliation learn social relationship more quickly, are
more sensitive to faces than to other objects, and engage in more dialogue with
others, they might be expected to also show signs of maintaining their connections
to other people (p. 352).
3) Cooperation, conformity, and conflict
Individuals high in n Affiliation, particularly males, believe that goodwill is
more important than reason in solving human problems (p. 354).
4) Managerial behavior
Subjects high in n Affiliation tend not to succeed in management (p. 355).
5) Fear of rejection
Subjects high in n Affiliation are anxious about their relations with others,
fear disapproval, and spend time seeking reassurance from others, which makes
them unpopular (p. 356).
Murray (1964) has proposed the list of social motives namely abasement,
achievement, affiliation, aggression, autonomy, counteraction, defendance,
deference, dominance, exhibition, harmavoidance, inavoidance, nurturance, order,
play, rejection, sentience, sex, succorance, and understanding. In this case, the
writer intends to elaborate only on achievement and affiliative motive (p.99).
a.

Achievement motivation
Murray (1964) states that individuals with high achievement motivation

will automatically do better on any and all tasks. High-achieving people tend to
have self-confidence, to like individual responsibility, and to prefer concrete

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
knowledge of the results of their work. He also states that there are three specific
components of achievement, such as the expression of a desire for achievement
(for instance, “He wants to be a doctor”), the description of activity instrumental
for success (“He will try his best”), or the anticipation of reaching his goal (“He
is thinking of the day when he’ll be famous”) (pp. 99-101).
b. Affiliative motivation
Murray (1964) states affiliation motivation refers to a desire to be with
people in affectionate and friendly relationship. Affiliation motive has been
defined as a “concern in one or more of the characters ever establishing,
maintaining, or restoring a positive affective relationship with another person.
This includes expressing a desire for a friendly relationship, a fear of rejection,
activities toward establishing a relationship, and the attainment of a close
relationship as agoal. He also states that people with a strong affiliation motive
prefer to work with friends and congenial companions even if the task suffers
somewhat (pp. 101-104)

B. Theoretical Framework
In this section, the writer elaborates the rationale of the theories. This aims
to make a deeper understanding about the theories that could help the writer in
answering the research questions.The writer uses the theory of critical approach to
literature and the theory of character to answer the first question. Theories of
motivation are employed to answer the second question.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
According to Rohrberger and Woods (1971), there are five approaches
which can be used in studying literature; however the approach used by the writer
is the psychological approach. Murphy (1972) presents nine ways that are used to
reveal the characterization of a character. The writer applies the theory of
characterization in order to know the characterization of Adam. By knowing the
character traits of Adam, it will be easier for the writer to find out the motivation
of Adam.
In answering the second question, the writer uses the theory of motivation.
The answer of first question will also be used in revealing the motivation of Adam
because the character of Adam affects the motivation to struggle to find his
personal identity. McClelland (1985) elaborates the way in measuring the
motivation. The motivation is measured by understanding the motive systems.
There are four motive systems namely achievement motive, affiliative motive,
avoidance motive, and power motive. The writer uses the achievement motive and
the affiliative motive to describe the motivation of Adam. These motive systems
are the most suitable for describing Adam’s motivation. The writer employs the
theory of Murray to support the theory of McClelland.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 3
METHODOLOGY

This chapter consists of three parts. The first part is the object of the study.
This explains about the object of the study and explanation about the novel, in this
case Tash Aw’s Map of The Invisible World. The second part is the approach of the
study. The writer explains the approach that the writer uses for conducting this
study. In this part the pshycological approach is used. The third part is the method
of the study. This part consists the procedure of the study. The steps that the writer
uses for conducting this study.

A. Object of the Study
The object of this study is a novel entitled Map of The Invisible World. It
was published in Great Britain by Fourth Estate in 2009. This novel was written
by Tash Aw with 343 pages. He was born as a Malaysian and lives in London. He
was nominated as a master of storyteller by The Times and this novel was his
second novel.
This novel tells about Adam and Johan who lived in an orphanage. They
did not know their parents. Johan who was older than Adam was adopted by a
Malaysian and lives there. He felt guilty because he had to leave his young
brother. After that, Adam was adopted by a Dutch painter – Karl. Adam who was
very young at that time could not remember his past life – the orphanage and his
brother Johan. When Adam could adapt with the situation in Karl’s house, he had
15

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
to lose Karl, his foster father. The father was arrested by Indonesian soldier when
Indonesia was in a post colonial situation in which Dutch was the enemy for
Indonesian. Adam, then, was trying to seek his father. He went to Jakarta to find
his foster father’s old friend – Margareth. Margareth helped Adam to find his
father. As the story went by, his minds recalled his past life in the orphanage with
Johan like the map of the invisible world, Adam remembered his brother and the
life in the orphanage. In this story, Adam was motivated to struggle alone to find
his identities which were his father and past life.

B. Approach of the Study
This study employs psychological approach because the primary
discussion of this study is the motivation of Adam to struggle to find his personal
identity. Rohrberger and Woods (1971) state that psychological approach draws
knowledge which carries human motivation, mind, imagination, thought and
behavior (p.13). Thus, it is clear that the most suitable approach is psychological
approach.

C. Method of the Study
In this part, the writer discussed the procedure to gather the data. In this
study, the writer used library study. The writer gathered the data from gathering
useful information from the books. The information that the writer had gathered
was used to analyze the problem formulation that was presented in the previous
chapter.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
This study was conducted through several steps. The first step was the
writer read the novel. This aimed to get the deep understanding about the novel so
that the writer could analyze and interpret the data. The writer read it more than
once in order to understand the novel well. The second step was the writer tried to
formulate the problem formulations. In this case, the formulation of the problems
were related to the motivation of the main character to struggle alone to find his
personal identity. The third step was the writer made some notes and summary so
that it would be easy to analyze what points that the writer wanted to use. The
writer focused on the motivation of the main character which was Adam. The
fourth step was the writer searched the data for supporting the analysis. The data
and information were taken from the relevant sources like the books. In this case
the writer used psychology books to analyze motivation and struggle of Adam in
finding his personal identity. The fifth step was the writer collected the
information and tried to answer the problem formulations. The theory of
psychology was used to answering the problem. The last step was drawing the
conclusion. The conclusion was made based on the analysis done in the study.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER 4
ANALYSIS

This chapter consists of two parts. The first part explains about the
characters of Adam. This part is purposed to answer the first question. The second
part is about the motivation of Adam to struggle alone to find his personal
identity. This explanation is aimed to answer the second question.

A.

The Explanation of Adam’s Character
As the writer has mentioned in Chapter 2, Murphy has stated in his book

entitled Understanding Unseen: An Introduction to English Poetry and The
English Novel for The Overseas Students, there are nine ways could be used in
making a character in a novel, namely personal description, characters as seen by
another, speech, past life, conversation of others, reactions, direct comment,
thought and mannerism.
1.

Adam’s Physical Description
To dig more deeply about Adam’s character, the writer intends to reveal

about the physical appearance of Adam. Adam is an orphan boy. He is adopted by
Dutch painter named Karl De Willingen. As cited from the novel, “The whole of
Adam’s life began to take shape the day Karl brought him here from the
orphanage (p.7).” He is sixteen years old. As cited from the novel, “He came to
this house when he was five years old. Now he is sixteen and he has no memory
of his life before he came here (p.5).”
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
His face is round. He has straight hair and fair skin.
On those occasions he wished that he had the other children’s darker,
thicker skin that turn the leather by the time they were teenagers, shielding
them from the elements. He wished he did not have his straight hair and
brittle jawline and fragile cheekbones; he wished he did not stand not quite
so much. (p. 32)
Some people think Adam’s mother is a Sumatran or Malay that causes his skin
and eyes are different from people surround him in Nusa Perdo.
‘Some people said they had seen a fair-skinned woman in the village the
day before you were found. She had the complexion of a Sumatran or
Malay and she spoke differently, with a big city accent – Jakarta, some
people thought, but no one was sure; it was difficult to understand what
she was saying. Someone asked her where she had come from and she
said, “From a place far away.” She asked direction to orphanage. She had a
baby. It was so silent and still that some people thought it was dead. There
was a toddler too, a little boy with glassy eyes that never blinked. The
villagers saw the woman walking along the path leading out to the hills,
along the rice field that were very green that year. The next day she was
gone and there were two children at the orphanage. This is all I know.’ (pp.
75-76)
As written on the novel when Margareth notices Adam’s face, “Earlier she had
noticed his eyes; shinny black beads for irises, the whites unnervingly white, not
tinged with jaundice like so many other local kids (p.86).”
Adam is very weak. When he is in orphanage, people do not want to pick
and adopt him because he is weak and in an unhealthy condition. Johan, his
brother always takes care of him in the orphanage. He has epilepsy and it affects
his lost memory. That is why Adam could not remember his past life in
orphanage, even the face of his brother – Johan.
I was holding my brother’s hand and suddenly I could feel it trembling. He
was looking out of the window and not saying anything but I knew
something was wrong. One of the Brothers came and put his hand on my
brother’s shoulder and his eyes went cloudy and he started to make a
noise. Not sobbing, but a weird sighing, and fell on the floor as if his leg

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
had not strength in them, and I tried to pick him up but his eyes had gone
blank, black and blank, and it frightened me. And I called his name over
and over again, but he wouldn’t stop, and the more the other people tried
to touch him, the worse he became. I ran to him and put my arms round
him and then he became to calm down, and I thought he was dying
(p.272).
In the paragraph above, Johan tries to tell Farah that Adam is a weak
person. He wants to take care of him all the time because his brother is unhealthy
boy. Thus, it is clearly stated that Adam is a weak person. The dialogue between
Adam and Din above shows that Adam is weak. He is easily tired. That is why he
felt so sick when he has to walk all day. In this case, Adam is insisted by Din to
walk around Jakarta and he could not stand of it,“‘you?’ Adam said, ‘me?’ his ribs
began to hurt again – a nasty twinge that ran down the side of his body every time
he breathed. He felt tired, and he did not wish to be a revolutionary (p.190).”
Adam is very easy infected by the disease. As cited on the novel,“Adam wished
the pain in his ribcage would go away. It made him feel weak and slightly teary,
and his head was beginning to spin(p.190).”
2.

Adam’s Personality Description
After conducting the analysis of Adam’s personal description, the writer

finds out that Adam is characterized as a smart, coward, introvert and
undetermined person.
a.

Smart
Adam is a very smart boy. He likes to read and notices something surround

him. He reads newspaper and books. He likes to learn something new and had

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
critical thinking about what he wanted to know and learn. He likes to listen to the
story about history and folktale.
As his fear of the objects in the shelves and looked at the pictures. He
could not read (that would come soon afterwards) but he spent much time
looking at pictures of lakes and forests that he knew were far away in cold
countries, for trees and hills did not look anything like the ones he saw
around him (p.8)
Sometimes, he lets Karl read and teach him, “Gradually, he allowed Karl
to read to him (p.9).” Adam is educated by Karl to live his life. It is proved on the
novel,“‘that’s not true,’ Adam said. ‘ I am educated. My Father taught me
everything – literature, music, even politics’ (p.148). ”
It could be seen from the way Adam reacts to something. Once, Adam
insists Karl to move in order to escape from post colonial situation. He knows
about post colonial situation, in fact, kids in his age like to play outside rather than
reading newspaper and listening to radio. Adam knows that Karl would be
arrested because he is a Dutch.
Adam knew that there were troubles elsewhere in Indonesia. He had heard
there was a revolution of some sort – not like once in France or Russia or
China which he had read about, but something fuzzier and more indistinct,
where no one was quite sure what needed to be overthrown, or what to be
kept. But those were problems that belonged to Java and Sumatra – at the
end of this country of island strung out across the sea like seaweed on the
shore. That was what everyone thought. Only Adam knew that they were
not safe (p.3).
A cited on the novel, “‘But –‘Adam tried to protest. He read the newspapers and
listened to the radio, and he knew that things were happening all across the
archipelago (p.3).”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
From the lines above, it could be seen that Adam likes to know something
new. He reads the newspaper and listens to the radio to get knowledge. He knows
everything happens in this country.
In finding his father he has instinct to open private properties of his father.
He tries to find clues about his father. In his life with his father, he does not know
deeply about his father. From the decision Adam makes, it could be concluded
that Adam is really smart. As cited on the novel, “ ‘In hunting for clues I violated
his privacy, I know, but I was desperate. I found this picture and then also this one
–’ (p.85).” Adam is decided to find clues from his foster father’s things. His
decision shows that he is a smart person.
b.

Coward
In facing his reality, Adam is very afraid. He is very scared in facing his

past and new life because he is worried that the story from his life would go, just
like when he is in the orphanage – he forget about the life there. As written on the
novel,“These were the stories that Adam loved above all others – the unofficial
history of Perdo; he clung to them dearly, afraid they would desert him (p.32). ”
He could not sleep because he has dreamless and he feels fear about that,
“It never happens, though, and his nights are clear and completely dreamless
(p.5).” He does not want to go for school because he is scared to social life. From
the dialogue between Adam and Karl, it could be seen that Karl knew Adam is
afraid to come to school,“ ‘Can’t I just stay at home and learn things from you,
pak?’ cried Adam, trying to stem his growing unease (p.34).”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
He spoke in a calm voice, yet Adam knew that Karl himself was not
convinced by what he was saying. ‘you’ll enjoy being with compatriots
your age. If ever you feel scared, tell yourself, ‘I’m just like everyone else
here (p.35).
It could be seen also that Adam is a coward from the scene that Adam
meets local boys who ask him for money. He does not move at all, even the local
boys push him until he fall down. As cited on the novel, “Adam tried to pick
himself up but his legs had turned to jelly; his face felt hot and he could not speak
(p.38).” He does not want to fight for himself until a girl from his school – Neng
defends him from them. As written on the novel, “Neng was trying to yank Adam
into a standing position but Adam’s legs were still weak (p. 39).”
Also, when his father Karl is arrested, he wants to fight for Karl but he is
afraid and remained silent. It is proved from one of the lines in the novel, “They
were just kids, Adam thought, just like me, only with guns (p.1).”
Stop. Adam wanted to call out, to scream for Karl to come back. Don’t
leave, he wanted to shout. But he remained silent and unmoving, shrouded
by the de