THE MEANING OF LOVE AS EXPERIENCED, BY QUEEN ATTOLIA, THE MAIN CHARACTER OF MEGAN’S THE QUEEN OF ATTOLIA

  THE MEANING OF LOVE AS EXPERIENCED, BY QUEEN ATTOLIA, THE MAIN CHARACTER OF MEGAN’S THE QUEEN OF ATTOLIA A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Thekla Ragam Reko Satiti

  Student Number: 071214044

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

  THE MEANING OF LOVE AS EXPERIENCED, BY QUEEN ATTOLIA, THE MAIN CHARACTER OF MEGAN’S THE QUEEN OF ATTOLIA A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Thekla Ragam Reko Satiti

  Student Number: 071214044

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

  A Sarjana Pendidikan Thesis

  THE MEANING OF LOVE AS EXPERIENCED BY QUEEN ATTOLIA, THE MAIN CHARACTER OF MEGAN’S THE

QUEEN OF ATTOLIA

  By Thekla Ragam Reko Satiti

  Student Number: 071214044 Approved by

  Sponsor Drs. Antonius Herujiyanto, M.A, Ph.D

  20 November 2013

  A Sarjana Pendidikan Thesis on

  

THE MEANING OF LOVE AS EXPERIENCED BY QUEEN

ATTOLIA, THE MAIN CHARACTER OF MEGAN’S THE

QUEEN OF ATTOLIA

  By THEKLA RAGAM REKO SATITI

  Student Number: 071214044 Defended before the Board of Examiners on 10 December 2013 and Declared Acceptable

  

Board of Examiners

  Chairperson : C. Tutyandari, S.Pd., M.Pd. _____________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. _____________ Member : Drs. Ant. Herujiyanto, M.A., Ph.D. _____________ Member : Henny Herawati, S.Pd., M.Hum. _____________ Member : Drs. Bambang Hendarto, M.Hum. _____________

  Yogyakarta, 10 December 2013 Faculty of Teachers Training and Education Sanata Dharma University Dean,

  THIS THESIS IS DEDICATED TO :

  

STATEMENT OF WORK’S ORIGINALITY

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

  Yogyakarta, 10 December 2013 The Writer

  Thekla Ragam Reko Satiti 071214044

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Sanata Dharma: Nama : Thekla Ragam Reko Satiti Nomor Mahasiswa : 071214044

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

  

THE MEANING OF LOVE AS EXPERIENCED BY QUEEN ATTOLIA, THE MAIN

CHARACTER OF MEGAN’S THE QUEEN OF ATTOLIA

  beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan 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: 10 Desember 2013 Yang menyatakan

  

ABSTRACT

  Satiti, Thekla R R. (2013) The Meaning of Love as Experienced by Queen Attolia,

  

The Main Character of Megan’s The Queen of Attolia. Yogyakarta: English

Education Study Program, Sanata Dharma University.

  This study deals with The Queen of Attolia, a novel written by Megan Whalen Turner. This novel tells about the love story of a queen named Attolia and a thief. Queen Attolia hangs people planning to betray and attack her. The queen does these things because she has a bad experience in her life before: she finds out that her former fiancé and father-in-law plan to depose the King’s power, Queen Attolia’s father. Then, she gets the information that her father die, and she takes revenge on her fiancé by poisoning him, until he die. Since then, she never believes in anyone any more. She will do cruel things to everyone that is planning to betray her. In the meantime, there is a thief named Eugenides who tries to steal something precious from Queen Attolia’s palace. The Queen arrests him. She almost hangs him on the wall where she usually hangs her prisoners, but she changes her mind and cuts off his right hand instead. As time passed by, the Queen happens to fall in love with the thief.

  The aim of the study is to find out the meaning of love as experienced by Queen Attolia. There are two questions to be answered in this study. The first question is “How is queen Attolia described in the novel?” The second one is “What is the meaning of Queen Attolia’s love?”.

  The theories used are theory of character and characterization, theory of personality, theory of love, theory of katresnanism and theory of motivation. The approach used is psychological approach. The primary data of this study is the novel itself, The Queen of Attolia, while the secondary ones are: literary books, psychology books, related books, and the internet.

  Having analyzed the novel, it can be concluded that Queen Attolia is described as cruel, smart, attentive, calm, beautiful, jealous, cautious, avengeful and confident. Secondly, Queen Attolia’s love is triggered by her feelings of pity for Eugenides. This means that her love is to redeem and pay for her feeling guilty for cutting off Eugenides’ right hand.

  It is recommended that future researchers explore and analyze more about love, which is experienced by the thief, Eugenides. It is also suggested that the novel be used as the material to teach Prose II in English Department Study Program of Sanata Dharma University.

  Keywords: novel, Queen Attolia, and the meaning of love.

  

ABSTRAK

  Satiti, Thekla R R. (2013) The Meaning of Love as Experienced by Queen Attolia,

  

The Main Character of Megan’s The Queen of Attolia. Yogyakarta: Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

  Studi ini berkaitan dengan novel The Queen of Attolia yang ditulis oleh

Megan Whalen Turner. Novel ini menceritakan tentang cinta seorang ratu yang

kejam, Attolia dan seorang pencuri. Ratu menggantung orang yang berencana

akan mengkhianati dan menyerang dia. Dia melakukan ini karena pengalaman

buruknya di masa lalu: dia megetahui mantan tunangan dan mertua nya

berencana melengserkan kedudukan sang Raja, ayah ratu Attolia. Kemudian, dia

mengetahui kabar bahwa ayahnya telah meninggal, dia membalas dendam

dengan meracuni tunangannya. Sejak itu, sang ratu tidak pernah memepercayai

siapapun. Dia melakukan kekejaman kepada siapapun yang berencana

mengkhianati dia. Seorang pencuri yang bernama Eugenides mencuri barang

berharga dari istana Queen Attolia. Namun, sang ratu menangkapnya. Sang ratu

hampir menggantungnya di tembok dimana sang ratu biasa menggantung

tawanannya, namun sang ratu berubah pikiran dan memotong tangan kanan

pencuri itu. Berjalannya waktu, sang ratu akhirnya jatuh cinta dengan pencuri

itu, Eugenides.

  Tujuan dari penelitian ini adalah untuk mengetahui arti sebuah cinta yang

dialami oleh Queen Attolia. Ada dua pertanyaan untuk dijawab dalam studi ini,

yang pertama adalah “Bagaimana ratu Attolia digambarkan dalam novel

tersebut?” Pertanyaan yang kedua adalah “Apakah arti dari cinta seorang ratu

Attolia?”.

  Teori yang digunakan adalah teori karakter, metode perwatakan, teori

kepribadian, teori katresnanism dan teori motivasi. Pendekatan yang digunakan

adalah pendekatan psikologi. Sumber utama yang digunakan adalah novel itu

sendiri, The Queen of Attolia. Selain itu, sumber yang kedua adalah buku-buku

literatur, buku-buku psikologi, buku-buku yang terkait, dan dari internet.

  Setelah menganalisa, dapat disimpulkan bahwa ratu Attolia dideskripsikan

bahwa dia kejam, perhatian, tenang, cantik, pencemburu, berhati-hati,

pendendam dan percaya diri. Kedua adalah arti cinta seorang ratu Attolia yaitu

cinta yang disebabkan oleh perasaan kasihan kepada Eugenides. Ini juga

diartikan bahwa cinta ratu Attolia bermakna cinta yang terjadi karena ingin

menebus perasaan bersalahnya karena telah memotong tangan kanan pencuri itu.

  Penulis dapat menganalisa dan membahas lebih lanjut tentang cinta yang

dialami oleh pencuri tersebut, Eugenides. Disarankan bahwa novel dapat

digunakan sebagai materi untuk mengajar Prose II jurusan Pendidikan Bahasa

Inngris, Universitas Sanata Dharma.

  

ACKNOWLEDGEMENTS

  Firstly, I would like to say that this is a great relief for my family and I that I have finally finished this thesis. Therefore, my deepest gratitude goes to Jesus Christ and His Mother for their real love, guidance and blessing that always come to my life, especially in the hard times in finishing this thesis.

  Grateful thanks go to Drs. Antonius Herujiyanto, M.A., Ph.D. my sponsor who has given much time and patience to help me finish my thesis. I really thank him for his support, motivation and energy in giving me feedback through the process of writing this thesis.

  My sincere love goes to my beloved parents Stephanus Subijono and Martha Sri Utari for their love, prayers, patience, and motivation so that I could face all of those troubles in finishing my thesis. I also send my love to my sisters Kian and Nian, brothers Ikrar and Ajie, brothers-in-law Lidi and Santoso, sister-in-law Agnes, niece and nephew Koleta, Alodia, and Pandya for supporting and giving me motivation in many ways.

  I would also like to give my deepest gratitude to Wiwit Hendra Asmara S.Pd., Krisna Septa Bernanda S.Pd., Adesti Komalasari S.Pd., and Sister Margareth as my language consultants who were willing to proofread this thesis.

  I address my deepest thanks to all my friends: Khares, Indah, Ika, Martha, Yulita, Niko, and Bretyan for being my kind companions in struggling to finish Sasongko, Dwi, Bang Gondrong and all of PBI students whom I could not mention one by one, thank you for being nice friends through the wonderful time of studying in PBI; dek Vero, dek Ayu, Mita, Eka, Niea, Niar for being my loyal friends by coloring my life; Kost Yadara 516, Ijog, I’is, Moniq, Ucil, Widha, Sasa, Ika, Friska, Tika, Titin, Pika, Tina, Ima, Vanya, Rani, Dela, Olin, Indah, and Ditya for being my roomates who make my day.

  I also would like to address my thanks to my beloved coworkers in PKBM Angon; Istoto, Yulia, Valen, Emi, Nana, Nugroho, Hana, Witri, Ping, Angga ‘06, Cahya, Haya, I’ik, Liliana, Mega, Vena, Vivin, Theo, Ginong, and Rini ‘06 for being there to share happiness, sadness, knowledge, teaching experience, and love with me. Next, I address my thanks to Phillipe De Kezel for giving me more motivation and jokes to make me alive.

  Last but not least, I would like to say thanks to those whose names I could not mention one by one for their support and help. May the Lord always be with all of us.

  Thekla Ragam Reko Satiti

  

TABLE OF CONTENTS

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

  APPROVAL PAGES .............................................................................................. ii DEDICATION PAGE............................................................................................ iv STATEMENT OF WORK’S ORGINALITY ........................................................ v

  

PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi

  ABSTRACT.......................................................................................................... vii

  

ABSTRAK ............................................................................................................. viii

  ACKNOWLEDGEMENTS ................................................................................... ix TABLE OF CONTENTS....................................................................................... xi LIST OF APPENDICES ...................................................................................... xiv

  CHAPTER I. INTRODUCTION ............................................................................ 1

  1.1 Background of the Study ............................................................................... 1

  1.2 Objective of the Study ................................................................................... 3

  1.3 Problem Formulation..................................................................................... 4

  1.4 Benefits of the Study ..................................................................................... 4

  1.5 Definition of Terms ....................................................................................... 4

  CHAPTER II. REVIEW OF RELATED LITERATURES .................................... 7

  2.1.2 Methods of Characterization................................................................... 8

  2.1.3 Theory of Personality............................................................................ 10

  2.1.4 Psychological Approach ....................................................................... 11

  2.1.5 Theory of Love ..................................................................................... 15

  2.1.6 Theory of Motivation............................................................................ 17

  2.1.7 Theory of Katresnanism ....................................................................... 20

  2.2 Theoretical Framework ............................................................................... 22

  CHAPTER III. METHODOLOGY ...................................................................... 23

  3.1 Object of the Study...................................................................................... 23

  3.2 Approach of the Study................................................................................. 24

  3.3 Method of the Study .................................................................................... 24

  CHAPTER IV. ANALYSIS ................................................................................. 26

  4.1 The Characterics of Attolia ......................................................................... 26

  4.1.1 Cruel...................................................................................................... 27

  4.1.2 Smart..................................................................................................... 33

  4.1.3 Attentive................................................................................................ 37

  4.1.4 Calm...................................................................................................... 39

  4.1.5 Beautiful................................................................................................ 40

  4.1.8 Cautious ................................................................................................ 44

  4.1.10 Avengeful............................................................................................ 45

  4.1.11 Confident ............................................................................................ 46

  4.2 The meaning of Queen Attolia’s love ......................................................... 47

  4.2.1 Surface meaning of Queen Attolia’s love............................................. 48

  4.2.2 Deeper meaning of Queen Attolia’s love ............................................. 50

  CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS.......................................................................................... 55

  5.1 Conclusions ..................................................................................................... 55

  5.2 Implications ................................................................................................. 56

  5.3 Suggestions.................................................................................................. 57 REFERENCES...................................................................................................... 58 APPENDICES ...................................................................................................... 61

  

LIST OF APPENDICES

  Appendix 1 : Summary of The Queen of Attolia................................................... 61 Appendix 2 : The Biography of Megan Whalen Turner ....................................... 63 Appendix 3 : Sylabus of Prose II .......................................................................... 65 Appendix 4 : Lesson Plan ..................................................................................... 67 Appendix 5 : LearningMaterial ............................................................................ 70

CHAPTER I INTRODUCTION This chapter consists of five sections: The first is Background of the Study

  which elaborates some reasons for choosing the topic discussed in this study. The second is Objective of the Study which explicitly states the aim of this study. The third is Problem Formulations which consists of two questions, describes the problems that will be analyzed. The fourth is Benefits of the Study which is dealing with the advantages and benefits of this study. The fifth is Definition of Terms which deals with the meaning of certain words or expressions used in this study.

1.1 Background of the Study

  There are many ways to express one’s thoughts and feelings. Literary works are the examples of one’s expression, such as seen by poems, novels and plays. According to Lombardi (2010), “Literature represents a language or people’s culture and tradition. It introduces us to new worlds of experience.” By reading literary work, people can get the author’s ideas and thoughts. Therefore, by analyzing the intrinsic and extrinsic aspects of the literary work, the reader can understand the work deeper. Literature is interesting for learners in learning language because learners could learn about other cultures, easily express their

  In this study, the writer chooses a novel, entitled The Queen of Attolia by Megan Whalen Turner. This novel enables the writer to imagine the story well while reading it because the author wrote the novel in detail. Shepard says that a novel is considered to be good on having best stories should be a strong theme, a fascinating plot, a fitting structure, unforgettable characters, a well-chosen setting, and an appealing style.

  There are three interesting things about the novel, The Queen of Attolia. First, through this novel the author can drive the readers to think that Queen Attolia is so cruel. Second, this novel can make the readers wonder why the thief, Eugenides has to steal a man, a queen, and peace. Third, it also brings them into the author’s imagination in how Eugenides faces a wild world and in how Queen Attolia lives a complicated life, and she falls in love with the thief, Eugenides.

  According to Murphy (1972), “Novel is the ideal practised and read form of literature in the world today.”(p.127). Murphy has 15 varieties of novel; The

  

Early Novel, Adventure, Horor and The Macabre, Crime and Detection, Mystery,

Spy and Espionage, Historical, Humorous, War, Western, Satirical, Romance,

Saga, Science Fiction, and Animal. In this novel, the writer can find two varieties

of the novel: adventure and romance.

  First, Adventure: some central characters usually go through all sorts of unusual and dangerous adventures, they are usually in search of hidden wealth.

  While involving in some hazardous mission, they are caught up in some as a part of his adventure in stealing. He has hidden but he is caught. Then he has to face a ruthless life which is the Queen of Attolia cuts off his right arm.

  Second, Romance: This type of novel is principally about the course of the love between a man and a woman, and usually it can unite two lovers. (p.131).

  Romance is the topic that the writer chose because it is the most varied that can be found in the story of the novel The Queen of Attolia, which is the love between the thief, Eugenides and Queen Attolia. Love which could make Queen Attolia realize how cruel she is.

  This study aims to find out the meaning of Queen Attolia’s love, the main character in the novel. According to Duvall (1966), “Love does not simply spring forth some moonlight night without warning” (p. 47). Love speaks with many accents, so different as to be foreign one to another and also appears in many ways, which is something that can happen between two people who are in love. Duval (1966) states that “Love is a language that expresses everything from poetry to profanity.” (p.25).The objective of the study is to find the meaning of love as experienced by Queen Attolia, the main character of Megan’s The Queen of Attolia.

1.2 Objective of the Study

  The objective of the study is to find the meaning of love as experienced by Queen Attolia, the main character of Megan’s The Queen of Attolia.

  1.3 Problem Formulation

  Based on the background, two problems can be formulated as follows:

  1. How is Queen Attolia described in the novel?

  2. What is the meaning of Queen Attolia’s love?

  1.4 Benefits of the Study

  The writer expects that this thesis will become one of the information which is beneficial for others in understanding the extrinsic of the novel, especially for the general readers, the students of English Language Education Study Program. The writer also hopes that this study can be used as a material for the lecturers of English Language Study Program of literature, to use this novel

  

The Queen of Attolia to teach Book Reports, Reading, Prose, Paragraph Writing,

  and Introduction to Literature. Moreover, the writer hopes that this study can help people who are interested in literature.

  1.5 Definition of Terms

  The following part is the meaning of certain words used in the study. The purpose is to avoid misunderstanding, ambiguities, and vagueness in perceiving some important terms in this research.

  1.5.1 Love

  According to Anapol (2011) “Love is bigger than you are. You can invite love, but you cannot dictate how, when, and where love expresses itself. You can even find yourself loving people you do not like at all”.

  Love happens between a queen and a thief. Especially, the writer wants to tell about the Queen’s love, how the queen of Attolia could love the thief though she really hates him and Eugenides’ queen. She even cuts the thief’s right hand. It is said in the novel that Queen Attolia loves him and accepts his proposal to marry him.

  1.5.1 Tradition

  According to Shils (1981), tradition means something that is inherited from the past to the present. If something lasts only for a short time then it cannot be called a tradition. However, if it can last for three generations then it can be called a tradition (pp. 12-15). In this study, the writer utilizes this definition to tell the readers that in Eddis there is a tradition, thieves.

  1.5.3 Motivation

  According to Weber and Morris (1990), motivation means an inner directing force – a need or want – that arouses the organism and directs toward a goal (p.408). Furthermore, White et al. (1975) say that motivation refers to the writer utilizes definition of motivation to tell the readers that there are some reasons and desires behind Queen Attolia’s action in loving the thief, Eugenides.

1.5.4 Katresnanism Herujiyanto said that the idea of this theory is ‘giving is receiving’.

  Positive thinking becomes the central of theory of katresnanism. When a lover has a positive thinking along her/his relationship, it will guarantee such a long lasting relationship. Positive thinking can be a tool to build such a divine love that means yours and mine are one. In this study, the writer utilizes definition of

  

katresnanism to tell the readers that Queen Attolia can feel think positively of

Eugenides which makes her believe and love him.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with theories and approaches as well as contexts of the

  primary data. This chapter consists of two sections. The first section provides a review of related theories which are going to be used. The second section of this chapter provides the theoritical framework which explains the steps in conducting this research.

2.1 Review of Related Theories

  This section deals with theories, which comprise the fundamentals of the analysis of this study. They are theory of character, theory of characterization, theory of personality, psychological approach, theory of motivation and theory of love. According to Young (1945), a theory is an abstract and general statement of fundamental principles designed to explain particular events or facts which we know concretely (p. 276).

2.1.1 Theory of Character

  Character is one of the most important elements in a work of literature to see the main character in The Queen of Attolia deeper. It will help the readers to action in a story (p. 17). According to Abrams (1981), a character is “an individual who exists in a dramatic or narrative work and he/she has moral dispositional qualities that can be seen from his/her dialogue and action. Dialogue and action have important roles in understanding the characters” (p. 21). There are two kinds of character in the fictional story according to Milligan (1983). They are called major character and minor character.

  A major character is the most important character in a literary work. He plays a very important role because everything he does becomes the content of the story. A major character becomes the centre of the story because he endures problems, conflict, happiness, sorrow, etc. Through his actions, the reader knows the author’s message of the story. The minor characters are the characters that plays less important role than the major characters. Their appearances support the main character to develop the story so that they appear only in a certain setting. They do not endure the problem of the story (p. 155). In this study, the writer focuses on Queen Attolia’s characterizations, Queen Attolia whom the writer wants to know about her process of falling in love with the thief, Eugenides.

2.1.2 Methods of Characterization

  Rohrberger and Woods (1971) state that characterization is an author’s creative process in creating a character. This process consists of describing the character’s physical appearance, style, manner, thought, action and other’s ways of the author to make his or her characters understandable, which are as follows: First is personal description. It means that the author can describe the person’s appearance and clothes in the story. The author describes what the characters are like and tells the reader the details of the characters’ appearance; body/build, the face, skin colours, eyes, hair and clothing.

  Second is character seen by the other characters. It means that the author can describe a character through the eyes and opinions of other people in the story. The reader gets as it were, a reflected image. In other words, the author describes a character in the story by letting other people in the story make opinions about the character him or herself.

  Third is speech. It means that the author can give the reader an insight into the character of one person in the story through what the person says. Whenever a person speaks, whenever he is in the conversation with the others, whenever he puts forward an opinion, he is giving his readers a clue to his character.

  Fourth is past life. It means that the author lets the reader learn something about a person’s past life, the author can give the readers a clue to events that have helped to shape the person’s characters. This way can be seen through the direct comment from the author, person’s thought, conversation or the medium of another person.

  Fifth is conversation of other characters. It means that the author can give and the things they say about the character itself. The clues that the readers have, comes from the characters’ conversation.

  Sixth is reaction. It means that the author can give the readers a clue about the person’s characters by letting the readers know how that person reacts to the various situations and events. Therefore, through this reaction, the readers can understand the mental and moral qualities of the person in the story.

  Seventh is direct comment of the author. It means that the author can describe or comment on a person’s character in the story directly. In this way, the reader will understand more easily what kind of people are in the story.

  Eight is thoughts. It means that the author can give the readers direct knowledge of what a person in the story is thinking about. Here, the author is able to do what the author his or herself cannot do in the real life. The author also can tell the readers what different people are thinking.

  Ninth is mannerism. It means that the author can describe a person’s mannerisms, habits, or idiosyncrasies, which may also tell us something about his character (p. 160-173).

2.1.3 Theory of Personality

  Hurlock (1974) says that human life consists of two aspects, namely individual and social aspects. The individual aspect concerns with the physical changes and individual’s personality development. Individual’s personality experience within his family and the important events that happened outside the home or the social aspect (pp. 19-20).

  Allport (1970), in Pattern and Growth in Personality, says that “cultural ways, social situation, and individual’s role within social systems plays role in individual’s development personality” (pp. 194-195). He explains that a child usually requires cultural ways. He grows to accept the roles, which appropriate to his status within the family, but later, he finds himself playing many assigned roles within many social systems. His behaviour is modified within limits by every social situation he encounters.

  In Personality Theory and Research, Pervin and John (1997) say that there

  are some environmental determinants that influence individual’s personality, such as culture, social class, family, and peers. They also mention three ways in which parents influence their children’s behaviour. They present situations that elicit certain behaviour in children like frustration leads to aggression. Second is, that parents serve as role models for identification. Third, is that parents selectively reward behaviour (pp. 11-14).

2.1.4 Psychological Approach

  An approach will guide us to understand the nature, function and the possible value of literary work. According to Rohrberger and Woods, there are five critical approaches which can be implemented in analyzing a literary work. approach applies psychology to explain human motivation, personality and behavior pattern written in literary objects in analyzing the literary works (pp. 13- 17). In this study, the psychological approach is chosen to help the writer analyzing Queen Attolia’s personality development and motivation in loving Eugenides.

  According to Lester Crow and Alice Crow, psychology is often said as the study of human behavior and the progress of man’s self development. Human behavior and development are influenced by the environment and the potential that man have. That is why psychology can be said as the study of personality.

  (pp. 228-231) According to Freud’s Psychoanalytic Theory of Personality that is written by Cherry, personality is composed of three elements. These three elements of personality, known as the id, the ego and the superego, work together to create complex human behaviours.

2.1.4.1 The Id

  The id is the only component of personality that is present from birth. This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviours. According to Freud, the id is the source of all psychic energy, making it the primary component of personality. The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants,

  However, immediately satisfying these needs is not always realistic or even possible. If we were ruled entirely by the pleasure principle, we might find ourselves grabbing things we want out of other people's hands to satisfy our own cravings. This sort of behaviour would be both disruptive and socially unacceptable. According to Freud, the id tries to resolve the tension created by the pleasure principle through the primary process, which involves forming a mental image of the desired object as a way of satisfying the need.

2.1.4.2 The Ego

  The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in the conscious, preconscious, and unconscious mind. The ego operates based on the reality principle, which strives to satisfy the id’s desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses.

  In many cases, the id’s impulses can be satisfied through a process of delayed gratification, the ego will eventually allow the behaviour, but only in the appropriate time and place. The ego also discharges tension created by unmet impulses through the secondary process, in which the ego tries to find an object in the real world that matches the mental image created by the id’s primary process.

2.1.4.3 The Superego

  The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society—our sense of right and wrong. The superego provides guidelines for making judgments. The superego acts to perfect and civilize our behaviour. It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. The superego is present in the conscious, preconscious and unconscious. According to Freud, the superego begins to emerge at around age five. There are two parts of the superego:

  1) The Ego Ideal

  The ego ideal includes the rules and standards for good behaviours. These behaviours include those, which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment.

  2) The Conscience

  The conscience includes information about things that are viewed as bad by parents and society. These behaviours are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse.

  3) The Interaction of the Id, Ego and Superego

  With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength to refer to the or too little ego strength can become too unyielding or too disrupting. According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego.

2.1.5 Theory of Love

  Elkrief (2013) says that love is complete acceptance: When someone comes to us and we allow him without any belief that they aren’t good enough, without any belief that they would be “better” if they were different, this is love.

  In Popova’s collection of Famous Definitions from 200 Years of Literary History, she found in Stendhal’s fantastic (1822), which he notes that love is like a fever which comes and goes quite independently of the will. There are no age limits for love.

  Sternberg (1986) comes up with a Triangular Theory of Love. The underlying idea of this theory is that love can be dissected into three main parts: intimacy, passion, and decision/commitment (pp. 119-135).

  2.1.5.1 Intimacy This encompasses feelings of closeness, connectedness, and boundaries.

  With passion, there is the initial infatuation, the strong emotions, and the attraction. It involves a high level of trust between two individuals

  2.1.5.2 Passion

  This encompasses drives that lead to romance, physical attraction, and

2.1.5.3 Commitment

  This encompasses, in the short term, the decision to remain with another, and in the long term, the shared achievements and plans made with that other.

  Commitment is the most volitional of the three, the decision to take steps to maintain the love and the relationship.

  The table of combination of intimacy, passion, and commitment from Stenberg will help the writer to analyze the problem formulations easily.

  Table I. Types of love

  combinations of intimacy, passion, and commitment Intimacy Passion Commitment

  Liking or Friendship

    Infatuation

   Empty love Romantic love   Companionate love

    Fatuous love   Consummate love    The types of love can be simplified by using this table. Different stages and types of love are explained, as follows:

  

1) Liking or Friendship: It is intimacy, in which a person feels a bond, warmth,

and a closeness with another but not passion or long-term commitment.

  2) Infatuated Love: It is passion. 3) Empty Love: It is commitment without intimacy or passion.

4) Romantic Love: It bonds individuals emotionally through intimacy and

  

5) Companionate Love: It is intimacy and commitment. It is non-passionate

  type of love that is stronger than friendship because of the element of long- term commitment. The love ideally shared between family members is a form of companionate love, as is the love between close friends who have a platonic but strong friendship.

  

6) Fatuous Love: It is commitment and passion, its commitment is motivated

largely by passion without the stabilizing influence of intimacy.

  

7) Consummate Love: It is passion, intimacy, and commitment, which is the

  complete form of love. Consummate love is theorized to be that love associated with the “perfect couple”. (Stenberg 1987; p. 341).

2.1.6 Theory of Motivation

  The basis of Maslow’s motivation theory (1954) is that “human beings are motivated by unsatisfied needs, and that certain lower factors need to be satisfied before higher needs can be satisfied. According to Maslow, there are general types of needs (physiological, survival, safety, love, and esteem) that must be satisfied before a person can act unselfishly. He called these needs “deficiency needs”. As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self-actualization. Satisfying needs is healthy, while preventing gratification makes us sick or act evilly”. (pp. 80-122)

  As a result, for adequate workplace motivation, it is important order needs like safety and physiological requirements have to be satisfied in order to pursue higher-level motivators along the lines of self-fulfilment. As depicted in the following hierarchical diagram, sometimes called “Maslow’s Needs Pyramid” or “Maslow’s Needs Triangle”, after a need is satisfied it stops acting as a motivator and the next need one rank higher starts to motivate.

  (pp. 123-154)

  Self-Actualization Esteem Needs Social Needs Safety Needs Physiological Needs

2.1.6.1 Self-actualization

  Self-actualization is the summit of Maslow’s motivation theory. It is about the quest of reaching one’s full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow. Self-actualized people tend to have motivators such as truth, justice, wisdom, and meaning. Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization.

  2.1.6.2 Esteem Needs

  After a person feels that he “belongs”, the urge to attain a degree of importance emerges. Esteem needs can be categorized as external motivators and internal motivators. Internally motivating esteem needs are those such as self- esteem, accomplishment, and self-respect. External esteem needs are those such as reputation and recognition. Some examples of esteem needs are recognition (external motivator), attention (external motivator), social status (external motivator), accomplishment (internal motivator), self-respect (internal motivator), and success. Maslow later improved his model to add a layer in between self- actualization and esteem needs: the need for aesthetics and knowledge.

  2.1.6.3 Social Needs

  Once a person has met the lower level physiological and safety needs, higher level motivators awaken. The first level of higher level needs is social needs. Social needs are those related to interaction with others and may include friendship, acceptance, affection, belonging to a group, and giving and receiving love.

  2.1.6.4 Safety Needs