LYNETTE’S MOTIVATION TO FULFILL HER NEEDS
AS SEEN IN C. S. ADLER’S
SOME OTHER SUMMER
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Andreas Tri Prasetya
Student Number: 051214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
i
LYNETTE’S MOTIVATION TO FULFILL HER NEEDS
AS SEEN IN C. S. ADLER’S
SOME OTHER SUMMER
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Andreas Tri Prasetya
Student Number: 051214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
iv
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, 17 July 2012
The writer,
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Andreas Tri Prasetya
Nomor mahasiswa : 051214056
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
LYNETTE’S MOTIVATION TO FULFILL HER NEEDS AS SEEN IN C. S. ADLER’S SOME OTHER SUMMER
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 17 Juli 2012
Yang menyatakan
vi
ABSTRACT
Prasetya, Andreas Tri. 2012. Lynette’s Motivation to Fulfill Her Needs as Seen
in C. S. Adler’s Some Other Summer. Yogyakarta: English Language
Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
This study discusses the motivation of Lynette, the main character in C. S.
Adler’s Some Other Summer. The publicity of this novel was in 1982. This novel
tells about the struggle of a young girl who has no parents. The struggle of the
Lynette’s motivation to fulfill her needs?
There are three theories that are applied in this study. The first theories are character and characterization. The other theory is the hierarchy of human needs. By applying those theories in this study, it is expected that the problem formulation can be answered clearly. This is a library study. Compiling sources from books are the method that is used in this study. The very beginning step in this study was reading novel and then finding the theories that were suitable and applicable to this study. Relating the theories to the story was the next step that was done in this study. Analyzing the novel based on theories could be done afterward. The last step in this study was concluding the result of the analysis.
The first finding of this study shows that Lynette was a young-pretty-girl
who had no parent and lived with her uncle’s family. Lynette is described as an
impatient girl. In Some Other Summer, Lynette, the main character is described as the one who felt jealous. The other finding of this study is Lynette’s motivation to fulfill her needs. In Some Other Summer, Lynette was motivated to fulfill four
levels of human needs. Lynette’s motivation to fulfill the need of physiological need was the lack of trust that she was welcomed in Josh family. Lynette’s
motivation to fulfill the safety need was the disturbance she faced everyday. Another motivation is Lynette’s motivation to fulfill the love or belongingness need. Lynette was motivated to fulfill this need because Lynette felt the lack of mate and companion. She was also motivated because she felt that she belonged to no body. The last motivation is Lynette’s motivation to fulfill esteem need.
Lynette’s jealousy became her motivation to fulfill this level of need.
Keywords:
vii
ABSTRAK
Prasetya, Andreas Tri. 2012. Lynette’s Motivation to Fulfill Her Needs as Seen
in C. S. Adler’s Some Other Summer. Yogyakarta: Program Pendidikan
Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Studi ini membahas motivasi tokoh utama dalam buku Some Other
Summer yang dikarang oleh C. S. Adler. Buku ini diterbitkan pada tahun 1982.
Novel ini bercerita tentang perjuangan gadis muda yang sudah tidak memiliki orang tua. Perjuangan tokoh utama dalam menyelesaikan permasalahan hidupnya menjadi pusat pembahasan dalam studi ini. Akan tetapi, cakupan dari studi ini sedikit diperluas menjadi dua bagian yaitu karakter dan motivasi tokoh utama.
Ada dua pertanyaan yang telah dibuat agar studi ini tetap mengacu pada lingkup pembahasan. Pertanyaannya adalah: 1) Bagaimana tokoh Lynette dalam
Some Other Summer digambarkan? 2) Apa saja yang menjadi motivasi Lynette
untuk memenuhi kebutuhannya?
Dalam studi ini ada tiga teori yang digunakan. Teori yang pertama adalah teori character and characterization. Teori selanjutnya adalah hierarchy of human
needs. Tujuan aplikasi dari teori tersebut yaitu untuk menjawab pertanyaan yang
telah dibuat. Metode studi yang digunakan adalah studi pustaka. Pengumpulan sumber-sumber dari buku merupakan metode yang digunakan dalam studi ini. Langkah awal dalam studi ini adalah membaca novel dan kemudian mencari teori yang sesuai dan dapat diterapkan dalam studi ini. Langkah berikutnya adalah menghubungkan teori yang sudah didapatkan dengan cerita yang akan dianalisa. Analisa novel berdasarkan teori menjadi langkah berikutnya dalam studi. Dan langkah terakhir dalam studi ini adalah menyimpulkan hasil analisa.
Hasil analisa menunjukkan bahwa Lynette adalah gadis muda yang cantik. Lynette sudah tidak memiliki orang tua dan tinggal bersama keluarga pamannya. Lynette digambarkan sebagai gadis yang tidak sabar dan pencemburu. Hasil analisa berikutnya adalah motivasi Lynette untuk memenuhi kebutuhannya. Dalam kisah ini, Lynette termotivasi untuk memenuhi empat tingkat kebutuhan. Motivasi Lynette untuk memenuhi kebutuhan fisiologisnya yaitu kurangnya rasa percaya yang timbul bahwa Lynette dapat diterima dalam keluarga Josh. Motivasi Lynette untuk memenuhi kebutuhan akan keamanan yaitu adanya gangguan yang dihadapi Lynette setiap hari. Motivasi lainnya adalah motivasi Lynette untuk memenuhi kebutuhan akan cinta atau kebutuhan akan rasa memiliki. Lynette termotivasi untuk memenuhi kebutuhan ini karena Lynette merasakan kurangnya kehadiran pasangan atau kawan. Motivasi yang terakhir adalah motivasi Lynette untuk memenuhi kebutuhan penilaian akan dirinya. Dalam hal ini rasa cemburu yang timbul dalam diri Lynette menjadi motivasi Lynette untuk memenuhi tingkat kebutuhan akan penilaian akan dirinya.
Kata kunci:
viii
ACKNOWLEDGEMENTS
First of all, I would like to give my deepest gratitude to God for blessing
me. He is the One who always reminds me to finish my duty. I would like to
thank Him because I am just nothing without Him.
I would also like to express my gratitude to my Advisor V. Triprihatmini, S.Pd., M.Hum., M. A. for her suggestions, kindness, patience, and spare time so that I could finish my thesis. I would also like to thank all the lectures of English
Language Education Study Program.
I would like to give my other gratitude to my parents for their love,
support, and care. My deepest thankful goes to my beloved wife Maria Rosa Utami who always reminded me to finish my study and gave me companion. I would also thank my beloved daughter Yohana Fransiska Gratia Christabel
who gave me the motivation to finish my study. I would also like to express my
gratitude to my friends, Aditya Soni Setiawan, Leonardus Bayu A. P.,
Agustinus Harry Setiawan for their help and suggestion in finishing my thesis.
ix
CHAPTER II. REVIEW OF RELATED LITERATURE 8
A. Review of Related Theories 8
1. The Definition of Literature 8
2. Theory of Character and Characterization 9
x
B. Approach of the Study 29
C. Method of the Study 30
CHAPTER IV. ANALYSIS 31
A. Lynette’s Character 31
1. Young and Pretty 31
2. Lonely 33
3. Impatient 34
4. Jealous 36
B. Lynette’s Motivation to Fulfill Her Needs 39
1. Physiological Needs 40
2. Safety Needs 41
3. Love or Belongingness 43
4. Esteem Needs 48
CHAPTER V. CONCLUSION AND SUGGESTION 50
A. Conclusion 50
B. Suggestion 51
1. Suggestion for Further Research 52
2. Suggestion for Teaching Implementation 52
BIBLIOGRAPHY 53
APPENDICES 55
1. APPENDIX 1: Summary 56
2. APPENDIX 2: Lesson Plan 58
3. APPENDIX 3: Reading passage 60
4. APPENDIX 4: Handout 2 64
1
CHAPTER I
INTRODUCTION
This chapter consists of six sections. They are background of study,
problem formulation, problem limitation, objectives of the study, benefits of the
study, and definition of terms. The first section of this chapter, which is
background of the study, contains the topic of the discussion and the reason in
choosing the topic. Problem formulation contains the problems that are going to
be discussed in this thesis in the form of questions. The next section will be
problem limitation. In this section of this chapter, reader will find out the focus
and scope of the study. It is obviously related to the previous section, problem
formulation. In objectives of the study, the writer states the purpose of the study.
The next section of this chapter which is the benefits of the study identifies the
benefits for the reader and other researchers. The last section of this chapter will
be the definition of terms. In this section, the writer elaborates some key words
used in this study in order to avoid misunderstanding and misinterpretation.
A. Background of the Study
There are many reasons that can explain why people read any literary
works. There are a lot of literary works that we can find. It could include poetry,
poem, fiction and non-fiction. The word “read” means looking at and
understanding something written or printed. (“read”). The first reason why people
read literature is that literature introduces us to new worlds of experiences. (Ali,
our literary journey with books. The second reason is that “we may discover
meaning in literature by looking at what the author says and how he/she says it.”
(Ali, 2008) The way we interpret the message attracts us to read literary. Reader
might get various interpretations when reading a literary works by using some
approaches such as mythological, sociological, and psychological. Literature is
important to us because it speaks to us, it is universal, and it affects us. (Ali, 2008)
Those reasons, actually, explain why the writer studies literature. In this
study, writer limits the scope of the discussion of literature. This study discusses a
novel written by C. S. Adler. The title of the novel is Some Other Summer. This is
a fiction novel. This novel tells about a struggle of a girl named Lynette. She was
an orphan – her parents have passed away. She lived with her uncle, Josh. In this
story, Lynette felt that no one loved her. Josh had only few times to spend with
her. Josh’s wife, Mary, was busy of taking care of the ranch. Debbi, Josh’s
daughter, always hung out with her friends. Josh’s son, Eddie, always disturbed
her. The main character in this story felt that there was no one loving her. When
the summer came, Lynette expected her beloved man, Jeremy. During the summer
holiday, Jeremy spent his time to help Josh’s family. At that time, Lynette felt
more disappointed since Jeremy could not spend his time with her. When Jeremy
met Debbi, Lynette was very jealous. Debbi was much more beautiful than her,
and it seemed that Jeremy attracted to Debbi. Lynette tried to do many things to
go away from Josh’s family. Every time she tried, she always felt reluctant to do
There is a reason why the writer chooses C. S. Adler’s Some Other
Summer. Solving problem is not an easy task for a young girl, especially when she
never gets attention from surroundings people. Lynette, as the main character in
this novel, could not get most of her freedom. Maslow (1987) stated that there are
some freedom that should be fulfilled in living such as freedom to speak, freedom
to do what one wishes so long as no harm is done to others, freedom to express
oneself, freedom to investigate and seek for information, freedom to defend
oneself. (para. 22) Those things, actually, become the precondition for basic need
satisfactions. The writer is interested in choosing this novel because Lynette could
achieve the self-actualization level though she could not get most of her freedom.
To achieve the objective of analyzing C. S. Adler’s Some Other Summer,
the writer uses three kinds of theories. First of all, the writer uses the hierarchy of
human needs of Abraham Maslow. In this theory, Abraham Maslow divides the
needs into five levels. They are psychological, safety, love/belonging, esteem, and
self-actualization. In-depth discussion of this theory will be presented in chapter
two. By applying this theory, the writer is trying to show the struggle of the main
character in Some Other Summer to master her needs. Then, the theories that are
going to be used by the writer are character and characterization. This theory
gives description of Lynette’s struggle to reach top level of human needs. The
writer tries to figure out her struggle through her reaction, conversation, and the
way of thinking. According to Ikeda (1994), the description of the character can
(conversation of other character about the main character), and the way of
thinking (portrayal of thought stream or of conscious thought). (para. 18)
There are some reasons why the writer chooses those three theories. First,
the writer applies the hierarchy of human needs because this novel talks about the
needs of a person who wanted to fulfill the needs in her life. Second, by analyzing
the reaction, conversation, and the way of thinking of the main character, the
writer wants to give the detail of Lynette’s struggle or the effort to fulfill the needs
that she has not get yet.
B. Problem Formulation
Considering the objective of this study, there are some questions that are
going to be answered in this thesis as follows:
1. How is Lynette, the main character in Some Other Summer, characterized?
2. What is Lynette motivation to fulfill her needs?
C. Problem Limitation
To limit the scope of the discussion in this study, the writer will only be
focused on the main character in Some Other Summer. The writer will focus on
the Lynette’s motivation to fulfill the needs of her life. By understanding the
characterization of the main character in this novel, the writer expects to be able to
get the message that the author wanted to convey. The writer will try to reveal the
way of the author to show Lynette’s motivation to fulfill the deficit needs that
D. Objectives of the Study
In this thesis, the writer tries to focus on the way of the main character in
Some Other Summer solving her problem through her action. It means that the
writer intend to find out the way of Lynette as the main character to fulfill her
needs by giving the detail written in the novel. Every reaction, conversation,
behavior, and the way of thinking of Lynette that are related to the theory will be
used as the evidence to show her struggle to fulfill her needs. It will be the detail
of Lynette’s desire which drives her behavior to fulfill the needs in her life.
E. Benefits of the Study
This thesis will help the reader to understand the deficit level of needs that
Lynette has in her life in Some Other Summer. Reader can also learn to adapt the
hierarchy of human needs to get better understanding in reading novel. The writer
expects that the reader will get a better understanding on literary work. This thesis
can also be such kind of references for other students in literary study.
F. Definition of Terms
In analyzing Some Other Summer in this thesis, there are some key terms
that will be explained in this section. The objective is to avoid any
misinterpretation or misunderstanding that might happen when the reader reads
this thesis. Hopefully, by giving the explanation of some key terms, reader can get
a better understanding existentialism that is revealed through the characterization
definitions of some terms that can help reader to get a better understanding in
reading this study are as follows:
1. Character
The word "character" derives from the Greek verb charassein, meaning to
mark with a cut or furrow. (Baker, 2001) According to Webber (2006),
“An individual’s character is that person’s collection of character traits and
these can be defined as relatively stable dispositions to think, feel, and
behave in certain ways in certain situations.” According to Abrams (1981:
20), character is the person presented in a dramatic or narrative work, who
is represented by the reader as being endowed with moral and disposition
qualities that are expressed in what the character says (the dialogue) and
what the character does (the action). (as cited in Wijaya, 2008, p. 10) In
this study, character refers to Lynette’s moral and disposition qualities.
2. Characterization
Deborah Cannon (2004) stated that characterization is the human qualities
that we ascribe to a person: age, intelligence, sex, mannerisms, and speech
patterns. It is all about the traits that make somebody unique.
Characterization, according to Rohrberger and Woods (1971: 20), is the
process by which an author creates a character. (as cited in Wijaya, 2008,
p. 12) In this study, characterization refers to Lynette’s personal
description, character as seen by others, speech, conversation of others,
3. Motivation
Based on oxford dictionary, motivation means a reason or reasons for
doing something (“motivation”). Petri (1981) stated that motivation is the
concept we use when we describe the forces acting on or within an
organism to initiate and direct behavior (para. 3).
In-depth discussion of this theory will be presented in chapter two which is review
8
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter gives some explanations on the related literature upon the
study that have been introduced in the previous chapter. There are some topics
that are going to be discussed in this chapter. The first section of this chapter
reviews the related theories or theoretical description. In this section, there are two
topics that are going to be discussed. There will be the definition of literature,
theory of character and characterization, and hierarchy of human needs. The
second section in this chapter reviews theoretical framework of this study, which
explains the contribution of the theories in solving the problems.
A. Review of Related Theories
1. The definition of Literature
What is the definition of literature? That is the question that some people
might ask. Based on oxford dictionary, there are three definitions of literature. The
first definition is writings valued as works of art. The second definition is writings
on a particular subject. The last definition, the informal one, is printed material
giving information (“literature”).
The word literature has been used for imaginative works of poetry and
prose distinguished by the intentions of their authors and the perceived aesthetic
excellence of their execution. In other words, it is a verbal work. It can be both
written and oral that is related by subject-matter, by language or place of origin, or
Literature that means acquaintance with letters comes from Latin word,
littera (“literature”). In Western culture, the most basic written literary types
include poetry and prose, fiction and non-fiction. Wellek stated that literature or
letters were understood to include all writing of quality with any pretense to
permanence, while Mc Fadden stated that literature is a canon which consists of
those works in language by which a community defines itself through the course
of its history (as cited in Ali, 2008).
2. Theory of Character and Characterization
When reading literary work, reader wants to get understand in-depth what
he is being read. That is why reader should know the elements that could help
reader to understand the idea in the story. The elements that could help the reader
are plot, characters, dialogue, time, and place. In this section of the study, writer
explains the theory of character and characterization so that reader could get a
better understanding of the character when reading literary work.
a. Theory of Character
This section is divided into two. The first is the definition of character and
the second one is the classification of character.
1) Definition of Character
Character is one of important elements in literary works. Richard Gill in
his book Mastering English Literature (1995) stated that characters in books may
have all sorts of links with the people we meet everyday but we only meet them in
books (p. 127). Based on his statement, it can be concluded that a character is
Robert Stanton (1965) divided the use of term “character” into two ways.
First, character designates the individuals who appear in the story. The number of
characters created in a novel can be the sample of it. Second, character refers to
the mixture of interests, desires, emotions, and moral principles that makes up
each of these individuals. (p. 17)
2) Classification of Character
There are some experts that explain the term “character”. They also
classify the term “character” using their own terms that are different one and
another. Here, it will be explained some of them.
Based on the role in the story, Stanton, in his book Introduction to Fiction
(1965, p. 17-18), classifies the term “character” into two. They are central / major
character and minor character. Central or major character is a character that may
dominate the whole story and presented frequently to develop the main story and
it will never be developed without her/him. Minor character is presented to
explain and to help the other characters especially the major character. (as cited in
Baskoro, 2006, p. 7)
Perrine (1974, p. 71) classifies the term “character” into two categories.
They are static and dynamic character. Static character does not undergo any
changes in his or her outlook or personalities during the course of story as at the
beginning, while dynamic character is a character that undergoes many changes in
some aspects of the character in terms of personalities, ways of thinking, or
outlook from the beginning until the end of the story. (as cited in Wijaya, 2008, p.
Forster (1972, p. 18) uses different classification from Perrine’s. He
classifies the term character into flat and round characters. A single idea or quality
represents a flat character. It means that a flat character has only a monotonous
event or problem in the story. The representation of flat character does not give
too much individuality detail. A flat character can be fairly described in a single
phrase or sentence because in flat character, the personality is not described in
details. On the other hand, a round character is complex in temperament and
motivation. A round character is represented with subtle particularly. It is hard for
reader to guess such character. Round character usually may change in significant
way when he is facing a conflict.
Holman and Harmon use the same terms with Perrine. Holman and
Harmon (1986, p. 81) divide it into static and dynamic character. Similar to
Perrine, a static character is a character that has little changes or does not change
at all when a thing happens to her/him. On the other hand, a round character based
on Holman and Harmon explanation changes whenever a thing happens as the
result of the action. (as cited in Wijaya, 2008, p. 11)
In this study, the theory of character is needed to analyze Lynette as the
main character in Some Other Summer.
b. Theory of Characterization
What is the difference between character and characterization? This
question usually comes up in reader’s mind when he is trying to get an in-depth
understanding when reading literary works. Richard Gill (1995) a character is a
created (p. 127). In simpler way, it can be said that characterization is a method
and character is the product.
According to Rohrberger and Woods (1971, p. 20), characterization is the
process by which the authors create a character, the devices by which he makes us
believe that a character is like particular person he is. (as cited in Rianda, 2004, p.
15) Through characterization, the author uses some methods to show what the
character looks like in the story.
According to Murphy (1972), there are nine methods or devices that are
used to describe how an author conveys to the reader about the characters and the
personalities so that the characters understand them (p. 161-173). They are:
1) Personal description
The author describes a person’s appearances and clothes. Author can
describe clearly, what the characters are like and tell the reader the details
of the character’s appearance: the face, skin, eyes, and clothing (1972,
para. 161). It can be inferred that personality of a character can be reflected
from the external appearance. Here is the example taken from The Old
Man and The Sea:
The old man was thin and gaunt with deep wrinkles in the back of his neck. The brown blotches of the benevolent skin cancer the sun brings from its reflection on the tropic sea were on his cheeks. The blotches ran well down the sides of his face and his hands had the deep creased scars from handling heavy fish on the cords. (1953, p. 5)
From such description, reader can see the appearance of the person in this
story. The man in this story is described as an old man who has blotches on
2) Characters as seen by others
The author describes a character through the eyes and opinions of another.
The appearance and / or personalities of a character can be seen from what
the other characters in the story tell what they see from that character
(1972, para. 162-163). For example:
“I see that. Shows how dumb the boy is. You’re twice the girl Debbi is,
twice as pretty, too.” (1982, p. 60)
Based on the quotation above, reader can easily understand the appearance
of the person. The girl in this story is described as a pretty girl.
3) Speech
The author can give us an insight into the character of one of the persons in
the book through what the person says. Whenever a person speaks,
whenever he is in conversation with another, whenever he puts forward an
opinion, he is giving us some clues to his character (1972, p. 164). The
example that is quoted from Dickens’s Dombey and Son is as follow:
“Oh! Thank you Sir,” said Walter. “You are very kind. I’m sure I was not thinking of any reward, Sir.” “You are a boy,” said Dombey suddenly and almost fiercely; “and what you think of, or affect to think of, is of little consequence….” (as cited in Murphy, 1972, p. 164)
Based on the example given previously, we can understand the character of
Dombey. Dombey had little regard of anyone else’s opinions, least of all
for those of a mere boy (1972, para. 164).
4) Past life
By letting the reader learn something about a person’s past life the author
This can be done by direct comment by the author through the person’s
thought, through his conversation or through medium of another person
(1972, p. 166). In E. M. Forster’s A Passage to India, Mr McBryde, is
described as follow:
He had read and thought a great deal, and, owing to a somewhat
unhappy marriage, had evolved a complete philosophy of life ….
(as cited in Murphy, 1972, p. 167)
The unhappy marriage led McBryde to a philosophical outlook in the
present (1972, para. 167).
5) Conversation of others
The author can give clues to a person’s character through the conversations
of other people and the things they say about him (1972, p. 167). The
following example is taken from Graham Greene’s The Heart of the
Matter. In this quotation, a wife in the company of a younger man is
watching her husband, a police-officer, leave for an urgent official journey
up country. The quotation is as follow:
Side by side they watch Scobie cross the road to the police van. He had taken more whisky than he was accustomed to, and
perhaps that was what made him stumble, “They should have sent a younger man,” Wilson said.
“They never do. He’s the only one the Commissioner trusts.”
They watched him climb laboriously in, and she went sadly on.
“Isn’t he the typical second man? The man who always does the work.” (as cited in Murphy, 1972, p. 167)
In this story, from the conversation of Scobie’s wife we can gather the
character of Scobie. He was a hard-working, trustworthy man. Scobie is
‘second man’ who does the work for those already at the top. (1972, para.
167)
6) Reactions
The author gives a clue to a person’s character by letting the reader know
how that person reacts to various situations and events. (1972, p. 168) the
quality of a character might be expected to be shown when a character
deals with various situations and events that he encounter. The following
example is taken from E. M. Forster’s A Passage to India. In the following
quotation, there is an incident where Aziz, an Indian doctor, is arguing with
a servant at the door of a European official’s house when some people
came out. The example is as follow:
While they argued, the people came out. Both were ladies. Aziz lifted his hat. The first, who was in evening dress, glanced at the Indian and turned instinctively away. (as cited in Murphy, 1972, p. 168)
We can see that the doctor, Aziz, was polite, from the word ‘instinctively’
we learn that she was used to considering Indians, no matter who they
were, as unimportant and was prejudiced against them. (1972, p. 168)
7) Direct comment
In this method, the author describes or comments on a person’s character
directly. (1972, p. 170) It means that author might give comment explicitly
on the characters and opinion about the characters in the story. Usually, the
comment from the author is written in the story. Murphy (1972) gives an
example on this method. The example that is taken from Dombey and Son
The following example is:
He had imagined that the proud character of his second wife would have been added to his own – would have merged into it, and exalted his greatness. He had pictured himself haughtier than ever,
with Edith’s haughtiness subservient to his. He had never
entertained the possibility of its arraying itself against him. And now, when he found it rising in his path at every step and turn of his daily life, fixing its cold, defiant and contemptuous face upon him, this pride of his, instead of withering, or hanging down its head beneath the shock, put forth new shoots, became more concentrated and intense, more gloomy, sullen, irksome, and unyielding, than it had ever been before. (p. 171)
In this quotation, Mr. Dombey’s characters are proud, haughty, unyielding,
and sullen, and his nature is clearly drawn for us. (1972, para. 171)
8) Thoughts
The author gives reader direct knowledge of what a person is thinking
about. In this method, he is able to do what he cannot do in real life. He
can tell reader what different people are thinking (1972, p. 172). There is a
quotation from The Heart of the Matter that can be used to help the reader
to understand this method. The following quotation is:
… He thought to himself, poor Louise, if I had left it to her, where
should we be now? And he admitted straight away that they
wouldn’t be here – somewhere far better, better climate, better pay, better position. (as cited in Murphy, 1972, p. 172)
Based on the previous quotation, we know that in Scobie was sorry for his
wife.
9) Mannerism
The author describes a person’s mannerism, habits or idiosyncrasies which
may also tell us something about his character. (1972, p. 173) In this
Murphy (1972), in his books gives an example on the application on this
method.
In Lawrence Sterne’s novel, Tristam Shandy, we meet that
marvelous old character Uncle Toby. Uncle Toby is an old soldier living in retirement. However, his peculiarly is that he cannot forget the days when he fought in the great battles of the European wars. He has maps and plans of all the battles and behind his house he has an open space where with the help of his manservant, he refights the campaigns of his young days with model soldiers and toy cannons. Nearly all his talk and all his references are to these battles. He is a lovable old eccentric living in the past. (p. 173)
3. Motivation
Petri (1981, p. 3-4) in his book Motivation: Theory and Research states
motivation is the concept we use when we describe the forces acting on or within
an organism to initiate and direct behavior. He mentions that people often use the
concept of motivation to indicate the direction of behavior. For example, when
someone is hungry, he directs his behavior in ways to get food. Similar to Petri,
Robert Beck states that motivation is broadly concerned with the contemporary
determinants of choice (direction), persistence, and vigor of goal-directed
behavior (as cited in Larasati, 2009, p. 10).
Maslow also developed a motivational theory that emphasizes the striving
to reach one’s full potential as basic to human motivation and includes additional
motives besides self-actualization (1981, p. 301). According to Maslow, human
behavior is related to the needs (as cited in Akrani, 2010). It can be described that
when someone needs something, he will direct his behavior to fulfill his need.
Maslow classifies human needs in a hierarchy running from basic
Based on Maslow’s observation, there are five levels of human needs –
physiological needs, safety needs, belonging needs, esteem needs, and
self-actualization. The following levels of human needs based on Abram Maslow are:
1) Physiological Needs
This is the starting point for motivation theory developed by Abraham
Maslow. In simple way, physiological needs include need for food, water, and sex
(as cited in McClelland, 1985, p. 41). Maslow states that there are customary
notions about these needs: first, the development of the concept of homeostatis
and second, the finding that appetites (preferential choices among foods) are fairly
efficient indication of actual needs or lacks in the body (1987, p.15). Based on
Maslow’s explanation, homeostatis refers to the body’s automatic efforts to
maintain a constant, normal state of the blood stream (1987, p. 15). Cannon
(1932) described this process for the water content of the blood, salt content, sugar
content, protein content, fat content, calcium content, oxygen content, constant
hydrogen-ion level, and constant temperature of the blood. (as cited in Maslow,
1987, p. 15) Young (1941, 1948) summarized the work on appetite in its relation
to body needs. If the body lacks some chemical, the individual will tend to
develop a specific appetite or partial hunger for that missing food element (as
cited in Maslow, 1987, p. 16).
This level of human need, actually, is the most prepotent of all needs.
Maslow states that it means specifically is that in the human being who is missing
everything in life in an extreme fashion, it is most likely that the major motivation
what has been stated by Maslow, we can conclude that a person who is lacking of
safety, love, and esteem would most probably hunger for food more strongly than
for anything else. When these needs are met, the next need of the hierarchy
emerges as a dominant force in controlling and directing behavior (as cited in
Petri, 1981, p. 303).
2) Safety Needs
Safety needs, based on Maslow’s explanation, include security, stability,
dependency, protection, freedom from fear, anxiety, and chaos, need for structure,
order, law and limits, strength in the protector. Maslow describes that whole
organism is a safety-seeking mechanism (1987, p. 18). People who live in
peaceful, stable, good society are safe enough from wild animals, chaos, and
criminal assault. In these circumstances, someone no longer has any safety needs
as active motivators in his life. Maslow states that the need for safety is seen as an
active and dominant mobilize of the organism’s resources only in real
emergencies, such as war, disease, crime waves, or chronically bad situations
(1987, p. 19). Based on the previous explanation, we can conclude that the safety
needs can become very urgent on the social scene whenever there are real threats
to law, to order, to the authority of society.
Maslow states that the threat of chaos or of nihilism can be expected in
most human beings to produce a regression from any higher needs to the more
prepotent safety needs (1987, p. 19). It seems to be true that people who are living
near the safety line are particularly disturbed by threats to authority, to legality,
3) Love or Belongingness
Maslow explains that the love needs involve giving and receiving
affection. When they are unsatisfied, a person will feel keenly the absence of
friends, mate, or children and such person will hunger for relations with people in
general. (1987, p. 20) It can be assumed that a person who is living in this
condition will strive with great intensity to fulfill the need of love as the main
goal. Maslow stress that love is not synonymous with sex. (1987, p. 21) As what
has been stated previously, sex is studied as physiological need. It is determined
not only by sexual but also by other needs, which are love and affection.
There are only few explanation from Maslow related to belonging needs.
Maslow has a believe that the tremendous and rapid increase in training groups,
personal growth groups, and intentional communities may in part be motivated by
unsatisfied hunger for contact, intimacy, and belongingness. (1987, p. 20)
4) Esteem Needs
It cannot be denied that people have a need for a stable, firmly based, for
self-esteem, and for the esteem of others. Maslow classifies esteem needs into two
subsidiary sets. The following subsidiary sets are:
a) the desire for strength, achievement, adequacy, mastery and
competence, confidence in the face of the world, and independence
and freedom. (1987, p. 21)
b) the desire for reputation or prestige, status, fame and glory,
dominance, recognition, attention, importance, dignity, or
Satisfaction of self esteem need leads to feelings of self-confidence, worth,
strength, capability, and adequacy, of being useful and necessary in the world.
(1987, p. 21) Maslow states that the most stable and therefore most healthy
self-esteem is based on deserved respect from others rather than on external fame or
celebrity and unwarranted adulation. (1987, p. 22)
5) Self-Actualization
Maslow states the behavior of the self-actualized person is motivated by a
new set of needs, which are values such us truth, honesty, beauty, and goodness.
(as cited in Petri, 1981, p. 305) Petri says that self-actualized individual is no
longer motivated by deficiencies but is motivated to grow and become all that he
or she is capable of becoming. (1981, p. 305) This level of need stimulates people
to test their abilities and expand their horizon. The term “self-actualization” is,
actually, developed by Kurt Goldstein (1939).
It refers to people’s desire for self-fulfillment, namely, the tendency for them to become actualized in what they are potentially. This tendency might be phrased as the desire to become more and more what one
idiosyncratically is, to become everything that one is capable of becoming. (as cited in Maslow, 1987, p. 22)
There are some characteristic of the self-actualized person. Maslow states
14 characteristics of self-actualized person. They are more efficient perception of
reality and more comfortable with it, acceptance of self, others and nature,
spontaneity, problem centering, detachment (need for privacy), independence
from culture and environment, continued freshness of appreciation, mystic
democratic character structure, means and ends, philosophical, and creativity. (as
cited in Petri, 1981, p. 305-309)
There are some exceptions in the hierarchy of human needs. Maslow states
that there are 7 exceptions in the hierarchy of human needs. The exceptions are as
follows:
1) There are some people in whom, for instance, self-esteem seems to be
more important than love. (1987, p. 26)
2) The innate creativeness of a person might appear not as self-actualization
released by basic satisfaction, but in spite of lack of basic satisfaction.
(1987, p. 26)
3) In certain people, the level of aspiration may be permanently deadened or
lowered. (1987, p. 26)
4) The so-called psychopathic personality is another example of permanent
loss of the love needs. (1987, p. 26)
5) Another cause of reversal of the hierarchy is that when a need has been
satisfied for a long time, this need may be under-evaluated. (1987, p. 26)
6) Another partial explanation of apparent reversals is seen in the fact that we
have been talking about the hierarchy of prepotency in terms of
consciously felt wants or desires rather than behavior. (1987, p. 27)
7) Perhaps more important than all these exceptions are the ones that involve
ideals, high social standards, high values, and the like. (1987, p. 27)
Theoretical discussion on hierarchy of human needs developed by Maslow
one need is satisfied, then another emerges. Maslow states that such statement
give the false impression that a need must be satisfied 100 percent before the next
emerges. (1987, p. 27)
This theory is associated with human motivation. One of the exception
states that hierarchy of prepotency in terms of consciously felt wants or desires
rather than behavior. In this exception, Maslow states that there are many
determinants of behavior other than the needs and desires. (1987, p. 27) Though
Maslow states it so, needs and desires still become the determiner factors of
behavior. In association with motivation, the act to initiate and direct behavior is
the concept to describe motivation. In this term, the emergence of needs or desires
directs one’s behavior to fulfill the needs of that person. In simpler way, it can be
said that the desire of someone to fulfill the need will be the reason why someone
is motivated to behave in particular way.
B. Theoretical Framework
In this section, writer mentions the theories that are used in this study and
its contribution in solving the problem of this study. The writer has given a bit
description of the contribution of the theories in chapter one. The first theory is
theory of characterization. Theory of characterization is applied to answer the first
problem formulation of this study. The methods that are used by the author are
analyzed in this step. There are nine methods of characterization that can be used
by an author to give a description or to tell the personalities of a character in a
story. Each method will give a contribution in analyzing the character of a person
The next theories are character and the hierarchy of human needs. These
theories are applied to answer the second problem formulation in this study. The
first theory, in this step, is theory of character. In this step, this theory is used to
analyze the character development. Character development needs to be analyzed
because, in this study, character development could show the existence of a
motivation. The second theory in this step is the hierarchy of human needs. This
theory states five levels of human needs. In this study, the analysis is focused on
the Lynette’s motivation to fulfill her needs. The needs are categorized into the
25
CHAPTER III
METHODOLOGY
There are three sections that are included in this chapter. They are object of
the study, approach of the study, and method of the study. In object of the study,
the writer explains the general thing discussed in the novel. Approach of the study
discusses the approach that is used to analyze this novel. This section includes
description of the approach, reason of selecting the approach, and the application
of the approach related to this study. The last section of this chapter, which is the
method of the study, explains the method that the writer applies in conducting this
study.
A. Object of The Study
This study analyses a novel titled Some Other Summer. This novel, which
is written by C. S. Adler, was published in United States of America by
Macmillan Publishing Co., Inc. in 1982. This novel consists of 126 pages and is
divided into 16 chapters.
This novel is a fiction novel. The main character in this story is Lynette.
This novel tells about a struggle of a young girl named Lynette. She was an
orphan. Her parents have passed away. She lived with her uncle’s family. Her
uncle name was Josh. Josh had a wife named Marie, and two children named
The author, in this novel, tried to describe the behavior of the main
character to fulfill the need the main character herself. It is shown in the behavior
of the main character.
In this story, Lynette is described as a young girl. She was given the
responsibility to take care of the mares. When Lynette took care of the mare,
Eddie came and disturbed the mare. The mare snorted with surprise. She tried to
catch him and wanted to hit him, but then he said that he would tell Uncle Josh
what Lynette did to him. Lynette replied his threat by saying that she would tell
Marie what Eddie did to the mare. Eddie was not afraid of Marie. Marie was
Eddie’s step mother. Josh only married Marie so that she could take care of his
horse. After that, Lynette let Eddie go. When she was thinking about Eddie,
suddenly she remembered Jeremy. She thought that Jeremy would help her.
Jeremy was going to come in few days later. She took care of the mare while
imagining Jeremy. It had been three years that they did not meet each other. Now,
she had been expecting for his coming.
When she got back home, she met Eddie there. Eddie always liked to
disturbed Lynette. This time, he started it with a polite question for Lynette
whether she still mad of him or not. After few time having chatted, Eddie started
being naughty. They had quarrel and it was ended by his leaving and tearing
Lynette’s blouse. She was very angry. She wailed and slapped Eddie as hard as
she could across his face, and then let him go. She went upstairs and laid herself
In the twilight, when she woke up, Uncle Josh called her and told that she
had a visitor. It was Jeremy. Uncle Josh had gone to the bus station to pick him
up. Lynette, who has round, dark eyes fringed with thick, black lashes, took a look
at herself in the mirror and brushed her hair with a pink plastic hairbrush, and then
went downstairs. She was surprise and happy at the same time. Suddenly, Eddie
came. Jeremy was wondering the left hand print on Eddie’s face. Eddie began to
tell everybody about what Lynette had done to him. He told everyone as if he did
not do anything bad.
After Jeremy’s stuff was taken to Eddie’s room, Lynette asked Jeremy to
go with her to see Penny, the mare. During their way to the stall, they talked about
the problem raised there. Lynette sometimes had a nightmare. She dreamt that she
was in a van with horses. She thought that Uncle Josh would get rid of her
because she was only his niece, not Josh’s own child. When she had a nightmare,
Debbi would get into bed with her to comfort her. She realized that Uncle Josh
had been so nice to her. She did not want to ask anything to him.
When they continue walking, Jeremy said that Lynette has changed a lot.
They were talking about what Lynette had done to Eddie. He made Lynette
thought that she was brute. A few moments having such conversation, Lynette
asked Jeremy to stop talking about Eddie. Lynette said that she was not a mean
person. She did so because she has to punish Eddie. They changed their topic after
that. Lynette only listened to what Jeremy said.
The next day, they were all busy with their work in the ranch. Lynette
more. When the day of Debbi’s arrival came, Josh asked Jeremy to spend
sometimes with Lynette. Debbi was Josh’s daughter. She had been out for a week.
Lynette felt very happy at that time, but then suddenly it was ruined. Eddie
wanted to join them. They rode horses. During their way, Lynette heard very
shocking information about Jeremy. Eddie asked Jeremy whether he had a
girlfriend or not, and Jeremy said that he had one. It broke Lynette’s feeling.
After few time having sightseeing, they wanted to get back home.
Suddenly, the horse Eddie rode ran out of control. Lynette and Jeremy tried to
catch him, but unfortunately Eddie fell from the horse. Lynette was very worried
about him, thought there was nothing bad happened to Eddie. When Lynette took
Eddie home, she heard Debbi’s voice. Debbi was Eddie’s sister. Lynette spent
some time to have a short conversation with Debbi and then get back to the
paddock to see the horses. She blamed herself for letting Eddie got hurt, but she
was surprised when Marie said that the accident was not because of her
carelessness. A few moments after, Lynette got back home and found Jeremy had
already been at home and chatted with Debbi. She felt very jealous.
One day, there was a fire burnt the forest. Everyone was busy to take the
fire off. Suddenly, Lynette remembered of Eddie. She tried to look for Eddie
everywhere, but finally she could find him in the barn. Eddie was there to watch
his fort. He was sad when he found the fort was burnt. Then Lynette confessed her
bad. She told Eddie that she had destroyed the fort before it burnt down. At that
time, they started to confess their bad and forgive each other. Eddie promised to
Next day, when Lynette woke up, she heard Josh’s voice. Josh accused
Jeremy for setting the fire. Then Lynette got down from the upstairs and stated
that she was the one who set the fire. She was very sorry. She begged Josh for not
sending him to the jail. Josh apologized Lynette and he would pretend that no one
has set the fire. Lynette was wondering why Josh did that. She had given Josh
enough excuse to get rid of her. Starting from that moment, Lynette felt
something different. For the first time, she had no doubt that she was welcomed.
She belonged to Josh’s family.
When the day of Jeremy’s leaving came, Jeremy asked Lynette to take
walk before his leaving. He told that everything that Lynette had told was true. He
came there because he couldn’t find any place better to go. He asked Lynette to
forgive him. Lynette could forgive him and she still wanted to be his friend. She
could only wait some other summer when Jeremy would come back again and
would start to love her.
B. Approach of the Study
In analyzing C. S. Adler’s Some Other Summer, the writer applied
psychological approach to get a better understanding. The objective is to get a
better understanding on the human behavior.
By applying this psychological approach, the writer could analyze the
motivation change happened on the main character in C. S. Adler’s Some Other
Summer. Daiches (1981) stated that psychological approach is used to show the
329). In simple way, it can be inferred that psychological approach is used to
analyze human nature.
C. Method of The Study
The writer applied some steps in conducting this study. First of all, the
writer read the novel Some Other Summer to understand the content of the story.
Writer also took notes of some important points to help the writer in analyzing the
novel while reading the novel. The next step was formulating problem
formulation so that the writer can focus on the things that are discussed in this
study. After formulating problem formulation, the writer looked for the theories
that are suitable and can be applied in this study. In this step, the writer read the
book titled Motivation and Personality that is written by Abraham H. Maslow.
Most of the books that are used in this study are in the form of pdf files. The
fourth step was analyzing the novel. The writer focused the analysis based on the
problem formulation that had been formulated previously. The last step in this
study was formulating the conclusion of the discussion of this study. The
conclusion contains some suggestions that could be used by other readers who
31
CHAPTER IV
ANALYSIS
This chapter presents the analysis of the study. It contains the finding in
this study or the answer of the problem that has been formulated in Chapter I. This
chapter will be divided into three sections. They are Lynette’s character, the
relation between characterization, motivation, and human needs, and Lynette’s
motivation to fulfill her needs. Every analysis presented in this chapter will be
based on the theories that have been stated previously in Chapter II.
A. Lynette’s Character
According to Murphy, a character can be described or created using nine
methods or devices. They are personal description, characters as seen by others,
speech, past life, conversation of others, reactions, direct comment, thoughts, and
mannerism. However, in this study, there are only some methods that are used to
help the writer to analyze the main character.
1. Young and Pretty
C. S. Adler, in Some Other Summer, does not give enough description of
the main character. Some evidences written in Some Other Summer can be used
to have the description of Lynette. Murphy (1972) stated that author can describe
clearly, what the characters are like and tell the reader the details of the
character’s appearance (p.161). This method is used to describe the appearance of
twelve-year-old girl at the beginning of the story. It can be seen in the first chapter in the
novel. “She was almost thirteen, and ….” (p. 5) In this part, the author uses
personal description method to describe the appearance of Lynette. Based on the
description, reader can imagine the appearance of a teenager.
Murphy (1972) stated that an author describes a character through the eyes
and opinions of another (p. 162). It means that the appearance and / or
personalities of a character can be seen from what the other characters in the story
tell what they see from that character (para. 1972. p. 162-163). There are some
evidences that can be used as the description of Lynette. The author writes the
physical appearance of Lynette.
She ran to the high, narrow dresser with the mirror above it that was set just right for Debbi who was tall, but too high for Lynette to see anything below her nose. Round, dark eyes fringed with thick, black lashes stared at her as she brushed her shiny hair with quick strokes of the pink plastic hairbrush. Debbi said she was pretty. (p. 14)
It was a comment from Uncle Josh in which Lynette told him that she
thought that Jeremy loved Debbi.
I see that. Shows how dumb the boy is. You’re twice the girl Debbi is, twice as pretty, too.
Josh! The extravagant compliment amazed her. You know I’m not.
Sure you are. Just you wait. Soon as you hit fifteen, sixteen, Jeremy’s
gonna have to stand in line to get a word with you. (p. 60-61)
The quotations above are the evidences of Lynette’s description. Character
as seen by others is the method that is applied in analyzing the quotation above.
Lynette was a short girl with shiny hair. The speech of other characters can also
be the method to describe the character of Lynette. Here, in this section, Debbi’s
Based on the previous information, it can be inferred that Lynette, the main
character, was a pretty-twelve-year-old-young girl. Those are the only things
conveyed by the author related to Lynette’s personal description.
2. Lonely
Reader can learn something about a person’s past life. When conveying the
past life of a character in the story, author gives us a clue to events that have
helped to shape a person’s character (Murphy, 1972, p. 166).
Lynette, in Some Other Summer, was an orphan. She had lived with her
uncle’s family for almost six years. Josh was the only family she had.
She didn’t have any other family. Her father had disappeared when she was five. Her mother had drowned when she was seven. (p. 32)
“The cozy memory returned of snuggling against her mother while her
mother read to her from The Little Prince. A few memories like that were
left.” (p. 108)
Lynette had lived with her uncle’s family since she was seven years old. Lynette
was a twelve-year-old girl. Based on the quotation above, Lynette had lived with
her uncle’s family for almost six years.
The loneliness of Lynette can also be seen from the direct comment written
in the novel.
Marie wasn’t comfortable except around horses. Josh was too busy and
careless – and she? She didn’t really belong to anyone except maybe to Jeremy. (p. 11)
The fort kept Jeremy away from her during the daytime hours.... (p. 78-79)
Though Lynette was taken care by Josh family, she did not get any
companion from that family. Josh’s family had taken care of Lynette since her
Lynette. She could not feel the love of Josh’s family. Josh and Marie were too
busy out there to do something for the living of the family. Debbie was too busy
with her boyfriend and Eddie was too hateful to live with. Those are the evidence
that can lead us into the conclusion that Lynette in Some Other Summer was being
lonely.
3. Impatient
Murphy (1972) stated that the speech of a character can give reader
description on the character himself. It is the way of the author in giving an
insight into the character of one of the persons in the book through what the
person says. The conversation or any speech given by the character gives us some
clues to the character. (para. 164-166) Conversation of others and reaction can
also be used by the author to convey the character of a person in the story.
In this story, Lynette was a girl who was always bothered by Josh’s son
Eddie.
“Eddie Michael John Barber! That was the worst trick you ever played on me.” (p. 2)
“I found that spider you spider you scared Penny with.” (p. 9)
Though Lynette tried to stay calm, Eddie did not want to stop disturbing
her. He always did anything to make Lynette angry.
“Give me that, Eddie, “Lynette screeched, so furious that she caught up with him. She grabbed for her blouse. He hung on tightly. “Let go,” she
ordered. He wouldn’t. the ripping sound stunned her. The blouse had torn straight up the back. (p.10)
At the beginning, Lynette always handled the disturbance she had calmly.
She tried to threaten Eddie so that Eddie could leave her. In this level, she showed
a conscious mental activity.
“You promise never to do a thing like that to Penny again, or I’ll smack you,” Lynette threatened. (p.2)
“A little menace is what you are. You’re the one picks on me. Why are you so mean to me, Eddie? You don’t bug Debbi half as much as you do me.” (p. 2)
“I’ll tell Uncle Josh what you did.” (p. 3)
“All right, then,” Lynette said. “I’ll speak to Marie. She won’t let you get away with doing anything to horses.” (p. 3)
She sighed, and let him up. (p. 3)
At this level which shows a conscious mental activity, Lynette tried to
consider the pleasure principle. Pleasure principle is related to an impulsion to
obtain satisfaction for the instinctual needs (Guerin, 2005, p. 156). This principle
is associated with law of logic.
By the time goes by, it seemed that Eddie did not want to stop bothering
Lynette. It made Lynette lost her patience. It can be shown from the
conversations, thoughts, and the reaction of Lynette.
“I hate you, you horrible brat,” she wailed and slapped him as hard as she
could across his face. (p. 10)
She couldn’t let him get away with hurting Penny. She’d teach him a
lesson no matter what Jeremy thought. (p. 97)
Once Lynette lost her patience, she gave punishment to Eddie.
Lynette felt like an executioner waiting for the right time to carry out a
sentence. She didn’t like the feeling, but she was determined to see justice
done. (p. 104)
Methodically, she kept hacking away at the weakest-looking boards,
herself and whacked as hard as she could, then pried the ends of the boards loose from the posts. (p. 106)
Based on the evidence given previously, Lynette always showed id as her
mental process. It shows untamed passion. The objective of this mental process is
a self-pleasure. Lynette thought logically. If she can ask Eddie to leave her, she
will feel satisfied. It was her pleasure to stay away from any disturbance that was
made by Eddie. The untamed passion of Lynette shows clear description that
Lynette was an impatient teenager.
4. Jealous
In relation to Maslow’s theory, this story tells about Lynette’s love story.
In Some Other Summer, Lynette loved someone whose name is Jeremy. He was
Lynette’s old friend.
She worked in silence, thinking about the last time she had seen Jeremy. It was three years ago. She’d been invited to stay with his family and him in Boston for one brief weekend when Josh was moving them from New Mexico to New York. (p. 5)
There are some methods used by the Adler to tell the reader about
Lynette’s love story. Here, in Some Other Summer, Lynette was so much in love
with Jeremy. There are some clues that can lead us to the assumption that Lynette
was falling in love with Jeremy.
“Jeremy!” She whispered when she saw him. Her heart swelled with love.
She wanted to run and hug him, but she didn’t dare. She had to get reacquainted first. (p. 14)
The reaction of Lynette is one of methods used by Adler to show that Lynette
loved Jeremy. The following quotation is the other methods used by Adler to