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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

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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

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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,

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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

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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:

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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:

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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.

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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

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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

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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,

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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

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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

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(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

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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

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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,

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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

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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

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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

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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.

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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

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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

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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

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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

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‘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

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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

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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

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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

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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,

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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,

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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

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