ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON
IN LEE’S
TO KILL A MOCKINGBIRD
A Thesis
Presented as a Partial Fulfillment of the Requirements
to Obtain theSarjana Pendidikan Degree
in English Language Education
By
PUTUT SRI SABDONO
Student Number: 001214154
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ATTICUS’ MOTIVATION IN DEFENDING TOM ROBINSON
IN LEE’S
TO KILL A MOCKINGBIRD
A Thesis
Presented as a Partial Fulfillment of the Requirements
to Obtain theSarjana Pendidikan Degree
in English Language Education
By
PUTUT SRI SABDONO
Student Number: 001214154
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
MOTTO
“The journey of one thousand miles must
begin with a single step.”
-Chinese Proverb-
“The future belongs to those who believe
in the beauty of their dreams.”
-Eleanor Roosevelt-
GOD answers our pray in three ways:
First, He says…..Yes!
He gives us what we want
Second, He says….NO!
He gives us the better one
Third, he says….Wait!
He will give us in the right time
vi
ACKNOWLEDGEMENTS
Above all, my supreme gratitude goes to my JC (Jesus Christ) for His
assistance and eternal love in giving me inspiration to finish my thesis. Without
Him I am hopeless.
My immense gratitude and tribute go to Dra. Wigati Y. Modouw,
M.Hum., as my major sponsor, for her patience, criticisms, and contributions in
assisting my thesis writing. My endless thanks go to Nugraha Krisdiyanta, S.Pd,
M.Hum. I thank him for criticizing my work.
I excessively will bestow my life for people I love to whom I share my
thoughts in completing my study. My next deepest gratitude goes to my beloved
father and mother who have looked after me. I thank for their prayer, love,
patience, understanding, trust, and everything they have given to me. Thanks also
to my beloved sister “Brigita”, my brother “Firdaus”, and my dearest niece
“Dita” for their support and spirit. You all are the best thing I have ever had.
A friend is someone who will do anything to cheer you up. I do not only
have a friend, but many friends beside me who always cheer my thesis writing
days with their encouragement, smiles and laughter. I especially bestow my
gratitude to Mr. Gondrong and his wife for their helpfulness and friendship,
Danang (99) for the sharing and inspiration, P. Widyawan (Benjo), Boen2,
Black, Yoyok, Gomar, Rosa, Mera, Adam and Zita, Teddy and Telly, Ika and
Yoseph, for their helpfulness and friendship for all the times, along with the other
vii
names cannot be mentioned, who have ever come in to my life. Thanks for all the
special moments we share and for the encouragement in the last minutes. You all
will be always noted in the history of my life.
May God bless them all!
viii
TABLE OF CONTENTS
TITLE PAGE ... i
PAGE OF APPROVAL ... ii
PAGE OF BOARD OF EXAMINERS... iii
STATEMENTS OF WORK’S ORIGINALITY ... iv
MOTTO ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ... viii
ABSTRACT ... xi
ABSTRAK ... xii
CHAPTER 1 INTRODUCTION 1.1. Background of the Study ... 1
1.2. Objectives of the Study ... 5
1.3. Problem Formulation ... 5
1.4. Benefits of the Study ... 5
1.5. Definition of Terms ... 6
CHAPTER 2 REVIEW OF RELATED LITERATURE ……….. 7
2.1. Theory of Literature ... 7
2.1.1. Theory of Character and Characterization ... 7
2.1.2. Psychological Approach ... 11
ix
2.3. Theoretical Framework ... 20
2.4. Criticism ... 21
CHAPTER 3 METHODOLOGY………. 23
3.1. Subject Matter ... 23
3.2. Approach ... 25
3.3. Procedure ... 26
CHAPTER 4 ANALYSIS ... 27
4.1. The Characters of Atticus Finch ... 27
4.1.1. Being Courageous ... 28
4.1.2. Being Honest ... 29
4.1.3. Being Kind and Loving Father ... 30
4.1.4. Being Intelligent ... 34
4.1.5. Being Democratic ... 36
4.2. The Motivation of Atticus Finch in Defending Tom Robinson ... 37
4.2.1. Motivation toward His Children ... 39
4.2.1.1. To Teach his Children about Being Kind and Sympathetic Person ... 39
4.2.1.2. To Teach his Children about Fair Attitudes and Democracy... 41
x
4.2.1.4. To Teach his Children about Keeping
Promise and Bravery... 47
4.2.2. Motivation toward Society ... 50
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS... 51
5.1. Conclusions ... 51
5.2. Suggestions ... 52
5.2.1. Suggestions for the Future Researchers ... 52
5.2.2. Suggestions for Teaching Writing Using Literature ... 53
BIBLIOGRAPHY ... 56
xi
ABSTRACT
Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
This study discusses a novel entitledTo Kill a Mocking Bird.The objective of writing this thesis is derived from the writer’s curiosity to find out the motivation of Atticus, a white lawyer in defending Tom Robinson, a black defendant in a trial. There are two problems related to the topic of this thesis (1) How is Atticus Finch’s character revealed in the novel? (2)What are Atticus Finch’s motivations in defending Tom Robinson in the trial?
In order to answer the problems, the writer uses the psychological approach because this study focuses on the main character’s motivation, which belongs to the psychological aspect. Moreover, the approach involves the psychological theories, especially Maslow’s theory of motivation, which supports the analysis towards the main character, Atticus Finch. There are two sources used: primary and secondary sources. To Kill A Mockingbird, the novel, is the primary source in this study. The secondary sources are obtained from books on literature and psychology.
From the application of the theory of characterization by Murphy (1971), the writer can infer that Atticus Finch is a courageous man. He is also an honest gentleman. Atticus is also described as a kind and loving father to his children. Besides, he is also an intelligent man. His cleverness has saved his family from any trouble. He is also a democratic person. He is able to treat his children the way he treats other people.
By applying Bootzin’s theory of motivation and Maslow’s theory of hierarchy of needs, the writer can infer that Atticus’ motivation in defending Tom Robinson are divided into two forms. The first is the motivation toward his children. Atticus motivations in defending Tom Robinson are to teach his children about life. He wants to teach them about being kind to other and being sympathetic to other. He also wants to teach them about fair attitudes and democracy. He also trains them to have self-acceptance. Atticus also gives example to his children to have faith on their promises and being courageous. Another motivation that motivates Atticus in defending Tom Robinson is that he wants to wake his society from a dream that whites are perfect and clean. He wants to tell them that whites are as bad as black people. White are not saints. He wants to tell the ugly truth that whites are also as sinful as blacks.
xii
ABSTRAK
Sabdono, Putut Sri. (2007). Atticus’ Motivation In Defending Tom Robinson In Lee’s To Kill A Mockingbird. Yogyakarta: English Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
Penelitian ini membahas sebuah novel berjudulTo Kill a Mocking Bird. Tujuan penulisan skripsi ini bermula dari keingintahuan penulis untuk mengetahui motivasi Atticus, seorang pengacara kulit putih, dalam membela Tom Robinson, seorang tahanan berkulit hitam dalam sebuah persidangan. Ada dua masalah yang berhubungan dengan topic skripsi ini (1) Bagaimanakah karakter Atticus Finch diungkapkan dalam novel? (2) Apakah Motivasi Atticus Finch dalam membela Tom Robinson dalam persidangan?
Untuk menjawab permasalahan itu, penulis menggunakan pendekatan psikologi karena penelitian ini terfokus pada motivasi karakter utama yang termasuk dalam aspek psikologi. Terlebih lagi pendekatan tersebut menggunakan teori-teori psikologi khususnya teori motivasi oleh Maslow yang mendukung analisis terhadap karakter utama, Atticus Finch. Ada dua sumber yang digunakan, sumber utama dan sumber tambahan. Novel To Kill a Mockingbird, adalah sumber utama dalam penelitian ini. Sedangkan, sumber-sumber tambahan diperoleh dari buku-buku kesusastraan dan psikologi.
Berdasarkan pengaplikasian teori pengkarakterisasian Murphy (1971), penulis berpendapat bahwa Atticus Finch adalah orang yang berani. Dia juga seorang yang jujur. Atticus juga digambarkan sebagai seorang ayah yang baik dan mencintai anak-anaknya. Dia juga seorang yang pandai. Kepandaiannya telah menyelamatkan keluarga dari berbagai masalah. Dia juga seorang yang demokratis. Dia mampu memperlakukan anak-anaknya seperti dia memperlakukan orang lain.
Dengan mengaplikasikan teori motivasi dan teori hirarki kebutuhannya Maslow, penulis berpendapat bahwa motivasi Atticus dalam membela Tom Robinson dibagi menjadi dua. Pertama adalah motivasi dia terhadap anak-anaknya. Motivasi Atticus dalam membela Tom Robinson adalah untuk mengajari anak-anaknya tentang kehidupan. Dia ingin mengajari mereka tentang berbuat baik dan bersimpati kepada orang lain. Dia juga ingin mengajari mereka tentang bersikap adil dan demokratis. Dia juga melatih mereka untuk memiliki sikap menerima diri sendiri. Atticus memberikan contoh kepada anak-anaknya untuk memiliki keyakinan dan berani. Motivasi lain yang memotivasi Atticus dalam membela Tom Robinson adalah bahwa dia ingin menyadarkan lingkungannya dari sebuah mimpi bahwa orang-orang kulit putih adalah sempurna dan jujur. Dia ingin mengatakan kepada mereka bahwa orang kulit putih juga seburuk orang kulit hitam. Orang kulit putih bukan orang suci. Dia ingin mengatakan kebenaran yang menyakitkan bahwa orang-orang kulit putih sama berdosanya dengan orang kulit hitam.
1 CHAPTER 1
INTRODUCTION
This chapter is divided into some parts. They are background of the study,
problem formulation, objectives of the study, benefits of the study, and definition of
terms.
1.1 Background of the Study
Human is a unique creature. He is incomparable with other creatures. Human
has mind that makes him able to find, to develop, and to control himself. He has the
freedom to determine himself and becomes an individual in a whole. It can be
indicated from various kinds of human behaviors and characters in life.
One of important elements of human behavior is motivation. According to
Petri (1981:3) “motivation is the insight forces of organism to act.” Further he
explains that behaviors are initiated and directed by the forces inside. The forces
influence the intensification of people behavior. The higher forces inside the more
intense a person will behave. In other word, motivation determines what behaviors
people choose to perform, how hard they do, and how persistent they are in the face of
difficulties. Further Petri (1981:4) says that motivation is the reason or the concept
that explains our behaviours.
Motivation is fascinating because people want to know why people behave the
way they do and understand the process that activates their behavior. By finding
people join in the seminar of motivation. They get a model of successful people and
get clear description and understanding of how they can success in their life (business,
family, education, etc). The behavior changing energized by insight forces to achieve
goals in life is the main purpose of the seminar.
One’s behavior can also be portrayed in literary works, such as a novel. As
Kalish (1973: 8) says that literature holds the mirror up to man, therefore, literary
works are other copied versions of human reality in real life; they portray realities
of human life. One of literary works that portrays about human behavior is a novel
by Harper Lee,To Kill a Mockingbird.
To Kill a Mockingbird (1960) is a novel about education. The most
important lessons are those of sympathy and understanding, and that of sympathetic.
This book has come to the writer as the most interesting book he has ever read.
The book contains not only human moral values that can be taken as our
advantages but also about absolute bravery and faith. Lee, in her novel, presents a
lawyer, Atticus, who fights for human rights and justice for all, even though he has to
face against his own society. One of his extraordinary actions is when he becomes a
nigger’s lawyer against white people. The case makes him labeled as “nigger-lover”
by his society. To have a picture about Atticus Finch, in the following paragraph, the
writer makes a review about him.
Atticus Finch is described as a fifty years old man. He is a single parent for
two children from his marriage, Jeremy Finch (eight years old) and Jean Louis Finch
(six years old). His wife has passed away of a sudden heart attack. Atticus is a lawyer
One day, there is a white man named Bob Ewell who reports to Sheriff Tate
that a nigger, named Tom Robinson, has raped his daughter. Based on the report, the
sheriff arrests Tom Robinson and puts him in jail. As the procedure, Tom has to face
trials in the courthouse before the judge and juries. Since there is no lawyer who wants
to be Tom’s lawyer, Judge Taylor, the judge who leads the trial, points Atticus as Tom
Robinson’s lawyer. Atticus accepts it and does his best to help Tom. However, his
decision to be Tom’s lawyer is disapproved by most white people in his society,
which are racist. They regard Atticus as a traitor because he believes a black man’s
words rather than a white man’s. His totality in defending Tom Robinson has put him
into several worst and dangerous situations. One of the dangerous situations is when
he goes to the county jail alone to stop a mob that comes to lynch Tom. The effects of
Atticus decision to defend Tom are also felt by his children. They become the object
of ridicule from their neighbors, such as Mrs. Dubose and their own sister, Cecil
Jacobs.
However, Atticus has predicted that such situation will come after him and his
children. Moreover, he knows that he is doing an impossible mission that is defending
a black man against a white man. He knows that he has less possibility and chance to
win the case because no matter how right the black man is, he will not win against the
white man. However, he keeps struggling to defend Tom Robinson.
During the trial Atticus shows his totality as Tom Robinson’s lawyer. He
successfully reveals great arguments and evidences to the juries and the all-trial
visitors that Tom Robinson is not guilty for the crime. On the other hand, he proves
have their own opinion; nine of ten juries decide Tom guilty for the crime. Atticus
tries to appeal to the higher court but Tom has given up his hope. Tom tries to escape
from the jail by climbing over the fence and he is shot to death by the guards leaving
seventeen bullet holes in Tom’s body.
To Kill a Mockingbird is truly a great novel. The characters are well
developed, the story is exciting, and there are some great lessons that can be learned.
There are four reasons why the writer conducts study on the novel especially on
Atticus Finch. First, the writer finds Atticus Finch as a good model of a
true-gentleman. He is able to live with others without losing his identity. He has absolute
spirit, faith, firmness, and courage to fight for what he believes in and to survive
facing difficult situation, especially in his great struggle in defending Tom Robinson
and in handling the conflicts. He is a good reflection needed by our society at this
time, especially for parents, law upholders, and people who believe in justice,
equality, and humanity. Second, the novel is rich of life lessons and moral values,
such as notion of acceptance in all forms, bravery, and education. The third reason is
that the story in the novel does not make the readers bored. The use of six years old
girl as the narrator makes this novel easy to be followed and to be understood. The
innocence and straightforwardness of a child in facing situations gives the readers the
sense of humor, simplicity, and natural. The fourth reason, the novel is awarded
Pulitzer Price. It shows that this novel is included as one of best novels in the world,
and of course has great quality to be read. Based on background of the study above,
the writer is motivated to reveal Atticus’ character and his motivation to defend Tom
1.2 Objectives of the Study
In this thesis, the writer has two objectives to be achieved. The first objective
is to describe the character of Atticus in the novel. The first objective is the basis for
the second objective that is to reveal Atticus’ motivation to defend Tom Robinson. By
accomplishing the objectives, the writer hopes to be able to explain Atticus’
motivations and his reasons in defending Tom Robinson.
1.3 Problem Formulation
In order to guide the analysis, the writer has formulated two problems in order
to focus the study, the problem formulations are as follow:
1. How is Atticus Finch’s character revealed in the novel?
2. What are Atticus Finch’s motivations in defending Tom Robinson in the
trial?
1.4. Benefits of the Study
There are some benefits in doing this study. The first benefit is for the writer
himself. By doing this study, hopefully, the writer is able to learn some moral values,
especially from the character of Atticus Finch. Hopefully, the writer is able to learn
more how to live with himself, how to accept other people as they are, how to respect
diversities, and to know what a real bravery is.
The second benefit is for the readers. This study helps the readers find a
model of a good person, good parents, and good law-upholder insight the character of
Atticus Finch. The readers also can reveal what are the factors behind Atticus’
in the trial. More over, And hopefully, this study can encourage other researchers to
analyse another aspects in Harper Lee’sTo Kill a Mockingbird.
1.5. Definitions of Terms
There are some terms that need to be explained in order to avoid
misunderstanding. The first is motivation. Motivation can be said as the process of
behaving that is organized and that defines its end states (Bootzin et al., 1983:
367). Motivation leads people to behave in their manner to get some attainment.
Motivation in this study is described as the motive of the lawyer in defending his
client before the trial. This motivation is divided based on two components; they
are internal drive and external incentives. Internal drive is a force inside one’s
mind to do an action. External incentive is an outside power or objective that
makes one to do an action.
The second term is defending. Defending comes from the word defend
which means “to act, speak or write in support of somebody or something”
(Hornby, 1995: 304). This term is usually used in a courtroom by a lawyer in
defending his defendant.
The last term is mockingbird. Mockingbird is any of several species of New
World birds of the family Mimidae, especially Mimus polyglottos, a gray and white
bird of the southern and eastern United States, noted for the ability to mimic the
sounds of other birds. The common, or northern, mockingbird (Mimus polyglottos)
can imitate the songs of 20 or more species within 10 minutes
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter consists of five major topics that are Theoretical Review, Review of
Related Theories, Theoretical Framework, Criticism and Sources.
2.1. Theoretical Review
In this part, I will discuss the literary theories that are the critical approach, theory
of conflict, the theory of character and characterization to guide my analysis toward the
novel.
2.1.1. Theory of Critical Approach
Guerin (1992:vii) states that the richness of great literature merits correspondingly
rich respond. He also says that such responds come best when the readers appreciate a
great work from many perspectives as it legitimately open itself to. To reveal the
appreciation of a literary work can use many perspectives. These perspectives enable us
to know how to read and to judge a literary work. These kinds of perspectives are what
later called critical approach.
According to Rohrberger (1971:3-16), It is important to understand critical
approach, which will be our guidance in analysing literary work. The understanding
includes the approach’s nature, function, and positive values. In her book, Rohrberger
categorizes five approaches, i.e. the formalist, biographical, sociocultural-historical,
The perspective of the formalist approach is to see the literary object as a total
integrity of the literary piece. It only focuses on the work itself. The focus is on the
structure of the work, which will be related to each part of the work. This approach does
not examine the reference to the facts of the author’s life, the genre, the place of the
genre, the history, and social milieu related to the literary piece, but. Furthermore, this
approach analyses all parts of a literary work in order to get the deeper meaning of the
work.
In the biographical approach, the perspective focuses on the author, for instance,
the author’s idea, personality and life, which build his writing style, theme,
characterization and other literary elements. Rohrberger also suggests that knowing what
the author intends to tell about is considered important in his approach.
The sociocultural-historical approach relates the literary work with the reference
to the civilization or historical background that built it. This approach can investigate the
social milieu that is reflected in the work or the cultural background that produces it.
However, the historical side might not be significant for the work. It depends on the role
of historical side. If the historical side only occurs as a small part or setting it will be
insignificant. On the contrary, it will be significant if the historical aspect is dominant and
relevant with what the author wrote.
The perspective of mythopoeic approach emphasizes on the repetition of a certain
pattern in a certain literary work. The pattern, for instance, is the usual pattern that is
common to all people such as death and rebirth, fertility rites, withdrawal and return. The
literary work, for example, will have various themes and patterns, which the author might
not be aware.
The psychological approach involves deeper analysis of the unconscious area of
the human mind. The analysis is based on Freud’s idea about symbolic words, thoughts
and action represented in the human mind. Furthermore, he believes that thoughts are the
analysis of human symbols. We can interpret the symbol beyond the mind itself.
2.1.2. Theory of Character and Characterization
One way to have a better understanding about the novel is through the character in
the novel. Through the character we can find the messages, values offered by the writer
or the theme of the novel. For that reason, it is important to know the kinds of characters
and how characters in the novel are characterized.
2.1.2.1 Character
According to Abrams (1981: 20), there are two kinds of characters. They are flat
and round characters. A flat character is not described in a complex way. A flat character
can be characterized by a single sentence or in other words described in a general way.
On the contrary, a round character is described in a more complex way, for example, it
sometimes has more than one characteristic and changes from one characteristic to
another characteristic.
Holman (1986: 83) uses different terms for kinds of characters, i.e., static and
dynamic characters. A static character changes rarely towards the action and experiences.
Rarely means it experiences a little bit change or not at all. A dynamic character changes
influence them to change. Sometimes, the author uses both dynamic and static to
characterize a character. For example, the author may use static characters for the
beginning of actions and use dynamic characters for the results of the action.
Klarer (1999: 17) uses different terms from Abrams and Holman, although he also
uses flat and round characters for the similar term. For flat characters, he uses typified
characters, which refer to specific characters whereas for round character, he uses
individualized characters, which refer to more complex characters with differentiated
characteristics.
2.1.2.2.Theory of Characterization
According to Murphy (1972: 161-173), there are nine ways to characterize a
certain character in the novel
1. Personal description
In this technique, the author, as one of the characters in the novel, describes the
character’s appearance directly. He describes the character’s face, skin, eye, and hair, in
detail. In describing the character, the author also uses adjectives, for example like
strong, heavy, and so on, which shows the character’s physical appearance.
2. Character as seen by another
In this technique, the author describes a certain character from the other
character’s eyes and opinions. He gives, for example, the impression of shape,
cleanliness, firmness, smoothness of a certain character.
In this way, the author gives clues through what a certain character says in the
novel. The author can describe the clues from the conversation with another, the
character’s opinion or when the character speaks.
4. Past life
In this method, the author describes a certain character’s past life directly. The
description can be given through the character’s thoughts, conversation or through the
medium of another person.
5. Conversation of Others
This technique uses conversation of other characters about a certain character.
The conversation often gives us a clue about whom it is being spoken.
6. Reactions
In this technique, the author describes a certain character’s reactions or response
to various situation and events.
7. Direct Comment
The author describes the character or gives comment towards the character
directly. In this technique, the author becomes the narrator of the novel to comment about
the character.
8. Thoughts
The author describes what a certain character thinks
9. Mannerisms
The author can give us clues from the character’s habit, mannerism or action,
According to Abrams (1981: 21), there are two methods in characterizing
characters, i.e., “ showing” and “ telling”. In “showing”, the author describes characters’
action and dialogue but he or she does not include the characters’ motives of the action
and dialogue. Furthermore, the author lets the reader to guess behind the action and the
dialogue. In “telling”, the author describes not only the physical appearance but also the
motives and sometimes evaluates the characters. The author, for instance, also comments
what the character says and does.
Klarer (1999: 19-20) uses explanatory characterization for “ telling “ method and
dramatic characterization for “ showing “ method. In explanatory characterization, the
author becomes the narrator who describes the character’s action and dialogue including
the narrator’s comment and evaluation towards the character. The dramatic
characterization places the author as an obvious narrator. It means that the author
describes the character’s utterances and actions without giving any comment or
intervention.
2.1.2.3. Theory of Conflicts
According to Jafte (1968:2) conflict will always come in our daily life, whether it
is a conflict, which can be resolved and cannot be resolved or not resolved easily.
Conflicts have great effects on us; conflicts can change our basic values or our
conception of life. It will modify our characters, values, ideas, the concepts of life, and
the nature of right and wrong.
Conflict is one of the interesting parts in the story. Without the conflicts, the story
will bore its readers. According to Jafte (1968:2) conflict means that a story brings
antagonist (one who struggle against) and then resolves the resultant struggle between
these forces.
According to Stanton (1965:16) there are two conflicts, i.e. the internal conflict,
which happens between two desires within a character, and the external conflict, which
happens between characters or between a character and his or her environment. In his
further explanation he says that specific conflicts are in turn subordinate to the central
conflict, which may be internal, extenal, or both. A central conflict is always between
fundamental and contrasting qualities forces, such as honesty and hypocrisy, innocence
and experience, individuality, and the pressure. A story may contain more than one
conflicts force, but only the central conflict fully accounts for the events of the plot.
2.2. Review of Related Theories
2.2.1. Theory of Prejudice
According to Karen Huffman (1997:591) prejudice is a generally negative attitude
directed to toward specific people because of their membership in a specific group. For
example slaves are likely to be viewed by their master as lazy, irresponsible, and lack of
ambition.
Further, Huffman explained that the term prejudice is prejudgment of others based
on limited knowledge and limited contact. It biases people against others and limits their
ability to accurately process information. This opinion is supported by Kalish in his book
The Psychology of Human Behaviour. He (1973:353) said that many people are rigid in
their thinking. They seem to say “ Don’t bother me with the facts of new ideas. I know
willing consider new information. People that racially prejudiced are more difficult in
discharging old ways of thinking and trying new ways.
But prejudice, like all attitude, is actually composed of three separate elements:
(1) a cognitive components (or stereotype), consist of negative thoughts and beliefs, (2)
an affective components, consisting of emotion associated with objects of prejudice, and
(3) a behavioural component, consisting of predispositions to act in certain ways toward
members of the group (discrimination)
Richard A. Khalish (1973:351) stated that to have prejudice is to make
prejudgement or to make judgement or hold an attitude before all information is
available. Prejudiced people will have either favourable or unfavourable reaction toward
people, things, and idea. A person is prejudiced against other people may make his
thinking less effective. For example, a man who is prejudiced against a particular
newspaper may not believe something it published even though it is true.
Khalish in his further explanation said that prejudice is learned largely through
interaction with significant others and tend to fit it in with personality needs and the
self-concept. Prejudice then will be reinforced by approval from friends and the community,
by personal experiences, and by reduction of anxiety.
According to Huffman there are five most commonly sources of prejudice:
learning, cognitive process, individual personality needs, economic and political
competition, and displaced aggression. People learn prejudice through classical and
operant condition and social learning. For example, children hear their parents, friends,
and teachers expressing prejudice and they imitate them. People also learn their prejudice
racist of sexiest remarks. And also, they may have single, negative experience with a
specific member of a group that then generalize and apply to all members of the group.
The second way people develop prejudice is through cognitive process.
According to this perspective, prejudice develops as a result of normal cognitive process
and the every day attempt to explain a complex social life. And this cognitive process is
divided in three categorisations. First, people create groups and out-groups. An
in-group is any category in which people see themselves as a member, while an out-in-group is
all others. In-group is seen as more attractive, as having more desirable personality
characteristics, and engaging in more socially accepted forms of behaviour.
The second cognitive process is this group has tendency to see more diversity
among members of one’s in-group and less among the out-group. This “
they-all-look-alike-to me” tendency is termed the out-group homogeneity effect. This is a kind of
cognitive bias. It is dangerous because when members of minority groups are not
perceived as varied and complex individuals who have the same needs and feelings as the
dominant group, it is easier to perceived them as faceless objects and treat them in
discriminatory ways. And the third cognitive process is the tendency to blame the victim,
a type of attribution bias.
The third way people develops prejudice is out of an individual’s personality
needs. From this perspective, people with traits of rigidity, conventionality, and sadism
tend to do prejudice. To identify it researchers use F scale. People who scored high on the
F scale is known as the authoritarian personality.
The fourth way that is believed to develop prejudice is out of competition for
advantages to the dominant group. In the United States lower class whites have been
more racist than the high-class whites. Whites in the lower class, however, are at risk to
unemployment because minorities compete with them for scare resources.
The fifth way prejudice is developed is displaced aggression. In this section
frustration become the trigger of prejudice. Frustration leads people to attack the source
of frustration. But when the source is bigger and capable of retailing, of when the cause
of the frustration is ambiguous, people often displaced aggression on an alternative, no
threatening target. The innocent victim of displaced aggression is known as scapegoat.
For example, during the great depression of the 1930’s, Hitler used Jews as scapegoats
that Germans could blame for their economic troubles.
2.3. Theoretical Framework
In doing this study, I combined some theories that I have reviewed previously in
order to guide in doing my analysis. Those theories are theory of character, theory of
characterization, theory of conflicts and theory of prejudice.
Since the focus of my thesis is analysing some characters in the novel, I will use
the theory of character and characterization. In doing character analysis I will adopt
theory of character from Klarer’s, Abrams’, and Holdman’s. This theory will help me to
understand about the characters that I will analyse. And, to understand the characters
deeply, I will use the theory of characterization from Murphy’s theory.
This thesis will also analyse the characters’ conflicts, so I used theory on
Huffman’s and Khalish’s. It is because they give complete description about how
prejudice is developed in a society.
Those theories will guide me in finding the cause of Boo Radley’s and Tom
Robinson’s conflicts. Furthermore, I am suspicious that the conflicts are caused by the
outer conflicts, which seems to be influenced by prejudice.
2.4. Criticism
23 CHAPTER 3
METHODOLOGY
This chapter is divided into three main parts namely subject matter, approach,
and procedures. In the subject matter, the writer discusses about the subject of the
study i.e. Harper Lee’s novel To Kill a Mockingbird. In the approach, the writer
mentions the approaches for analyzing the novel. While in the procedure the writer
discusses the steps in analyzing the novel.
3.1 Subject Matter
The main subject of this study was the novel of Nelle Harper Lee To Kill A
Mockingbird. The genre of this novel was social drama, southern drama. The tense
used in the novel is past tense. The setting of place and time of the novel was fictional
town of Maycomb, Alabama, Southern state of America in 1933-1935. The novel
consists of 31 chapters and divided into two parts. In overall the book consists of 287
pages.
J. B. Lippincott of Philadelphia publishedTo Kill a Mockingbird for the first
time on July 11, 1960.In its first year publishing, this novel created one of the most
extraordinary records in publishing history. The novel was sold more than two and a
half million copies in that first year and went through 14 printings. It was chosen by
three American book clubs: Reader's Digest Condensed Books, the Literary Guild and
Book-of-the-Month Club. It was also chosen by the British Book Society and was
published in France, Germany, Italy, Spain, Holland, Denmark, Norway, Sweden,
The novel was awarded the Pulitzer Prize in Letters on May 1, 1961. On the
second anniversary of its publication, the novel had been on the bestseller lists for 100
weeks and had sold more than five million copies in 13 countries and it has been
translated into ten languages. Two years after its publication, the novel was adapted
for the cinema, and winning Oscars (Academy Awards) for the script and for best
actor in a leading role (Gregory Peck), who played Atticus.
The setting, characters, and a famous trial that occurred during Lee’s
childhood shape the story ofTo Kill a Mockingbird. Born in Monroeville, Alabama,
on April 28, 1926, Nelle Harper Lee is the youngest of three children of Amassa
Coleman Lee and Francis Cunningham Finch Lee. Her father, a former newspaper
editor and proprietor, was a lawyer who also served on the state legislature
(1926-1938). In 1931, when Harper Lee was five, nine young black men were accused of
raping two white women near Scottsboro, Alabama. This is one of famous and
controversial case ever happened in the American history. The defendants, who were
nearly hanged before being brought to court, ware not provided with the services of
lawyer until the first day of trial. Within a month all of the white jury found the first
man was found guilty and sentenced to death even though there was no strong evident
for the crime. This trial was ended in 1950, but the case was not settled until 1976
with the pardon of the last of the Scottsboro defendants.
Harper Lee portrays Scottsboro trial as Tom Robinson’s trial in the novel. It
can be seen by the similarities of the time, place, case, the defendants, and the
accusers. Both of the fictional and historical cases happened in Alabama in 1930’s.
those both cases, the accusation is rape.
Harper Lee explored some big themes in the novel such as discrimination and
prejudice, bravery, and justice in Southern state of America in 1930’s. She portrayed
how prejudice and discrimination behavior harmed and destroyed innocent people.
The Robinson’s case was the representation of innocent people who were harmed and
destroyed because of the society’s discrimination behavior. She symbolized the
actions of harming and destroying innocent people as killing a mockingbird.
Lee also presented a heroic character that dared to fight against the
discrimination and injustice action of the society and became the representation of
great sense of morality and justice. This heroic character was Atticus Finch. In her
novel, Lee presented Atticus as a good father and his children model in gaining life
lessons such as the notion of acceptance in all form, education, and what real courage
was. He was also an example of a good law apparatus.
3.2 Approach
In conducting this study, the writer used the psychological approach because
this study focused on the main character’s motivation, which belongs to the
psychological aspect. Moreover, the approach involves the psychological theories
such as the theory of motivation, which supports the analysis towards the main
character, Atticus Finch.
The psychological theory adapted was Maslow’s theory of hierarchy of needs.
3.3 Procedures
In doing this study the writer used two kinds of sources, i.e. primary source
and secondary sources. The primary source was the novel itself, To Kill A
Mockingbird, written by Harper Lee; the secondary sources were books about
literature and human psychology. As the method of study, the writer used library
research.
In order to analyzeTo Kill A Mockingbird there were some steps applied. First,
the writer started to read the novel many times in order to get the deep understanding.
Second, the writer decided what aspects would be analyzed in the novel. This needed
many times to read the novel again. From this step, the writer was interested in
analyzing the main character’s motivation. Third, the writer looked for the
psychological theories as well as literary theories used in analyzing the main
characters.
Fourth, since this thesis focused on the psychological aspects of a novel the
writer chose the psychological approach as the mean to analyze the novel To Kill a
Mockingbird. As references, the writer used psychological approach theories proposed
by Guerin, Wellek and Warren, and Bressler.
Fifth, those theories would be applied in order to find Atticus’ motivation. In
this step the writer tried to identify the aspects that motivated Atticus to defend Tom
Robinson in his trial. Moreover, the writer tried to relate some evidences found in the
novel in order to know what was behind his action.
The last step was drawing a conclusion. The conclusion contained the
27 CHAPTER 4
ANALYSIS
This section is to analyze and answer the problems formulated in chapter one.
The first is concerning on Atticus’ characters. The second is about the motivation of
Atticus in defending Tom Robinson in the trial. The analysis focuses on the characters
of Atticus Finch. In doing so, the writer uses the theory of character and
characterization by Murphy (1972: 161-171). This theory consists of some ways to
identify character. By applying the theory, hopefully, the writer is able to find the
characters of Atticus Finch in detail.
The second problem deals with the character’s psychological aspect. The
writer uses theory of motivation by Abraham Maslow (Goble, 1971) to analyze the
aspects behind Atticus’ action.
4.1. The Characters of Atticus Finch
Taking a view from Murphy’s personal description theory (1972) given by the
author, Atticus Finch is a fifty years old man. He is a lawyer and used to be a state
legislature member. Atticus is a well-known and wealthy person in his county. His
ancestor, Simon Finch, is the owner of an industry in the county. His wife passed
away of a sudden heart attack, two years after his youngest daughter was born. From
his marriage, he has two children, Jeremy Finch (eight years old) and Jean Louis
Finch (six years old). Scout says, “He was much older than the parents of our school
Physically, Atticus has a problem with his left eye. Therefore, he wears glasses
because it is nearly blind. Scout describes it as following quotation,
“… He wore glasses. He was nearly blind in his left eye, and said left eyes were tribal curse of the Finches. Whenever he wanted to see something well, he turned his head and looked from his right eye.” (p. 94)
4.1.1. Being Courageous
Using Murphy’s theory of “conversation of other” and seen by other” Atticus
is identified as a courageous man. Atticus believes that real courage is “when you
know you’re licked before you begin but you begin anyway and you see it through no
matter what.” and he refuses the definition of courage that says “courage is a man with
a gun in his hand”(p. 116). Atticus, viewed through action theory from Murphy
(1972), demonstrates his “real-courage” several times throughout the novel. First of
all, Atticus shows his courage when he undertakes the task of defending Tom
Robinson. He knows that he will not win the case because it is impossible for the
Juries to trust a black man’s word rather than white man’s word. Furthermore, by
defending a black man against white man, Atticus goes against Maycomb, - a
generally prejudice and discrimination town. He knows that taking the case will make
him an object of scorn and ridicule, which no one would forgive him for believing in a
black man's word rather than a white man's. Nevertheless, he keeps struggling for
Tom, since no one else will. He explains this condition to his brother Jack.
“The only we’ve got is a black man’s word against the Ewells’. The evidence boils down to you-did-I-didn’t. The jury couldn’t possibly be expected to take Tom Robinson’s word against the Ewells’.”
In another occasion, Atticus shows his courage by refusing to carry gun when
he goes to the Jailhouse to protect Tom from a mob that want to lynch him. He tries to
shield Tom without concerning his own safety. Atticus also shows his courage by
refusing to carry gun after he gets threat from Bob Ewell who is going to kill him. His
great ability in using gun does not make him maintain his safety by carrying gun. It
can be seen in the quotation below.
“After all though,” I said, “he was the deadest shot in the county one time. He could - ”
“You know he wouldn’t carry a gun, Scout. He ain’t even get one - ” said Jem. “You know he didn’t even have one down at the jail that night.”
“This is different,” I said, “ we can ask him to borrow one.” We did, and he said, “nonsense.” (p. 220)
Scout also reveals Atticus’ courage by saying that Atticus is the most
courageous man she has ever met. Scout admits Atticus’ courage from the way Atticus
treats Mrs. Dubose. Even though Mrs. Dubose makes vicious comments and criticisms
of him and his children related to Tom ‘s case, Atticus still manages to treat her in the
kindest manner, complimenting her appearance and helping her into her chair. Atticus
has no hard feeling at all. He is completely calm and humble to the old woman who is
sick and also dying in her old age. It can be seen in the quotation below.
“I never heard Atticus says like a picture of what. He would tell her the courthouse news, and would say hoped with all his heart she’d have a good day tomorrow. He would return his head, swing me to his shoulders in her very presence, and would go home in twilight. It was the times like these when I thought my father, who hated guns and had never been to any wars, was the bravest man who ever lived.” (p. 105)
4.1.2. Being Honest
from Scout and Miss Maudie’s dialogues about him. They know Atticus Finch is the
same man inside or outside the house.
“Atticus don’t ever do anything to Jem and me in the house that he don’t do in the yard,” I said, feeling it my duty to defend my parent.
“Gracious child, I was raveling a thread, wasn’t even thinking about your father, but now I am I’ll say this: Atticus Finch is the same in the house as he is on the public streets.” (p. 50)
Honesty is one of Atticus’ life principles; he says “Best way to clear the air is
to have it all out in the open” (p. 276). This statement comes up as his opening
statement when he is arguing with Sheriff Tate related to Bob Ewell’s death. Bob is
found stabbed to death after he is attacking Jem and Scout on the way they are going
home after Halloween Party at their school. Because of the attack, Jem brakes on his
elbow and gets unconscious. According to the sheriff, Bob Ewell’s death is an
accident; He falls on his own knife. But, Atticus cannot accept the argument. He sees
that the sheriff just wants to protect Jem by covering the truth and it is in contradiction
with his principle. He wants the sheriff to reveal all the facts and to role the law
procedure even though it will make Jem endure the investigation.
“Jem and Scout know what happened. If they hear of me saying down town something different happened – Heck, I won’t have them any more. I can’t live one way in town and another way in my home. (p. 276).
4.1.3. Being a Kind and Loving Father
From Murphy’s “conversation of others, “mannerism” and “speech”, it can be
inferred that Atticus is a kind and loving father. Atticus is a single parent. His wife
passed away of a sudden heart attack. As a single parent, Atticus is able to fulfill his
children’s need of affection. He makes enough time for his children. He treats his
father satisfactory: he played with us, read to us, and treated us with courteous
detachment.” (p. 10)
Atticus’ close relationship with his children can also be indicated from how his
children call him. He encourages his children to call him straightly using his
nickname, “Atticus”, so that they can interact on terms as equal as possible. He tries to
put himself equal to his children, as their friend. It makes them feel free to come after
him if they have problems, questions, or anything they do not understand. It can be
seen by applying Murphy’s theory of characterization (1972) in the some speeches by
Scout toward Atticus: “… Listen Atticus, I don’t have to go to school!” (p. 85) and
“Atticus, you must be wrong…” (p. 109)
As a father, Atticus always teaches his children positives moral values. He
instills in his children with three very specific values: education, bravery, and
acceptance. The importance of education for Atticus can be seen from his reading
activity of the today’s news with Scout, every night before bedtime. He instills Scout
with various kinds of knowledge. It can be seen from the Atticus mannerism given by
Scout below.
“I could not remember when the lines above Atticus’s moving finger separated into words, but I had started at them all evenings in my memory, listening to the news of the day, Bills To Be Enacted into Laws, the diaries of Lorenzo Dow – anything Atticus happened to be reading when I crawled in to his lap every night.” (p. 22)
On her first day in the school, Scout has problem with her new teacher, Miss
Caroline. Scout is forbidden to read with Atticus anymore because her teacher thinks
that what Atticus has taught is wrong. The second problem, then, is when Scout tries
pay back. These problems provoke Scout to stop going to School. When Scout tells
her willing not to go to School anymore because of the problems, Atticus asks Scout
to post herself in her teacher’s side in order to understand her way of thinking and
feeling. It can be seen from the speech below.
“If you can learn a simple trick, Scout, you’ll get along a lot better with all kind of folks. You never really understand a person until you consider life from his point of view…until you climb into his skin and walk around in it” (p. 34).
According to Atticus if Scout puts herself in her shoes she will see that it is “an honest
mistake on her part”. No one can expect her “to learn all Maycomb’s ways in one
day”, and cannot hold her responsibility when she knows no better. In this situation
Atticus instills Scout with the acceptance value.
Atticus teaches Jem about real-courage when he sends him to read for Mrs.
Dubose every day after school for a month. It is as his punishment because of
destroying her Camellia flowers. Jem is provoked to do it because she says that
Atticus “lawed for niggers and trash”. Unknowingly, Jem is helping the woman
overcome her morphine addiction. Atticus reveals his reason to send Jem reading for
the woman after she passed away, and lets them evaluate the situation for themselves.
It can be seen from Atticus’s action sending Jem to Mrs Dubose’s house.
“Son, I told you that if you hadn't lost your head I'd have made you go read to her. I wanted you to see something about her. I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do.” (p. 116)
Atticus also becomes role models in his sense of bravery by refusing to carry a
threatens by guns. Atticus knows that bravery is more than the decision to carry a gun.
It can be seen in the conversation between Jem and Scout below.
“You know he wouldn’t carry a gun, Scout. He ain’t even get one - ” said Jem. “You know he didn’t even have one down at the jail that night.”
“This is different,” I said, “ we can ask him to borrow one.” We did, and he said, “nonsense.” (p. 220)
Another fact, which shows that Atticus is a positive father figure, is his
democratic attitude in treating his children. When his children fuss, he gives the same
opportunity to his children to explain why they do so. Scout reveals the idea of
Atticus’ democratic attitude when she protests his uncle for not giving her chance to
explain why she fights with her cousin, Francis. Scout compares the way his uncle
treats her with his father:
“Well, in the first place you never stopped to gimme a chance to tell you my side of it-you just lit right of me. When Jem an’ I fuss Atticus doesn’t ever just listen to Jem’s side of it, he hears mine too …” (p. 90)
In raising his children, Atticus also treats them as an adult. He speaks in a clear
matter - of – fact way and answers his children question directly. It is including bad
language terms. It can be seen below.
“What’s rape?” I asked him that night.
“He signed, and said rape was carnal knowledge of a female by force and without consent.” (p. 137)
Atticus has a reason why he lets his children especially Scout produce bad
languages. According to him it is one of children stage and it will disappear through
time. It can be seen from his statement when his brother, Jack, tells him that he does
not answer Scout’s question about “ a whore lady”. Moreover, Jack tells Scout about
Lord Melbourne. The Atticus’ speech below shows the proof.
But don’t make a production of it. Children are children, but they can spot an evasion quicker than adults, and evasion simply muddles ‘em. No,” my father mused, “you had the right answer this afternoon, but the wrong reason. Bad languages is a stage all children to go through, and it dies with the time when they learn they’re not attracting attention with it.” (p. 92)
As a father, Atticus always acts firmly but never uses hand to remain them if
they start to cross the line and do a mistake. He prefers using persuasive approach
rather than the repressive one. He appreciates his children’s efforts to main him even
it is still far from his hope. It can be seen from his conversation with his brother, Jack,
about Scout. It can be seen in the following conversation between Atticus and Jack.
“Atticus, you’ve never laid a hand on her.”
“I admit that. So far I’ve been able to get by with threats. Jack, she minds me as well as she can. Doesn’t scratch half the time, but she tries… she knows I know she tries. That’s what makes difference.” (p. 92)
4.1.4. Being Intelligent
From Murphy’s “conversation of others”, “speech”, and “reaction”, it can be
inferred that Atticus is intelligent. Atticus likes to read a lot and to spend his spare
time by reading. Scout describes that Atticus does not use his spare time like
“schoolmate’s father did. He never went hunting, he did not play poker or fish or
drink or smoke. He sat in the living room and read.” (p. 94)
Atticus reads various books written by various writers. He also likes listening
to today’s news in the radio. It has been his routine activity after dinner. His habit
shows that he likes to be well informed, as revealed by Scout bellow:
Atticus’ intelligence can also be seen when he has conversation with Walter
Cunningham, Scout’s classmate, about farming. Even though he is a lawyer he
understands about farming.
“Atticus greeted Walter and began a discussion about crops neither Jem and I could follow…Atticus was expounding upon farm problems when Walter interrupted …” (p. 28)
By his action in the Tom Robinson’s trial, Atticus shows his intelligent in the
witnesses’ cross-examination process. Based on the sheriff’s description about
Mayella’s injuries, he shows to the juries and to all the trial visitors that she has been
injured using two hands and has been beaten up by a left-handed man. Thus, the man
should not be Tom Robinson because “His left arm was fully twelve inches shorter
than his right, and hung dead at his side… I could see that it was no use to him.” (p.
188). Atticus seems to have his own suspect. He suspects Mr. Ewell, Mayella’s own
father, as the man who has beaten her up. It is because Mr. Ewell is left handed. To
show this fact to all juries and the trial visitors, he cleverly tricks Mr. Ewell by asking
him writing his name on an envelope.
"Mr. Ewell wrote on the back of the envelope and looked up complacently to see Judge Taylor looking at him as if he were some fragrant gardenia in full bloom on the witness stand, to see Mr. Gilmer half-sitting, half standing at his table. The jury was watching him, one man leaning over with his hands over the railing.
'What's so intrestin'?' he asked.
'You're left handed Mr. Ewell,' said Judge Taylor." (p. 180)
In his closing argument, once again, Atticus shows that he is a highly
accomplished man of great intelligence. He counters part Thomas Jefferson opinion
that “all men are created equal” (p. 207). He says that “all men are not created equal in
some people are born gifted beyond the normal scope of most men.” (p. 208). There is
only one human institution that makes “the stupid man the equal of Einstein” that is
the court.
4.1.5. Being Democratic
From the “speech’ and “conversation of other’ in the novel, I can be inferred t
hat Atticus is a democratic man. Atticus is a respected man and shows it by respecting
others. He respects all people regardless of race, social status, and creed, for example,
he forbids Scout in using the term “Nigger” to call black people even though it is a
common term that usually used by white people in their society in calling black
people. Atticus knows that the word “Nigger” is offensive to black people. He shows
the respect and common courtesy, which is very rare of a wealthy white male.
“Don’t say nigger, Scout. That’s common.” “ ‘s what everybody at school says.”
“From now on it’ll be everybody less one…” (p. 79)
Atticus also shows his respect toward people from his own race that has lower social
status than him. It is when he accepts Scout’s classmate, Walter Cunningham’s son, a
poor farmer, to have lunch with him. He treats Walter as he treats another guess in the
same status. Scout describes this situation as the following quotation,
“Atticus greeted Walter and began a discussion about crops neither Jem nor I could follow…. he and Atticus talked together like two men, to the wonderment of Jem and me.” (p. 28)
From the quotation above, it also can be seen that Atticus really knows how to
associate with others. He really applies his principle that “You never really understand
and walk around in it” (p. 34). He makes a conversation using a topic that is familiar
to Walter, farming. It seems that he enjoys his conversation with Walter.
Atticus insists his principle that he respects and loves all people equally,
especially black people when Scout asks him whether he is a “Nigger lover”. It is
related to Atticus’ decision to defend Tom Robinson, a black people, in a trial. He
answers, “I certainly am. I do my best to love everybody…” (p. 113). Atticus wants to
show to Scout that there is nothing wrong to love everybody equally, including black
people. Everyone has the same rights to be respected and loved.
In raising his children, Atticus also demonstrates his democratic character. He
puts his two children in equal position. He does not treat one more special than the
other. It can be seen from Scout’s statement when she protests his Uncle, Jack, for
being unfair in treating her after quarrelling with her cousin, Cecil Jacobs. His uncle
does not give opportunity to her to explain why she quarrels with her cousin and
blames her for it. She says to his uncle that Atticus always gives her or Jem the same
opportunity to explain what really happen when they are quarreling.
“Well, in the first place you never stopped to gimme a chance to tell you my side of it-you just lit right of me. When Jem an’ I fuss Atticus doesn’t ever just listen to Jem’s side of it, he hears mine too …” (p. 90)
4.2. The Motivation of Atticus Finch in Defending Tom Robinson
This analysis is divided into two parts. The first is the motivation toward his
children and the second is the motivation toward the society. According to Bootzin,
motivation is the intentions, desires, goals, and needs that determine human and
animal behavior (Bootzin et al., 1983: 366). People conduct an action with motive.
be impossible to discover motivation unless behavior was organized (Bootzin et al.,
1983: 367).
As stated in the chapter 2, there are some drives or reasons or motives which
cause people to conduct an action. Maslow (Quoted Goble, 1971:38-42) says that
people conduct an action to fulfill their needs. He develops a five-level hierarchy of
needs that each need level must be generally satisfied before the person attempts to fill
those needs on the next level. Therefore, this analysis is also based on Maslow’s
hierarchy of needs theory.
Before the writer comes to the analysis, the writer needs to review about Tom
Robinson, Atticus’ client, a black man. Tom Robinson is a black man. His age is
twenty-five years old. He is married and has three children from his marriage with
Helen. He lives beyond the town dump. He works in Mr. Link Deas’ field. He has
worked there for eight years. Tom is a cripple-man. When he was a boy his left-hand
caught in a cotton gin, -Mr. Dolphus Raymond’s cotton gin. The gin “tore all the
muscles loose from his bones” (p. 188). The accident makes his left-hand twelve
inches shorter than his right one.
Tom Robinson is one of Calpurnia’s church members. According to Calpurnia
Tom’s family is “clean living folks”. Nevertheless, Tom had ever been in trouble with
the law before. He got a fight with another man who tried to cut him. He got thirty
days for disorderly conduct. One day, Tom Robinson is accused of raping a white girl.
Atticus tries hard to save him from death sentence. Next is the analysis of the Atticus
4.2.1. Motivation toward his Children
4.2.1.1 To Teach his Children about Being Kind and Sympathetic Person
Atticus is a kind and loving person. He loves his family and also kind to his
surroundings. Atticus is kind to everybody including black people. He likes to help
other people. He feels enjoyment whenever he helps other. He finds the beauty of life
in helping people. Atticus also finds the beauty of life in his action of defending Tom
Robinson, a Negro, in his case. He feels that Tom Robinson is just an ordinary man
that needs his help. Atticus is having sympathy to Tom Robinson. Atticus kindness
and sympathy can be seen from his saying when he answered to Scout questions.
“Scout,” said Atticus, “nigger-lover is just one of those terms that don’t mean anything—like snot-nose. It’s hard to explain—ignorant, trashy people use it when they think somebody’s favoring Negroes over and above themselves. It’s slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody.”
“you aren’t really a nigger-lover, then, are you?”
“I certainly am. I do my best to love everybody. . . I’m hard put, sometimes— baby, it’s never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn’t hurt you. So don’t let Mrs. Dubose get you down. She has enough troubles of her own.” (p. 113).
From the quotation above, it is clear that Atticus has a deep sympathy to a Negro. He
also has no hard feeling when someone calls him a nigger-lover, a nasty term. He
considers the term as nothing. In fact he enjoys being a nigger-lover because his
action is in a right way. He enjoys saving people from a detention and that is what he
is doing as a lawyer, saving people. It is the effect of his trait as a kind and loving
father. His love to his children also affect other people so that he also loves and cares
black people
Atticus is a kind man. He is having high sympathy for humankind. Atticus, in
other. Once he has a client that cannot afford to pay the service, he let the man to pay
with whatever he has. Atticus does not rush this man to pay and say that the man does
not need to worry about the payment. This man, in turn, pays Atticus in unusual way.
He sends Atticus wood stock and also food stock.
Walter’s father was one of Atticus clients. After a dreary conversation in our living room one night about his entailment, before Mr. Cunningham left he said, “Mr. Finch, I don’t know when I’ll ever be able to pay you.”
“Let that be the last of your worries, Walter,” Atticus said. ...” I ask Atticus if Mr. Cunningham would ever pay us.
“Not in money,” Atticus said, “but before the year’s out I’ll have been paid. You watch.”
We watched. One morning Jem and I found a load of stove wood in the back yard. Later, a sack of hickory nuts appeared on the back steps. With Christmas came a crate of smilax and holly. That spring when we found a Crocker sack full of turnips greens, Atticus said Mr. Cunningham had more than paid him (p. 25)
From the quotation we can see that Atticus is very sympathetic and kind to Mr.
Cunningham. He lets him pay the way he can pay him. So, Mr. Cunningham pays
Atticus with food stocks.
Another example of Atticus’ sympathetic action is whenever he tells Scout not
to fight anymore. He tells Scout that every human is a friend and therefore, we cannot
fight each other. This wise saying can be found in the following quotation.
“Come here, Scout,” said Atticus. I crawled into his lap and tucked my head under his chin. He put his arms around me and rocked me gently. “It’s different this time,” he said “This time we aren’t fighting the Yankees, we’re fighting our friends. But remember this, no matter how bitter things get, they’re still our friends and this is still our home.” (p. 81)
Above explanations are matched with the ninth characteristic of self-actualized
person, that is, having sympathy for humankind. Sometimes, it is evidenced by sense
