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2 6 1 4 1 2 1 6 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
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i v T C A R T S B A r u h u l u m a
H , Robertu s Bellarminu s Bagu s Priyambodo . 2013. Edmond s
e t n a
D ’Moitvaiton to Fuflli lHuman Need sa sRevealed in Alexande rDumas ’ o t s i r C e t n o M f o t n u o C e h
T .Yogyaka tra :Engilsh Language Educaiton Study r e h c a e T f o y tl u c a F . n o it a c u d E s tr A d n a e g a u g n a L f o t n e m tr a p e D . m a r g o r
P s
r e v i n U a m r a h D a t a n a S . n o it a c u d E d n a g n i n i a r
T s tiy.
s e s y l a n a y d u t s s i h
T the moitvaiton o f Edmond Dante s a s the main r e t c a r a h
c .Thi snove ltell sabou tthe srtuggle o fa young man who ha sbeen d n a r e t c a r a h c n i a m e h t t u o b a s i y d u t s s i h t n o s u c o f e h T . s d n e ir f s i h y b d e y a rt e b . n o it a v it o m s i h e r a e r e h
T t wo problems which areformulated i n t hi sstudy related t o t he : r e t c a r a h c n i a
m 1 )W hati sEdmond Dantes ’moitvaiton? 2) How doe sEdmond ? s d e e n s i h l li fl u f s e t n a D o w t e r e w e r e h T . y d u t s y r a r b il a s a w y d u t s s i h t n i d e y o l p m e d o h t e m e h T n i d e s u s e c r u o s a t a d f o s d n i
k thi sstudy, namelyp irmaryand secondary sources. , fl e s ti l e v o n e h t s a w e c r u o s y r a m ir p e h
T The Coun to fMonte Cristo . The
s k o o b e m o s e r e w s e c r u o s y r a d n o c e
s and some source sfrom t he i nterne twhich . y d u t s e h t o t d e t a l e r n o it a m r o f n i d e d i v o r
p Thi sstudy appiled psychologica l s e t n a D d n o m d E f o c it s ir e t c a r a h c e h t e b ir c s e d o t h c a o r p p
a , t o ifnd ou tEdmond
f s e t n a D d n o m d E f o y a w e h t t u o d n if o t d n a , n o it a v it o m ’ s e t n a
D u fl liilng hi s
.s d e e n d n o m d E t u o b a s i t s ri f e h T . d e d u l c n o c e b n a c t a h t s t n i o p o w t e r a e r e h T d n o m d E f o y a w e h t s i d n o c e s e h T . s d e e n n a m u h l li fl u f o t n o it a v it o M s e t n a D .s d e e n n a m u h l li fl u f o t s e t n a
D In The Coun to fMonte C irsto , Edmond i s a s a d e b ir c s e
d nineteen-y -ear oldyoungman .Hei sasalior .Hei sagoodheatred y l e s l a f s i h f o e s u a c e b s i t I . n a m l u f e g n e v a s e m o c e b e h , n e h t t u B . n a m g n u o y d e c n e u lf n i r o i v a h e b ’ s e t n a D d n o m d E t a h t s n a e m t i s d r o w r e h t o n I .t n e m n o s ir p m i s ll e t l e v o n s i h T . n o it a v it o m s i h y
b abou tEdmond Dantes ’revenge .The falsely .s e t n a D d n o m d E f o n o it a v it o m e h t s e m o c e b t n e m n o s ir p m
i Therearesomeneed s
t a h
t are broken by hi sfalsely imp irsonment .So tha the want sto ge tback hi s e h e li h W . o s l a s e i m e n e s i h o t e g n e v e r e v i g o t r e d r o n i s d e e
n makes hi s
l a o g e h t s t e e m n o it a v it o
m – giver evenget ohi senemies ,Edmond Dante shast o s d e e n n a m u h e h t e v if n o d e s a b s e g n a h c s i H . s e m it l a r e v e s r o i v a h e b s i h e g n a h c . e v e i h c a o t s a h e h t a h
t In sho tr ,in orde rto make hi srevenge in ilne ,Edmond d e e n s e t n a
D s t o be secure, t o give and receivelove ,and needst o be respecte . d t c e p s e r e b o t s d e e
N e dist hemaingoa lo fEdmondDantes’r evenge .Heneed shi s .t s ri f s d e e n e v o l d n a s d e e n y t e f a s e h t e v e i h c a o t s a h e h t a h t o S . k c a b m e e t s e f l e s s i h
T study also gives mso e suggesiton sfo rfutureresearcher swho wli lconduc t n i s c i p o t r e h t o n o s e i d u t
s TheCoun to fMonte Cristo .Thi sstudy also contains g n i h c a e t h s il g n E r o f s n o it s e g g u
s -learningacitviites .
: s d r o w y e K n o it a v it o m d n a , s d e e n n a m u h , n o it a z ir e t c a r a h c , r e t c a r a h C
ii v K A R T S B A r u h u l u m a
H , Robertu s Bellarminu s Bagu s Priyambodo . 2013. Edmond ’ s a m u D r e d n a x e l A n i d e l a e v e R s a s d e e N n a m u H l li fl u F o t n o it a v it o M ’ s e t n a D o t s i r C e t n o M f o t n u o C e h
T .Yogyaka tra :Program Pendidikan Bahasa Ingg irs . i n e S n a d a s a h a B n a k i d i d n e P n e m e tr a p e
D . Fakutla s Keguruan dan lImu
. n a k i d i d n e
P Universtia sSanataDharma. i n i i d u t
S membahas moitvas iEdmond Dantes sebaga ikarakte rutama. g n a r o e s n a g n a u jr e p g n a t n e t a ti r e c r e b i n i l e v o
N pemuda yang telah dikhianat i
h e l
o temannya .Foku sstudiin iadalaht entangkarakte rutamadanmoitvasinya. m a l a d n a k s u m u ri d g n a y h a l a s a m a u d a d
A studi in i berkatian dengan
a m a t u r e t k a r a
k ,yatiu :1 )Apamo itvas iEdmondDantes? 2 )BagaimanaEdmond ? a y n n a h u t u b e k i h u n e m e m s e t n a D e d o t e
M studi in iadalah stud ipustaka .Ada duaj eni ssumbe rdata dalam i
d u t
s in iyatiu sumbe rutama dan sumbe rlainnya .Sumbe rutama adalah novel o t s i r C e t n o M t n u o C e h
T .Sumbe rlainnya adalah beberapa buku dan beberapa i r a d r e b m u
s internet yang membeirkan informas iberkatian dengan stud iini . i
d u t
S in i menggunakan pendekatan psikologi s untuk menggambarkan r
a
k akteirsitk Edmond Dantes , mengetahu i moitvas i Edmond Dantes , dan s e t n a D d n o m d E a r a c i u h a t e g n e
m memenuhikebutuhannya. a tr e p g n a Y . n a k l u p m i s i d t a p a d g n a y l a h a u d a d
A ma adalah moitvas i
s e t n a D d n o m d
E untuk memenuh ikebutuhan manusia .Yang kedua adalah cara . a i s u n a m n a h u t u b e k i h u n e m e m k u t n u s e t n a D d n o m d
E Dalam TheCoun tMonte
o t s i r
C ,Edmond digambarkan sebaga iseorang pemuda berusia semblian bela s n
u h a
t .Dia adalah seorang pemuda yang baik hait .Tap ikemudian ,ia menjad i i n i l a H . m a d n e d n e p a i s u n a
m disebabkan oleh pemenjaraannya yang janggal . s e t n a D d n o m d E u k a li r e p , n i a l a t a k n a g n e
D dipengaruh iolehmoitvasinya .Nove l g n a t n e t a ti r e c r e b i n
i pembalasa n dendam Edmond Dantes . Kejanggalan a y n n a a r a j n e m e
p menjad imo itvas iEdmond Dantes .Ada beberapa kebutuhan g
n a
y dirusak oleh pemenjaraannya .Sehingga dia ingin mendapatkan kembal i a y n n a h u t u b e
k setra membeirkan bala sdendam kepada musuhnya .Pada saa tia u ti a y , a y n i s a v it o m n a k i a s e l e y n e m n i g n
i membe irkan bala s dendam kepada
. il a k a p a r e b e b a y n u k a li r e p h a b u g n e m s u r a h s e t n a D d n o m d E , a y n h u s u m a i g n a y a i s u n a m n a h u t u b e k a m il a d a p n a k r a s a d i d u ti n a h a b u r e
P haru scapai .
a y a p u
S pembalasan dendamnya tetap pada rencana , Edmond Dante s harus a s a r n a k a n a h u t u b e k i h u n e m e
m aman ,kebutuhan member idan meneirmacinta , n
a
d kebutuhan dihormati . Dihormati adalah tujuan utama mpe balasa n dendam s e t n a D d n o m d
E .I ainginhargadi irnya .Sehinggadiaharu smencapa ikebutuhan n
a k
a keamanan dancintate lrebih dahulu. Studi iin menyetrakansaranbag ipara m a l a d n i a l k i p o t g n a t n e t i d u t s n a k u k a l e m n a k a g n a y n a p e d a s a m i d i ti l e n e
p The
o t si r C e t n o M t n u o
C . Studi in i juga memuat saran untuk kegiatan belajar -r a j a g n e
m bahasaI ngg irs . Katakunci:
r e t k a r a
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g n it ir w e h t g n ir u d t n e m e v o r p m i d n a s a e d i y n a m d e t s e g g u s d n
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y m e v i g o t e k il d l u o w
I othe rgrattiude to Sanata Dharma Universtiy (RomoKun ,Romo In ,and PakHer iPsikologi) .They givemeal o to fva s lue
. e fi l f
o Finally ,fo rmy bes tfirends (Darwin ,Elilsa ,and Gerard) ,who alway s .
y d u t s s i h t h s i n if o t e m t r o p p u s
r u h u l u m a H o d o b m a y i r P s u g a B s u n i m r a ll e B s u t r e b o R
x
T N E T N O C F O E L B A
T S
E G A P E L T I
T ………..
E G A P L A V O R P P
A ………....
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ………...
A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N U H A I M L
I ………... ..
T C A R T S B
A ……….... K
A R T S B
A ………... E
G A P N O I T A C I D E
D ……….
T N E M E G D E L W O N K C
A S………...
T N E T N O C F O E L B A
T S………...
N O I T C U D O R T N I : 1 R E T P A H
C ………
1 .
1 Backgroundo ft heStudy..……….. 2
.
1 ProblemFormulaiton………. 3
.
1 ProblemLimtiaiton……… 4
.
1 Objecitve so ft heStudy...……… 5
.
1 Benefti soft heStudy……… 6
.
1 De ifniiton so fTerms……….. 1
. 6 .
1 MainCharacter……….. 2
. 6 .
1 Needs………. 3
. 6 .
1 Moitvaiton………. :
2 R E T P A H
C REVIEWOFRELATEDLITERATURE………...
e g a P
i ii v i
v i v
ii v
ii i v
ix x 1 1 4 4 5 5 5 5 6 6 7
i x 1
.
2 Reviewo fRelatedTheo ires………. 1
. 1 .
2 C iritca lApproaches………. 2
. 1 .
2 Character………. 3
. 1 .
2 Characteirzaiton………... 4
. 1 .
2 Moitvaiton……… 2
.
2 Theoreitca lFramework……….. Y
G O L O D O H T E M : 3 R E T P A H
C ……….
1 .
3 Objec toft heStudy………. 2
.
3 Approachoft heStudy……… 3
.
3 Methodoft heStudy……… S
I S Y L A N A : 4 R E T P A H
C ……….
1 .
4 EdmondDantes ’MoitvaitontoFuflli lHi sNeeds……… 2
.
4 EdmondDantes ’Wayst oFuflli lHi sNeeds……….. 1
. 2 .
4 EdmondDantes ’Srtugglet oFee lSafety………... 2
. 2 .
4 EdmondDantes ’Srtugglet oGiveandReceive………. 3
. 2 .
4 EdmondDantes ’Srtugglet oBeRespected……… N
O I S U L C N O C : 5 R E T P A H
C S ANDSUGGESTIONS………
1 .
5 Conclusions……….………… 2
.
5 Suggesitons……….………… 1
. 2 .
5 Suggesitons fo rFu trhe rResearch……… 2
. 2 .
5 Suggesti s on fo rTeachingI mplementaiton………. S
E C N E R E F E
R ……… …
S E C I D N E P P
A ……….
7 7 8 9 2 1
6 1
8 1
8 1
0 2
1 2
3 2
3 2
6 2
6 2
8 2
1 3
7 3
7 3
9 3
9 3
0 4
1 4
2 4
ii x .
1 APPENDIX1 :Summary……… .
2 APPENDIX3 :Alexande rDumas ’Biography……… .
3 APPENDIX3 :LessonPlanandLearningMate irals...…………
44 0 5
4 5
1 R E T P A H
C 1
N O I T C U D O R T N I
, y d u t s e h t f o d n u o r g k c a b e r a e s o h T . s tr a p e v if f o s t s i s n o c r e t p a h c s i h T
d n a , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a l u m r o f m e l b o r p
. s m r e t f o s n o it i n if e
d Thebackground oft hestudyexplain saboutt hedescirpiton e
h t f
o topic of t hi sstudy and also statest he reason of t he wrtier in w iritng t hi s n i d e z y l a n a e b l li w t a h t s m e l b o r p e h t s e b ir c s e d n o it a l u m r o f m e l b o r p e h T . s i s e h t
s i h
t study .Thebenefti soft hestudy explain t hecontirbuiton oft hi sstudy while the deifniiton so fterm sgive some explanaitons abou tsome term swhich are
o t y d u t s e h t o t d e t a l e
r giveaclea rview. 1
.
1 Backgroundoft hes tudy
. s k r o w y r a r e ti l f o d n i k e n o s i l e v o
N Readingl tieratureworksucha snovel s
i an interesitng acitvtiy . Novel relfect s human lfie and i t contain s many e
fi l n a m u h f o t c e p s a y r e v e t u o b a s e g a s s e
m .Ltierature work such a snovel si g
n it s e r e t n
i because i tdoe sno tonly entetrain readers tb u also give ssome good .
e u l a v
, k o o b s i h n i s y a s r e l s s e r
B anovel ,awork ofl tieraturei sat ex twhichhas s
e it il a u q n i a tr e
c containingsomeelements ,sucha splot ,characte,r t one ,symbol, d
n
a confilct ,which o tfen represent sthe author’ slfie and ha smajo racitons to r
e d a e r e h t n i a tr e t n e o t y lr a e l c d n a s e u l a v d o o g h c a e
t s (1999:10).
, e r o f e r e h
T thewrtiert hinks ,by reading and analyzing ltierary work such l
e v o n a s
a wecanunderstandandl earngoodl essons o tin .
2
n
I thi sstudy, t he wrtie rchooses Alexande rDumas’ The Coun to fMonte o
t s i r
C ast hes ubjectoft hestudy.Thi snoveli sa ifcitonnove.lThi snove ltell sus s
e t n a D d n o m d E d e m a n r o li a s g n u o y a f o e l g g u rt s e h t t u o b
a . EdmondDante swa s
s a w e h d n a r o li a s d o o g , g n u o y
a acrewo fPharon.Int hemiddleoft hewayback g
n i y d e r o f e B . d e i d p i h s e h t f o n i a t p a c e h t , e m o
h ,t hecaptainaskedDantest ot ake .
p i h s e h t f o l o rt n o c e h t r e f f
o
r e tf a , d n a l n
I theback o fPharon, t heship owne rwanted Edmond Dante s e
h t e b o
t new captain o fPharon .Unfo trunately ,Danglars ,hi sfirend on Pharon s
a w t I . s e t n a D h ti w s u o l a e j s a
w because he had ambiiton to be the Captain o f d
e n n a l p e h n e h T . n o r a h
P to ifgh tEdmond.
Att heothe rside ,Fernand ,who elov dMercede ssomuch, sw a alsojealou s d
l u o c d n a n r e F . d n o m d E h ti
w no taccep tnew sabou tMercede sand Edmond‘s d
e t n a w e H . g n i d d e
w to separate them .Then ,Fernand and Danglar sstatre d to .
m e h t e t a r a p e s
, d e d n i m e r s r a l g n a
D “ If the wall so fp irson were between Edmond and e c n u o n e d o t d e d i c e d n e h t y e h T ” . d e t a r a p e s e b d l u o c y e h t , s e d e c r e M
a n a e t o r w s r a l g n a D n e h t d n a t n e g a t s it r a p a n o B a s a d n o m d
E nonymou s
G e h t o t r e tt e
l overnmen tprosecutor .Tochangehi swiritnghewrotei twtih .
d n a h t f e l s i
h (Duma s4) y
ll a n i
F , Fernand and Danglar s succeeded in making Mercede s and e
t a r a p e s d n o m d
E d. Edmond Dante sw as arrested on hi swedding day. Edmond s
e t n a
D w as brough tto the examining magisrtate .But ,Mr .De Villefo tr ,the ,
e t a rt s i g a
m c do ul no t ifndhimguitly .Mr .Villefor tt do l himt ha thewo uldbef ree t
i e r o f e B . n o o
s beca me the rtuth ,Mr .Villefor tread the letter .He found hi s n
i e m a n s ’ r e h t a
f thel etter .Inordert osavehisf athe rM rVillefor tburnt thel etter
3
k s a d n
a e dhiss oldiert oi mp irsonDantes .Dante sw asrepo tredbyMr .Villefo tr sa .
n a m y tl i u g
a Edmond Dante sdi d no t know the reason o f Mr .Villefo tr’ s n
o i s i c e
d .Days had passedbyandhed di no tgett heanswer .
T nh e oneday Edmond Dantesf ound af irend named Abbe .They il d ke to .
r e h t o h c a e k l a
t EdmondDantest o ldAbbeabou thi sstory .They analyzed i tand found tha tDanglar sand Fernandw erethemanbehindhissuffeirng .Healsogo t
t r o f e ll i V . r M y h w r e w s n a e h
t repo tre dhimast heguitly nm .a EdmondDante sgo t .
y r g n
a He promised to take revenge agains thi senemie .s Here ,the srtuggle o f s
e t n a D d n o m d
E began;t hesrtuggleo ffuflliilng hi sneed swhich w asbroken by ri
p s n o c ’ s d n e ir f s i
h a cy.
k c a b s d e e n r o s t h g ir s i h e v e i h c a d l u o c s e t n a D d n o m d E , y r o t s s i h t n I
e h t t a h t o S . d e c a f e h n o it a v it o m f o e m o s e s u a c e
b wrtie rthink stha tthi snove l n
o s s e l d o o g a e v i g y a
m .
r e ti r w e h
T chose t hi snove last he subjec toft he study because therei sa T
. n o it a v it o m d n a s d e e n s i h g n il li fl u f n i n a m g n u o y a f o e l g g u rt
s hewrtie r ifnd sa
s ’ r e t c a r a h c n i a m n i s d e e n e m o s g n il li fl u f f o t c a y r e v e n i n o it a v it o
m lfie .The
e h t s d n if r e ti r
w needso fmain characterthemselves mus tbefuliflled .Themain r
e t c a r a h
c w illdoeverything i n ordert oge twha th ew sant .I nothe rword ,st here m
e b t s u
m oitvaiton sbehind the acti on in orde rto fuflli lthe needs .The main n
i n n i g e b e h t n i r a e l c s i n o it a v it o
m g o fthe story .Edmond Dante sgot bertayed d
e n o s ir p m i y l e s l a f d n
a byhisf riends .Hisf reedomo r irght sw asinjured . e
t a t s w o l s a
M st hatt hereares omef reedomt hats houldbef ul iflledi n ilving s i m r a h o n s a g n o l o s s e h s i w e n o t a h w o d o t m o d e e r f , k a e p s o t m o d e e r f s a h c u s
4
m r o f n i r o f k e e s d n a e t a g it s e v n i o t m o d e e r f , s r e h t o o t e n o
d aiton ,and freedom t o
.) 2 2 . p , 7 8 9 1 ( fl e s e n o d n e f e d
f o y r o e h t s i t s ri f e h T . s e ir o e h t e e r h t s e s u r e ti r w e h t , y d u t s s i h t n I
h c i h w n o it a v it o
m i sexplainedby ifveexpetrs .The y aret heoryo fmoitvaiton by y
r o e h T . w o l s a M d n a , ir t e P , y a r r u M , k c e B t r e b o R , h s il a
K o fmoitvaiton i susedt o
e h t h c a e r o t w o h d n a , n o it a v it o m t a h w , t o n r o n o it a v it o m s i e r e h t r e h t e h w d n if
. n o it a v it o m f o l a o g
e h
T n exttheoryi st heory o fcharacterand characte irzaiton . ese Th theori es e
r
a used to explain the srtuggle o fEdmond Dantes to reach the goa lo fhi s s i h h g u o r h t e l g g u rt s ’ s e t n a D d n o m d E t u o d n if o t s e ir t r e ti r w e h T . n o it a v it o m
. g n i k n i h t f o y a w e h t d n a , n o it a s r e v n o c , n o it c a e r
2 .
1 ProblemFormula iton e
r a e r e h
T threemajorproblemsf ormulatedi nt hiss tudy .Thoseare: .
1 Whati sEdmondDantes’moitvaitont of uflli lhi sneeds? .
2 HowdoesEdmondDante sfuflli lhi sneeds? 3
.
1 ProblemLimtia iton
n i a m e h t n o s u c o f l li w r e ti r w e h t , y d u t s e h t f o e p o c s e h t ti m il o t r e d r o n I
s e t n a D d n o m d E s i s u c o f e h T . l e v o n e h t f o r e t c a r a h
c ’moitvaiton to fuflli lhi s
’ s e t n a D d n o m d E t u o b a r e w s n a e h t t e g o t e l b a e b o t s t c e p x e r e ti r w e h T . s d e e n
.l e v o n e h t n i s e t n a D d n o m d E f o n o it a z ir e t c a r a h c g n i d n a t s r e d n u y b n o it a v it o m
5
4 .
1 Objec itve soft heStudy s
a h y d u t s s i h
T t wo objecitves .Fristly ,i sto ifnd ou tthe moitvaiton o f .s
d e e n s i h l li fl u f o t s e t n a D d n o m d
E Thesecondist o explaint heway o fEdmond s
d e e n s i h l li fl u f o t s e t n a
D .
r e t c a r a h c n i a m e h t e z y l a n a o t s e ir t r e ti r w e h t ,s d r o w r e h t o n
I ’ smoitvaiton
n
i uf flliilnghi sneedsthroughhisr eaciton ,behavior ,conversaitonandthewayo f .
g n i k n i h t
5 .
1 Benefti soft hes tudy
n e k a t e b n a c h c i h w s ti f e n e b e m o s e r a e r e h
T .Fo rthe wrtier ,thi sstudy r o F . l e v o n e h t n i n o s s e l n e e s n u t u o b a g n i d n a t s r e d n u e r o m s e v i g y lt c a x
e the
i e r a o h w s r e d a e
r nterestedi nl tieraryworks, t hi sstudywli lh elp ther eadertoget a clear understanding about t eh nove lfrom psychological point o fview . F ro
l e v o n s i h t ,s r e h c a e
t canbeu d se ast her esourceoft eachingandl earningacitvtiy. 6
.
1 Deifni iton soft erms s
i h
T par tconsist so fdeifniiton so fsome signi ifcan tterm sused in thi s y
d u t
s . Theobjecitve oft hi spatri st o help readerst o avoid misunderstanding i n .s
i s e h t s i h t g n i d a e r
1 . 6 .
1 MainCharacter
t n a tr o p m i t s o m e h t s a d e n if e d s i r e t c a r a h c n i a m , s m a r b A o t g n i d r o c c A
personi n t hestory.I tcan bet hecente roft hestory .Usually t heact soft hestory ) 0 2 . p . 1 8 9 1 ( s tr a p g n i d n e o t g n i n n i g e b e h t m o r f r e t c a r a h c s i h t n o d e s u c o f e r a
6
2 . 6 .
1 Needs g n i d r o c c
A Maslow ,need saresomethingt ha tmus tbef ul iflled .Peoplewli l h
t y r e v e o
d ingbasedont hei rneed .s( 1987 ,p .15) 3
. 6 .
1 Mo itva iton
e s u a c e b s i tI . r o i v a h e b o t d e t a l e r s i n o it a v it o m , ) 7 ( y a r r u M o t g n i d r o c c A
, g n i m r o fr e p , g n i n r a e l s a h c u s s r o i v a h e b f o d n i k y r e v e o t d e t a l e r n o it a v it o m
. g n il e e f d n a g n it a e r c , g n i k n i h t , g n it t e g r o f , g n ir e b m e m e r , g n i d n e tt a , g n i v i e c r e p
h o t d e t a l e r s i n o it a v it o
M umanbehavio rbecausei tsitmulate ssomeonet obehave s e t n a D d n o m d E s n a e m n o it a v it o m , y d u t s s i h t o t d e t a l e R . r e n n a m n i a tr e c n i
. e fi l s i h n i g n i h t e m o s g n i o d n i s n o s a e
r Pert istatest ha tmoitvaiton i st heconcep t i
w r o n o n o it c a e r e h t e b ir c s e d e w n e h w e s u e
w thin an organism t o i niitate and (
r o i v a h e b t c e ri
d p .3 .)
7 2 R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
s t s i s n o c 2 r e t p a h
C oft wos ecitons .Thef ristseciton si thereviewofr elated f
o n o it p ir c s e d r o s e ir o e h
t theo ire swhich i s used i n t hi sstudy namely theory o f z
ir e t c a r a h c d n a r e t c a r a h c f o y r o e h t , s e h c a o r p p a l a c it ir
c aiton , and theory o f
d n o c e s e h T . n o it a v it o
m onei sthetheoreitcalf ramework .Theoreitcalf ramework m e l b o r p e h t g n ir e w s n a n i y r o e h t h c a e f o n o it u b ir t n o c e h t n i a l p x e o t d e s u s i
. n o it a l u m r o f
1 .
2 Reviewo fRelatedTheories 1
. 1 .
2 Criitca lApproaches s d o o W d n a r e g r e b r h o
R Jr .stated tha tthere were ifve approache stha t could b se u ed in analyzing a ltierary work including the formailsitc approach ,
o i c o s , h c a o r p p a l a c i h p a r g o i
b -cutlural histo irca lapproach ,mythopoeia approach (
h c a o r p p a l a c i g o l o h c y s p d n
a p 6-p . 1 5 .)
f e h
T ormalisitc approach concen rtate son the tota lintegrtiy o fltierary ,
e fi l s ’ r o h t u a h ti w n r e c n o c t o n s e o d h c a o r p p a s i h T . s k r o
w genre o fltierary
. d n u o r g k c a b l a i c o s d n a , s k r o w
b e h
T iographica lapproach a s im toconside rauthor’sl fie ,personaltiy ,and a
r o f s a e d
i deepunderstandingt ohi sw iritng .s s
e h
T o -cio cutlura l histo irca l approach ha s two factors . The fris t i s p
n i y c a r u c c
a resentaiton o f histo irca l fact s and the second facto r i s work e
c n a c if i n g i s y r a r e ti l t o n t u b , e c n a c if i n g i s l a c ir o t s i h e v a h t h g i m e r u t a r e ti
l .
8
m e h
T ythopoeic approach i s used when a ciritc attempts to ifnd a t
h g u o h t n a m u h f o n r e tt a p r a l u c it r a
p .
p e h
T sychologica lapproach related to theory o fpsychology to explain e
h t s i r e t c a r a h c , h c a o r p p a s i h t n I . y r o t s e h t n i r o i v a h e b s r e t c a r a h
c elemen to f
ilterarywork. 2
. 1 .
2 Character
.s k r o w y r a r e ti l n i t n e m e l e t n a tr o p m i n a s i r e t c a r a h
C Accordingt o Klarer ,
a d o o t s r e d n u e b n a c t x e t y r a r e ti l a n i s r e t c a r a h
c si ndividual so rast ypes( 1998 ,p . .)
7
1 Gli li sstated t hat character sin book smi ght have al lso tr so f ilnk swtih e
l p o e
p m et every day bu tpeopleonly met them i n book s(1995 ,p .127) .Based e
h t n
o statement sabove,i tco uld beconcluded t ha tacharacte rhasr elaiton wtih .
e fi l y li a d
n o t n a t
S si catego irzed characte rinto two .They are majo rand mino r e
t c a r a h
c rs .Majo rcharacter i sacharacte rwhich dominatest he whole story and e
h t n i a g o t d e t n e s e r p s y a w l
a story .Mino rcharacte ri sshown to help t he main r
e t c a r a h
c (1965 ,pp .1 - )7 1 . 8 n o m r a H d n a n a m l o
H classiifed characte rinto two types, namely majo r r
e t c a r a h
c and mino rcharacter .A majo rcharacter i st he character t ha tplayst he r o e H . y r o t s e h t f o s u c o f e h t s i r e t c a r a h c r o j a m A . y r o t s a n i e l o r t n a tr o p m i t s o m
g n i n n i g e b e h t m o r f y r o t s e h t n i r e t c a r a h c g n ir a e p p a y lt n e u q e r f t s o m e h t s i e h s
. d n e e h t li t n
u Amino rcharacteri st hecharactert hatt ake salessi mpo trantr olei n y
r o t s e h t n i r a e p p a s y a w l a t o n s e o d e h s r o e H . y r o t s e h
t (1980 ,p .8 . 2)
9
k o o b s i h n i r e t s r o F o t g n i d r o c c a , r e h tr u
F Aspects oft heNovel ,characteri s r
o t a lf e r a y e h T . s e p y t o w t o t n i d e if i s s a l
c staitccharacter sandr ound o rdynamic y ti l a u q r o a e d i e l g n i s a “ d n u o r a t li u b s i r e t c a r a h c t a lf A . s r e t c a r a h
c ” and
s i r e t c a r a h c t a lf A . li a t e d g n i z il a u d i v i d n i h c u m t u o h ti w d n a e n il t u o n i d e t n e s e r p
e n o y l n o e e s e w e s u a c e b s ti a rt o w t r o e n o y b d e z ir e t c a r a h
c sideo fhim .Thereare
t a h t s i r e t c a r a h c t a lf a f o e g a t n a v d a t s ri f e h T . r e t c a r a h c t a lf a f o s e g a t n a v d a o w t
o c e r s i e
h gnizedeasliywheneve rheappear .s d n a s e g n a h c n e tf o r e t c a r a h c d n u o r
A learn so rbecome senilghtened ,grow s o
m e h t s i s i h T . s e t a r o ir e t e d r
o s tperfec twayf o rauthorst o presentt hecharacter s r
o h t u a e h t e c n i
s i sablet or epresentt hemi nt hei rwholenes sandi nt hei rdfiferen t e d i s e n o m o r f e t e l p m o c s r e t c a r a h c e h t t n e s e r p s r o h t u a e h t t a h t g n i n a e M . s t c e p s a
t c a e r s r e t c a r a h c e h t w o h d n a r e h t o o
t dfiferenlty toward sdifferen tstiuaiton n
o s r e p r o / d n
a encountered( pp .4 -6 5 1 .) 3
. 1 .
2 Characteriza iton n i a l p x e r e r a l
K s abou ttwo method so fcharacte rpresentaiton in ltierary a h g u o r h t n o s r e p a s e b ir c s e d t I . n o it a z ir e t c a r a h c y r o t a n a l p x e s i t s ri f e h T . k r o w
o t a r r a
n r .Thist echniqueplacest henarrato ra saj udgmenta lmediato rbetweent he d o h t e m s i h T . n o it a z ir e t c a r a h c c it a m a r d s i d n o c e s e h T . r e d a e r e h t d n a n o it c a
g n it c a e h t h s i u g n it s i d o t e l b a s i e h s r o e h t a h t r e d a e r e h t n o n o i s s e r p m i e h t s e t a e r c
y n a t u o h ti w s e r u g
if interveningagency ,asi fwtinessingadramaitcpefrormance . s e c n a r e tt u d n a s n o it c a r e h r o s i h h g u o r h t y l n o n w o h s s i n o s r e p a f o e g a m i e h T
u o h ti
w ti ntefreirngcommentary( 1998 ,pp .1 -9 2 0 .)
0 1
o t g n i d r o c c
A Grenvillecharacteirzaitoni st hewayt hatt heauthorpresent s o t n i e l p o e p e fi l l a e r s m r o f s n a rt t a h t s s e c o r p e h t s i s i h t d n a ) s ( r e t c a r a h c e h t
h
c aractersi n ifciton work (1990 ,p .36) .In relaiton t o characte irzaiton ,Holman a
h c f o s d o h t e m l a t n e m a d n u f e e r h t e r a e r e h t t a h t n i a l p x e n o m r a H d n
a racteirzaiton
if n
i citon( 1980 ,p .82) .Thoseare: .
1 The expilci tpresentaiton by the autho ro fthe characte rthrough driec t n o it c a e h t n i r o k c o l b y r o t c u d o rt n i n i d e c a l p e b n a c y e h t , n o it i s o p x e
. k r o w e h t t u o h g u o r h t .
2 Thepresentaitonoft hecharacteri nt heacitonmakest her eader sbeablet o .
n o it c a e h t m o r f r o t c a e h t f o e t u b ir tt a e h t e c u d e d .
3 Thepresentaitonf rom wtihin acharacter ,wtihou tcommen tont hei mpac t n
o it o m e d n a s n o it c a e h t f
o son the character’ sinne rsefl wli lb irng the rt
t a e h t f o g n i d n a t s r e d n u r a e l c a o t s r e d a e
r ibute soft hecharacte.r y
h p r u M o t g n i d r o c c
A there are nine way s t o revea l the character’ s s a r e t c a r a h c , n o it p ir c s e d l a n o s r e p e r a e s o h T . s r e d a e r e h t o t s ti a rt d n a s e it il a n o s r e p
t c e ri d , n o it c a e r , s r e h t o f o n o it a s r e v n o c , e fi l t s a p , h c e e p s , r e h t o n a y b n e e s
o
c mment ,st houghts ,andmanneirsm ( .pp 1 -61 173). .
1 The fris t method i s persona l desc irpiton . I t i s related t o physica l n i s r e d a e r e h t o t e g d e l w o n k s e v i g r o h t u a e h t h c i h w r o f e c n a r a e p p a
n o i s s e r p x e l a i c a f r e h r o s i h h g u o r h t y r o t s a n i r e t c a r a h c e h t g n i d n a t s r e d n u
s e h t o l c t a h w d n
a h reo shewears. .
2 Thesecondmethodi scharacte ra sseen byanothe.rI tmeanst ha tacetrain n
o s r e
p ’ scharacte rcan be drawn from anothe rcharacter’ spoin to fview
1 1
d n a s e y e e h t h g u o r h t r e t c a r a h c e h t s e b ir c s e d r o h t u a e h T . n o i n i p o d n a
o i n i p
o n o f other s instead o f descirbing the characte r drieclty . He r
e t c a r a h c e h t s t n e s e r p e
r ’ sperformance and personaltiy by letitng othe r n o d e s a b e k il e r a y e h t t a h w s r e d a e r r i e h t o t y e v n o c y r o t s e h t n i r e t c a r a h c
m s r e d a e r e h T . r e t n u o c n e y e h t t a h t r e t c a r a h c e h
t aygain t hedescirpiton a s e
g a m i d e t c e lf e r
a .
.
3 Thet h rid method i saspeech .Through character’ sway oft alking t oothe r e
v n o c e h s r o e h y a w e h t r o e l p o e
p y sthe opinion toward something we , s k a e p s n o s r e p a r e v e n e h W . n o s r e p t a h t f o c it s ir e t c a r a h c e h t w o n k
h
w eneve rhe o rshe i sin aconversaiton wtih others ,wheneve rheo rshe r e h r o s i h o t s e u l c e m o s s u g n i v i g s i n o s r e p e h t , n o i n i p o n a d r a w r o f s t u p
r e t c a r a h
c .
.
4 Thef ou trhmethodi spastl fie .Ther eader s ifndoutt hecharacter’ spastl fie r
o h t u a e h t y
b ’ sdriectexplanaiton ,conversaitonwtihother sandalsobyt he s
r e h t
o ’ opinion toward the characte rpas tlfie .The autho rgive ssome r
e t c a r a h c e h t e p a h s o t d e p l e h e v a h t a h t s t n e v
e ’ scharacteirsitcbyl earning e
n o e m o s m o r f g n i h t e m o
s ’ spastl fiei nt hes tory. .
5 The iftfh method i sconversaiton o fothers .By paying atteniton to the n
a c e w , r e h r o m i h t u o b a s r e t c a r a h c r e h t o f o n o it a s r e v n o
c s eea person’ s
l p o e P . l e v o n e h t n i r e t c a r a h
c eo tfent alkabou tothe rpeopleandt hematte r n
o it a s r e v n o c e h t f
o g s ive usr eferencet othecharacter’ scharacteirsitc. .
6 Thesixth method i sreacitons . tI i s t heway t o understand t he character’ s s u o ir a v h ti w d e t n o r f n o c f i n o it c a e r r e h r o s i h t a g n i e e s y b r e t c a r a h c
2 1
s m e l b o r p e h t d r a w o t n o it c a e r h c a E . e fi l r e h r o s i h n i s t n e v e d n a s n o it a u ti s
o h
s w sthe character’ stendency and thi stendency gives the reader sa r
e t c a r a h c e h t t u o b a n o it p ir c s e
d ’ spersonaltiy. .
7 The seventh method i sdriec tcomment . tI i st he autho rwho give shi so r r
e t c a r a h c e h t n o t n e m m o c r o n o it p e c e r l a n o s r e p r e
h ’ s characteirsitc s
i dreclty. .
8 Theeighthmethodi st hought .Theautho rgivedriec tknowledgeo fwha ta r
e t c a r a h c e h t g n i w o n K . t u o b a g n i k n i h t s i n o s r e
p ’ smind i sone way to
r e t c a r a h c e h t w o n
k .
.
9 The las t method i smanneirsm .s The autho r descirbes the character’ s h
g u o r h t s m s ir e n n a
m habti swhich may also tel lu ssomething abou tthe .
y ti l a n o s r e p s ’ r e t c a r a h c 4 . 1 .
2 Mo itva iton o t g n i d r o c c
A Kailsh moitvaiton co uld besrtong enough t o acitvategoal -g
e b t a h t r o i v a h e b g n i k e e
s an wtih cu irou sfeeilng sand ended wtih behavior t ha t .
d e e n s i h d e if s it a
s I tmean s tha tmo itvaiton w as seen a s something which l
a o g n i a tr e c a e v e i h c a o t t c a n a s e t a v it c
a ( .p 3 . 0)
e d i v i d k c e
B d moitvaiton i nto t wo t ypes, namely i ntirnsicmoitvaiton and c
n o it a v it o m c i s n ir t n I . n o it a v it o m c i s n ir t x
e ame from wtihin based on persona l c
n o it a v it o m c i s n ir t x E . t n e m ll if l u f r o f d e e n d n a , s e ri s e d , s t s e r e t n
i a me from
i n u p r o s d r a w e r s a h c u s , r e m r o f r e p e h t f o e d i s t u o s r o t c a f l a n r e t x
e shment .
e v o r d n o it a v it o m c i s n ir t x
E theperformert o do t hing sfo rreward so rpressures , o
d f o n u f e h t n a h t r e h t a
r ing ti ( .p 144).
3 1
e n if e d y a r r u
M d moitvaitona sadesrie .Moitvaitonw asrelatedt obehavio r e
v l o v n i t i e s u a c e
b d in al lkind so fbehavior ssuch a slearning ,performing , t I . g n il e e f d n a g n it a e r c , g n i k n i h t , g n it t e g r o f , g n ir e b m e m e r , g n i d n e tt a , g n i v i e c r e p
t c e f f
a ssomeone’ sbehavio rbecause moitvaiton might funciton as i ncenitve fo r r
e n n a m n i a tr e c a n i e v a h e b o t e n o e m o
s ( .p )7 .
ir t e P o t g n i d r o c c
A ,moitvaitoni stheconcep tweused whenwedescirbed t
c e ri d d n a e t a it i n i o t m s i n a g r o n a n i h ti w r o n o g n it c a s e c r o f e h
t behavior(1981 ,
3 . p
p - )4 .Pert ialso stated tha tMaslowha salso developed amoitvaitonalt heory n a m u h o t c i s a b s a l a it n e t o p l l u f s ’ e n o h c a e r o t g n i v ir t s e h t s e z i s a h p m e t a h t
e d u l c n i d n a n o it a v it o
m d addiitona lmoitve sbeside ssefl-actuailzaiton .I tmeant thats omeone’ sbehavio rw asrelatedt ot heneeds .I tco uldbedescirbedt ha twhen
d e e n e n o e m o
s e d one thing he would driec thi saciton o rbehavio rto fuflli lhi s d
e e
n (1981 ,p .3 10 ).
r o i v a h e b n a m u h t a h t d n u o f w o l s a M , ir t e P o t g n i d r o c c
A w lasr teaedt o t he
e e
n d .s Maslow classiifed moitvaiton i nto ahierarchy o fhuman needs (1981 ,p . )
1 0
3 . Theyare: .
1 Physiologica lneeds h
P y isologica lneed saret he p irmary needs ;they ea r the need sfo rhuman p
e e l s , r e t a w , ri a f o d e e n e h t s a h c u s , l a v i v r u
s , of od and sexua lacitvtiy .Fo r fl
e s , d o o f f o s k c a l n o s r e p a n e h w , e l p m a x
e -esteem and love ,he i sgoing to s i d o o f f o d e e n e h t l it n u s d e e n r e h t o e h t e r o n g i l li w e H . t s ri f d o o f d n a m e d
. d e ll if l u
f
4 1
t o m f o t n i o p g n i n n i g e b e h t r o c i s a b e h t s i s i h
T ivaiton t heory by Maslow . Physiologicalneed scontain need f orf ood ,water ,and sex( McClelland ,1985 ,p .
) 2 3 9 1 ( n o n a C . ) 1
4 descirbes thi sproces sfo rwate rconten to fthe blood ,sal t n
e t n o
c t ,suga rconten,t protein content ,fa tcontent ,calcium content ,oxygen n
e g o r d y h t n a t s n o c , t n e t n o
c -ion level ,and constan ttemperature o fthe blood .
p , 7 8 9 1 , w o l s a M
( 15) .Young( 1941 ,1948 )summa irzedt heworkonappettiei n n
o it a l e r s
ti to body need s(a sctied i n Maslow ,1987 ,p .16) .When t heseneed s m
o d a s a s e g r e m e y h c r a r e i h e h t f o d e e n t x e n e h t , t e m e r
a inan t force in
e ri d d n a g n il l o rt n o
c citngbehavior( a sctiedi nPet ir ,1981 ,p .303 .) .
2 Safetyneeds s i h t n
I leve lhuman need sstablitiy ,dependency ,proteciton, f reedomf rom ;
s o a h c d n a , y t e i x n a , r a e
f needf o rsrtucture ,orde,r l awand ilmtis ,srtengthi nt he ,r
o t c e t o r
p and securtiy (1987 ,p .1 . 8) Maslow states t hatt he need sfo rsafety i s l a e r n i y l n o s e c r u o s e r s ’ m s i n a g r o e h t f o e z il i b o m t n a n i m o d d n a e v it c a n a s a n e e s
7 8 9 1 ( s n o it a u ti s d a b y ll a c i n o r h c r o , e m ir c , e s a e s i d , r a w s a h c u s , s e i c n e g r e m
e ,p .
d e s a B . ) 9
1 on explanaiton before , safety need s include persona l securtiy, . s s e n ll i r o t n e d i c c a t s n i a g a y t e f a s d n a g n i e b ll e w d n a h tl a e h , y ti r u c e s l a i c n a n if
p r e tf a r u c c o s d e e n e s e h
T hysiologica lneed smaybef ullyfuliflled. .
3 Loveo rBelongingnes sneeds e
v o
L o rbelongingnes sneed sare on the thrid level .They ea r related ot , d e v o l e b o t d e e n e l p o e P . e v o l g n i v i e c e r d n a , g n i v i g , n o it c e f f a , e c n a t p e c c a
p e c c
a ted ,andt obeneededbyothers( 1987 ,p .20) .Maslows tatest hatl oveneed s e
r
a srtonglynots ynonymou swtihs ex( 1987 ,p .2 1 .)
5 1
.
4 Esteemneeds
. s r e h t o y b d e u l a v d n a d e t c e p s e r e b o t e ri s e d n a m u h s t n e s e r p d e e n m e e t s E
o w t e r a e r e h
T catego ireso festeemneeds .Thef ristist heneedsf o rsefl-esteem , fl
e
s -con ifdence, i ndependenceand f reedom . eT h secondist heneedsf o rgaining ,
e m a
f status da n recogniitonbyothers .(1987 ,p .2 . 1)
fl e s y h tl a e h t s o m d n a e l b a t s t s o m e h t t a h t s e t a t s w o l s a
M -esteemi sbased
d n a y ti r b e l e c r o e m a f l a n r e t x e n o n a h t r e h t a r s r e h t o m o r f t c e p s e r d e v r e s e d n o
. p , 7 8 9 1 ( n o it a l u d a d e t n a r r a w n
u 2 2 .)
.
5 S -eflactuailzaiton fl e s r o f s d e e n e h
T -actuailzaiton are considered the ifna lneeds .These p
e h t f o n o it a c if it n e d i e h t e r a s d e e
n hysiologica lneed fo rgrowth ,development , .l
a it n e t o p f o n o it a z il it u d n
a Maslow also state sbehavio ro fsefl-actuailzaiton a
v it o m s i n o s r e
p ted by a new se to fneeds ,such a s rtuth ,honesty ,beauty ,and .
p , 1 8 9 1 , ir t e P ( s s e n d o o
g 305 .)
w o l s a M , e r o m r e h tr u
F state s tha t there are seven excepiton s in the y
h c r a r e i
h ( .pp 2 - )6 27 .Theexcepiton sare: .
1 Some people in whom ,fo rinstance ,sefl-esteem seems to be the more .
e v o l n a h t t n a tr o p m i .
2 Thei nnatecreaitvenes so faperson migh tappea rno ta ssefl-actuailzaiton . n o it c a f s it a s c i s a b f o k c a l f o e ti p s n i t u b , n o it c a f s it a s c i s a b y b d e s a e l e r .
3 Incetrain people,t hel eve lo faspriaiton may bepermanen lty deadened o r d
e r e w o
l .
6 1
.
4 The so-called psychopathic personaltiy i sanothe rexample o fpermanen t s
d e e n e v o l e h t f o s s o
l .
.
5 Anothe rcause o freversa lof t he hierarchy i s t ha twhen a need ha sbeen r
e d n u e b y a m d e e n s i h t , e m it g n o l a r o f d e if s it a
s -evaluated.
.
6 Anothe rparita lexplanaitono fapparentr eversalsi ss eeni nt hef actt ha twe f o s m r e t n i y c n e t o p e r p f o y h c r a r e i h e h t t u o b a g n i k l a t n e e b e v a h
s t n a w t l e f y l s u o i c s n o
c o rdesriesr athert hanbehavior. .
7 Perhap smorei mpo trantt hanallt heseexcepiton saret heonest hati nvolve e
k il e h t d n a , s e u l a v h g i h , s d r a d n a t s l a i c o s h g i h , s l a e d
i .
2 .
2 Theore itca lFramework
n I . n o it a l u m r o f m e l b o r p e h t f o r e w s n a e h t d n if o t d e t n e s e r p s i y d u t s s i h T
s e s u r e ti r w e h t , y d u t s e h t f o g n i d n a t s r e d n u r a e l c a e k a m o t r e d r
o theoryo fciritca l
, s e h c a o r p p
a theory o f character , theory o f characteirzaiton , and theory o f n
o it a v it o
m byKailsh ,Beck ,Murray ,Petir ,andMaslow . ’
s d o o W d n a r e g r e b r h o
R st heory o fc iritca lapproach wa sused t o help t he o
r e w s n a e h t d n if o t r e d r o n i h c a o r p p a t s e b e h t g n i d n if n i r e ti r
w fproblem
h c i h w h c a o r p p a e h T . n o it a l u m r o
f w as used in thi sstudy w as psychologica l t
I . h c a o r p p
a w asbecauset hesubjec toft hestudyw asabou thumanac to rhuman .t
n e m p o l e v e d y ti l a n o s r e p
r e t c a r a h c f o y r o e h
T w as used to ifnd ou t whethe r Edmond Dantes’ a
r a h
c cte rw asar oundo r lfa tcharacter .Meanwhlie,i nordert o ifndhowEdmond . n o it a z ir e t c a r a h c f o y r o e h t s e s u r e ti r w e h t l e v o n e h t n i d e t c i p e d s e t n a
D These
w s e ir o e h
t o uld help the wrtie rin analyzing the main character’ smoitvaiton .
7 1
d l u o w s e ir o e h t e s e h
T a lso help the wrtie rto know the way o fmain characte r .s
d e e n s i h g n il li fl u f
n o it a v it o m f o y r o e h t , e r o m r e h tr u
F w asusedt o ifnd ou twhethert herew as n
o it a v it o m
a . Then , ifnally wrtie rcould ge tanswe ro fwha tmoitvaiton t ha twa s t
n e s e r
p e dint hemaincharacter andalsohowEdmondDantesf ul iflle dhi sneeds .
8 1
R E T P A H
C 3
Y G O L O D O H T E M
s e v l o v n i y d u t s s i h t n i d e s u y g o l o d o h t e m e h
T threepatr snamely objec to f s i y d u t s e h t f o t c e j b O . y d u t s e h t f o d o h t e m d n a , y d u t s e h t f o h c a o r p p a , y d u t s e h t
n o n o it a n a l p x e f e ir b d n a l e v o n e h t f o n o it p ir c s e d l a c i s y h p t u o b
a whatt hes y stor i
t u o b a y ll a r e n e
g ,approachoft hestudystatest heapproachemployedi nt hi sstudy m
e li h
w ethodoft hes tudyconsist sofr esearche susedi nt hiss tudy ,s ource sused , n
i n e k a t s p e t s e h t d n
a theanalysi .s
1 .
3 Objec toft heStudy
o t s i r C e t n o M f o t n u o c e h
T si thenovelt hati sdiscussedi nt hi sstudy .T his l
e v o
n si w irtten by Alexande rDumas. Thisi sa ifcitonnovel .Thisi soneoft he e
r a s k r o w s ’ s a m u D r e h t o e m o S . n e tt ir w r e v e s l e v o n r a l u p o p t s o
m The Three
s r e e t e k s u
M ,The Black Tuilp ,Le Chevaile rde Maison-Rouge ,La Dame de u
a e r o s n o
M ,Georges ,The Knigh to fSainte-Hermine ,TheQueen' sNecklace ,La t
o g r a M e n i e
R ,ThenewTroy ,TwentyYear sAtfer ,TheTwoDianas ,TheVicomte e
n n o l e g a r B e
d ,andTheWol fLeader. o t si r C e t n o M f o t n u o C e h
T i sastory abou ta French gen lteman ,Edmond s
a w e H . s e t n a
D a lucky person ,bu tthen betrayed by hi sfirends .He became .
y c a ri p s n o c ’ s d n e ir f s i h f o e s u a c e b r e n o s ir p
o m d E , s r a l g n a
D nd Dantes’ sfirend on Pharon w as jealou swtih Dante s a
c e
b uset heowne roft hePharonwoulddeclareDante sast henewcaptainoft he
9 1 .
p i h
s Fernand ,the cousin o fMercede sw as also jealou swtih Dante sbecause d
l u o w s e t n a
D marryMercede .s c
e b s r a l g n a
D a meapa trne ro fFernand .They se ta rtick t o makeEdmond li
a f s e t n a
D ot cb oe me anew captain and falied t o b coe me Mercedes ’husband . k
c ir t e h
T w ko dr e .Edmond Dante sw asaccused a saBonaparitstf aciton .Dante s s
a
w broughtt o t he examining magisrtate named Mr .De Villefo tr .M rVillefor t n
i s a w e m a n s ’ r e h t a f s i h t a h t w e n
k rtouble .Then Mr .Villefor tdecided to r
p m
i ison Dante .s Atfe rknowing the conspriacy ,Edmond Dante sse trevenge t o .s
r a l g n a D d n a d n a n r e F
e p a c s e s e t n a
D d fromt hej ali .Hego t irch atfe rhef oundt he rteasurei nt he d
e m a n d n a l s
i Isle o fMonte C irsto . He disguised hi sname someitmes .He d
e s i u g s i
d himsel fa san tIailanPirest ,ar epresentaitveo fabank ,LordWlimore– o
t s ir C e t n o M f o t n u o C d n a , n a m e l b o n h s il g n
E . He disguised a sa p irest ,bank e
v it a t n e s e r p e
r ,LordWlimoreto ifnds omei nformaitonabou thi senemie sandhi s .
s d n e ir
f
ll i e s r a M o t e m a c e
H e s a s an tIailan P ires t to mee t hi s old firend, .
e s s u o e r d a
C He told Cadreousse tha tEdmond Dante shad been dead and he d a s s a w e s s u o e r d a C . t n e m n o s ir p m i s e t n a D d n i h e b y r e t s y m e h t w o n k o t d e t n a w
a n r e F d n a s r a l g n a D t a h t d l o t e s s u o e r d a C . h t u rt e h t m i h d l o t d n
a nd werej ealou s
s e t n a D d e m i a l c h c i h w r e tt e l a e t o r w s r e l g n a D . m i h f
o to beaBonaparits tagen t
.t i d e t s o p d n a n r e F d n a
0 2
e h t r o f d n o m a i d a e s s u o e r d a C e v a g e h n e h T . d e if ir e v s a w t i t l e f s e t n a D
. n o it a m r o f n i e h t d n a s s e n d n i
k Dante sconitnued the search o fthe enemie sin o
t r e d r
o fuflli lhi saim .s
e h e s u a c e b l e r r o M . r M o t e m a c e h n e h
T had been informed tha tMr . e
l e r m i h t e g o t s n i a p n e k a t d a h l e r r o
M ased .He had known tha tMr .Morre lgo t o t k n a B h c n e r F d n a n o s m o h T f o e v it a t n e s e r p e r a s a d e s i u g s i d s e t n a D . t p u r k n a b
help Mr .Morrel .Hes aid to Mr .Morre’l sdaughte rtha tshewo uldge tal ettert o . r M y e n o m e h t t a h t d n u o f d n a r e tt e l e h t f o n o it c u rt s n i e h t d e w o ll o f e h S . w o ll o f
. d i a p n e e b d a h d e w o l e r r o M
l l a t o g s e t n a D r e tf
A informaiton o fhi senemie sand hi skind f irend ,s he s
a d e s i u g s i
d LordWlimoreand MonteC irstot ogiver evenget o hi senemies .He g
s e i m e n e s i h e d a m e H . s e i m e n e s i h l li k t o n d i
d o tdeep suffer .He made hi s t
l e f s e i m e n
e thepaini nl fiea shego.t n
I thi scase ,there i smoitvaiton in every aciton o rbehavio ro fEdmond n
o it a v it o m e h T . s e t n a
D si se tby EdmondDantes .Thati st heobjec toft hestudy .r
e ti r w e h t y b d e n i a l p x e e b l li w t a h t
2 .
3 Approachoft heStudy
t a h t d e t a t s r J s d o o W d n a r e g r e b r h o
R thepsychologicalapproachi nvolve s i
a l p x e o t y g o l o h c y s p f o y r o e h
t n the characters’ personaltiy in the story .Thi s t
a c o l o t s e ir t h c a o r p p
a eanddemonsrtatet her ecu rren thuman’ spattern sbyusing y r a r e ti l f o t n e m e l e e h t s i r e t c a r a h c , h c a o r p p a s i h t n I . n o it a e r c d n a n o it a n i g a m i s i h
e v o c s i d o t d e il p p a s i h c a o r p p a s i h T . k r o
w rt hecharacter’spersonaltiy ,whichcan .s
n o it c a d n a , s t h g u o h t ,s d r o w c il o b m y s n i d n u o f e
b
1 2 ,
e v o b a n o it a n a l p x e e h t o t g n i d r o c c
A the wrtie r decided to use the .
h c a o r p p a l a c i g o l o h c y s
p Thepsychologica lapproach ha sbeen selected t o be the a
e t a ir p o r p p a t s o
m pproachbecauset heobjecitveoft hestudyw asaboutt hemain .
y ti l a n o s r e p s ’ r e t c a r a h c
3 .
3 Methodoft heStudy
r e ti r w e h
T used ilbrary research a sthe method o fthi sstudy .Data were .
s l a n r u o j d n a s k o o b s a h c u s s e c r u o s n e tt ir w m o r f d e r e h t a
g Thenove l tisel fw sa
d e s
u sa t hemainr esource. s e r e w e r e h
T ome step sused in analyzing the nove.l The fris tstep ,the r
e ti r
w choseanovelt ha twa sgoingt obeanalyzedi nt hestudy .I twouldbeused .
y d u t s e h t f o e c r u o s y r a m ir p a s
a Thewrtie rchoseTheCoun to fMonteCrsit oby e
c r u o s y r a m ir p e h t s a s a m u D r e d n a x e l
A .
e h t g n i d a e r s a w p e t s d n o c e s e h
T nove.l Thewrtie rread t henove lsevera l y
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it andalso to
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1 .
4 EdmondDantes ’Mo itva itontoFuflli lHi sNeeds
s i h l li fl u f o t r e d r o n i n o it a v it o m ’ s e t n a D d n o m d E s e s s u c s i d n o it c e s s i h T .s d e e
n Theo ire swhicha reused i nt hi ssecitonaret heoryo fcharacte rand t heory .
n o it a v it o m f o
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A Klarer ,character sin a ltierary tex tcan be understood as .
p , 9 9 9 1 ( s e p y t s a r o s l a u d i v i d n
i 1 7 .) Then Stanton, i n hi sbook Introduciton t o n
o it c i
F (1965 ,pp .1 - )7 18 ,catego irzed characte rinto two: majo rand mino r r
e t c a r a h
c s .Majo rcharacter i sacharacte rwhich dominatest he whole story and s
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e t c a r a h
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, r e h tr u
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c d
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o ”
4 2 r e t c a r a h c t a lf A . li a t e d g n i z il a u d i v i d n i h c u m t u o h ti w d n a e n il t u o n i d e t n e s e r p d n a e r e h T . m i h f o e d i s e n o y l n o e e s e w e s u a c e b s ti a rt o w t r o e n o y b d e z ir e t c a r a h c s i o w t e r
a advantage so fa lfa tcharacter .The fris tadvantageo fa lfa tcharacter i s o c e r s i e h t a h
t gnized easliy wheneve r he comes . A round characte r o tfen s e g n a h
c -learn so rbecome senilghtened ,grow so rdeteirorates .This i st he mos t r p o t s r o h t u a r o f y a w t c e f r e
p esen tthe character ssince the autho rare able to e h t t a h t g n i n a e M . s t c e p s a t n e r e f fi d r i e h t n i d n a s s e n e l o h w r i e h t n i m e h t t n e s e r p e r e h t w o h d n a r e h t o o t e d i s e n o m o r f e t e l p m o c s r e t c a r a h c e h t t n e s e r p s r o h t u a s t n e r e f fi d s d r a w o t y lt n e r e f fi d t c a e r s r e t c a r a h
c tiuaitonand/o rperson encountered. s i s e t n a D d n o m d E y d u t s s i h t n
I apersont ha talway sappearsint henovel . r a e p p a s e t n a D d n o m d E , l e v o n s i h t n
I s wtih hi scompilcated stiuaiton .Edmond r a e p p a s e t n a
D s wtih three dfiferen t ifgures .Edmond Dante si sdepicted a sa r e v e n e H . n o s r e p d e tr a e h d o o g d n a g n u o
y thoughttha thewould bei mp irsoned s a w t I . n a m l u f e g n e v a e m a
