THE MOTIVATION OF USING POWER AS REFLECTED IN JULIEN SOREL, THE MAIN CHARACTER
OF STENDHAL'S THE RED AND THE BLACK
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in
English Language Education
By
Name: YUNI TYAS UTAMI
Student Number: 96 1214 085
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
iv FOLLOW YOUR DREAMS
BE YOURSELF, AN ANGEL OF KINDNESS
THERE’S NOTHING THAT YOU CAN NOT DO
This thesis is dedicated to:
My parents, my husband, my daughter,
my brother and my sister.
vi
and support in completing every part of this thesis. First of all, I wish to prise the
Lord, who blesses and guides me in every step of my life. He always gives me His
unbounded love wherever I am.
My sincere gratitude goes to Dr. Paulus Suparno, S. J., M. S. T., Dr. A.M.
Slamet Soewandi, M. Pd., Paulus Kuswandono, S. Pd.,M. Ed., and Drs. Sutoyo, M.
Ed., for giving me chance to finish my study in Sanata Dharma University.
I am deeply indebted to my major sponsor, Dr. A. Herujiyanto, M. A., Ph. D.,
who guides me in writing this thesis. I thank him for his patience in guiding me
during the completion of my thesis.
I thank to Laurentia Sumarni, S. Pd., who has willing to help me to correct
and improve my thesis. I thank her for her precious time, support, smile, and her
motto for doing the best in all matters.
My deepest gratitude is mostly to my dearest parents, Y. Lono Widagdo and
MM. Daryati, who always give their eternal affection all through my life. I thank my
brother, L. Yuniarso Dwi Utomo, and my sister, E. Triana Widyaningrum, for their
love they give to me. I hope both of them always succed in their life.
Million of thanks go to Monica Ari Wijayanti, S. Pd. as my team-work in
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my life, especially Lena, suci, Lolly, Selly, Bona Eta, Ade Sus, Erma, Ida Preman,
Ida SG, Tutik, Dewi, dewi Dewo,Ana Prambanan, Ana Yanti, Magda, Mbak Rina,
Tohap, Nico, Wahyu and all members of PBI Perjuangan, Sita, Priyadi, Yoyok,
Suthex, Bun-bun, Binawan, Agus Kris, Gega, Miyan, Ridar, Lila, Heni, Mamiek and
Audi. I thank them all for paying attention to me.
Many thanks go to the staff of Samsat Klaten, especially Drs. Suryanto, Om
Warno Thole, Bu Ayu, Bu Dewi SPT, Bu Siti, Bu Sri Rahayu Kasir, Bu Ngadiyem
Carik, Pak Sugeng, Pak Tikno Jasa Raharja, Pak Widodo, Pak Bambang Sumantri
Kaur, Pak Dalirin Baur, Pak Riyadi and Pak Haryono Register, who give some
advices and let me enter the office freely. Besides, I would like to thank Mas Yono
and Mas Joko who always help to finish my unlimited work. I also thank to
mbakHeni Hoya, Mbak Nur Kawasaki Motor, Mas Narto Sun Motor, the duet of Asli
Motor (Mas Darno-Sriyono), Mbak Titin SHM, Mas Basuki Asia, Pak Bambang
Astra, Bu Bayan, Mas Sompong, PakMuslih, Raya Motor, the cek fisik policemen
(PakWardi and Pak Kirno) who teach me work happily.
Finally, I woud like to express my gratitude to Christhoperus Mulya Jayanto,
who always takes part in every single moment of my life,and to my dearest daughter,
Anggito Sekar Laras, who gives me support with her smile and crying.
viii
PAGE OF APPROVAL ... ii
BOARD OF EXAMINERS ... iii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK'S ORIGINALITY ... v
ACKNOWLEDGEMENTS ... vi
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
A. Theoretical Review ... : ... 7
1. Theory of Literature ... 7
a. Critical Approach ... 8
b. Character ... 10
ix
b.Need ... 21
c. Power ... 25
B. History of French ... 29
C. Criticisms and Comments on Stendhal and his Works ... 33
CHAPTER III METHODOLOGY ... 36
A. The Description of Julien Sorel ... 41
B. Julien Sorel’s Motivation ... 57
1.The Setting that Encompasses Julien Sorel in Using Power ... 57
2.Julien Sorel' s Motivation of Using Power to Achieve a Better Status ... 60
a. Need ... 60
b. Motivation ... 66
c. Power ... 69
CHAPTER V CONCLUSION AND SUGGESTION ... 71
x
in English Language Teaching ... 75
a. The Implementation of The Red and The Black in Teaching Reading . 75
b. The Implementation of The Red and The Black in Teaching Speaking. 76
c. The Implementation of The Red and Tlie Black in Teaching Writing .. 78
d. The Implementation of The Red and Tlie Black in Teaching Dictation 80
e. The Implementation of The Red and The Black in Teaching Vocabulary 81
f. The Implementation of The Red and The Black in Teaching Grammar 82
BIBLIOGRAPHY ... 84
APPENDICES
APPENDIX 1 SAMPLE OF TEACHING READING
APPENDIX 2 SAMPLE OF TEACHING SPEAKING
APPENDIX 3 SAMPLE OF TEACHING WRITING
APPENDIX 4 SAMPLE OF TEACHING DICTATION
APPENDIX 5 SAMPLE OF TEACHING VOCABULARY
APPENDIX 6 SAMPLE OF TEACHING GRAMMAR
APPENDIX 7 THE LIFE OF STENDHAL
APPENDIX 8 THE SUMMARY OF THE NOVEL
xi
Arts Education, Sanata Dharma University.
Man's conquest happened at the dawn of human civilization. The dream of controlling others is aroused from the motivation to gain esteem from others. This thinking has inspired me to conduct this literary study, which discusses The Red and The Black, a novel by Stendhal. This novel is about the main character, Julien Sorel, a young man who attempts to achieve success by using seduction for social climbing. However, his motivation to seek power has misled him into hypocrisy. His motivation is closely related to the use of power that arouses a need for fame and hatred of the rich in his mind. This study focuses on the motivation of using power as reflected in Julien Sorel, the main character of The Red and The Black.
There are two problems, which become the basis of the writing, namely the description of Julien Sorel, the main character of Stendhal's The Red and The Black and Julien's motivation in using power. This study employs library research for collecting data. The psychological and sociocultural-historical approaches are used for the analysis of the data. This study employs two sources of data, namely primary data, which is gained from The Red and The Black, and the secondary data, which is gained from some references.
From the study of character, it is found that Julien Sorel, the main character of The Red and The Black, has various sides to his character. At times, he is weak, shy, unstable, and introvert. At other times, he is irresponsible, ambitious, hypocrital, wicked, proud, fanatical and inflexible. However, he is a hard worker and cares for the poor. He is also young, handsome, brilliant, and has an amazing memory for what he has learnt. His motivation for using power comes from a lack of self-esteem, insecurity and failure to belong. So, he is not able to perform as a self-actualized person. Using power in his life creates an image that his humble birth means nothing. The image also supports his motivation for using power. Therefore, he struggles hard to gain power.
xii
Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Penguasaan manusia telah terjadi sejak adanya peradaban manusia. Keinginan untuk menguasai manusia lain bangkit dari motivasi untuk mendapatkan pengakuan dari orang lain. Pemikiran ini telah memberi inspirasi untuk melakukan studi kesusastraan mengenai The Red and The Black, sebuah novel karya Stendhal. Novel ini menceritakan tentang sang tokoh utama, Julien Sorel, seorang laki-laki muda yang berusaha meraih kesuksesan dalam hidup melalui paksaan keinginannya dan menggunakan rayuan seksual sebagai alat untuk meningkatkan derajat sosialnya. Tetapi, motivasi dalam mencari kekuasaan telah mambawanya pada kemunafikan. Motivasinya berhubungan erat dengan penggunaan kekuasaan yang membawanya pada kebutuhan akan kemashyuran dan kebencian akan orang-orang kaya dalam pikirannya. Maka, studi ini memfokuskan pada motivasi untuk menggunakan kekuasaan yang dicerminkan oleh Julien Sorel, tokoh utama dalam novel The Red and The Black.
Ada dua permasalahan utama yang menjadi dasar penulisan, yaitu deskripsi tentang Julien Sorel, tokoh utama The Red and The Black, karya Stendhal, dan motivasi Julien Sorel. Studi ini menggunakan penelitian pustaka sebagai metode pengumpulan data. Pendekatan psikologi dan pendekatan sejarah sosial-budaya digunakan untuk menganalisa data. Studi ini menggunakan dua sumber data, yaitu sumber data primer yang diperoleh dari novel itu sendiri dan sumber data sekunder yang diambil dari beberapa referensi.
xiii
1
CHAPTER I
INTRODUCTION
This chapter is divided into four parts, namely Background of the Study, Aim
of the Study, Problem Formulation, and Definition of Terms. The Background of the
Study states the reason why I choose the novel and why I am interested to explore the
main character and setting of the novel. After presenting the background, the aim of
the study can be found. Then, the problems are formulated in the problem
formulation. Definition of terms will contain the explanation of some terms,which
need to be clarified.
A. Background of the Study
God creates human being as His image. He wants them to live together in the
world and to make it a better place. He does not differentiates His creation. All
human beings are the same in God’s point of view. He threats them equal without
considering races, sexes, and classes. A religious expression of the equality of all
souls inside of God can be found in The New Testament doctrine: “Ye are all one in
Christ Jesus” (Galatians 3:26-29)
The principle of equality has done in every part of human beigs’ lives because
human beings have the same needs. Therefore, during their lives, human beings need
support their lives when they live alone. It means that they have to live and work to
survive.
Human needs are not only physical, such as dringking, eating, and clothing.
There are many other human needs that have to be satisfied in order to be complete
human being. Maslow(1970), as explained by Harbert L. Petri in his Motivation
Theory described that human needs are formed into a hierarchy of needs. The
hierarchy of needs includes physiological needs, such as drinking and eating; safety
needs, such as secure job and environment; love needs, such as affection and caring,
and esteem needs, such as apreciation of others, to achieve the self-actualizing need.
Usually, the lowest needs, for example, physiological needs are the first needs
to be satisfied. After satisfying the first level of needs, the others have to be also
satisfied in sequence according the hierarchy of needs.
When we can not fulfill our needs, our behaviour will be affected because we
always try in order to do whatever it takes to satisfy those needs. The example is
when we are thirsty, but unfortunately, we are not able to get any baverages, we will
think of drinking and our behaviour will focus on fulfilling the needs of drinking.
Therefore,it is dangerous for a person who can not fufill his needs because his
behviour will influenced by his unfufilled needs. The other example is when we are
hungry, we will always think, speak, and imagine food.
The first reason why Iam interested in analyzing this novel is in this novel, I
see Julien Sorel, the main character of Stendhal’s The Red and the Black, as a
clothes and not having any money to pay for his education. He is motivated by his
lack of needs and tries to fulfill them.
The second reason is, I am also interested in this novel because Julien Sorel,
the main character of the novel, behaves as ‘real character’ of human being in our
daily lives when fulfilling their needs. Nowdays, human beings tend to fulfill their
needs without considering others. They do not care if their needs endanger and
threaten other people. The example is war. We can see many wars in this world
because people want to satisfy their needs by forcing other people to do what they
want. The war itself is a description of human beings’needs to enslave others. The
latest war broke when George W. Bush, the president of United States of America
wanted to invade Iraq. He said that Saddam had developed weapons of Mass
Destruction. At that time, Saddam refused to be searched. He said that he did not
have any biological weapons and he did not allow any foreigners to search his
country. After that, Bush was angry and threatened Saddam that unless Saddam
surrended, Iraq would invaded. Finally the war broke. The war itself is a description
that describes that Bush wanted to show his power to the world that he was able to do
everything and so did Saddam. He also wanted to show off his power to the world
that actually he could not be enslaved by anyone. Both of them did not want to realize
that their showing power needs have created missery and suffer to the world
community.
Thirdly, I am interested in Julien sorel, the main character of Stendhal’s The
of showing power appears when by chance he had fulfilled his basic needs. In
addition, the setting of the novel is interesting to be discussed because there are some
actions of using power, which are done by different sides of France society after the
falling of Napoleon in 1800.
B . Aim of the Study
The aim of the study is to see one’s motivation of using power as reflected in
Julien Sorel, the main character of Stendhal’s The Red and The Black.
C . Problem Formulation
Based on the background above, two problems are presented in this study. They
are:
1. What is Julien sorel’s character in Stendhal’s The Red and The Black?
2. What is Julien Sorel’s motivation for using power?
D . Definition of Terms
In this part, some terms are going to be clarified. First,the word motivation, in
the Encyclopedia of Philosophy, volume 5 and 6, is describes as “doing something
order to do so-and so” (1967:400). In my opinion, the meaning of motivation in this
study is human impulse to realize his/her ideal.
Second, the word need, according to A. S. Hornby in the Oxford Advanced of
Learner’s Dictionary is described as “circumstances in which something lacking, or
necessary, or which requires something to be done; necessity” (1989:828). According
to Longman Dictionary of English Language and Culture, the word need is identified
as “the condition in which something necessary, desirable or very useful is missing,
wanted” (1989:889). Therefore, need is a situation which forces human beings to
fulfill whatever they want to.
Third, the word power, according A. S. Hornby in the Oxford Advanced of
Learner’s Dictionary is “ability to do or act” (1989:970). In Encyclopedia of Ethics,
the word power is identified as “the ability or capacity to control, influence,
dominate, or excercise authority over other persons or things” (1995:689). In my
opinion, power can be positive or negative. It is positive, if it leads human beings in
some good developements. It is negative, if it brings human beings in bad attitude.
Fourth, the word character according to M. H. Abrams in his book a
Glossary of Literary Terms, are defined as “the person presented in a dramatic or
narrative work who are interpreted by the reader as being endowed wih moral and
dispositional qualities that are expressed in what they say—the dialogue—and what
Dictionary of Literary Terms, the word character is described as “a personage in a
narrative dramatic work; also a kind of prose sketch briefly describing recognizable
type of person” (1990:33). So, characters are human beings’ special attitudes that are
7
This chapter is divided into three parts, namely: Theoretical Review, History
of France and Criticisms. The theoretical review concerns with theory of literature
and theory of psychology. The history of France examines France in 1800, especially
the period after the falling of Napoleon Bonaparte. Some criticisms of Stendhal's The
Red and The Black are also stated in criticisms.
A. Theoretical Review
The theory of literature and psychology is going to be examined in this part.
Those theories concern the motivation of using power as reflected in Julien Sorel, the
main character of Stendhal'sThe Red and The Black.
1. Theory of Literature
Literature is one element of human nature because it relates to our life. So,
literature is a final touch to the completeness of human beings' lives. Marlies K.
Danzinger and W. Stacy Johnson say, "all the rest is literature" (1961: 1). It means
that even though human beings have learnt all subjects, such as: mathematics,
biology, chemistry, and economics, but if they do not learn literature yet, their lives
This study focuses on explore one element of literature that is analyzing ,
Stendhal's novel The Red and The Black. In this study, the theory of literature will be
presented in order to clarify the understanding of character, characterization, and
setting.
a. Critical Approach
After reading a literary work, we are usually able to obtain some important
insight. The important insight can be new experiences, knowledge, and different way
of thinking. When we are able to acquire the new matter, it means that we have
shaped an opinion about the literary work.
Rohrberger and Woods state that a reader has to understand the description of
literature, the way to read it, and the way to judge it. Therefore, in order to understand
them, we use a tool, which is called a critical approach (1971: 3). Furthermore, they
explain that the purpose of a critical approach is "to put you in a position to receive
some of the positive esthetic values, to provide the means whereby you can
understand how literature is shaped and something of what it means"(1971: 6). By
knowing the critical approach we can get some important meanings from the novel.
In analyzing the novel, there are five critical approaches recommended by
Rohrberger and Woods. They are formalist approach, biographical approach,
sociocultural-historical approach, mythopoeic approach, and psychological approach
The formalist approach is also known as "New Critics", "textual", "esthetic", and
"ontological critics". These critics persist on the whole unity of the literary work.
They focus almost totally on its "esthetic value" and concern with illustrating the
"harmonious involvement of all parts to the whole" and with directing out "how
meaning is derived from structure" and "how matters of techniques determine
structure". They investigate the literary work without relation to the truth of the
author's personal life, without relation to the "genre" or history of literary works, and
without relation to "its social milieu" (1971: 6-7). So, this formalist approach only
concerns the language used in the novel includes the grammar, diction, and style.
The biographical approach insists "a work of art is a reflection of a
personality, that in the esthetic experience the reader shares the author's
consciousness, and that at least part of the reader's response is to the author's
personality" (1971: 8). In this approach, the reader tries to examine the author's
personal life and use this understanding to comprehend his works. Furthermore, we
should be mindful in order not to make "any moral judgement" of the author's
personal life when we consider his works. Because, actually, there is anyone who
really understands what the author wants to say. Therefore, we should examine "what
the author did say" rather than "what he intended to say" (1971: 8). By hindering our
personal judgement of the life experiences of the author, we will not give a wrong
judgement of the literary work.
The sociocultural-historical approach insists that one method to place the
here is described as "attitudes" and "actions" of people of certain group and focus that
"literature takes these attitudes and actions as its subject matter" (1971: 9). In this
approach, historical background of the novel is the main focus. By understanding the
sociocultural-historical background, especially learning the society conditions and the
historical events in the year when the novel was made will help the readers to
comprehend the literary work easily.
The mythopoeic approach tries to find "certain universally recurrent patterns
of human thought, which they believe find expression in significant works of art"
(1971: 11). The "universally recurrent patterns" are defined as "those that found first
expression in ancient myths and folk rites and are so basic to human thought that they
have meaning for all men" (1971: 11). This approach relates to traditional values,
such as custom, traditional ceremonies, and ancient beliefs.
The psychological approach concerns the struggle to place and exhibit
"certain recurrent patterns". It draws different body of knowledge, that is psychology
(1971: 13). This approach asks the readers to develop their knowledge of psychology
for their better understanding of the novel. ,
b. Character
Character in a novel is actually a realization of human being's attitudes in real
life. Sometimes, we can see some characters in a novel, which are identical to people
we meet in our daily lives. Character according to Jack Myers and Michael Simms is
recognizable (though at times complex) moral, intellectual, and ethical qualities"
(1941:44).
Richard Abcarican and Marvin Klotz (1989: 70) that "as you form an
understanding of a character, you also need to notice what other people in the story
say about the person, how they respond to that person as well as what the author
reveals of that person's thought and past behaviour".
In our daily lives, sometimes we find a person who does not have any
reactions when he/she finds a surprised event. Besides, we also often meet a person,
who is very alert and react easily to one simple occasion. In the novel, both characters
can be found.
E.M. Forster introduces two kinds of character, "flat" and "round" character.
A flat character (also called a "type", or "two-dimensional") is built around "a single
idea or quality" and is described without specific details, so it can be explained in one
sentence. A round character is "complex" in temperament and motivation and capable
to surprise the reader (1974: 46-51).
Jack Myers and Michael Simms describe that character relates to "physical
description, attitudes, motives, and actions". Furthermore, they divide character into
two types: "flat" and "round" character. A "flat" character is called "static", while a
"round" character is termed "dynamic" (1941: 44).
Besides, when we read a novel, sometimes we see a character, who plays an
important role in the story and we also find a character who is less important than
"secondary" ones. "Major characters are the most important and they perform a key
structural function, while secondary characters are characters who perform more
limited function"(1977: 87-97).
Van De Laar and Schoonderwoerd (1958: 170-171) explain that
The most perfect way for a novelist to represent his character is to represent them in their wholeness and in all their different aspects. Characters thus represented are called round characters. They are, however, often represented only or mainly in one aspect. They are then called 'flat' characters or 'types' or 'caricatures'. In their purest form, flat characters are constructed round a single idea or quality, e.g. goodness, badness, etc., and they can usually be summed up in a few words or a single sentence. Flat character never, or hardly ever, surprise the reader, while with the round characters, there is always the element of surprise.
So, the best way of describing characters in the novel is by depicting those
characters in details from their roles and their special behaviour in the story.
c. Characterization
When reading a novel, it is important for us to understand the characterization
of characters by paying attention to each character because a character does not have
the same personality, attitude and behaviour as other characters. By paying attention
to each character, the readers are able to have a better understanding of the reasons
why a character does some actions.
Jack Myers and Michael Simms' idea of characterization is used in this study.
They define characterization as "the presentation in literature fictitious people whose
composite physical description, attitudes, motives, and actions are lifelike enough for
Hans P. Guth and Gabrielle L. Rico share their opinion on the way to
understand the story. They say that an author may depict a character by giving a
complete description of the character. The author perhaps, wants the readers to see a
character from outwards by allowing the readers draw conclusion by themselves. Or,
the author lets the readers go into the character's way of thinking and feelings (1997:
69). By letting the readers to describe characters with their ways of thinking, the
author gives a freedom to the readers to express their own opinion.
In a novel, sometimes we directly know the attitudes of characters by the input
of the writer. Besides, we also have to guess the attitudes of characters by paying
attention to the actions of characters.
M. H. Abrams mentions, "There is a broad distinction is frequently made
between alternative methods for 'characterizing' the person in narrating showing and
telling". In "showing' (also called "the dramatic method"), the author let the reader to
draw conclusion by themselves of characters' motives and actions. In "telling", the
author himself presents as clear as possible what the characters are (1981:21).
M.J. Murphy opinion is also stated in order to characterize Julien Sorel, the
main of the novel completely. Murphy mentions nine ways of how the characters are
presented by the author.
1. Personal description
The author can depict a character by telling the details of physical appearance
and clothes of a character, such as: hair, eyes, nose, skin colour, shirt, shoes (1972:
'King Pyrrhus, though very young, lacked boyish beauty. There was something odd about his front teeth, which gave him the mouth, a snarling dog: his hair lay low on a wrinkled brow. But he was immensely strong and active, and his glance was never still. He looked a gallant barbarian war chief, with no trace of Hellene civility.'
Murphy describes the character in that novel as "a young man forced into
manhood, a warrior, strong, cunning, blunt and lacking refinement of manners"
(1972: 162).
2. Character as seen by others
The author can depict a character by letting the readers draw conclusion from
the other characters' point of view (1972: 162).
3. Speech
The author can depict the character by letting the readers know by themselves
through a character's words, which are said in a novel (1972: 164).
4. Past life
The author can depict a character by letting the reader know the past life of a
character by direct comment, character's way of thinking, character's conversation, or
other characters' point of view (1972: 166).
5. Conversation with others
The author can depict a character by letting the readers to pay attention to the
conversation in a novel (1972: 167). Murphy gives example from
she went sadly on. "Isn't he the typical second man? The man who always does the
work.'"
From the conversation between Scobie's wife and Wilson, the readers are able
to conclude that Scobie is a hard worker and faithful. He is a kind of man who cannot
reach the top position in his work. He is a "second man" who always works of the
order of the top workers and he cannot change his position in working (1972: 167).
6. Reactions
The author can depict a character by giving clues to the reader through the
reactions of character in different conditions and moments (1972: 168).
7. Direct comment
The author can depict a character by giving comments directly (1972: 170).
8. Thought
The author can depict a character by giving a preliminary understanding of a
character's way of thinking (1972: 171).
9. Mannerism
The author can depict a character's mannerism, habits, or idiosyncrasies
(1972: 173). Murphy gives the example from Lawrence Starne's novel, Tristam
Shandy. In that novel, the readers find the wonderful old character Uncle Toby. Uncle
Toby is an old soldier, who lives in retirement. He is very odd because he always
remembers the moments when he joined the war in the great battles and he has an
open space behind his house, which he uses to do a game of war with his marsevant.
(1972: 173). By applying some theories of character and characterization, the readers
are hoped to have better comprehension of the character. So, the analysis, which is
going to do, will be better.
d. Setting
In a novel, setting plays an important role. It gives descriptions of where and
when the story takes place. It also describes what situation happened in the story.
Therefore, the readers are helped to build their imagination about the story by paying
attention to the setting.
M.H. Abrams states his idea that setting has a big influence upon
characteristics, behaviours, and thought of the character (1972: 141). According to
Merriem Webster, setting is "the location and time frame in which the action of a
narrative takes place" (1995: 1015).
Setting is not just only time, like day and night, morning and afternoon, but it
is also important to give the details of the time, for example: the season, the weather,
and the temperature. Sylvan Barnet, Morton Berman, and William Burto say:
Setting is the physical surroundings—the furniture, the architecture, the landscape, the climate- and these often are highly appropriate to the characters, who are associated with them. Setting includes not only the physical surroundings but also a point (several points) in time. The background against which we see the character and the happenings may be specified as morning, evening, spring, or fall (1988: 713-714).
Besides, setting also explores the conditions of character both physically, such
of setting according to C. Hugh Hulman and William Harmon is also quoted. They
explain that setting is "the physical, and sometimes spiritual, background against
which the action of a narrative (novel, drama, short story, poem) takes place".
Furthermore, they divide setting into four categories. First, "the actual geographical
location, its topography, scenery, and such physical arrangements as the location of
windows and doors in rooms". Second, "the occupation and daily manner of living of
the characters". Third, "the time or period, in which the location takes place, for
example: epoch in history or season of the year". Fourth, "the general environment of
the characters, for example: religious, mental, moral, social, and emotional conditions
through which the people in narrative move"(1986: 465).
M.J. Murphy explains that the setting of the novel is conditions and events
surrounding and influencing the characters. He says that setting covers the "time" and
"place" where the characters exist (1972: 141). Furthermore, he divides the setting
into three categories. First, time which is divided into present time, past time, future
time, and no specific time. Second, place, which is divided into familiar place,
unfamiliar place, and imaginary place. Third, atmosphere, which means " the general
feelings that is conveyed to the reader"( 1972:143-146). So, setting does not only
imply the time and place. It also concerns with the specific aspects relate to the
2. Theory of Psychology
Literature can be related to many subjects in this life. It also relates to many
disciplines of study. One of study disciplines, which relates to literature, is
psychology. Marlies K. Danzinger and W. Stacy Johnson state "another discipline
that has been related to literature and to criticism is psychology" (1961: 136).
In this study, the theory of psychology is applied in order to explore, Mien
Sorel, the main character of Stendhal's The Red and The Black. The theory of
psychology concerns with the theory of motivation, needs, and power.
a. Motivation
Motivation is the fuel to achieve goal. Having no goals in life implies lack of
motivation. When we want to achieve our goals, we are motivated to make them
come true. " Motivation is an internal condition that arouses a person to behave in
particular way and to persist in that behavior until a partial way is attained"(1995:
577).
A person without motivation is a person who would do nothing. If the person
is driven to some actions by some motives, he will produce some behaviors until the
goal is fulfilled. The word "motive" derives from the Latin "movere", which has
meaning "to move" In one time, sometimes we have motivation to take action to
achieve our certain goals. The reason why we take an action varies. We can take
action because we have to, or because we promise others to do the action, or because
Paul Edwards states that motivation can be expressed in doing something out of a
sense of duty, doing something to keep a promise, doing something in order to get
revenge, and doing something because it is the polite thing to do (1967: 400).
Richard A. Kalish's idea is used to clarity the concept of motivation. He says
"motivated behaviour set into motion by a need"(1973: 29). So, motivation is shaped
in order to fulfill a certain need. Furthermore, he explains " many psychologists
believe that all human behavior is motivated, even if the person is not necessarily
aware of his motives at the time of behavior" (1973: 30). He also states that we can
measure motivation by assuming that "the more motivated a person is, the harder he
will work to satisfy his need" (1973: 30). Therefore, when a person is in higher
motivation, the person will try hard to fulfill his needs. For example, when we want
to buy a gift for our mother on her birthday but we do not have any money, we will
try to buy the gift even by borrowing money from our friends.
People usually do and act certain behaviour because they think that they
always understand the reason for their actions. They usually believe that they will not
do any actions if they do not have the reason. But, sometimes we do not understand
ourselves why we act certain behaviours. Richard A. Kalish explains:
The example of unconscious motivation is that we do not the reason for biting our
nails when we are listening to lectures or when we scratch our head although we do
not feel itchy.
b. Need
Needs always motivate us to make some efforts. When we try to make an
effort to satisfy a need, suddenly, after satisfying the need, the other needs arise. So
we have to do some other efforts to satisfy them. For example is since we do not have
any vehicles to go anywhere, we live economically and save our money to buy a
bicycle. When we can buy a bicycle, the need to have motorcycle appears. Later
when we have a motorcycle, we will think that having a car is more comfortable
because we will not have any sunburn if we go to a certain place in an afternoon.
It can be implied that the more we have, the more we want to have more. That
is natural because human beings have to develop themselves to be better persons.
Richard A. Kalish says:
Humans, however, seem to have a need for more than this basic level of functioning: they need to grow, to improve, and to make use of their potential capacities... They had responded to their need of self-actualization (1973:34).
The most important need is self-actualization need because all human beings
want to do everything as best as they can. They need to actualize their own best
capacities to others.
Here, the definition of self-actualization according to one highly respected
more and more what one uniquely is, to become everything that one is capable of
becoming". Also, to self-actualize is "to accept one's real nature for what it is"
(Maslow, 1955).
Before coming to the self-actualization, the other needs have to be satisfied.
Those needs, as described by Maslow (1970) form a hierarchy of needs, which
includes physiological needs, safety needs, love needs, and esteem needs.
Herbert L. Petri explains Maslow's hierarchy of needs. Below is the
explanation of the hierarchy of needs.
There are five level s of needs:
1. Physiological needs
The first level of the hierarchy is physiological needs, such as hunger and
thirst. Richard A. Kalish divides the physiological needs into two categories:
(a) Survival needs.
It has to be fulfilled in order to continue human beings' lives. They include
"hunger "(the condition which reminds us to eat), "thirst" (the need to drink because
of the drying mouth and throat), "air hunger" (breathing need), "elimination
pressures" (body's process of wasting the product), "fatigue" (rest and sleep for bod
refreshment), "temperature regulation demands" (human beings' need to be in
comfortable temperature), and "pain avoidance" (signal if there is a trouble in the
body) (1973: 35-38). The survival needs concern with the whole body processes to
support life. Those needs are the basic needs of human beings and they must be
fulfilled for defending life. (b) Stimulation needs.
It is not only for supporting the body processes but it is more for life
appreciation than defending. They include "sex" (the need to see, touch, hear, or do
certain things, which lead to sexual meaning), and "activity, exploration,
manipulation, novelty" (learning and enjoying by experiencing new things) (1973:
39-40). Although these needs are not important, as the survival needs, they are also
considered as the first level of needs because if the stimulation needs are not fulfilled,
it will disturb the body processes. 2. Safety needs
The second is safety need. The safety implies safety or security need in our
environment. Like physiological needs, safety needs become important in dangerous
situation. Needs, which are higher become unimportant if one's life is in emergency,
and one's behaviour will be focused to save his life. Maslow believes that
"obsessive-compulsive neuroses exemplify behaviour generated by nonsatisfaction of the safety
3. Belongingness need
The third level is love or belongingness needs. When the safety needs are
fulfilled, they become unimportant in focusing behaviour and the love or
belongingness needs rise. These needs include lack of love relationship with others, a
need to be a part of a certain group, or feeling to "belong" (1981: 303).
When we see a person is not to be any members of any certain groups, it can
be said that he/she lacks of love or belongingness needs. Richard A. Kalish defines:
People, who cannot relate to a group, have been described as experiencing alienation. That is, they are strangers or unrelated persons. Since they feel unrelated to both individuals and groups, they may lack the kinds of motivation that normal social relationships lead to. Often they feel goalless and uncertain of themselves. Not being able to turn to others, they may turn increasingly inward (1973: 45).
There are three meanings of alienation. First, "Alienated people may not feel a
part of any system. They live in the world, in a country, in a community, but they are
not part of this world, country and community" (1973:45). Second, "alienation
reflects a feeling of powerlessness-a frustration over not having any influence. There
was a time when most young people believed they could change the system and make
the world a better place to live (1973: 45). Third, "alienation refers to an identity
crisis, as when a person ask 'Who am I?' or 'Why am I here?' or 'What is all about?'
but does not a get satisfying answer (1973: 45). Feeling alienated means that the
person does not have any plans for his future because he does know himself. He even
The love needs are not the same as sexual needs (which are physiological),
although sexual intimacy can satisfy belongingness need. The love needs mean
receiving and giving of love. According to Maslow, lacking the love or belongingness
needs is the basis of behavioural problems in our society (Petri, 1981: 303).
4. Esteem needs
The fourth level is esteem needs. When love needs have been fulfilled, the
esteem needs become important. Esteem needs are divided into two categories of "a
need for self-esteem" and "a need for esteem from others". The need for self-esteem
motivates people to reach "achievement, strength, confidence, and freedom" (Petri,
1981: 304). The need from self-esteem from others includes "a desire for reputation,
status, recognition, and appreciation by others of one's abilities, and a feeling of
importance" (Maslow, 1970: 45).
If these needs are not fulfilled, there will be inferior, weak and helpless
feelings. Maslow also says that if a man cannot fulfill his esteem needs, the person
will have a depression feeling (Petri, 1981: 303).
5. Self-actualization
When a person can satisfy four levels of needs, the final level, that is
self-actualization, is able to reach. Maslow states that a self-actualized person will have
values, such as "truth, honesty, beauty, and goodness" and stimulate the person to
examine his capability or expand his way of thinking (Petri, 1981: 305). Therefore, it
is not easy to be a self-actualized person because we need to struggle hard to satisfy
c. Power
In our daily lives, we sometimes find a person who has high motivation in
power. The person always wants people to see, respect, and consider him as the best
person. A person with high motivation in power usually is not satisfied easily. He will
try to do many things in order to obtain the best in every subject.
Power is defined as "being able in the first place, being able to exist" (2001:
311). But, actually, we have to remember that if we want to gain power without
considering other matters and people, we have to be careful because power does not
only lead in a good thing. It can mislead us if we use power carelessly. David G.
Winter and Abigail J. Stewart say "power carries with itself something of irony: for
the might are brought low by their over reaching ambition, their hubris, or
arrogance...power leads to its own destruction"(1978: 392).
In order to gain a better understanding of power, here the explanation of
power according to David G. Winter and Abigail J. Stewart wall be used. First, power
motive means "the quest for power, on seeking of power (or the subjective feelings
associated with power)". This motive usually unconscious and it does not lead to one
behaviour or some behaviours-"for the reason that the behaviours that lead to power
depend on the situation", and for further reason that people's capability in achieving
whatever the want varies. The power motive can be in conflict with other motives
such as "affiliation, play autonomy, or being taken care of (1978: 392).
Power behaviour itself or the actions of one person in affecting the behaviour
power motives, but it is not the same thing. The behaviour could occur as the results
of other motives (Winter, 1973, Chaps 1 and 2). They may value power as something
good or something bad, and again these values may or may not coincide with action.
Thus, the power motive does not refer to particular actions or behaviours;
rather, it refers to the general class of goals, outcomes, on trends in the course of their
behaviour over time. It may be thought of as a gyroscopic setting that monitors and
directs the long-term course of behaviour through a flexible and variable series of
intermediate and instrumental acts (Winter, 1973: 20-36).
Rank and prestige can imply power. People who search powers usually want
to search rank and prestige also. The concept of "rank" is a convenient term for this
domain of power symbolism as Brown and Herrnstein (1975: 221-242) point out, the
symbols and gestures of rank extends from the most complex human behaviour back
to the orders of rank or "pecking others" that occur in some form in all classes of
vertebrate animals.
Furthermore, David G. Winter and Abigail J. Stewart add "related to rank is
the concept of prestige, which can be thought of as the effect of rank on the
beholder-dazzlement, awe, and a little intimidation" (1978: 405). Hobbes (1651) points out
"reputation of power is power...what quality soever-maketh a man beloved, or feared
of many; or the reputation of such quality, is power.
Power motive relates with "symbols, gestures, behaviours" that reflect to
and suggesting. The example of acknowledging the power behaviour of others is
submitting, being loyal, agreeing).
For if prestige is the usual way in which power is secured and demonstrated,
then the person who seeks power will certainly seek prestige. If power is prestige, the
acquiring prestige is one way to acquire power (1978: 406).
Once, people succeed to achieve power in one subject, they will repeat the
action to achieve power in the other subjects. David G. Winter and Abigail J. Stewart
say that conquest, organization, prestige, dissipation, and exploitative sex-can be seen
as manifestation of a single motive to acquire power. Furthermore, they explain that
the man who strives for power, sex is apparently just another conquest (1978: 412).
Mc. Clelland (1975) finds that power-motivated men also disclose the details
of their sex more readily. Winter explains, "when men are motivated to seek power in
the political and military world, it appears that their sexual fantasies are precipitated
around this same motive" (1973: 190-196). "What is more interesting is that there are
some evidences that they prefer red and black-two colours that are cross-culturally
associated with power"(Adams and Osgood, 1973).
In Indonesia, we can find an idea that power usually relates to three cases.
They are harta, tahla, and wanita (money, rank, and women). If a man can achieve
those three cases, he will be assumed to have power.
Warchel and Cooper point out French and Raven's idea (1959) of five bases
from which individuals gain power. They and others (Aries, 1976; Michener and
one base and that they must decide which type of power to utilize in a particular
situation". Below is the explanation of five bases of power:
The first basis is coercive power. Coercive power involves " the potential to
deliver threats and punishment to force another person to change his or her
behaviour". It is based on guns or other tools, which can be used to increase strength
and the credibility of threat (1979: 418). The example is parents usually use coercive
power in order to threaten their children when they do not obey their parent's
commands.
The second is reward power. Reward power involves "giving positive
reinforcement to produce change". The reinforcement is material commodities, such
as money, or it can be in intangible form, such as praise (1979: 419). The example is
parents promise to buy their children bicycle when they have good marks.
The third is legitimate power. Legitimate power is "the power that one derives
from being in a particular role or position". It is an authority and limited to a certain
area (1979: 421). The example is teacher can legitimate students to behave certain
behaviour in the class.
The fourth is referent power. Usually a person has the ability to influence us
because we fond of him very much. We want to be the same to the person, whom we
admired and sometimes, we act and behave as the person. Referent power is also
based on "similarity between the model and the actor"(1979: 422). It can be positive
or negative. So, it is positive power if people behave the same as the person they are
whom they do not like. The example is people imitate Michael Jackson's appearance
because they are fanatic of him.
The fifth is expert power. It is power, which is owned by a person because
others see him as "being knowledgeable about a particular area"(1979: 422). The
example is doctors have power to advice their patients because they have more
knowledge about medical subject.
Raven and Kruglanski (1970) added a sixth basis of power to those suggested
by French and Raven (1959) that is Informational Power. It is a power, which a
person has because he knows the information he possesses (1979: 423). The example
is " an eyewitness to a crime has the power to influence a jury solely because of the
information and not because of his characteristics" (1979. 423).
From the definition of bases of power, it is can be concluded that one person
can have more than one basis of power.
B. History of France in 1830
Historical background of the novel is needed to be understood by the reader in
order to give clear description of the story in the novel. Furthermore, when we want
to explore the characteristics of a character in a novel, we have to understand the
historical background of the novel. Because by knowing the historical background of
the novel, the readers are able to understand the behaviour, attitude, and action of
Marlies K. Danziger and W. Stacy Johnson state, "Quite often, to be sure, a literary
work that draws largely on history can provide its own information"(l%l: 134). The
example is the reader can learn many about the wars of Napoleon Bonaparte in
Russia by reading War and Peace as the reader can learn about the historical setting
of Tolstroy's Masterpiece by reading histories of the time (1961: 134). So, by learning
the history of the novel, the readers do not need many efforts to interpret the novel,
because the history itself has informed the reader what has happened.
When reading Stendhal's The Red and The Black, the readers have to look
information of the historical background of the novel, that is the year of 1830, after
the falling of Napoleon Bonaparte. The society of French in that year is an important
input for the readers. In Stendhal's The Red and The Black, the readers have to
accustom to the social structure in France. Below is its description.
The social structure of French was divided into three categories. They were
orders, status groups, and classes. Besides, there was a privileged group, which were
overlapping with those three categories.
An order is a category, which has some certain rules and it is legally written
as the law. The order itself is divided into four largest groups. They are clergy,
nobility, bourgeoisie, and peasantry. According to Franklin L. Ford " an order is a
category defined by law" (1970: 39).
The clergy was termed First Estate. The clergy were persons, lived in Church
ministers, and Calvinist ministers, except the Jews. The Jews were considered
outsiders and atheists. "The clergy of France consented to grant the king only a free
gift (don gratuit), which was collected by itself (1962: 40).
The nobility was called Second Estate. George Lefebvre explains that the
nobility had special rights from the king. The nobility preserved its customary laws,
chief among them the law of primogeniture. They had to pay little money to the king
(it was called capita). There were numerous survivals of the authority commanded by
the lord of manor: manorial courts; village surveillance; honorific prerogatives;
monopolies, including hunting rights and the rights, known as banalities, to maintain
a mill, oven, or winepress, the rights to exact certain taxes and labour service;
serfdom; and eminent ownership of the soil (1962: 41-42).
The bourgeois comes from the word burgess and burgher. George Lefebvre
defines the bourgeois as the richest order and it was called the Third Estate. This
order was divided into two: the true bourgeois, a few persons who had resources to
pay manual labour and to live 'nobly off their possessions'. This first group always
made sure that they were wealthy and did not make their hands dirties by doing their
works themselves. They also held only authority position. The second group was less
respected by the first but often more wealthy, included financiers and director of
economy. The bourgeois formed an intermediary class, which was assured by money.
So, if they had more money, they would be worthier (1962: 43-44).
The peasantry was also a part of Third Estate. They were the sufferer
crop taxes, and royal taxes, which was the heaviest burden. "The most hateful taxes
were the salt tax (gabelle) and excises (aides)" (1962: 40-41).
Franklin L. Ford describes, "status group are categories representing degrees
of social honour" (1970: 23). So, there is an overlapping because any noble man
tends to be treated more respectful than the most bourgeois is and, of course than any
peasant.
"Class is a collection of individuals who share comparable material
circumstances" (1970: 24). It means that the notion concerns only about the money. It
does not have any relationship with religion, legal titles, and education.
Privileged group is placed at the top of social pyramid. They are the
landholders, the higher state officials, judges, fiscal administrators, career military
officers, Catholic clergy, and director of Old Regime: holders of wealth in land and
money, wielders of judicial and military power, formulators (executors) of religious
policies, custodians of specialized knowledge. They are free from any taxes (1970:
26).
In the year of 1800, there were many conflicts, which was proposed to show
their powers to others. The showing power situations are divided into three: the state
and society, the church, and the law.
The state and society in that era was complex. In that era, after the Restoration
of Louis XVHI, the government was willing to make a new constitution for France in
the Charter of 1814. It was a trial to unify the Royalist and Liberals but the Ultras
itself, wanted to form a Republic. Actually the Charter guaranteed the freedom of
thought and the press, but later on this agreement was broken by Ministry of Ultra
(1824-1830). So, before 1830, there were protests from both moderate Liberals and
Royalist for the infringements of the Charter.
The church itself had different sides in 1830.The Ultramontanists and the
Gallicans. The Ultramontanists accepted the absolute authority of the Pope in all
matters of religion, whether the Gallicans accepted the supremacy of the Pope but
they did not admit his judgements and his right in all matters of Church. The quarrel
between Jesuits, who supported the absolute monarchy and the Jansenists, who stood
for the refusal of the mixing of religion with politics began when the Jansen issued
his Augustinus (1640) to attack Jesuits doctrine and methods.
The law in that year gave the authority to the Jury to decide the decision of the
law court. In that year, a Penal Code could be given to an attempt at murder, although
the victim was not dead. In that era, the jury held over their power by their major
decisions.
C. Criticisms and Comments on Stendhal and His Works.
In my opinion, Stendhal's The Red and The Black is a great work because the
novel relates to the life of Stendhal himself. He has the capability to bring the readers
into his way of thinking by his beautiful diction. He creates the story to be interesting
because he always relates the story to the actual history. The readers will learn many
Here, some criticisms and comments on Stendhal and his works are also
available. Liza G. Algazi in her book says that:
Breaking down the traditional barrier between the chaste mother figure and the sensual woman that pervaded literary expression prior to the 19 century, Stendhal offered his reader a new model of maternal representation. I see this book as a way helping the readers realize that, even in more conservative age, there were writers and thinkers who challenge this stereo type and were willing to go against convention to give mothers a chance to be subjects in their own rights.
Eric Auerbach states that Stendhal broke the rigid separation of stylistic
levels, dating from classical antiquity, in which the low, comic node was reversed for
the description of ordinary, everyday reality and tragic, the problematic, the serious
within every day life was depicted in the high style.
There are many critics who represent their opinion ofStendhal's The Red and
The Black. Joseph Gibaldi, the editor of the book, wrote that the problems specific to
the novel are its length and complexity. American students may find the deeply
imbedded class conflicts in the novel difficult to grasp without the help of proven
comprehension strategies (1993: 3-8).
Day explores "scenes of 'reading' and 'writing' and how they relate to the
novel's exemplarity as a mode of literary realism, its symbolic and psychological
dimension, it devices for plot and development, its reception as a creative literary
artifact"(1999: 57).
Ginsburg explores the novel's plot and the "notion of yielding a return". He
discovers that Stendhal undermines the idea of and end-dominated plot, which leads
Ian Johnston, a lecturer, gives his students a lecture on Stendhal's The Red and
The Black and releases a document of he lecture says "Stendhal's novel is full of
ironic moments—small and large" (1991: 4).
Geoffrey Brereton gives his opinion that Stendhal has two excellent novels, Le
Rouge et le Noir (1981) and La Chartreuse de Parme (1939). In both novels,
Stendhal does not only take the autobiographical but also setting is necessary for him.
He also views the society in that moment. Geoffrey also says that Stendhal looks at
himself as a man, who is very sensitive and conceals his hand when he reaches his
two important goals: "happiness through love; power through energy " (1956: 214).
Magil states that:
Stendhal's The Red and The Black is one of the most polished and refined stories an the literary crown of European Literature...Stendhal sought to asses the social attitudes of that class, he must be considered as the first significant bourgeois novelist. The Red and The Black amalgamates the best of Stendhal's abilities as refiner and innovator" (1989: 749).
Pieter Geyl says that in le Rouge et le Noir, the action of which takes place in
France, Stendhal proclaims his old dislikes through the mouth of embittered
republican, to whom Napoleon is merely than the man who has restored all that
CHAPTER III METHODOLOGY
This chapter is divided into four parts: Subject Matter, Approaches,
Procedures, and Sources. The Subject Matter discusses the content of the novel. Some
approaches, which are taken in doing the analysis, will be described. The Procedures
focus on the systematic steps, which are done in this study. The last part, sources,
includes primary and secondary sources.
A. Subject Matter
In this study, the subject matter to be analyzed is a novel of Henry Marie
Beyle, also known as Stendhal, entitled The Red and The Black. It is an English
translation novel from French version, Le Rouge et he Noir. Le Rouge et Le Noir was
first published by A. Levavasseur, Paris, in 1831, in two volumes and was reprinted
in the same year in six volumes. It has been reprinted many times by different
publishers. The English translation novel was first published in 1898.
In this study, the English translation novel by C.K. Moncrieff, which was
published by Random House in 1953, is used. The novel is divided into two volumes.
The first volume consists of 30 chapters, 289 pages, while the second volumes consist
of 46 chapters, 352 pages.
The setting was in France in early nineteenth century. The Red and The Black
power. At first, he admires Napoleon very much for his military power. He is also
obsessed to imitate Napoleon's way of thinking. Since Napoleon was defeated, he
was afraid to be accused of being Napoleon's follower. So, Julien Sorel changes his
military admiration to Church. He uses Church as his way to reach power. Besides,
he also uses seduction to the wife and daughter of his employer as his way to gain
power. Finally, he sees the falseness of his own mythology and value of society.
B. Approaches
In this study, both psychological and sociocultural-historical approaches are
applied in order to analyze Stendhal's The Red and The Black. The psychological
approach is applied to analyze the main character, Julien Sorel through the
psychological study, such as: his way of thinking, his behaviour, his imagination, and
his motivation of showing power, which are expressed in his action.
The sociocultural-historical approach is applied since the novel has a strong
relationship with its setting. The setting is in French in 1800, that is the era of the
falling of Napoleon Bonaparte. The setting itself can give clear description of the
situation of showing power in French.
C. Procedures
In this study, a library research was carried out to answer the problems. There
were some steps to be done in analyzing the novel. First, choosing and reading
and The Black is the chosen novel. In order to understand the novel, five times
readings were done.
Second, after reading the novel, three problems were formulated to conduct the
study. Third, in order to support the analysis, some books and articles related to the
study were scrutinized. The books and articles were about literature and its element,
psychology, and also the history of French in the nineteenth century.
Fourth, the analysis of the novel was done based on the theory of literature and
psychology. The analysis of history was also done in order to clarify the study.
Fifth, conclusion was drawn after the analysis was completed. Sixth, the design
of some lesson plans was created based on Stendhal's novel The Red and The Black.
D. Sources
In analyzing the novel, two sources were used, primary and secondary sources.
The primary source is Stendhal's grand novel The Red and The Black. Some
literature books to enrich the study are considered as the secondary sources such as:
Mary Rohrberger and Samuel H. Wood's Reading and Writing about Literature, E.
M. Forster's Aspect of The Novel, and Understanding Unseen, An Introduction to
English Poetry and the English Novel for Overseas Student by M. J. Murphy help to
gain some knowledge and theory and its element.
Some psychology books, such as: Richard A. Kalish's The Psychology of Human
Character by Rudolf Allers and Dimension of Personality by Harvey London and
John E. Exner Jr. are also used in order to give the better analyze.
Other secondary sources are Europe: 1780-1830 by Franklin L. Ford and The
French Revolution From Its Origin To 1793 by Georges Lefebure was meant to
understand the historical background of the novel. Other sources, such as: articles,
encyclopedias, and dictionary, which relate to the theory of literature, psychology,
41
and Julien Sorel's motivation. The description of Julien Sorel explains more about the
physical appearance, character, and capacity of Julien Sorel. Julien Sorel's motivation
examines the setting that enables him of using power. Lastly, Julien Sorel's need,
motivation and power to achieve a better status are also analyzed.
A. The Description of Julien Sorel
Julien Sorel's physical description can be seen from the author's description
that he is a good-looking man. He has beautiful eyes, nose, and hair.
"He was a slim youth of eighteen or nineteen, weak in appearance, with irregular but delicate features and an aquiline nose. His large dark eyes and hair of a dark chestnut, growing very low "(p. 28).
Julien Sorel is a young man. His age can be seen clearly from his conversation
between Madame de Renal and Julien Sorel. In the conversation, it is revealed that
Julien Sorel is nearly nineteen years old.
"How old are you, Sir?" she asked him. "I shall soon be nineteen" (p.42).
Actually, Julien Sorel is a weak and shy boy. He never associates with a new
a new person, he is anxious. It appears from his utterances to Madame de Renal in
his first coming to M. de Renal's house as the tutor of his children.
"They call me Julien Sorel, Ma'am; I am trembling as I enter a strange house for the first time in my life; I have need of your protection; I have never talked to any other men, except my cousin the Surgeon-Major" (p.43).
Julien Sorel is a dreamer. He dreams that someday he will leave his native
place, Verrieres, and go to a big city like Paris. He also has a high imagination of
being admired by women by doing nice attitude to get attention from some women.
"At such times he dreamed with rapture that one day he would be introduced to the beautiful ladies of Paris; he would manage to attract their attention by brilliant action" (p. 36).
Julien Sorel is a sensitive man. He always feels offended when somebody
underestimates his capability and knowledge in Latin and Bible. It appears when he
has a conversation with Madame de Renal in his first coming to M. de Renal's house
as a tutor.
"But it is true, Sir."
"Do you really know Latin?"
"These words hurt Julien's pride and destroyed the enchantment in which he had been living for the last quarter of an hour" (p. 41).
Julien Sorel has bad sides of character. Madame de Renal sees his negative
character. She is surprised when she finds that Julien has an air of a wicked-man
because she never sees his real character. She is used to think that Julien is an honest
and kindhearted man.
