CHAPTER2
REVIEW OF RELATED LITERATURE
1
Introduction
In this chapter, it will be discussed the textual concepts about elements of fiction
aracter and point of view, Maslow's hierarchy of basic needs; cause of IIIlfulfilled
sic needs to support Sheila's personality and mental disorder analysis; and theory
otional intelligence.
2
Textual Concepts
2.2.1
Theories ofCharncter
"A character is presumably an imagined person who inhabits a story although
at simple definition may admit to a few exceptions" (Kennedy,l979, p.43). Character
a fiction might be a person or an animal that takes part in a story. An author may
eate the character of his novel through his imagination or based on his experience.
a.
Major and Minor Character
In a story, character can be classified as major character and minor character. "A
ajor character is an important figure at the center of the story's action or theme, Mino
aracters whose function is partly to illuminate the major characters." (DiYanni, 2000
55).
4
5
Major character is central character which he/she appears mostly than other
racters, while Minor character is a supporter of the major character because hlsfher
ure does not much as the main character.
b.
Protagonist and Antagonist Charnder
Perrine
0988,
p.42) explained that, "Protagonist are people in
the central
racter in the conflict whether a sympathetic or unsympathetic person, antagonist are
forces arrange against them, whether person, things conventions of society, or traits
heir own character."
Protagonist is the figure that mostly be preferred by the others because they bave
ood personality; nice, kind-hearted, pleasant, etc. Antagonist is the figure that mostly
preferred by the others because they bave a bad personality; annoying, rough, etc.
e.
Static :rm,d Dynamic Character
Static or monotonous character is a character in a story that remains the same
m beginning until the end part of the story, l.n contrast Dynamic character is a
racter that reveals several change in idea, outlook, act, while the story runs as
Yanni (2000, p.55) said, "Static or unchanging character, they remain the same from
beginning of a work to the end. On the contrary, Dynamic characters, exhibit some
d of changes in attitude, purpose, behavior as the story progress. "
namic character will only be analyzed on chapter 3.
6
2.2.2
Point of View
Point of view is, "The position from which the details of the work are reported or
cribed. " (Stanford, 2003, p.32).
nnedy (1979, p.l8) said that, "Narrator is someone who tells the story" and he divided
Tator in six category:
rrator as a participant (writing in the first person):
a major character
a minor character
rrator as a non-participant (writing in the third person):
all-knowing (seeing into any of the characters)
seeing into one major character
seeing into one minor character
objective (not seeing into any characters)
A narrator who is as a participant in the story, who says "f', might be involved in
story whether he takes parts in the story as one of the character or not, whether he is
jor character, minor character, protagonist character, etc. (Kennedy, 1979, p.l8).
A narrator who is not a participant in the story as on of the character, watching
o the one of the character's mind or more, says "he", "she", or ''they".
narrator who is all-knowing (or omniscient) sees into the minds all or some of the
aracter, if it is necessary, he or she move to another characters. A narrator who shows
partial omniscience presents characters' thoughts and actions but he or she did not
ve a judgment or comment to the characters. A non-participants narrator who see
ents through the one characters, whether it is a major or minor character, is called
mited omniscience or selective omniscience. A narrator who does not enter the mind
1
any character but describes tbe stocy from outside, tells what tbe character say and
w their appearance, and leaves tbe readers to infer tbe characters' thoughts and
elings called objective point of view. ( Keooedy, 1988, p.l9).
A real person who tells tbe stocy and it is written called narrator nonfiction: a
emoir, an account travels, an autobiography. (Kennedy, 1979, p.l8).
3
Maslow's Hierarchy of Needs
Maslow's Hierarchy ofNeeds can be represented by tbe following figure
Reaching potential desire
For Self-fulfillment
Status, prestige,
SelfActu.aliza:tion
Esteem
Respect. Self-esteem
Belonging.
Peer acceptance
Social
Love, Friendship
Job security
Freedom from stress
Safi:ty
Safety from environment
Steep, water, air,
Physiological
Food, shelter
Figure!. Maslow's Hierarchy of Needs
(Sources: Character Building l Relasi Fengan Diri Sendiri, 2003, p216)
8
e writer will give more explanation as above figure, but the writer will only analyze
safety and love needs in chapter 3.
2.3.!
Physiological Needs
Physiological Needs are basic needs such as air, water, food, sleep, sex, etc.
en these are not satisfied we feel sickness, irritation, pain, discomfo<4 etc.
23.2
Safety Needs
Maslow (1984) said that, safety needs is closely related to the development of
bility and consistency in a chaotic world, protection from elements, security, order,
, limits, stability, etc. To understand safety needs more efficiently we can approach
observation of babies and children, in which these needs are much more simple and
vious because they are free to express their need request by crying, being angry, etc,
ereas adults are tanght to be able to hide the need expression by being patience
44). Confronting children with unfamiliar, strange situations frequently, they will
ress their worries as indication they need their parents' role as their protector.
ents who spoke harshly, behaving in a rough way, or give physical punishment will
ng out such a panic and fear. In some children this fear may described also a fear of
s parents' love, fear can also occur in children who were being rejected totally,
ended on parents event though their parents hate them because they hope will feel
ure and protected with their parents in their side. (p.45)
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2.3.3
Love Needs
Maslow (1984 p.ll8) stated that people seek to overcome feelings of loneliness
d alienation. This involves both giving and receiving love, affection and the sense of
onging. Humans have a desire to belong to groups: clubs, work groups, religious
ups, family, gangs, etc. We need to feel loved (non-sexual) by others, to be accepted
others. We need to be needed; he also stated, "For a child who is never getting
ough love, obvious act that should be given is an abundant love.
2.3.4
Esteem Needs
Esteem needs may be classified as internal or external. Internal esteem needs are
ated with self-esteem such as self-respect and achievement. External esteem needs
ch as social status and recognition. Some esteem needs are: self-respect, achievement,
ention, recognition, and reputation
2.3.5
Self-Actlllalization
The need for self-actualization is, "Desire to become more and more what he is
become everything that he is capable to become." People who have everything can
ximize their potential. They can seek knowledge, peace, esthetic experiences, selffillment, and oneness with God, etc. According to Maslow, only a small percentage of
e population reaches the level of self-actllalization.
According to Maslow (l987), "The majority mental disorder related with: lack of
fety and lack of affection", based on his observations over than twenty years. Mental
sorder is unfulfilled an individual needs which is caused them in psychology's
oblem ( p.l23). Mental disorder can be cansed many suffer consequences. For several
ople they feel shy and being withdraw from society, while others become aggressive,
structive, and unpleasant (Maslow, 1987, p. 128).
mtelligence Quotient or IQ is a quotient score that made up from a test in one's
e group. According to http://www.thefreedictionarv.com, IQ, an abbreviation fo
teHigence Quotient", is
"A score derived from a set of standardized tests that were developed with the
purpose of measuring a person's cognitive :abilities in relation to one's age
group. It is expressed as a number normalized so that the average IQ in an age
group is 100-in other words an individual scoring 115 is above average when
compared to similarly. "
n
able l.Interpmatioo ofiQs
VERBAL
!Q
DESCRil'TION
PERCENTAGE
bove 139
Very superior
1
20-139
Superior
11
10.119
High average
18
0-109
Average
46
0-89
Low average
15
0-79
Borderline
6
elow70
Mentally retarded
3
-100
-
urces:Introduction to Psychology, 1981,!U58),
e table presents the description labels associated with IQ scores on the Stanford-Bloet test.
e fur right-hand column lists the percentage of Individuals lo each category.
in
1990, two American professors, John Mayer from university of New
ampshire and Peter Salovey from university of Yale was published academic journa
ticles where they trying to develop a way of scientifically measuring the differenc
etween people's ability in the area of emotions. Since that, these professors have
l2
veloped tests to attempt to measure what they are calling Emotional intelligence
cause their writing almost has done in the academic community, they were rarely
en known. Then in 1995, a New York writer named Daniel Golman published hi
ok Emotional Intelligence, and it became an international best seller. Since that he
comes famous and rather been known than Salovey and Mayer (Hein, http:/
i.orglhistory.htm). According to Salovey and Mayer in Daniel Goleman book
motional Intelligence (1995, p.58-59), Emotional Intelligence involves abilities that
ay be categorized into five domains:
Self-Awareness: Observing yourself and recognizing a feeling as it happens
lf-awareness is depend reflection as we do not realize what is exactly we feel abou
mething as a warning, which usnal!y we realize it at the end of an incident. Awarenes
oneself emotion which is can differentiate between being trapped in it and ha
alized that he has been overwhelmed by the emotions.
Managing Emotions: Handling feelings in appropriate expression. Find ways to
lease negative emotions, like fears and anxieties, anger, and sadness in good ways.
Motivating Oneself:Channeling emotions to productive goal so that oneself can
motivated to restrain and continue keep trying even when face failure.
Empathy: Recognizing others' feeling and concerns when people has struggle in
emotions.
Managing Relationshi.p: is a social competence in enable have a relationshi
ith others, sensitive read others' reaction and feeling, pleased in emotionally, mak
hers feel appeased and being liked in society.