The Never Ending Struggles of Athena's Life As Seen in Paulo Coelho's The

PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

THE NEVER ENDING STRUGGLES OF ATHENA’S LIFE AS SEEN IN PAULO COELHO’S THE WITCH OF PORTOBELLO

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Adrianus Seto Anggoro Student Number: 071214139

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2012

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ABSTRACT

Anggoro, Adrianus Seto. 2012. The Never Ending Struggles of Athena’s Life as seen in Paulo Coelho’s The Witch of Portobello. Yogyakarta: English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study discusses The Witch of Portobello, a literary work written by a Brazilian novelist, Paulo Coelho. The Witch of Portobello tells about the life of the main character, Athena, who is accused by many people as a witch. The objective of the study is to discover the meaning of Athena’s life. There are two questions to be answered in this study (1) “how is Athena portrayed in the novel?” and (2) “how does Athena find the meaning of her life?” The primary datum of this study is the novel itself. The secondary data are taken from the related books and the Internet. The theories employed in this study are theory of critical approaches, theory of motivation, theory of character and characterization, and theory of love, while the approach employed was psychoanalysis. That psychoanalysis approach is used to answer the formulated questions. There were two things that could be concluded after analysing the novel. First was the portrayal of Athena in the novel. Athena was a beautiful woman. She was independent since she raised her child without a husband. She was also determined because she had a strong will to defend the things she think was right. She was charismatic because many people followed her. As a mother she was motherly because she loves her son very much. She was adventurous because she believed that it is her path. Second was the meaning of Athena’s life as seen in her struggles. Athena’s struggles are listed as following: Athena’s struggle in university; Athena’s struggle in her marriage; and Athena’s struggle in teaching people. Those struggles ended up in failures. However, there are true meanings behind those failures. The true meaning behind Athena’s failure in university is for achieving love. Her failure in her marriage by accepting divorce request from her husband had true meaning to fulfill her safety needs. Athena’s failure in teaching people ended with the announcement of her own death, the true meaning of this action was also to fulfill her safety needs. Athena’s life is a never ending struggle since her life was full of struggles, and the climax of her struggle was the struggle to stay alive. The writer suggested future researchers should explore more about the portrayal of the other characters that also plays a vital role in this novel such as Athena’s parents, Athena’s friends, Athena’s son, and so on. Future researchers can also analyze Athena’s enjoyment towards dance because she danced at most of the times. The novel itself can be used as material to teach Prose II in English Education Study Program of Sanata Dharma University.

Keywords: character, struggle, motivation, witch.

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ABSTRAK

Anggoro, Adrianus Seto. 2012. The Never Ending Struggles of Athena’s Life as Seen in Paulo Coelho’s The Witch of Portobello. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Studi ini membahas The Witch of Portobello, sebuah karya sastra yang ditulis oleh seorang novelis Brazil, Paulo Coelho. The Witch of Portobello menceritakan kehidupan dari tokoh utamanya, Athena yang memiliki kemampuan seorang penyihir. Studi ini bertujuan untuk menemukan makna sebenarnya dari hidup Athena. Ada dua rumusan masalah untuk dijawab dalam studi ini (1) “bagaimana Athena digambarkan dalam novel?” dan (2) “bagaimana Athena menemukan makna hidupnya?” Sumber utama yang digunakan dalam studi ini adalah novel itu sendiri. Sumber tambahan yang digunakan diambil dari buku-buku yang terkait dan internet. Studi ini menggunakan teori pendekatan kritis, teori motivasi, teori karakter dan perwatakan, dan teori cinta, sedangkan pendekatan dilakukan melalui analisis psikologi. Pendekatan melalui analisis psikologi tersebut digunakan untuk menjawab rumusan-rumusan masalah di atas. Ada dua hal yang dapat disimpulkan setelah menganalisis novel ini. Kesimpulan pertama adalah penggambaran Athena di dalam novel. Athena adalah wanita yang cantik. Dia wanita mandiri karena mampu membesarkan anaknya tanpa suami. Dia juga memiliki tekad kuat karena akan memperjuangkan yang dia anggap benar. Dia orang yang karismatis karena banyak orang mengikutinya. Sebagai seorang ibu dia keibuan karena sangat mencintai anaknya. Dia senang berpetualang karena dia percaya itulah jalan hidupnya. Kesimpulan kedua adalah makna hidup Athena seperti yang terlihat dalam perjuangan-perjuangannya. Perjuangan-perjuangan Athena antara lain: Perjuangan Athena di universitas; Perjuangan Athena dalam perkawinannya; dan perjuangan Athena dalam mengajar orang-orang. Perjuangan-perjuangan tersebut berakhir dengan kegagalan. Bagaimanapun juga, terdapat makna sebenarnya dari kegagalan- kegagalan tersebut. Makna sebenarnya dari kegagalannya di universitas adalah mendapatkan cinta. Kegagalannya dalam perkawinan dengan menerima ajakan bercerai dari suaminya memiliki makna sesungguhnya yaitu untuk memenuhi kebutuhannya akan keamanan. Kegagalan Athena dalam mengajar orang-orang berakhir dengan pengumuman kematiannya, makna sebenarnya dari perbuatan ini juga untuk memenuhi kebutuhannya akan keamanan. Hidup Athena merupakan perjuangan tanpa akhir karena hidupnya penuh dengan perjuangan, dimana puncak dari perjuangannya adalah perjuangan untuk tetap hidup. Penulis menganjurkan penulis di masa yang akan datang untuk menganalisis lebih lanjut mengenai penggambaran karakter-karakter lain yang juga memainkan peran penting dalam novel ini seperti orangtua Athena, teman- teman Athena, anak laki-laki Athena, dan lain-lain. Penulis di masa yang akan

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datang juga dapat menganalisis kesukaan Athena terhadap menari karena dia sering menari di banyak kesempatan. Novel ini sendiri dapat digunakan sebagai materi untuk mengajar Prose II untuk Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma.

Kata kunci: karakter, perjuangan, motivasi, penyihir.

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THIS THESIS IS PRESENTED AND DEDICATED TO

MY FAMILY AND MY FRIENDS.

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ACKNOWLEDGEMENTS

My greatest gratitude is addressed to all those who gave me the possibility to complete this thesis. First of all, my deepest gratitude is to my

Almighty God, Lord Jesus Christ, for His wonderful love and guidance so I could finish this thesis, my advisor Drs. Antonius Herujiyanto, M.A., Ph.D., as my major sponsor who has spent his precious time, and dedicated his energy in guiding me to finish this thesis. His inputs, patience, guidance, and correction throughout the processes of writing this thesis are the biggest contributions, which have helped me to finish it. I would like to give my deepest thanks to the lecturers who became the examiners in my thesis defense, C. Tutyandari, S.Pd., M.Pd. and

Ag. Hardi Prasetyo, S.Pd., M.A. for the guidance, support, and opportunity given.

I would also like to thank all lecturers and staff of the English Education Study

Program, Sanata Dharma University. I would also like to express my particular thanks to the library staff of Sanata Dharma University.

I would also deeply be grateful to my beloved family, especially my parents B.S. Hartaja and Afra Tien Sotyaningrum for their endless prayers, support, affection, attention, motivation, and love so I could finish my study and my thesis. I would like to give my deepest thanks to my friends who help me correcting my grammar: Gaby, Bre, and Hening. My gratitude also goes to my friends of English Education Study Program 2007: Tommy, Rian, Asep, Wendy,

Bretya, Yusak, Dwi, Dezta, Lala, Popon, Asti, Rara, Dei, Haya, Nidya, and those who I can not mention one by one..

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Last but not least, I would like to give my respect for those whom I cannot mention individually, but surely this thesis could not be done without their support and help.

Adrianus Seto Anggoro

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TABLE OF CONTENTS

Page TITLE PAGE ...... i APPROVAL PAGES ...... ii STATEMENT OF WORK’S ORIGINALITY...... iv PERNYATAAN PERSETUJUAN PUBLIKASI...... v ABSTRACT...... vi ABSTRAK...... vii PAGE OF DEDICATION ...... ix ACKNOWLEDGEMENTS...... x TABLE OF CONTENTS...... xii

CHAPTER I: INTRODUCTION ...... 1 1.1. Background of the Study...... 1 1.2. Objectives of the Study...... 3 1.3. Research Problem...... 3 1.4. Definition of Terms...... 3 1.4.1 Character ...... 3 1.4.2 Struggle ...... 4 1.4.3 Motivation ...... 4 1.4.4 Witch ...... 4

CHAPTER II: REVIEW OF RELATED LITERATURE...... 5 2.1. Theoretical Review ...... 5 2.1.1. Theory of Critical Approaches...... 5 2.1.1.1. The Formalist Approach...... 6 2.1.1.2. The Biographical Approach...... 6 2.1.1.3. The Sociocultural-Historical Approach...... 6 2.1.1.4. The Mytophoeic Approach...... 7 2.1.1.5. The Psychological Approach...... 7 2.1.2. Psychoanalysis...... 7

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2.1.2.1. The Id...... 8 2.1.2.2. The Ego...... 9 2.1.2.3. The Superego...... 9 2.1.2.3.1 The Ego Ideal...... 10 2.1.2.3.2 The Conscience...... 10 2.1.2.4. The interaction of the Id, Ego, and Superego ...... 10 2.1.3. Theory of Motivation ...... 11 2.1.3.1. Self-Actualization...... 12 2.1.3.2. Esteem Needs...... 13 2.1.3.3. Social Needs ...... 13 2.1.3.4. Safety Needs ...... 14 2.1.3.5. Physiological Needs...... 14 2.1.4. Theory of Character and Characterization ...... 14 2.1.5. Theory of Love ...... 15 2.1.5.1. Intimacy ...... 15 2.1.5.2. Passion ...... 16 2.1.5.3. Commitment ...... 16 2.1.5.4. Forms of Love...... 16 2.1.5.4.1. Liking or Friendship ...... 17 2.1.5.4.2. Infatuated Love ...... 17 2.1.5.4.3. Empty Love...... 17 2.1.5.4.4. Romantic Love...... 17 2.1.5.4.5. Companionate Love...... 17 2.1.5.4.6. Fatuous Love...... 17 2.1.5.4.7. Consummate Love ...... 17 2.2. Theoretical Framework ...... 17 2.3. Context of the Novel ...... 19 2.3.1. The Novelist ...... 19 2.3.1. The Novel...... 19

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CHAPTER III: METHODOLOGY ...... 21 3.1.Subject Matter...... 21 3.2.Approach...... 22 3.3.Procedures...... 23

CHAPTER IV: ANALYSIS ...... 25 4.1.Athena’s Character ...... 25 4.1.1. Beautiful...... 26 4.1.2. Independent...... 27 4.1.3. Determined...... 27 4.1.4. Charismatic ...... 30 4.1.5. Motherly...... 31 4.1.6. Adventurous...... 32 4.2. The Meaning of Athena’s Life as Seen in Her Struggles ...32 4.2.1. The List of Athena’s Struggles ...... 33 4.2.1.1. Athena’s Struggle in University ...... 33 4.2.1.2. Athena’s Struggle in Her Marriage ...... 34 4.2.1.3. Athena’s Struggle in Teaching People ...... 35 4.2.2. The True Meaning of Athena’s Struggles...... 37 4.2.2.1. Athena’s Struggle in University ...... 37 4.2.2.2. Athena’s Struggle in Her Marriage ...... 38 4.2.2.3. Athena’s Struggle in Teaching People...... 39 4.2.3. The Meaning of Athena’s Life...... 39

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...... 41 5.1. Conclusions...... 41 5.2. Suggestions ...... 43 5.2.1. Suggestions for Future Researchers ...... 43 5.2.2. Suggestions for English Lecturers...... 44

REFERENCES...... 45

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APPENDICES ...... 46

APPENDIX 1: SUMMARY OF THE WITCH OF PORTOBELLO ...... 47

APPENDIX 2: AUTO BIOGRAPHY OF PAULO COELHO ...... 48

APPENDIX 3: SYLLABUS OF PROSE II ...... 53

APPENDIX 4: LESSON PLAN ...... 59

APPENDIX 5: MATERIAL...... 62

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CHAPTER I

INTRODUCTION

This first chapter consists of four sub-chapters. They are Background of Study,

Objective of the Study, Problem Formulations, and Definition of Terms. In

Background of Study, the primary datum was discussed. Objective of the Study explains the aim of this study. Problem Formulation mentions the questions to be answered in this study. The last sub-chapter, Definition of Terms, describes the meaning of the important words and expressions used in this study.

1.1. Background of the Study

When we talk a about novel, the first thing coming in our mind might be a written story of certain events. It is clear that the title of the novel the writer would like to study is The Witch of Portobello written by Paulo Coelho—where Athena is the main character. This study deals with Athena’s life, especially in her struggle to search the meaning of her life. The primary datum was a novel titled The Witch of Portobello.

The author of the novel was Paulo Coelho. Though the original novel was published in 2006 in Portuguese language, what the writer mentioned here is the English- translation version—translated by Margaret Jull Costa in 2007. This novel was published in 2007 by HarperCollins Publishers in the United States of America. From

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the publication year, this novel is still considered fresh. The type of this novel is

Portuguese fiction. Here is the brief summary of the novel:

This novel consists of people’s point of view about the main characters so the writer told the summary in general. The novel begins with Athena’s dead. Her real name was Sherine Khalil. In the novel she was usually called Athena. She is the main character of the novel. She was an adopted child. She was abandoned by her gipsy mother in Transylvania, Romania. She was taken by her adoptive parents to Beirut.

They moved to London, where Athena continued her education until university.

There she met a man that later became her husband. She then got divorced and lived with her son. Her last job known was a real-estate agent in Dubai. She learned calligraphy from a teacher in a desert. She also went back to Transylvania to find her birth mother. Her life was never flat. Later on, many people accused her as a witch. In the end, she was murdered—or at least that is what people were thinking. Mostly, the points of view that create the story come from the people who knew her: her adoptive mother, her ex-husband, a journalist, a priest, her landlord, her calligraphy teacher, and an actress. As we see in the brief summary, Athena as the main character of the novel always seeks for something in her life.

Having read this novel, the writer found that the portrayals of Athena in the novel are interesting, especially her portrayal as a witch. The way the story was told is unique. The story of Athena’s life was told from many different perspectives. The writer found out that it is interesting to analyze Athena’s struggles. She had an PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

extraordinary life. This study has its purpose to discover the meaning of Athena’s life.

1.2. Objective of the Study

The aim of this study is to discover the meaning of Athena’s life as seen in Paulo

Coelho’s The Witch of Portobello.

1.3. Research Problem

The problem of this study can be formulated into two research questions:

1) How is Athena portrayed in the novel?

2) How does Athena find the meaning of her life?

1.4. Definition of Terms

The following is the meaning of important words used in this study. These terms are needed to be defined to avoid misunderstanding in this study.

1.4.1. Character

Character refers to the mixture of interests, desires, emotions, and moral principles that makes up each of these individuals (Stanton, 1965, p. 17). In this study, character refers to the mixture of interests, desires, emotions, and moral principles that makes up Athena. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

1.4.2. Struggle

Struggle is the act or process, or an instance of struggling (Webster encyclopedic unabridged dictionary of English language, 1989, p. 1410). In this study, struggle means the act or process, or an instance of struggling that Athena did in her life.

1.4.3. Motivation

Motivation is the grounds in a character’s temperament and moral nature for his speech and actions (Abrams, 1981, p. 20). In this study, motivation means the grounds in Athena’s temperament and moral nature for her speech and actions.

1.4.4. Witch

Witch is a lady with a long history behind her, recorded in the psyche, and with a complicated development of personality transference which legend has shaped, clothed and brought to life as hostile character (The Penguin Dictionary of Symbols,

1996, p. 1118). In this study, witch means the nickname for Athena since she had a long history behind her, recorded in the psyche, and with a complicated development of personality transference which legend has shaped and clothed, but many people considered her as hostile character. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

CHAPTER II

REVIEW OF RELATED LITERATURE

This second chapter consists of four sub-chapters. They are Theoretical Review,

Theoretical Framework and Context of the Novel. In Theoretical Review, the theories employed are discussed. Theoretical Framework explains the contributions of the theories employed. The last sub-chapter, Context of the Novel, describes the social, cultural, political, and economical situation of the novelist and the novel.

2.1. Theoretical Review

In order to answer the research questions, the writer is employing several theories.

They are Theory of Critical Approaches, Psychoanalysis, Theory of Motivation,

Theory of Character and Characterization, and Theory of Love.

2.1.1. Theory of Critical Approaches

This theory is introduced by RohrBerger and Woods, Jr. in their work Reading and Writing About Literature in 1971. It consists of five approaches to study a literary work (pp. 6-15). They are The Formalist Approach, The Biographical

Approach, The Sociocultural-Historical Approach, The Mythopoeic Approach, and

The Psychological Approach.

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2.1.1.1. The Formalist Approach

This approach has purpose to apprehend the totality of the literary object. Mostly it concentrates on its esthetic value. Furthermore, the extreme formalist critic examines the literary piece without reference to facts of the author’s life, without reference to the genre of the piece or to its place in the development of the genre or in literary history, and without reference to its social milieu (pp. 6-7).

2.1.1.2. The Biographical Approach

Proponents of the biographical approach assert the necessity for an appreciation of the ideas and personality of the author to an understanding of the literary object. It provides useful facts about the author will help the readers to have a better understanding and appreciation toward the literary object (pp. 8-9).

2.1.1.3. The Sociocultural-Historical Approach

This approach is concerned with the social background in which work of literary was created. Behind every art form there is also a philosophy of life which can be expressed and viewed in moral terms. Two factors are present here: First, accuracy in the presentation of historical facts is of value to the historian, but not necessarily to the author. Second, a work of literature might have historical significance, but not necessarily literary significance (pp. 9-11). PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

2.1.1.4. The Mythopoeic Approach

Critics who make use of the mythopoeic frame of reference seek to discover certain universally recurrent patterns of human thought, which they believe find expression in significant works of art (pp. 11-13).

2.1.1.5. The Psychological Approach

The psychological approach involves the effort to locate and demonstrate certain recurrent patterns. This approach tries to find the human psychology such as human personality in the literary work. In applying these psychological theories the student must once again be careful not to take the part for the whole and reduce a piece of literature to a mere statement of a behavior pattern (pp. 13-15).

2.1.2. Psychoanalysis

In 1923, Freud presented his new "structural theory" of an id, ego, and superego in a book entitled The Ego and the Id. Structural theory divides the psyche into the id, the ego, and the super-ego. The id is present at birth as the repository of basic instincts, which Freud called "Triebe" ("drives"): unorganized and unconscious, it operates merely on the 'pleasure principle', without realism or foresight. The ego develops slowly and gradually, being concerned with mediating between the urgings of the id and the realities of the external world; it thus operates on the 'reality principle'. The super-ego is held to be the part of the ego in which self-observation, self-criticism and other reflective and judgemental faculties develop. The ego and the PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

super-ego are both partly conscious and partly unconscious. Furthermore, Sigmund

Freud’s psychoanalytic theory of personality believes that personality is composed of three elements. These three elements of personality, known as the id, the ego and the superego, work together to create complex human behaviors.

2.1.2.1. The Id

The id is the only component of personality that is present from birth. This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviors. According to Freud, the id is the source of all psychic energy, making it the primary component of personality. The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension.

However, immediately satisfying these needs is not always realistic or even possible. If we were ruled entirely by the pleasure principle, we might find ourselves grabbing things we want out of other people's hands to satisfy our own cravings. This sort of behavior would be both disruptive and socially unacceptable. According to

Freud, the id tries to resolve the tension created by the pleasure principle through the primary process, which involves forming a mental image of the desired object as a way of satisfying the need. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

2.1.2.2. The Ego

The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in the conscious, preconscious, preconscious, and unconscious mind. The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses.

In many cases, the id’s impulses can be satisfied through a process of delayed gratification, the ego will eventually allow the behavior, but only in the appropriate time and place. The ego also discharges tension created by unmet impulses through the secondary process, in which the ego tries to find an object in the real world that matches the mental image created by the id's primary process.

2.1.2.3. The Superego

The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society—our sense of right and wrong. The superego provides guidelines for making judgements. The superego acts to perfect and civilize our behavior. It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. The superego is present in the conscious, preconscious and unconscious. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

According to Freud, the superego begins to emerge at around age five. There are two parts of the superego:

2.1.2.3.1. The Ego Ideal

The ego ideal includes the rules and standards for good behaviors. These behaviors include those, which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment.

2.1.2.3.2. The Conscience

The conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse.

2.1.2.4. The Interaction of the Id, Ego and Superego

With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength to refer to the ego's ability to function despite these duelling forces. A person with good ego strength is able to effectively manage these pressures, while those with too much or too little ego strength can become too unyielding or too disrupting. According to

Freud, the key to a healthy personality is a balance between the id, the ego, and the superego. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Meanwhile, one of the approach introduced by Rohrberger and Woods, Jr. in their work Reading and Writing About Literature in 1971 is the psychological approach: The psychological involves the effort to locate and demonstrate certain recurrent patterns. This approach tries to find the human psychology such as human personality in the literary work. In applying these psychological theories the student must once again be careful not to take the part for the whole and reduce a piece of literature to a mere statement of a behavior pattern (pp. 13-15).

2.1.3. Theory of Motivation

The basis of Maslow's motivation theory is that human beings are motivated by unsatisfied needs, and that certain lower factors need to be satisfied before higher needs can be satisfied. According to Maslow (1987), there are general types of needs namely physiological, survival, safety, love, and esteem that must be satisfied before a person can act unselfishly. He calls these needs "deficiency needs." As long as we are motivated to satisfy these cravings, we are moving towards growth, toward self- actualization. Satisfying needs is healthy, while preventing gratification makes us sick or acts evilly (pp. 80-122).

As a result, for adequate workplace motivation, it is important that leadership understands the active needs active for individual employee motivation. In this manner, Maslow's model indicates that fundamental, lower-order needs like safety and physiological requirements have to be satisfied in order to pursue higher- level motivators along the lines of self-fulfillment. As depicted in the PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

following hierarchical diagram, sometimes called “'Maslow's Needs Pyramid” or

“Maslow's Needs Triangle”, after a need is satisfied it stops acting as a motivator and the next need one rank higher starts to motivate.

Self-Actualization

Esteem Needs

Social Needs

Safety Needs

Physiological Needs

Figure 2.1. Maslow’s Needs Pyramid

2.1.3.1. Self-actualization

Self-actualization is the summit of Maslow’s motivation theory. It is about the quest of reaching one’s full potential as a person. Unlike lower level needs, this need PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow. Self-actualized people tend to have motivators such as truth, justice, wisdom, and meaning. Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization.

2.1.3.2.Esteem Needs

After a person feels that he “belongs”, the urge to attain a degree of importance emerges. Esteem needs can be categorized as external motivators and internal motivators. Internally motivating esteem needs are those such as self-esteem, accomplishment, and self respect. External esteem needs are those such as reputation and recognition. Some examples of esteem needs are recognition (external motivator), attention (external motivator), social status (external motivator), accomplishment (internal motivator), self-respect (internal motivator), and success.

Maslow later improved his model to add a layer in between self-actualization and esteem needs: the need for aesthetics and knowledge.

2.1.3.3.Social Needs

Once a person has met the lower level physiological and safety needs, higher level motivators awaken. The first level of higher level needs is social needs. Social PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

needs are those related to interaction with others and may include friendship, acceptance, affection, belonging to a group, and giving and receiving love.

2.1.3.4.Safety Needs

They are security, shelter, freedom from fear and anxiety. Once physiological needs are met, one’s attention turns to safety and security in order to be free from the threat of physical and emotional harm. Living in a safe area, medical insurance, job security, and financial reserves might fulfil such needs. According to the Maslow hierarchy, if a person feels threatened needs further up the pyramid will not receive attention until that need has been resolved.

2.1.3.5.Physiological Needs

Physiological needs are those required to sustain life, such as air, water, food, sex, and sleep. According to Maslow’s Needs Pyramid, if these fundamental needs are not satisfied then one will surely be motivated to satisfy them. Higher needs such as social needs and esteem are not recognized until one satisfies the needs basic to existence. (1987, pp. 123-154)

2.1.4. Theory of Character and Characterization

Stanton (1965) states that character is commonly used in two ways. The first is that character designates the individuals who appear in the story. The second is that character refers to the mixture of interests, desires, emotions, and moral principles PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

that makes up each of these individuals (p. 17). Character gives a certain situation or circumstance in the story because he or she shows his or her emotions in it.

Holman and Harmon (1986) believed that in lyric, essay, and autobiography, authors reveal aspects of their own character; in biography and history, authors present the characters of actual person; and in fiction (drama, novel, short story, and narrative poem) authors reveal the characters of imaginary persons. The creation of the imaginary persons so they exist for reader as lifelike is called characterization (p.

81).

2.1.5. Theory of Love

Sternberg (1986) comes up with a Triangular Theory of Love. The underlying idea of this theory is that love can be dissected into three main parts: intimacy, passion and decision/commitment.

2.1.5.1. Intimacy

This encompasses feelings of closeness, connectedness, and boundedness. With passion, there is the initial infatuation, the strong emotions, and the attraction. It involves a high level of trust between two individuals. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

2.1.5.2. Passion

This encompasses drives that lead to romance, physical attraction, and sexual consummation. With intimacy, the lovers become closer, inter-dependant, and psychologically their self-concepts begin to overlap.

2.1.5.3. Commitment

This encompasses, in the short term, the decision to remain with another, and in the long term, the shared achievements and plans made with that other. Commitment is the most volitional of the three, the decision to take steps to maintain the love and the relationship (pp. 118-135).

2.1.5.4. These are the forms of love according to Sternberg:

Figure 2.2. Sternberg’s The Forms of Love PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

2.1.5.4.1. Liking/friendship: Is characterizes true friendships, in which a person

feels a bond, warmth, and a closeness with another but not passion or long-

term commitment.

2.1.5.4.2. Infatuated love: It is pure passion.

2.1.5.4.3. Empty love: It is characterized by commitment without intimacy or

passion.

2.1.5.4.4. Romantic love: It bonds individuals emotionally through intimacy and

physically through passionate arousal, but neither is sustained without

commitment.

2.1.5.4.5. Companionate love: It is an intimate, non-passionate type of love that is

stronger than friendship because of the element of long-term commitment.

The love ideally shared between family members is a form of

companionate love, as is the love between close friends who have a

platonic but strong friendship.

2.1.5.4.6. Fatuous love: Its commitment is motivated largely by passion without the

stabilizing influence of intimacy.

2.1.5.4.7. Consummate love: It is the complete form of love. Consummate love is

theorized to be that love associated with the “perfect couple” (p. 341).

2.2. Theoretical Framework

This sub chapter explains how the mentioned theories give big contributions to

the findings of this study. Freud’s Psychoanalysis brought vital role in analyzes PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Athena. By analyzing Athena psychologically, it gives better understanding towards the main subject of this study. The id, the ego, and super-ego presented by Freud analyze Athena deeply. By using psychoanalysis the psychological aspect of Athena as seen in Paulo Coelho’s The Witch of Portobello can be revealed.

The Theory of Critical Approaches proposed by Rohrberger and Woods, Jr. becomes the second basic approaches to examine a literary works. The concepts presented by Rohrberger and Woods, Jr. examine Paulo Coelho’s The Witch of

Portobello through five various approaches. Those approaches analyze the aspects of the novel critically.

Next, the novel is examined using the theory of motivation from Abraham

Maslow. This theory is necessary to examine the novel the way it is intended. This theory used to give deep analysis to Paulo Coelho’s The Witch of Portobello. This is the final step that eventually concludes the whole study as seen in the final chapter.

The upbringing of this concepts leads this study to the next, final evaluation to Paulo

Coelho’s The Witch of Portobello.

Forth, theories employed are the theory of character and characterization. This theory is significant because this study examines the Athena – the main character of

Paulo Coelho’s The Witch of Portobello. The concepts of character here follow the theories proposed by Stanton. Furthermore, Holman and Harmon’s theory of characterization develops this study.

The final theory used is the theory of love, since it is impossible for a mere human to live without love. It differentiates which kind of love among Athena and PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

the other characters of the story. Furthermore, the analysis using this theory answer

one aspect of the second research question.

2.3. Context of the Novel

This session deals with social, cultural, political, and economical situation of the

novelist and the novel. This was taken from the interviews by Valerie Reiss with

Paulo Coelho, the author of The Witch of Portobello (included in the Novel).

2.3.1. The Novelist

The social situation when Paulo Coelho wrote this novel mainly deals with love,

where he said that love is so hard for us to accept – because it implies suffering. Next,

the Cultural situation of the author concerns with dancing. Paulo Coelho does dance

and he does not think about anything when he dances. Where the political situation

states that the major religions—Christianity, Judaism, and Moslem—they deny

somehow that God has a feminine face. Last, the economical situation Paulo Coelho

has is outstanding since he succeeds with his prior novels before The Witch of

Portobello.

2.3.2. The Novel

The Witch of Portobello’s social situation takes place in the early 21st century,

where people relations with others are modern. The cultural situation of the author

concerns with rituals, where Athena always does in the story. Next, the political PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

situation states that what Athena’s doing becomes controversy. Last, the economical situation of the novel refers to economical situation in the early 21st century, where the characters of the novel relatively in a good economic condition since it have never been stated that any of them is lacking of fund. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

CHAPTER III

METHODOLOGY

This third chapter consists of three sub-chapters. They are Subject Matter,

Approach, and Procedures. In Subject Matter, the theories employed are discussed.

Approach mentions the approach used in this study. The last sub-chapter, Procedures, explains the steps to answer the research questions.

3.1. Subject Matter

The subject matter here is a novel that the writer chooses to be analyzed. The

Witch of Portobello is one of the great literary works from Paulo Coelho. Though the original novel was published in 2006 in Portuguese language, what the writer mentions here is the English-translation version – translated by Margaret Jull Costa in

2007. This novel was published in 2007 by HarperCollins Publishers in the United

States of America. From the publication year, this novel is considered fresh. In this book, Coelho works with the return to the goddess religion, the interpretation of love, and the feminine part of the Divine within the theme of searching for one’s true self and opening to the energies of the world.

The genre of Paulo Coelho’s The Witch of Portobello is considered fiction since it is not based on a real story. The story was created from different perceptions. The points of view that create the story come from the people who knew Athena: her

21 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

adoptive mother, her ex-husband, a journalist, a priest, her landlord, her calligraphy teacher, and an actress. Each narrator has their own opinion based on their perception.

Furthermore, it could be found out that the setting of the novel takes place in various places: Beirut, Dubai, Transylvania, Scotland, and London.

This novel may best described as the chronicles of Athena’s life. Paulo Coelho’s

The Witch of Portobello is the kind of story that can transform the way readers thought about love, passion, joy and sacrifice. Paulo Coelho portrays the meaning of love, passion, joy, and sacrifice differently in this novel.

3.2. Approach

This study used one of the Critical Approaches—introduced by Rohrberger and

Woods, Jr. in their work Reading and Writing About Literature published in 1971. It consists of five approaches: The Formalist Approach, the Biographical Approach, the

Sociocultural-Historical Approach, the Mythopoeic Approach, and the Psychological

Approach. A critical approach to literature necessitates an understanding of its nature, function, and positive values. Rohrberger and Woods, Jr. (1971) states that one must know what literature is, how to read it, and how to judge it (p. 3). This quotation suggests that literary works can only be analyzed by understanding the roots of that literary works itself. Rohrberger and Woods, Jr. believe it is necessary to use the critical approaches, which consist of five approaches, in order to understand a literary works. In this study, the writer employed the psychological approach. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Freud’s work on Psychoanalysis as seen in his book The Ego and the Id (1923) is the main approach of this study. His classification related to human psychology gives deep analysis to the main subject of this study. Freud composed that humans have three elements of personality: the id, the ego and the superego.

The ego was employed to analyze the surface meaning of Athena’s struggle. The surface meaning—or better known as literal meaning can be seen through human’s act. In this study, it analyzed Athena’s struggles in her life literally.

The id was employed to analyze the deeper meaning of Athena’s struggles. The deeper meaning—or better known as true meaning can not be seen but it can be predicted through human’s act. In this study it analyzes what is the real purpose behind Athena’s struggles in her life.

Furthermore, the result of those analysis on the surface meaning and the deeper meaning of Athena’s struggles became the background to obtain the answer for the second research question.

3.3. Procedures

In order to conduct the study, a library research was used. The primary datum—

Paulo Coelho’s The Witch of Portobello—is the object that is analyzed, in which books and web pages became the secondary data.

This study was concluded through several steps. First, the preliminary step was reading the novel, this became the basic of this study. The next was gathering the secondary data. After that, the primary datum was examined to answer the problem PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

formulation. The analysis of Athena as seen in Paulo Coelho’s The Witch of

Portobello was conducted based on that secondary data.

This study was conducted based on two sources. The first one was the primary datum. The primary datum is Paulo Coelho’s The Witch of Portobello. The second one was the secondary data. The secondary data were books and web pages related to this study. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

CHAPTER IV

ANALYSIS

This chapter discusses the content of Paulo Coelho’s novel The Witch of

Portobello with the purpose of answering the problem formulation stated in chapter one. The theories in chapter two are implemented to support the analysis. The first analysis deals with the portrayal of the main character of the novel, Athena. The second analysis examines how Athena found the meaning of her life.

4.1. Athena’s Character

This first subchapter only focuses on the character and life of Athena as the main character of Paulo Coelho’s novel The Witch of Portobello. Athena was chosen as the subject of this discussion because she was the main character that created the whole story of the novel. Thus, Athena is categorized as the protagonist in the story.

According to Stanton (1965), character is commonly used in two ways: the first is that character designates the individuals who appear in the story, the second is that character refers to the mixture of interests, desires, emotions, and moral principles that makes up each of these individuals (p. 17). Athena, who appeared in the story as the main character showed her interests, desires, emotions, and moral principles from the beginning until the end of the story.

25 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Athena’s existence as an imaginary person who is existed for the reader was supported by Holman and Harmon’s theory of characterization (1986). They believe that characterization is the creation of the imaginary persons so they exist for reader.

(p. 81)

Athena was born in Romania from a gipsy mother. However, her biological mother left her in an adoption center. Then she was adopted by a couple from

Lebanon and lived together with them until college. This condition had shaped

Athena’s character because she was an adopted child. However, she grew like another child in the neighborhood. She was raised in Lebanon and then moved together with her parents to London, where she took her college study.

4.1.1. Beautiful

Athena had white skin and straight hair as seen by her ex-husband when they were in university.

She was just nineteen and about to have a stand-up fight with a fellow student in the university cafeteria because the fellow student, assuming Athena to be English (white skin, straight hair, eyes that were sometimes green, sometimes gray), had made some insulting remark about the Middle East. (p. 23)

Athena’s ex-husband described her as a pretty woman with the gray eyes.

“Stop it!” I shouted again at the pretty young woman who now had the other equally pretty young woman by the throat. (p. 23) There was only that young woman with the gray eyes, saying the most boring and pointless things, but capable, nonetheless, of holding my interest for the rest of my life. (p. 24) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Another testimony comes from Deidre O’Neill. “She raised her arm. I asked her to do the same with her left arm. I looked at her breasts, far prettier than mine” (p.133).

Andrea McCain also has the same thought with Deidre O’Neill. “I noticed her breasts, which were the most beautiful I’d ever seen” (p. 203).

4.1.2. Independent

After she got divorced with her husband, Athena lived together with her son in an apartment. “It was this kind of solidarity that made me rent her the third floor of my house in Basset Road—normally, I’d prefer tenants without children” (p. 47). She also had a job “When I returned at London, I immediately told Athena about this invitation, and she accepted at once” (p. 72). She traveled without a man to guard her.

“Athena remarked that she’d traveled for nearly five hours on the train with her son on her lap” (p. 133). Athena’s mother acknowledged her daughter’s ability: “It was as if all her professional success, her ability to earn money, her joy at having found a new love, her contentment when she played with her son – my grandson – had all been relegated to second place” (pp. 84-85).

4.1.3. Determined

Athena’s act showed her determination. “But Athena got up, grabbed the other girl by the collar, and started screaming: “Racist!” (p. 23). She signed the divorce paper though she knew the consequences. “Because all my life I’ve learned to suffer in silence,” she replied (p. 41). A priest saw one of her brave actions: “Athena stood PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

before me and repeated the usual gesture: she closed her eyes and opened her mouth to receive the body of Christ” (p. 44). After that she bravely criticized that Christian rule.

“A curse on this place!” said the voice. “A curse on all those who never listened to the words of Christ and who have transformed his message into a stone building. For Christ said: ‘Come unt me all ye that labor and are heavy laden, and I will give you rest.’ Well, I’m heavy laden, and they won’t let me come to him. Today I’ve learned that the Church has changed those words to read: ‘Come unto me all ye who follow our rules, and let the heavy laden go hang!’ (p. 45)

She learned and adapted quickly. “When I returned to London, I immediately told Athena about this invitation, and she accepted at once” (p. 72). She also had a strong will to learn caligraphy even though she had to drive to the desert, “You shouldn’t drive alone in a place you don’t know, and you shouldn’t come here without a guide” (p. 73). She determined to learn a way to get closer to God. “But I can’t continue on my own; I need someone to teach me” (p. 74). “I was quite simply terrified when Sherine told me that she’d decided to go in search of her birth mother”

(p. 85).

In her journey to find her birth mother, her determination led her to a restaurant owner who knew her birth mother. She went on a journey to Romania and met the retaurant owner whom also the leader of the gypsi tribe.

When a stuck-up, intellectual young woman appears, smiling and claiming to be part of our culture and our race. I’m immediately on my guard. She might have been sent by the Securitate, the secret police who work for that mad dictator—the Conducator, the Genius of the Carpathians, the Leader. (p. 103) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

At first the restaurant owner felt suspicious to Athena.

The young woman insists; she smiles, as if she were saying something highly amusing, and tells me that her mother is a gipsy and that she’d like to find her. She knows her full name. How could she obtain such information without the help of the Securitate? (p. 104)

“I can believe that the government kills, steals, and lies, but it wouldn’t risk handing out false certificates, and so she really must be Liliana’s daughter, because the certificate gives her full name and address” (p. 105). Later, he was sure that Athena was really from his tribe.

I look at the certificate once more and wonder whether or not I should tell her where her mother is. Liliana deserves to meet this intellectual, caliming to be “one of us.” Liliana deserves to look this woman in the eye. (p. 106)

Finally this determination made him agreed to take Athena to her birth mother. “I’ll take you to see Liliana tomorrow” (p. 107).

Athena was also determined in accepting challenges. “I was sure she would listen to me, mainly because she was the kind of person who never refuses a challenge” (p. 134). She believed that “yes” was better than “no”. “And whenever my feet drove me onward, I said yes instead of saying no” (p. 233). When things were getting worse, she showed no fear “I’m not afraid of death. If I were to to die today, I would carry with me moments that few people my age have had the chance to experience” (p. 254). In the end of the story, she decided to disappear by pretending that she was murdered. She believed that it was a right decision. Her boyfriend helped PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

her “I used a syringe to take some of her blood. I cut off a lock of her hair and singed it slightly. Back at the scene of crime, I scattered this “evidence” around” (p. 266).

4.1.4. Charismatic

Her charisma made many people follow her, and she was aware of it. “Athena was conscious of her own charisma, and she made all those who loved her suffer” (p.

10). When she was working in a bank in London, her boss saw her leadership improved the whole employee’s productivity “The young trainee with no previous work experience, who up until then had seemed to veer between shyness and aggression, had become a kind of natural leader among my workers” (p. 60). She also led a relaxation exercise for a group of theater players.

If it hadn’t been for me, Athena would never have come to the teather that morning, gathered us all together, asked us to lie down on the stage and begin a relaxation exercise involving breathing and bringing our awareness to each part of the body. (p. 160)

Eventually her followers grew bigger, as one of the newspaper stated: “The reason behind this pitched battle, which lasted nearly two hours, was a demonstration organized by the Rev. Ian Buck to protest about what he called “the Satanic cult at the heart of England.” (p. 223). However, her followers kept following her. “We left to the same shouts and applause as when we had arrived” (p. 248). PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

4.1.5. Motherly

As a mother, Athena loved her only son - Viorel. Before she got divorced, she was afraid that her quarrels with her husband could brought bad effect on Viorel “Our arguments became more frequent, and she threatened to leave because she feared that

Viorel was picking up the “negative energy” from our quarrels” (p. 37). Even when

Athena went to the desert she took her son with her and play together “They could have been the same age; they ran about the desert, laughed, threw sand at each other, and rolled down the dunes” (p. 74). In daily occasion, Athena also showed her love to

Viorel “Viorel’s hungry, and I’m sure he’s not the slightest bit interested in Greek myths, so hurry up and finish Hera’s story” (p. 180).

Athena’s motherly instinct was very strong.

““Don’t you think I should be prepared to do anything for Viorel too?” “I think that’s a mother’s instinct, but instinct aside, it’s the greatest proof of love there is.” She continued eating. (p. 242)

When Viorel was about to be taken over from her, she could kill someone “That’s why I’ve bought a gun. I know what it means for a child to be removed from his mother, because I’ve experienced it myself.” (p. 254). Her son was the most important thing in her life.

“Until, that is, I understood my fate, when I saw that I might lose the most important thing in my life.” “Your son.” “Exactly. He is the most complete manifestation of Love. (p. 257) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

4.1.6. Adventurous

Athena loved to spend her time looking for something in the unexpected places.

Athena was experiencing two main journeys in her life: her journey to the desert and her journey to Transylvania. Those journeys were considered as spiritual journeys since the reason Athena went on those journeys was to find a spiritual satisfaction.

Her journey to the desert is to seek wisdom through calligraphy. Meanwhile, her journey to Transylvania was to find her birth mother.

Her journey to seek her birth mother was to reveal the truth. As an adopted child, Athena did not know her birth mother until finally she decided to seek for her.

The meeting with her birth mother made her know the truth. Furthermore, she became aware that she was loved.

“I came here because there was something missing in my life,” she said. “I needed to fill up my blank spaces, and I thought just seeing your face would be enough. But it wasn’t. I also needed to understand that...I was loved.” “Your are loved.” (p. 122)

Athena believed that going on journeys was her path.

“Yes, I think they do. The earth I’m standing on now has laid out many strange paths for me, from a village in Transylvania to a city in the Middle East, from there to another city on an island, and then to the desert and back to Transylvania. From a suburban bank to a real estate company in the Persian Gulf.” (p. 233)

4.2. The Meaning of Athena’s Life as Seen in Her Struggles

This session consists of three sections: the list of Athena’s struggle, the true meaning of Athena’s stuggle, and the meaning of Athena’s life. Freud (1923) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

believes: The ego also discharges tension created by unmet impulses through the secondary process, in which the ego tries to find an object in the real world that matches the mental image created by the id's primary process. The literal meaning— as seen in the list of Athena’s struggles, refers to the ego and the true meaning refer to the id. This session examines the events of Athena’s life to see how she find the meaning of her life.

4.2.1. The List of Athena’s Struggles

This session discusses Athena’s struggles literally. As we already knew that

Athena’s struggle in this novel was to find the meaning of her life. Athena went on many struggle on her life as listed below.

4.2.1.1. Athena’s Struggle in University

At first, Athena entered university because she wanted to be an engineer.

“Athena was able to study at good schools, she attended dance classes—because dance was her passion—and when she’d finished at secondary school, she chose to take a degree in engineering” (p. 25). She almost ruined her university career because she was attacking another student. “Oh, very, but when you attack someone weaker than yourself, you make it look as if you really do need protection. You could have ruined your university career right there and then” (p. 26).

She then ruined her university career herself by suddenly told his boyfriend–

Lukas Jessen-Petersen that she was going to leave university. “One day, after almost PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

a semester of equations, calculations, and structural studies, she announced that she was going to leave university” (p. 27). When Lukas asked Athena what she was going to do after leaving university, Athena answered: “I’m going to get married and have a baby” (p. 28). Therefore, her struggle to get an engineering degree from university was failed.

4.2.1.2. Athena’s Struggle in Her Marriage

Athena got married to Lukas Jessen-Petersen in a young age. “I was twenty, she was nineteen, and I thought it was still too early to take on such a commitment” (p.

28). At first, the idea of marriage was rejected by her family. “I asked if she’d told her own family, and she said that she had, and that their reaction had been one of horror, accompanied by tears from her mother and threats from her mother” (p. 32).

Approximately two years after their marriage, their baby named Viorel was born. “When Viorel was born, I had just turned twenty-two” (p. 34). Unfortunately, they did not have any financial security.

But all this romanticism didn’t bring in money. Since I played no instrument and couldn’t even offer my services providing background music in a bar, I finally got a job as a trainee with a firm of architects, doing structural calculations. They paid me a very low hourly rate, and so I would leave the house very early each morning and come home late. (p. 35)

Athena and Lukas started to had problems.

I began to slide into depression, feeling that I’d been used and manipulated by the woman I loved. Athena noticed my increasingly strange state of mind, but instead of helping me, she focused her energies on Viorel and on music. (p. 36) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Lukas believed that divorce could solve their problems. “The next day, I told Athena that I wanted a divorce” (p. 38). They eventually divorced. “A few months later, we signed the final divorce papers” (p. 40). Athena was failed in having a family through marriage.

4.2.1.3. Athena’s Struggle in Teaching People

First time Athena knew about what a teacher is when she learned calligraphy in the desert. “What is a teacher? I’ll tell you: it isn’t someone who teaches something, but someone who inspires the student to give of her best in order to discover what she already knows” (p. 78). Edda was the one who asked Athena to be a teacher. “Those are things you know already. You need to teach what you don’t know, what the

Mother wants to reveal through you” (p. 134). Back to London, she started becoming a teacher. “Now was the time to make the most of the present, to live what remained of her youth, and to teach others everything she had learned” (p. 141). “You’re lucky.

A group has just asked you to teach them something, and that will make you a teacher” (p. 153). Even she taught how to love. “And yet”, she went on, “you’re as capable of love as any other human being. How did you learn? You didn’t, you simply believe. You believe, therefore you love” (p. 157). Edda only persuaded her to teach, but later Athena became more than a teacher—she could transform into her divine side. She called her divine side as Hagia Sofia. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

I glanced at Andrea. I thought she might say something, but she looked amazed as I did. One of the actresses, possibly the youngest, raised her hand. “I’d like to say something, but I need to know who I’m speaking to.” “Hagia Sofia.” (pp. 188-189)

At this state, she could make miracles so people kept coming to follow her.

All she did was to see what was happening in another reality. The young actress’s mother, now that she’s dead, lives in a place outside of time and so was able to change the course of events, whereas we human beings can only know about the present. But that’s no small thing: discovering a dormant illness before it gets worse, touching nervous systems and unblocking energies are within the reach of all of us. (p.192)

However, many people believed that Athena’s ability was a menace. They started threatening her.

“As I was saying, I’ve been receiving death threats. I’ve been getting anonymous phone calls. They insult me and say I’m a menace, that I’m trying to restore the reign of Satan, and that they can’t allow this to happen.” (p.253)

Athena realized that many people considered her as a witch, which means she had to be prosecuted so she could not awake the reign of Satan. She then decided to disappear by pretending to be murdered so she could be free from those threats.

It wasn’t my idea to make it look as if she’d been murdered. Athena wanted to disappear and asked me if that would be possible. I explained that if the courts decided that the state should have custody of her child, I couldn’t go against the law, but when the judge found in her favor, we were free to carry out her plan. (p.264)

Therefore, Athena failed to be a teacher. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

4.2.2. The True Meaning of Athena’s Struggles

This session discusses the true meaning of Athena’s struggles. Previously,

Athena’s struggles always ended up in failures. This session discusses the true meaning behind those failures.

4.2.2.1. Athena’s Struggle in University

Athena believed that degree was not an important thing

This doesn’t mean that they’ve managed to find the kind of work they wanted. Not at all; they went to university because someone, at a time when universities seemed important, said that in order to rise in the world, you had to have a degree. (pp. 27-28)

Though she failed to get a degree in engineering, she succeeded in achieving love.

According to Maslow’s (1987), love is categorized as social needs. Athena loved her husband and her son. The love shared among Athena and her husband can be considered as fatuous love because they eventually got divorced. As proposed by

Sternberg (1987), in fatuous love the commitment is motivated largely by passion without the stabilizing influence of intimacy (p. 341). Meanwhile, The love shared among Athena and her son can be considered as companionate love. Sternberg (1987) stated that companionate love is a kind of love that’s intimate and have long term- commitment, as it’s a usual kind of love shared between family members (p. 341).

Athena’s motivation to enter university was to get a degree in engineering. She sought for accomplishment and success. According to Maslow’s theory of motivation PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

(1987), this kind of need categorized as esteem needs, where the urge to attain a degree of importance emerges.

4.2.2.2. Athena’s Struggle in Her Marriage

Through her marriage, Athena had achieved one of every woman’s dreams— got married and had a baby.

“People think that a woman’s only dream is to get married and have children. And given what I’ve told you, you probably think that I’ve suffered a lot in life. It’s not true, and, besides, I’ve been there already. I’ve known other men who wanted to ‘protect’ me from all those tragedies. (p. 26)

That statement showed Athena’s strong will to be different. She believed that she should accomplish one of her dreams—getting married and have children—just because she had found the right guy. However, getting married in a young age was a very radical step, and when she was asked to consider this she only replies using lines by Robert Frost.

I asked her to give it some more thought before taking such a radical step, but she quoted these lines by Robert Frost: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. (p. 28)

It can be seen that Athena wanted to be different from any other common people.

Athena’s motivation to get married was because she loved her husband. She sought for affection—and of course the need of giving and receiving love. According to Maslow’s theory of motivation (1987), this kind of need can be categorized as social needs since it was related to interaction with others. However, Athena’s PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

motivation in accepting divorce request from her husband was to be free from fear and emotional harm. This is considered as the need for safety needs.

4.2.2.3. Athena’s Struggle in Teaching People

Athena achieved a great power whenever she transformed herself into Hagia

Sofia. She used this power to help people.

“I think you should tell them that you’re not performing any miracles today!” she shouted at Athena. “You’re allowing yourself to be seduced by vanity! Why doesn’t Hagia Sofia tell all these people to go away?” “Because she can diagnose illnesses,” replied Athena defiantly. “And the more people who benefit from that, the better.” (p. 245)

Athena’s motivation to teach people was because she wanted to help them.

Athena experienced the energized moments of profound and harmony. According to

Maslow’s theory of motivation (1987), this kind of need categorized as self- actualization since it was about the quest of reaching one’s full potential as a person.

However, Athena’s motivation to disappear was to fulfill her safety needs. Freedom from fear was one example of this needs that Athena experienced. She wanted to be free from the threat of physical and emotional harm.

4.2.3. The Meaning of Athena’s Life

As we seen previously, Athena’s struggles always ended up in failures.

However, her failures did not mean that she achieved nothing. Athena always struggled in her life. In her last struggle—Athena’s struggle in teaching people, she had received so many threats. In order to avoid those threats, she had to pretend as if PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

she was murdered. “All that remained was “death”, but the death had to take place in completely normal circumstances, like the death of any other preson in a big city” (p.

265). Her boyfriend—a detective in Scotland Yard—helped her by making a fake report of her death. He scattered Athena’s blood and hair around the victim’s corpse so in his report he mentioned that it was the victim’s hair. “I used a syringe to take some of her blood. I cut off a lock of her hair and singed it slightly. Back at the scene of crime, I scattered this “evidence” around” (p. 266). However, her closest people knew what was really happening. “Apart from me, only three people know this story—her parents and her son.” (p. 267)

As described previously, even in her last struggle—her struggle in teaching people—she had to disappear so she could survive. It meant that Athena’s life was a never ending struggle. Furthermore, Athena’s struggle reached its climax when she had to “kill herself” so people who wanted to kill her may think that she was dead.

This is Athena’s struggle to survive, so she could stay alive. All of Athena’s actions represent her extraordinary life—that her life was full of struggle, when the climax of her struggle was the struggle to stay alive. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is divided into two parts: conclusions and suggestions. The first section answers the research questions. The second one provides suggestion for future researchers and suggestion for English lecturers.

1.1. Conclusions

Having analyzed the novel in the previous chapter, the writer drew the conclusions. Since there were two research questions, the conclucions were also drawn into two. The first one was the portrayal of the Athena. The second was the meaning of Athena’s life as seen in her struggles. The writer used theory of character and characterization to answer the first research question.

The first, vital analysis of this study was on the characterization of Athena.

Stanton (1965) stated that character gives a certain situation or circumstance in the story because he or she shows his or her emotions in it (p. 17). Athena was portrayed in the novel as:

1. Beautiful

2. Independent

3. Determined

4. Charismatic

41 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

5. Motherly

6. Adventurous

Psychoanalysis, theory of motivation, and theory of love answered the second research question. Athena found the meaning of her life after she went through so many struggles:

1. Athena’s Struggle in University

2. Athena’s Struggle in Her Marriage

3. Athena’s Struggle in Teaching People

Those struggles ended up in failures. However, there were true meanings behind those failures. The climax of her stuggle was when many people want to kill her because of their accusation that she was a witch. In order to survive, she had to “kill herself” by announcing her death. Her boyfriend—a detective in Scotland Yard— helped her by making a fake report of her death. He scattered Athena’s hair around the victim’s corpse so in his report he mentioned that it is the victim’s hair. Even in her last struggle—her struggle in teaching people—she had to disappear so she could survive. It meant that Athena’s life is a never ending struggle. In conclusion, all of

Athena’s actions represent her extraordinary life—that her life was full of struggle, when the climax of her struggle was the struggle to stay alive.

1.2. Suggestions

This part consists of two sections: Suggestions for future researchers and suggestion for English lecturers. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

1.2.1. Suggestion for Future Researchers

This study is not perfect. The aspects discussed here were limited. There are other aspects that need to be analyzed. All the time, Paulo Coelho’s The Witch of

Portobello talks about the life of Athena – the main character. Though the story in this novel is fiction, the background takes place in a modern life. That makes this novel easy to understand because any researcher does not need to look for a history book. In order to analyze this novel, the future researchers should know deeply about this woman named Athena.

Basic knowledge needed to analyze this novel is knowledge about women. If the future researchers are women or knows a lot about woman, it would be easier to analyze this novel. Reading this novel is like watching a drama show about a woman who lives in this modern age with all of her problems.

Another things that may be explored in this novel are the portrayal of the other characters and Athena’s enjoyment towards dance. There are many other characters that also takes a big part in the novel such as Athena’s parents, Athena’s friends, and

Athena’s son. Athena dances most of the time in the novel so it can be a good topic to be analyzed.

1.2.2. Suggestion for English Lecturers

Teaching English through literary works is one example of teaching technique.

Even at young age, children have already been taught through famous literary works in form of storybooks such as Cinderella, The Beauty and the Beast, and so on. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

Teaching English through literary works is considered as one of the effective way of teaching English.

It is not appropriate to teach advanced English learners through storybooks anymore because they have higher levels of English achievement. It is the reason why we have novels. Characters in the novels portray how people interact in real life. The learners will learn so many things about English by reading an English novel. Not only the basic aspects of English but also about the culture. It is clear that literary work gives more understanding to the learners. Thus, English lecturers at the English

Language Education Study Program may use the novel as the material to teach Prose

II because this novel provides many examples of literary terms related to the theory of Prose II. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

REFERENCES

Abrams, M. H. (1981). A glossary of literary terms. 4th ed. Fort Worth: Holt, Rinehart, and Winston.

Cherry, K. (n.d.). The structural model of personality. Retrieved January 20, 2012, from http://psychology.about.com/od/theoriesofpersonality/a/personalityelem.htm

Chevalier, J. and Gheerbrant, A. (1996). The penguin dictionary of symbols. London: Penguin Books.

Freud, S. (1923). The ego and the id. 2nd ed. London: Hogarth Press.

Holman, C. H. and Harmon, W. (1986). A handbook to literature. 5th ed. New York: Macmillan Publishing Company.

Maslow, A. (1987). Motivation and personality. 3rd ed. New York: Harper and Row.

Rohrberger, M. and Woods, S. H. Jr. (1971). Reading and writing about literature. New York: Random House Inc.

Stanton, R. (1965). An introduction to fiction. New York: Holt, Rinehart, and Winston, Inc.

Sternberg, R. J. (1986). A triangular theory of love. Psychological Review, 93. Pg. 119-135.

Webster, N. (1989). Webster encyclopedic unabridged dictionary of English language. New York: Portland House PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI

APPENDICES

46 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 47

Appendix 1

SUMMARY OF THE WITCH OF PORTOBELLO

The novel begins with Athena’s dead. Her real name is Sherine Khalil but she usually called Athena. She is the main character of the novel. She is an adopted child. She was abandoned by her gipsy mother in Transylvania, Romania. She was taken by her adoptive parents to Beirut. They moved to London, where Athena continues her education until university. There she meets a man that later become her husband. She then divorce and lives with her son. When she became a real-estate agent in Dubai, she learns calligraphy from a wise man in a desert. She also goes back to Romania to find her birth mother. In her journey there, she met Edda. A restaurant owner there shows her where she can meet her birth mother. Seeing her birth mother, Athena’s question about her origin answered. Back from Romania she learns so many things from Edda. Later Edda asks Athena to be a teacher. Athena then become a teacher for a group of theater players. This teaching activity makes Athena frustated and angry to Edda. Edda calms Athena, then Athena continue become a teacher. At her next teaching activity she becomes someone else called Hagia Sofia. Through this form she is able to see what others can’t. This phenomena makes people all over the country come to Portobello to follow her. However, this phenomena also brings so many trouble for her because many people accuses her as a witch. Finally, she decided to pretend that she is dead. Her boyfriend—a detective from Scotland Yard, helped her to created a scenario that she had been brutally murdered. Nobody realizes that actually she is still alive and continue her life except the detective, her son, and her parents.

Appendix 2 PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 48

AUTO BIOGRAPHY OF PAULO COELHO

Synopsis Paolo Coelho was born on August 20, 1946, in Rio de Janeiro, Brazil. He was a rebellious teenager and his parents committed him to an asylum three times. When Coelho was 36 years old, he had a spiritual awakening in Spain and wrote about it in his first book, The Pilgrimage. It was his second book, The Alchemist, which made him famous. He’s sold 35 million copies and now writes about one book every two years. Early Life Born August 20, 1946, in Rio de Janeiro, Brazil. Coelho attended Jesuit schools and was raised by devout Catholic parents. He determined early on that he wanted to be a writer but was discouraged by his parents, who saw no future in that profession in Brazil. Coelho's rebellious adolescence spurred his parents to commit him to a mental asylum three times, starting when he was 17. "I have forgiven," Coelho said. "It happens with love, all the time - when you have this love towards someone else, but you want this person to change, to be like you. And then love can be very destructive." Coelho eventually got out of institutional care and enrolled in law school, but dropped out to indulge in the "sex, drugs and rock 'n' roll" of hippie life in the 1970s. He wrote song lyrics for Brazilian musicians protesting the country's military rule. He was jailed three times for his political activism and subjected to torture in prison. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 49

Personal Life Coelho's fans call his books inspiring and life-changing. His critics dismiss his writing as New Age drivel, promoting a vague spirituality devoid of rigor. A confident writer who rejects the self-help label - "I am not a self-help writer; I am a self-problem writer" - Coelho dismisses his naysayers' critiques. "When I write a book I write a book for myself; the reaction is up to the reader," he says. "It's not my business whether people like or dislike it." Coelho has been married to his wife, the artist Christina Oiticica, since 1980. Together the couple spends half the year in Rio de Janeiro and the other half in a country house in the Pyrenees Mountains of France. In 1996, Coelho founded the Paulo Coelho Institute, which provides support to children and the elderly. He continues to write, following his own version of The Alchemist's "Language of the World." [Jorge Luis] Borges said there are only four stories to tell: a love story between two people, a love story between three people, the struggle for power and the voyage," Coelho has said. "All of us writers rewrite these same stories ad infinitum."

Bibliography The Pilgrimage or Diary of the Magician (O Diário de um Mago, 1987) The Alchemist (O Alquimista, 1988) Brida, 1990 The Valkyries (As Valkírias, 1992) By the river Piedra I sat Down and Wept (Na margem do rio Piedra eu sentei e chorei, 1994) The Fifth Mountain (O Monte Cinco, 1996) Manual of a Warrior of Light (O Manual do Guerreiro da Luz, 1997) Veronika decides to die (Veronika decide morrer, 1998) The Devil and Miss Prym, (O demônio e a Srta. Prym, 2000) Eleven Minutes (Onze Minutos, 2003) The Zahir (O Zahir, 2005) The Witch of Portobello (A Bruxa de Portobello, 2006) The Winner Stands Alone (O Vencedor Está Só, 2008) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 50

Prizes and awards

Order of Honour of Ukraine (Ukraine 2004)

Order of St. Sophia for contribution to revival of science and culture (Ukraine 2004)

Nielsen Gold Book Award for The Alchemist (UK 2004)

Ex Libris Award for Eleven Minutes (Serbia 2004)

Golden Bestseller Prize from the largest circulation daily "Vecernje Novosti" (Serbia 2004)

Literary Latino for Eleven Minutes - The best book 2004 E.U.A. 2004

Medalha de Oficial das Artes e Letras – (medal) France 2003

Ville D’Orthez – Pyrénées Atlantique (France 2002)

Planetary Conciousness Literature Prize (France 2002)

Best Fiction Corine International Award 2002 for The Alchemist (Germany 2002)

Club of Budapest Planetary Arts Award 2002 as a recognition of his literary work (Germany 2002)

Miembro de Honor (Bolívia 2002)

Diploma Membro da Academia Brasileira de Letras (Brazil 2002)

Membro titular Pen Club Brasil (Brazil 2001)

Bambi 2001 Award (Germany 2001)

Ville de Tarbes (France 2001)

XXIII Premio Internazionale Fregene (Italy 2001)

Guerrero de la Luz (México 2001)

Tau Latin Special Acknowledment (Latin America 2001) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 51

Crystal Mirror Award (Poland 2000)

Chevalier de l'Ordre National de la Légion d'Honneur (France 1999)

Crystal Award"World Economic Forum (1999)

Golden Medal of Galicia (Spain 1999)

Libro de platina 300 mil ejemplares vendidos en la Argentina de "El Alquimista” (Argentina 1999)

Libro de oro 100 mil ejemplares vendidos en la Argentina de "Verónica decide morrer” (Argentina 1999)

Libro de oro 100 mil ejemplares vendidos en la Argentina del "Guerrero da luz” (Argentina 1999)

Buésped Distinguido de la Ciudad de Nuestra Señora de la Paz (Bolivia 1999)

Finalist for the "International IMPAC Literary Award" (Ireland, 2000 and 1997)

Comendador de Ordem do Rio Branco (Brazil 1998)

Contribuition to the 17th Istanbul book (Turkey 1998)

Comendador da Ordem do Rio Branco (Brazil 1998)

Flutuat Nec Mergitur (France 1998)

Human Rights (Brazil 1998)

La medaille de la Ville de Paris (France 1998)

Fiera del libro per i ragazzi (Bologna 1998)

Diploma Ordem Fraternal do Cruzeiro do Sul (Brazil 1998)

Participação na 43ª feira de livros de Porto Alegre (Brazil 1997)

Protector de Honor (Spain 1997)

Golden Book (Yugoslavia '95, '96, '97, '98, '99, 2000 and 2004)

Super Grinzane Cavour Book Award (Italy 1996) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 52

Flaiano International Award (Italy 1996)

Knight of Arts and Letters (France 1996)

Prêmio ABERP formador de opinião (Brazil 1996)

Grand Prix Litteraire Elle (France 1995)

Guinness Book – O livro dos recordes (Brazil 1995,1996)

Taken and adapted from: - Biography.com. Retrieved Jan 28, 2012 from: http://www.biography.com/people/paolo-coelho-5524 - Coelhopaulo.com. Retrieved Jan 28, 2012 from: http://www.coelhopaulo.com/article.aspx?pageId=80 - Paulocoelhofanclub.com. Retrieved Jan 28, 2012 from:http://paulocoelhofanclub.com/eng/pc_premios.htm

Appendix 3

SYLLABUS OF PROSE II ENGLISH EDUCATION STUDY PROGRAM SANATA DHARMA UNIVERSITY

PROSE II (KPE 347) 2CR/2CHMKK.SEM V

Prose II is designed to help students understand the elements of prose fiction as well as to encourage them enjoy reading World novels. At the end of this course, students are able to analyse the intrinsic and extrinsic aspects of PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 53

novels, which include plot, character, setting, point of view, atmosphere, symbol, and theme.

A. COMPETENCE STANDARD On completing this course the students are able to appreciate original novels and put forward their own opinions concerning the context of them.

B. GOALS In the end of the semester, students are able to: 1. Analyse the intrinsic and extrinsic aspects of novels, which include plot, character, setting, point of view, atmosphere, symbol, theme, etc. 2. Appreciate original novels and put forward their own opinions concerning the context of them.

C. TOPICS: Novel analysis on Plot and Conflict; Character and Characterization; Point of View; Setting, Symbol, Atmosphere; Humour; Theme, etc.

D. LEARNING STRATEGIES Class/small group discussions, group presentations, questions and answers, and individual assignments meeting topic Learning activities material 1 Introduction to Pre: students greet the lecturer Handout the intrinsic Whilst: students are given the handout aspect of the Post: students summarize the today novel material Students are asked to find out The Witch of Portobello novel. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 54

2 Introduction to Pre: students review previous material The Witch of the story of the Whilst: students discuss the story of Portobello novel the novel in class. novel Post: students are given task to prepare the presentation. 3 The intrinsic Pre: students summarize what the The Witch of aspect of the novel tells about. Portobello novel Whilst: students are grouped novel consisting 5 members. Students discuss the intrinsic aspects of the novel. Post: Students are given the task to write the summary of the novel. 4 The intrinsic Pre: students greet the lecturer. The Witch of aspect of the Whilst: students continue having the Portobello novel discussion. novel Post: the groups of student share what they’ve got briefly. 5 Plot Pre: students review the meaning of The Witch of plot in the novel. Portobello Whilst: the students present the plot of novel the novel in front of the class. Presentation Students have discussion upon the topic. Post: students share their opinion about the plot in the novel. 6 Mid Term Test I 7 Conflict Pre: students review what conflict is. The Witch of Whilst: students present the conflicts Portobello PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 55

of the novel in front of the class. novel Students have discussion upon the Presentation topic. Post: students share their opinion about the plot in the novel. 8 Character and Pre: students review what character The Witch of characterization and characterization are. Portobello Whilst: students present the character novel and characterization of the novel in Presentation front of the class. Students have discussion upon the topic. Post: students share their opinion about the character and characterization in the novel. 9 Point of view Pre: students review what point of Part of the view is. handout titled Whilst: students present the point of Point of View view of the novel in front of the class. in Literature Students have discussion upon the The Witch of topic. Portobello Post: students share their opinion novel about the plot in the novel. Presentation 10 Setting Pre: students review what setting is. The Witch of Whilst: students present the conflicts Portobello of the novel in front of the class. novel Students have discussion upon the Presentation topic. Post: students share their opinion about the setting in the novel. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 56

11 Mid Term test II 12 Symbol Pre: students review what symbol is. The Witch of Whilst: students present the conflicts Portobello of the novel in front of the class. novel Students have discussion upon the Presentation topic. Post: students share their opinion about the symbol in the novel. 13 Theme Pre: students review what theme is. The Witch of Whilst: students present the conflicts Portobello of the novel in front of the class. novel Students have discussion upon the Presentation topic. Post: students share their opinion about the theme in the novel. 14 Review Students review what they've learnt.

15 Final project Pre: Students consult the paper framework to the lecturer. Whilst: students prepare the paper in group. Post: students continue making the paper at home.

E. EVALUATION Presentation : 20% Mid-term tests : 30% Assignments : 15% Final Project : 35% PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 57

F. REFERENCES Abrams, M. H. (1993). A Glossary of Literary Terms. New York: Holt, Rinehart and Winston. Blamires, H. (Ed). (1983). A Guide to Twentieth Century in English. London: Methuen and Co. Ltd. Webster, M. (1995). Encyclopedia of Literature. Springfield, Massachusetts: Merriam Webster, Inc. Woods, Geraldine. (n.d.). Understanding Point of View in Literature. Dummies.Com. Retrieved January 28, 2012, from http://www.dummies.com/how-to/content/understanding-point-of-view- in-literature.html Tennyson, G.B, & Edward E. Ericson, Jr., E. E. (Eds). (1975). Religion and Modern Literature. Grand Rapids: William B. Eerdmans Publishing Co.

G. NOVEL The novel titled The Witch of Portobello by Paulo Coelho

(Taken from Panduan Akademik Program Studi Pendidikan Bahasa Inggris, p. 76-77) PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 58

Appendix 4

LESSON PLAN

Subject : Prose II Class/Semester : C/V Meeting : 9 Time Allocation : 2 x 50 minutes

A. COMPETENCE STANDARD On completing this course the students are able to appreciate original novels and put forward their own opinions concerning the context of them.

B. BASIC COMPETENCE Understanding what is point of view in literature and put forward their own opinions concerning the point of view of the novel.

C. Indicators 1. The students are able to identify the point of view of the novel The Witch of Portobello. 2. The students are able to present the analysis about point of view of the novel in the form of paper.

D. TOPIC Point of View PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 59

E. LEARNING STRATEGIES Class/small group discussions, group work

F. TEACHING MEDIA 1. handout 2. novel 3. whiteboard 4. LCD projector

G. LEARNING MATERIALS Part of the handout titled Point of View in Literature Novel titled Witch of Portobello

H. LEARNING METHOD lecturing, reading the novel, discussing, analysing the novel

I. LEARNING ACTIVITIES 1. Pre Activities  Students greet the Lecturer.  Students review the last meeting’s topic. 2. Whilst Activities  Students present the point of view of the novel.  Students discuss the novel The Witch of Portobello in group and analyze the point of view of the novel. 3. Post Activity  Students summarize the today's material.

J. learning sources  The Witch of Portobello novel PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 60

 http://www.dummies.com/how-to/content/understanding-point-of-view-in- literature.html

K. Assessment  Oral assessment. The students are given a mark in their performance at the presentation and while they are asking and answering the questions in the discussion.

L. EVALUATION Presentation : 20% Mid-term test : 25% Assignments : 10% Reflections : 10% Final Project : 35% PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 61

Appendix 5

Point of View in Literature

Literature provides a lens through which readers look at the world. Point of view is the way the author allows you to "see" and "hear" what's going on. Skillful authors can fix their readers' attention on exactly the detail, opinion, or emotion the author wants to emphasize by manipulating the point of view of the story.

Point of view comes in three varieties:

 First-person point of view is in use when a character narrates the story with I-me-my-mine in his or her speech. The advantage of this point of view is that you get to hear the thoughts of the narrator and see the world depicted in the story through his or her eyes. However, remember that no narrator, like no human being, has complete self-knowledge or, for that matter, complete knowledge of anything. Therefore, the reader's role is to go beyond what the narrator says.

For example, Harper Lee's To Kill a Mockingbird is told from the point of view of Scout, a young child. She doesn't grasp the complex racial and socioeconomic relations of her town — but the reader does, because Scout gives information that the reader can interpret. Also, Scout's innocence reminds the reader of a simple, "it's-not-fair" attitude that contrasts with the rationalizations of other characters.

 Second-person point of view, in which the author uses you and your, is rare; authors seldom speak directly to the reader. When you encounter this point of view, pay attention. Why? The author has made a daring choice, probably with a specific purpose in mind. Most times, second-person point of view draws the reader into the story, almost making the reader a participant in the action. PLAGIATPLAGIAT MERUPAKAN MERUPAKAN TINDAKAN TINDAKAN TIDAK TIDAK TERPUJI TERPUJI 62

Here's an example: Jay McInerney's best-selling Bright Lights, Big City was written in second person to make the experiences and tribulations of the unnamed main character more personal and intimate for the reader.

 Third-person point of view is that of an outsider looking at the action. The writer may choose third-person omniscient, in which the thoughts of every character are open to the reader, or third-person limited, in which the reader enters only one character's mind, either throughout the entire work or in a specific section. Third-person limited differs from first-person because the author's voice, not the character's voice, is what you hear in the descriptive passages.

Example: Virginia Woolf's wonderful novel Mrs. Dalloway, you're in one character's mind at a time. You know the title character's thoughts about Peter, the great love of her youth, for example, and then a few pages later, you hear Peter's thoughts about Mrs. Dalloway. Fascinating! When you're reading a third- person selection, either limited or omniscient, you're watching the story unfold as an outsider. Remember that most writers choose this point of view.

Taken from: http://www.dummies.com/how-to/content/understanding-point-of-view-in- literature.html