This paper explores motivations in meeting the needs of every human being can arise because of the differences in each individual in a literary text. The selected text is a play from August Wilson entitled The Piano Lesson. The study aims to explore the motivations of the characters' safety needs. This study uses the theory of motivation and hierarchy of human needs by Abraham Maslow, by limiting on the motivation of the safety needs. The findings provide the discovery of six characters with different motivations and ways in fulfilling their safety needs. Within this perspective, the play itself become a representation on the way human's motivation to fulfill their needs, especially the safety needs. The safety needs and the motivations of the characters are symbolized by the piano that becomes the center of the play. Although only 6 characters from 8 characters are proven to be developing motivations on fulfilling their safety needs. Based on those findings, August Wilson's The Piano Lesson has provided the reader and audience a lesson of how a piano can represent not just a musical instrument but also hidden motivations of safety needs of the characters.

This study aims at examining the transitivity processes occurred in the characters’ action in Joseph Jacobs’s Fairy Tales. Language style for children literature has its distinction from other fictions. Such lexical and the dictions selection become its focus primarily at the main figure’s action. The purpose of this study is not only to provide worthwhile information particularly at the language style of literature for children in case of Joseph Jacobs’s fairy tales but also to remedy the neglected focus on the earlier studies which analyzes the mentioned object as well. This study used the methodology of descriptive qualitative research. To analyze the research objective, this study used Halliday’s transitivity theory which examines the processes of a sentence. Based on the data analysis, the results found 56 data in total contained with several processes as follows; 30 material processes, 5 mental processes, 5 behavioural processes, 4 verbalization, 3 relational processes, and an existential processes.