Carolines Achievement Motivation Caroline’s Motivation as a Foster Mother in Taking Care of Down Syndrome Girl

47 Being a nurse does not mean that she will stop dreaming. She dreams to have her own clinic, live peacefully in jungle or sea, the place which is far from the crowd. She really wants to go out from her life. She is too bored living in a little apartment by herself, being old without having any experiences in adventure. She read, too, Pearl Buck’s novels first and then everything she could find about life in China and Burma and Laos. Sometimes she let the books slip from her hands and gazed dreamily out the window of her plain little apartment on the edge of town. She saw herself moving through another life, an exotic, difficult, satisfying life. Her clinic would be simple, set in a lush jungle, perhaps near the sea. It would have white walls; it would gleam like a pearl. People would line up outside, squatting beneath coconut trees as they waited. She, Caroline, would tend to them all; she would heal them. She would transform their lives and hers. 32 After all of Caroline’s dreams which never come true, she wants to leave them and find another thing to catch. The life struggle of Caroline toward Phoebe is started after she comes to the funeral of Phoebe. Before she brings Phoebe to Pittsburgh, she wants to attend the funeral because she needs to ensure herself that in the eyes of the world, Phoebe is dead. She wants to make sure that she does not have to concern their past life. All that sunny afternoon, traveling north and east, Caroline believed absolutely in the future. And why not? For if the worst had already happened to them in the eyes of the world, then surely, surely, it was the worst that they left behind them now. 88 It is not easy for Caroline who just has the experience as a nurse to look for a job in a new place that she never visited before. Everything is started from the beginning. Caroline does not know anyone in Pittsburgh. With the money she has, she lives in a cheap hotel and searches for a job in many places. A dozen different interviews have made her come into a panic because no one can give her 48 something to do. This last interview means a lot for her because with the limitation of her saving, she cannot bear to this condition. This interview involves “competition with a standard of excellence Heckhausen, p. 137 because Caroline needs to compete with the condition which forces her to get the job as fast as she can. For one long month she had lived in a cheap motel on the edge of town, circling want ads and watching her saving dwindle. By the time she’d come to this interview, her euphoria had turned into dull panic. She rang the bell and stood on the porch, waiting. 116 The job offered is to be a companion to an old man. The daughter, Dorothy March cannot assure that Caroline can handle her father. Besides, she has a baby to take care of. Dorothy is not sure that Caroline can manage all at once. Caroline should defend her statement and convince Dorothy that she can do it. The only way is to make an agreement. What Caroline shown indicates that she is a high-achiever who pursues achievement goals on their own initiative McClelland, p. 137. “But how would you manage?” she mused. “And with the baby too? My father is not a patient patient, I assure you. “ “A week,” Caroline had replied. “if you don’t like me in a week, I’ll go.” 117 A week has passed. Now, it is nearly a year for Caroline to work with Dorothy March. To be honest, sometimes she feels so tired to be a companion for Leo March, a mother for Phoebe and a friend for Dorothy March. Nevertheless, Caroline considers this situation to be a responsibility to fulfill. The individual responsibility that Caroline has indicates that she is a high-achiever Murray, p. 100. 49 For a moment Caroline didn’t answer. She was so tired and she had traveled so far in this past year, one moment to the next, and her careful solitary life had been utterly transformed. Somehow she had come to be here in this tiny purple bathroom, a mother to Phoebe, a companion to a brilliant man with a failing mind an unlikely but certain friend to this woman Doro March: the two of them strangers a year ago, women who might have passed each other on the street without a second glance or a glimmer of connection, their lives now woven together by the demands of their days and a cautious, sure respect. 118 Caroline knows that Phoebe, a girl with down syndrome must be treated in a different way. This is the first time for Caroline to raise a down syndrome girl. She does not have a clue how to raise her in a proper way. To get to know this, Caroline comes to a library to find the answers that she has in mind. In the library, she meets someone who has the same experience with Caroline.. She is high- achiever. Even though Sandra is an unlikely friend, Caroline wants to be with her to share about down syndrome. She chooses expert rather than friends as a working partner Murray, p.100. Caroline sat down on the floor too. Like Doro, Sandra was an unlikely friend, someone Caroline would never have known in her old life. They’d met in the library one bleak January day when Caroline, overwhelmed by experts and grim statistics, had slammed a book shut in despair. Sandra, two tables over amid her own stack of books, the spines and covers terribly familiar to Caroline, looked up. Oh, I know just how you feel. I’m so angry I could break a window. 124 To be a down syndrome means to be ready with all of the bad opinion coming from people. Phoebe does not understand yet that she is different with other kids. As a mother, hearing and getting so many problems from the surrounding are a hard time for Caroline. Then, the teachers of Phoebe have a lot of spirit. They give the parents understanding that their children are not quite different. They can also 50 learn, it just needs more patience to contact with them. Caroline is resistant to outside social pressure Murray, p. 100. Thoughtless or ignorant or cruel, it didn’t matter; over the years these comments had rubbed a raw spot in Caroline’s heart. But here the teachers were young and enthusiastic, and the parents had quietly followed their example: Phoebe might struggle more, go slower, but like any child she’d learn. 203 Caroline joins the Upside Down Society. This society has the aim to fight for the rights of down syndrome people. This time, the Upside Down Society asks the school board to give a chance for down syndrome children to study in public school. The controversy goes complicated. The school board is still hard to fulfill their pursuit. This makes Caroline need to do something. There is something in her mind that the children like Phoebe deserves to get the same education the normal children get. For them, Caroline speaks to the audience and makes a brave statement. Her achievement motivation appears when she rivals and surpasses others Murray, p. 97. “It’s not about numbers,” Caroline said. “It’s about children. I have a daughter who is six years old. It takes her more time, it’s true, to master new things. But she has learned to do everything that any other child learns to do: to crawl and walk and talk and use the bathroom, to dress herself, which she did this morning. What I see is a little girl who wants to learn, and who loves everyone she sees. And I see a roomful of men who appear to have forgotten that in this country we promise an education to every child ―regardless of ability.” 208 After all of what she has experienced to live with Phoebe, she starts to understand that she is not the person that she knows in the past. She has transformed into a mature woman who can struggle for anything in her life. In this moment, she feels that has reached her goal to have a better life with Phoebe. From that time, it is 51 not only Phoebe who can give her happiness. Her husband, Al, is the only man that completes her happy life. She was Caroline Simpson, mother of Phoebe, wife of Al, organizer of protest ―a different person altogether from the timid woman who had stood in a silent snow-swept office thirteen years ago with an infant in her arms. 286-287 There is a time when Caroline has a chance to meet David Henry, the father of Phoebe. Caroline feels that all this time he never cares of her and his daughter. The anger comes to Caroline’s mind. If he does not even care of his own daughter, he does not deserve to get Phoebe back. This action means that Caroline wants to rival David Henry to protect Phoebe Murray, p. 97. “For years you never wanted to know how I was. How Phoebe was. You just didn’t give a damn, did you? And then that last letter, the one I never answered. All of sudden, you wanted her back” 313. She explained to David Henry that everything goes right. There is nothing to worry about. She wants to prove him that she, an ordinary woman, lives happily with Phoebe. She does not want to be underestimated by David Henry. She tells everything that she can be proud of. According to Murray 1965, this character is included as high-achiever that she excels David Henry about the joy she gets p. 97. “She goes to school. Public school, with all the other kids. I nearly grown I don’t know what will happen. I have a good job. I work part-time in an internal medicine clinic at the hospital. My husband ―he travels a lot. Phoebe goes to a group home each day. She has a lot of friends there. She’s learning how to do office work. What else can I say? You missed a lot of heartache, sure. But David, you missed a lot of joy.” 316 52 Unpredictability, Caroline meets David Henry in his photograph exhibition. Then she has some conversation with him. He is wondering why Caroline stopped writing a letter to him. He wants to talk more about her and Phoebe but he should meet the audience. David Henry asks Caroline to wait him until the end of the exhibition, but then she leaves him. Along the way home, she remembers what she has experienced in her young life. She thinks about her waiting in love, adventure, and recognition. The last, she realizes that her life began when she took Phoebe and left everything. She is glad to know that she has made a very risky amazing decision. To have her family now, she knows that she had done the right thing. The family that Caroline has really encourages her to be a better person. With her family, she can release from her difficult past life, which was full of dreams. This was her life. Not the life she had once dreamed of, not a life her younger self would ever have imagined or desired, but the life she was living, with all its complexities. This was her life, built with care and attention, and it was good. 322 Now, her life is complex but warmth and nothing can pay for it. In this monologue, Caroline shows her deepest feeling about her achievement all this time. She does not regret to have Phoebe and Al in her life. This is the time when Caroline is proud of herself to take a good decision taking care of Phoebe. 53

CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is conclusion of the analysis. The second part is suggestion for further research on the novel and suggestion for teaching-learning activity using the novel.

A. Conclusions

This chapter discusses the conclusion of the analysis in Chapter 4. There are two conclusions which are found in this study. The first problem is the character of Caroline’s personality as seen in Kim Edwards’ The Memory Keeper’s Daughter. Based on the theories of character and characterization, Caroline is a round character and major character. From the physical appearance, Caroline is a blue-eyed woman with a pale face. She is also a tall, thin, and angular woman. In the novel, she starts her story in her thirties. The analysis of character and characterization is based on Klarer’s theory 1999, which has two ways to present characters into showing and telling as two different method of presentation. From this theory, Caroline in Kim Edwards’ The Memory Keeper’s Daughter posses seven traits found in Caroline’s personality. The first trait is responsible. The responsibility of Caroline can be seen from her action and speech. Her responsibility is proven when she does her job as a nurse and a foster mother for a down syndrome girl named Phoebe. The second trait is loving. Caroline is a loving person. This trait appears when she shares her life with Phoebe. The third trait is calm. She becomes so calm because this is what her 54 mother has taught her. Being so calm can lead her to solve everything with a clear mind. The fourth trait is competent. As a nurse, she is not like other nurses who just follow the order. After becoming a companion of an old man, she never loses her competence to nurse a person. The fifth trait is sensitive. Her sensitivity appears everytime she in a condition when someone is treated badly, especially the one that she cares about. The sixth trait is brave. She needs to be brave to fight against people who underestimates Phoebe as a down syndrome girl. The last trait is smart. This character can be shown by other’s opinion who ever feels that she is very great woman who can be a mother of Phoebe, a companion, a wife of Al, and organizer of protests of Upside Down Society which fight for the rights of the down syndrome people. The second problem is Caroline’s motivation to be a foster mother to a down syndrome girl. Because this study focuses on Caroline’s relationship with others and how to reach goals in her life, this study employs affiliative and achievement motivation. The first motivation is based on the theory of affiliative motivation that becomes the major motivation. Tthe first affiliative motivation is that Caroline’s responsibility after David Henry refuses to take care of Phoebe. David wants to protect her wife from her grief if someday Phoebe is dead. He trusts Caroline to take care of Phoebe. Then, Caroline takes the responsibility. The second affiliative motivation is that the protection needed by Phoebe from Caroline. Phoebe comes to her with a weak body. Caroline wants to protect Phoebe from people who have mean purposes to her. Caroline knows that she is the only person who can take care of Phoebe. Therefore, she decides to give 55 protection to her. The third affiliative motivation is Caroline’s need for having a good relationship with others. To be honest, she really wants to love and to be loved. She needs to share each other about her life to someone she trusts. Phoebe comes to her life and becomes a part of her family. The second motivation is based on the theory of achievement motivation. Caroline has raised in a family who teaches her to reach her dreams as many as she can, but the atmospehere in her school does not support her to get what she dreams of. In her maturity, she should also release her dreams about her career and love. These life lessons always strengthen her to struggle for her other goals. If there is a chance, she will endeavour to get what she wants. She finds Phoebe as her next dream. Because of this reason, Caroline is brave to leave her town, her job, and everything she has to move to the place where she and Phoebe can live peacefully. The love for Phoebe is more than the mother’s love to her own child.

B. Suggestions

This section consists of two parts. The first part is suggestion for future researchers related to topics in Kim Edwards’ The Memory Keeper’s Daughter. The second suggestion is teaching-learning activity using this book.

1. Suggestions for Future Researchers

Kim Edwards’ The Memory Keeper’s Daughter is an amazing novel with an inspirational story. This novel successfully portrays the struggle of a woman who wants to get her happiness. Since a down syndrome girl was taken by 56 her, her life has changed. Both of them become a family and face the world together. In this study, the writer only limits on the Caroline’s motivation as a foster mother to a down syndrome girl. Future researchers may observe the influence of lying to the David Henry’s personality development. This issue is supported by the fact that a family which seemed so ideal for others changes into a family which is full of depression because of David Henry’s personality development. A secret hidden by David makes him so frustrated and it turns him into somebody else. The next suggestion is about Norah’s struggle after loosing her down syndrome daughter. Norah does not know that her daughter is still alive and she should face David’s character changing from being a very kind and attentive husband into someone she does not know at all. She feels that David hides something but she does not have a clue of what has happened.

2. Suggestions for Teaching Learning Activity

This part discusses the use of literary works in teaching and learning English. Literary works cannot be separated from the teaching and learning a language. In learning a language, literary works take an important role. In the literary works, language becomes the only way to portray the society. To gain the understanding of a language in literary works, reading is one of the skills that are compatible with the teaching learning in English. By reading, the learners will not only focus on the vocabularies and structure of the language but also they learn the content of the text which is filled with culture and moral value. As one of the literary works, Kim Edwards’ The Memory Keeper’s Daughter can be used as the 57 source of teaching reading skill. This novel provides many topics to be discussed. The topics that can be found in this novel are down syndrome, untruth, struggle, adoption, love, family, etc. From all of the topics above, the writer chooses David Henry’s white lie as the topic for teaching Basic Reading I class in the first semester of English Education Study Program. The writer would like to suggest a reading material which is based on the novel. The material focuses on the students’ comprehension about the story. To stimulate students’ curiosity, the writer arranges some questions which can brainstorm ideas related to an important concept in the text. After the students read the story, they should answer the other questions to know the their understanding about the content of the story. Below are the procedures of teaching learning activity in Basic Reading class. The Procedures: 1. The students’ reading text is taken from the novel. The text consists of four pages p. 19-25. 2. The students’ curiosity and understanding are stimulated by arranging the pre- reading questions and content-based questions. 3. The students get the materials, and do the pre-reading questions, and discuss the answers to their pair. 4. The students and the teacher discuss the answers and relate between what the students have got in the pre-reading questions and the topic of the reading text. 5. The students are asked to read the text and answers the questions related to the content of the text.