Vronsky in public, Anna gives him a forceful answer, “You are always like that…First, you don‟t like me to be dull, then you don‟t like me to enjoy myself. I
was not dull this evening. Does that offend you?” p.162. Knowing that his wife has an affair with another man, Karenin becomes so
worried. However, his worry is not intended to the future of his household, but to his carreer and reputation as a stateman, “My aim is to safeguard my reputation, which is
essential for the unhampered pursuit of my work” p.303. For Karenin, his official
duties are more important than his family. Therefore, to save his face and his good reputation in society, Karenin
proscribes Anna to meet Vronsky at their home, I want not to meet that man here, and for you to conduct yourself so that
neither society nor the servants can find anything to say against you…for you not to see him…In return you will enjoy all the privileges of a respectable
wife without fulfilling the duties of one p.343.
Knowing that her husband utters those words to her in order to save his honour as a statesman, Anna defies his offer. It is because she does not want to be a deceitful wife
only for the sake of getting respect from other people. “Our relations cannot be the same as always…I cannot be your wife” pp.342-343. This quotation shows that
Anna opts to be honest to face the fact that she can no longer endure an unbearable burden given by her husband.
Vronsky feels happy that Anna at last confesses their affair to Karenin and decides
to go on loving him, “forgive me, but I rejoice at it…I rejoice, because things cannot cannot possibly remain as he supposes” p.339. Knowing that Anna will feel
tortured for her entire life if she keeps on living with Karenin, Vronsky then asks Anna to
live with him, “leave your husband and unite our lives” p.206. At first, Anna resists to leave her husband because it means that she will also
be separated from her beloved son, “No matter what might happen to her, she could not give up her son…she could not leave her son. And she must act to secure this
relation to her son, so that he might not be taken away from her” p.311. Unfortunately, no matter how hard she attempts to always be together with Seriozha,
she still should be separated from Seriozha. According to Perkin 1993,
“Justice was administered according to a male view of her rights, and of how she ought to behave
” p.113. Since Karenin, as her husband, has judged her as an unfaithful and depraved wife, and he has insisted on
taking Seriozha with him, Anna cannot do anything and it makes her heart wretched. Knowing that Anna feels sad of being separated from her son, Vronsky
attempts to comfort her by saying, “It will pass, it will all pass; we shall be so happy Our love, if it could grow stronger, would do so because of there being something
terrible in it” p.460. After listening to what Vronsky said, she feels uplifted and stronger, “Yes, you have taken posession on me and I am yours” p.460.
Although she has lost her son, she never forgets him but loves him whole- heartedly. “A month later Karenin was left alone in the house with his son” p.461.
At last, Anna finally decides to leave her duties as a wife and a mother and live together with Vronsky.
Being united with Vronsky, “Anna, in the first period of her freedom…felt
unpardonably happy and full of the joy of life” p.489. This quotation proves that the love from Vronsky has helped Anna to realize her dreams of being a happy and
lovable woman, and has made Anna stronger in dealing with many obstacles in her life.
As stated before, the theme of the novel in general is “a rural life of moral simplicity, despite its monotony, is the preferable personal narrative to a daring life of
impulsive passion, which leads to tragedy ”. In relation with the theme, the analysis
above has shown that the motivations which make Anna possess a daring life of impulsive passion are her willingness both to experience the feeling of love once in
her life and to break the conservative mind of Russian Society towards women and marriage.
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CHAPTER 5 CONCLUSIONS AND SUGGESTIONS
This chapter consists of three parts. The first is the conclusions of the study. It deals with the final answers of the problems in the study. The second part is the
suggestions of the study for English lecturers and future researchers.
A. CONCLUSIONS
This part deals with the conclusions of the analysis in chapter 4. There are two conclusions which can be drawn from the two research problems that have been
analyzed. The first problem is intended to find out how the Anna Karenin is described in Leo Tolstoy‟s Anna Karenin. Based on the theories of character written by
Koesnosoebroto and Perkin, Anna can be determined as a major and dynamic character. It is because she brings changes from the beginning to the end of the story.
In the novel, Anna is physically described as a beautiful young lady and socially she is aristocratic. In terms of personality, she is described as a caring,
motherly, intelligent, sincere, and heroic woman. Her characteristics can be analyzed through Murphy‟s theory of characterization, that are through her character as seen by
another, speech, thought, and reactions. The second problem aims to find out the motivations of Anna Karenin for
breaking her expected gender roles as a noble woman of Russian Royalty. To get the answer of the second problem, this study uses the theories of motivation according to
Huffman, Vernoy and Adair. They give definitions of what motivation is in general. Moreover, this study adopts a theory of motivation from Ryan and Deci to specify the
analysis. They divide motivation into two types: intrinsic and extrinsic. To have deeper understanding, this study also includes a theory gender role and its review on
women‟s roles in Victorian Era. There are two kinds of motivation which encourage Anna to break her gender
roles as a noble woman of Russian Royalty. The first is her intrinsic motivations. Anna breaks her gender roles firstly because she wants to experience the feeling of
love. She feels burdened living with her cold and indifferent husband as both of them do not love each other. Therefore, she attempts to seek an affectionate relationship
with someone else from the outside world. Secondly, she is intrinsically motivated for breaking her gender roles because
she disagrees with the conservative mind of the society. Anna knows that the nobles in society are full of hypocrisy. They are outwardly pretending to be happy obeying
the custom of arranged marriage in order to save both their faces and their honorable position in public. In fact, they betray their spouses by secretly having affairs with
other people. Anna, as the one who dislikes such condition, opts to fight against the hypocrisy by leaving her family and openly showing her affair with Vronsky in
public. The second type of motivation is extrinsic motivation. Anna finally decides to
leave her son and husband because she is extrinsically influenced by the interests and love from Vronsky. Vronsky has made Anna fulfill her desire to love and be loved by
a man. His persistence to pursue her to Petersburg and his courage to admit his love for Anna in front of the public has made Anna feel so much loved and happy.
Although Vronsky knows that Anna has been Karenin‟s wife and has an eight-year-old son, he never gives up on approaching and loving her. He has made
Anna comfortable being on his side. Everytime Anna feels frustated with her husband, he always be there for Anna. His affectionate behavior has encouraged
Anna to have faith in him. Because of having Vronsky in her life, Anna is motivated to leave her family and lose her honorable position in society to begin a new life with
him. From the conclusion of the analysis results, the readers are able to learn that
wealth, high-living standard, and high social status do not always become guaranteed factors for someone to get happiness and satisfaction in life. The readers can also be
enlightened that the existence of love is one of the most important factors in marriage and in building a relationship with someone.
B. SUGGESTIONS
In this section, the suggestions will be divided into two parts. The first suggestion is intended to English lecturers who teach in Prose Class, and the second
is for the future researchers who want to conduct a study using the same novel.
1. Suggestions for English Lecturers
The English lecturers can use this novel as a material in teaching Prose. There are four goals that should be accomplished in order to complete this course. First, the
students are able to comprehend the literary basics that include knowledge of the literary elements Competence. Second, the students are able to understand literary
criticisms and theories to analyze a literary work Competence. Third, the students are able to understand a meaningful connection between authors, readers, and works
under study and what this connection means to them Conscience. The last is, the students are able to show empathic understanding that each literary work is built on
different aspects of human condition, at different times, at different places Compassion.
In order to achieve the goals above, the lecturers can use Leo Tolstoy‟s Anna Karenin as a material to teach in Prose Class. By using this novel as the subject of the
study, they can give benefits to their students. First, enable them to comprehend the literary elements, such as: types of characters, plot, themes, and symbols presented in
Anna Karenin. Second, enable them to understand psychological and historical criticisms to analyze the novel. Third, enable them to understand the connection
between the novel and Leo Tolstoy‟s life and what the connection means both to Leo Tolstoy and to the readers. The last, enable the students to be empathic understanding
that the novel is built in Victorian Era when Russian women had a very limited opportunity to get freedom and happiness in life, and when wealth and honour
became the gold standard of the nobles.
By using Leo Tolstoy‟s Anna Karenin as a teaching material in Prose Class, the lecturers can conduct and interesting teaching-learning activities. In the beginning
of the class, to review the students‟ recollections of the Anna Karenin that they have finished reading, the lecturer can ask the students to play a guessing game about traits
that promote women emancipation and those which do not promote it. To play this game, the lecturers can divide the class into three groups. After the groups are formed
and each of them are already in lines, the lecturers gives each group a list of words related to those which promote and do not promote women emancipation.
The next step is, the lecturer asks each of them to discuss the categories of the words in 15 seconds. Later, the time for discussion is up, the lecturer should inform
each member of the groups to stick the words on the whiteboard with two columns, one column is titled “Promote” and the other one is “Do not promote”. After the
students have finished categorizing the words, the lecturer asks them to discuss the categorization together, then to guess what the learning topic on that meeting.
Afterwards, the lecturer can ask them to make a group of 4 people to discuss some analytical questions related to the elements and the important points existed in
Anna Karenin. Later, after they finish the discussion, the lecturers can ask them to write the the summary of the discussion in flipcharts and do a window shopping.
2. Suggestions for Future Researchers
The second suggestion is for future researchers. Leo Tolstoy‟s Anna Karenin is a psychological novel which rich in values. Therefore, there are many aspects in
