The influence of David`s decision of taking his daughter with down syndrome away from his family on his family on his family`s life in Kim Edwards` The Memory Keeper`s Daughter.

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THE INFLUENCE OF DAVID’S DECISION OF TAKING

HIS DAUGHTER WITH DOWN SYNDROME AWAY FROM HIS FAMILY ON HIS FAMILY’S LIFE IN KIM EDWARDS’ THE MEMORY KEEPER’S

DAUGHTER

A SARJANA PENDIDIKAN THESIS

Presented as Partial of Fulfillment the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Susanna Purwaninastiti Student Number: 061214080

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE INFLUENCE OF DAVID’S DECISION OF TAKING

HIS DAUGHTER WITH DOWN SYNDROME AWAY FROM HIS FAMILY ON HIS FAMILY’S LIFE IN KIM EDWARDS’ THE MEMORY KEEPER’S

DAUGHTER

A SARJANA PENDIDIKAN THESIS

Presented as Partial of Fulfillment the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Susanna Purwaninastiti Student Number: 061214080

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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"Change your thoughts, and you change your world."

-Norman Vincent Peale (1898-1993)

"Imagination is more important than knowledge.

Knowledge is limited. Imagination encircles the world."

-Albert Einstein (1879-1955)

This thesis is dedicated with love and gratitude to:

My wonderful father and my beloved mother up in heaven

My lovely brother

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vii ABSTRACT

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.

This study discusses the influence of David’s decision of taking his daughter with Down syndrome away from his family on his family’s life in Kim Edwards’ The Memory Keeper’s Daughter. This novel tells about a doctor named David Henry who sends his daughter with Down syndrome away into an institution. David tells his wife that their daughter has died as she is born. David never tells his wife that their daughter is still alive.

There are three problems formulated in this study. The first problem is how David is described in The Memory Keeper’s Daughter novel. The second problem is why David decides to take his daughter with Down syndrome away from his family. The third is finding out the influence of David’s decision of taking his daughter with Down syndrome away from his family on his family’s life.

In solving the three problems above, the researcher applied the psychological approach, theory of character and characterization, theory of motivation, theory of fear, theory of decision making process, and information about Down syndrome. The method of this study was library research. There were two sources used in this study, namely, the primary data, which was The Memory Keeper’s Daughter novel itself, and the secondary data taken from the books of psychology, character and characterization, human motivation, decision making process, and Down syndrome.

Based on the analysis, David’s personalities are kind, protective, calm, secretive, and griefful. Intrinsic factors of David’s motivation are to provide the best medical treatment for Phoebe, to avoid Norah from the same grief like his mother, and to avoid Paul from the same pain and loss like him. Extrinsically, David’s motivation is influenced by his professor. David’s decision of taking his daughter away into an institution causes influence on his family life. The influence on Phoebe is seen from a mother-daughter relationship between Caroline and Phoebe. The influence on David is that David’s life is full of secrets, guilt, anger, regret, and redemption toward what he has decided. Norah experiences a deep loss, envies other people whose life seems happier than hers, and is afraid of losing David and Paul. She wants everybody to remember her daughter. She holds a party and takes a job to get out from sorrow. Paul gets all his parents’ attention, but he feels lonely without any siblings. David’s decision influences also on Caroline’s life. She starts a new real life, leaves her old life, and be a mother to Phoebe without any husband for six years. On the relation among members of the family, David’s decision creates distance among them.

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In the last part of this thesis, there are two suggestions. First is for the future researcher(s) who will conduct researches on The Memory Keeper’s Daughter. Second is to implement The Memory Keeper’s Daughter in teaching English, especially in teaching structure III.

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ix ABSTRAK

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Studi ini membahas tentang pengaruh keputusan David menyingkirkan putrinya yang memiliki Down syndrome dari keluarga dalam kehidupan keluarga David dalam novel The Memory Keeper’s Daughter oleh Kim Edwards. Novel ini bercerita tentang seorang dokter bernama David Henry yang menyingkirkan putrinya yang memiliki Down syndrome ke sebuah institusi. Tetapi David mengatakan pada istrinya bahwa putri mereka meninggal setelah lahir. David tidak pernah mengatakan pada Norah bahwa putri mereka masih hidup.

Ada tiga permasalahan yang dirumuskan dalam skripsi ini. Pertama ialah bagaimana David digambarkan dalam novel The Memory Keeper’s Daughter. Kedua ialah mengapa David memutuskan untuk menyingkirkan putrinya. Ketiga ialah menemukan pengaruh keputusan David menyingkirkan putrinya dalam kehidupan keluarga David.

Untuk memecahkan dua permasalahan diatas, penulis menerapkan pendekatan psikologi, teori karakter dan penokohan, teori motivasi, teori ketakutan, teori proses pengambilan keputusan, dan dan informasi mengenai Down syndrome. Metode yang digunakan dalam skripsi ini adalah studi pustaka. Ada dua sumber yang digunakan dalam skripsi ini yaitu data utama yang merupakan novel The Memory Keeper’s Daughter sendiri, dan data pendukung yang diambil dari beberapa buku mengenai psikologi, karakter dan penokohan, motivasi manusia, proses pengambilan keputusan dan Down syndrome.

Kesimpulan menyatakan bahwa David memiliki karakter baik hati, bersifat melindungi, tenang, penuh rahasia, dan penuh kesedihan. Motivasi David dipengaruhi dua faktor. Memberikan pengobatan yang terbaik untuk Phoebe, menghindarkan Norah dari kesedihan yang sama seperti ibunya, dan menghindarkan Paul dari kepedihan dan kehilangan seperti dirinya adalah faktor intrinsik yang mempengaruhinya. Keputusan David untuk mengirimkan putrinya ke sebuah panti memberikan pengaruh dalam kehidupan keluarganya. Pengaruh pada Phoebe dapat dilihat dari hubungan ibu-anak antara Caroline dan Phoebe. Pengaruh pada David adalah kehidupannya yang penuh rahasia, rasa bersalah, kemarahan, penyesalan, dan penebusan atas apa yang sudah diputuskannya. Norah mengalami kehilangan yang mendalam, iri pada orang yang hidup mereka terlihat lebih bahagia darinya, dan takut kehilangan David dan Paul. Dia ingin setiap orang mengingat putrinya. Dia menyelenggarakan pesta dan bekerja untuk keluar dari kesedihannya. Paul mendapatkan perhatian kedua orang tuanya tetapi dia merasa sendiri tanpa saudara. Keputusan David juga mempengaruhi hidup Caroline. Dia mengawali hidup yang baru, meninggalkan hidupnya yang lama, dan menjadi seorang ibu bagi Phoebe tanpa seorang suami selama enam tahun.

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Dalam hubungan antar anggota keluarga keputusan David menyebabkan jarak di antara mereka.

Pada bagian terakhir skripsi ini, terdapat dua saran. Saran pertama diperuntukkan bagi (para) peneliti The Memory Keeper’s Daughter selanjutnya. Saran kedua untuk penerapan The Memory Keeper’s Daughter dalam pengajaran bahasa Inggris, terutama untuk mengajar Structure III.

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ACKNOWLEDGEMENTS

I praised my Lord Jesus Christ for all of His love and blessings. I thank Him for staying by my side, protecting me in any situation and guiding me in my study so that I was finally able to finish this thesis.

With greatest gratitude, I thank my beloved family. It is for my wonderful father and mother, Antonius Sukirno and Theresia Jumarni. I thank them for their love, prayers, supports, and efforts to make me educated. I thank them for everything they have given to me. It is also for my beloved brother Dominikus Dwi Widaryanto who has encouraged me to finish my thesis.

I would like to express my deepest gratitude to Drs. L. Bambang Hendarto Y., M. Hum., who has guided me patiently in the process of writing this thesis. I thank him for his patience, motivation, advices, and time for consultation on this thesis until it is done. I also express my gratitude to Sanata Dharma University which has given me a place and facilities to study. It is also to all my lecturers and the administrative staffs of English Language Education Study Program who have helped me during my study in Sanata Dharma University.

I express my gratitude to the family in CEC who has given me chance to improve knowledge and to gain new experience. I thank my friends in Sekartaji (Nat-nat, Cui, Ratih, mba Vita, Tika, Arum, mba Har) for accommodating and motivating me. I thank Valentina Puput, Puput “Pupuy”, Riris, Maria Christy, Edita, Satrio and Guntur for the discussions and supports. My special thankfulness goes to my best friends Neisya and Christine for everything we have shared and for the wonderful friendship. Last but not least, I would like to thank all people

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that I cannot mention one by one, for giving supports, helps and strengths in finishing my thesis. May God bless them all.

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TABLE OF CONTENTS

TITLE PAGE ... i

PAGES OF APPROVAL ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI... v

PAGE OF DEDICATION ... vi

ABSTRACT ... vii

ABSTRAK ... ix

ACKNOWLEDGEMENTS ... xi

TABLE OF CONTENTS ... xiii

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 5

C. Objectives of the Study ... 5

D. Definition of Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE ... 7

A. Review of Related Theories... 7

1. Critical Approach ... 7

2. Character... 8

a. Definition of Character ... 8

b. Kinds of Character ... 9

3. Characterization ... 9

a. Definition of Characterization ... 9

b. Methods of Characterization... 10

4. Motivation ... 11

a. Definition of Motivation ... 11

b. Kinds of Motivation ... 12

5. Fear ... 13

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b. Source of Fear ... 14

6. Decision-Making Process ... 16

a. Definition of Decision ... 16

b. The Decision Making Process ... 17

7. Down Syndrome ... 18

a. Definition of Down Syndrome ... 18

b. Characteristics of Down Syndrome ... 20

c. Development of A Child with Down Syndrome ... 21

B. Theoretical Framework ... 22

CHAPTER III METHODOLOGY ... 24

A. Object of the Study ... 24

B. Approach of the Study ... 25

C. Method of the Study ... 26

CHAPTER IV ANALYSIS ... 27

A. The Characterization of David ... 27

1. Kind ... 28

2. Protective ... 29

3. Calm... 32

4. Secretive ... 33

5. Griefful ... 36

B. David’s Motivation in Taking His Daughter with Down Syndrome away from His Family ... 39

1. Intrinsic Motivation ... 39

2. Extrinsic Motivation ... 44

C. David’s Decision Making Process ... 45

D. The Influence of David’s Decision of Taking His Daughter with Down Syndrome away on His Family’s Life ... 47

1. On the Daughter ... 47

2. On the Members of David’s Family ... 50

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b. On Norah ... 55

c. On Paul ... 59

3. On Caroline ... 61

4. On the Relationship among Members of David’s Family 63 CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 70

A. Conclusions ... 70

B. Suggestions ... 72

1. Suggestion for the Future Researcher(s) ... 73

2. Suggestion for Language Teaching and The Implementation of Literary Work for Teaching Structure III ... 73

REFERENCES ... 75

APPENDICES ... 77

APPENDIX 1 Summary of the Novel ... 78

APPENDIX 2 Biography of Kim Edwards ... 80

APPENDIX 3 Picture of Kim Edwards ... 81

APPENDIX 4 Kim Edwards’s Work ... 82

APPENDIX 5 Pictures of Individual with Down Syndrome ... 83

APPENDIX 6 Lesson Plan to Teach Structure III ... 84

APPENDIX 7 Sentence Structure ... 86

APPENDIX 8 Exercises on Sentence Structure ... 88

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1 CHAPTER I

INTRODUCTION

This chapter consists of four parts, namely: background of the study, problem formulation, objectives of the study, and definition of terms. Background of the study provides information of the topic of the study and the reasons for choosing the topic. Problem formulation states the problem to discuss. In the objectives of the study, the writer conveys the aims of the study. The last is definition of terms. It clarifies terms that are being used throughout this study.

A. Background of the Study

In the website of National Down Syndrome Society titled Down Syndrome, it is stated that Down syndrome is a chromosomal disorder. It is caused by error division of the embryo cell. In a normal division, an embryo has 23 pairs of chromosome or 46 chromosomes. In Down syndrome case, an embryo has 47 chromosomes because of an extra chromosome in the 21st chromosome (Down Syndrome, n.d.).

As cited from the website of National Down Syndrome Society, it is stated that a newborn baby with Down syndrome is certainly different from a baby who is born in normal condition. A baby with Down syndrome can be first easily identified from his/her physical appearance such as flat facial profile, an upward slant to the eyes, an abnormal shape of the ear, a large space between first and second toe. In advance, baby with Down syndrome has big possibility to suffer

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from a lot of diseases. They are heart defect, hearing and vision problems, leukemia, and other diseases. When the baby is growing older he/she is possible to develop Alzheimer’s disease. It is not only about health problems. In his/her development, a child with Down syndrome may face cognitive development problem (Down Syndrome, n.d.). As cited from the website of National Institutes of Health, Eunice Kennedy Shriver adds that a child with Down syndrome has speech delay (longer speech development) even speech error and low-respond ability because he/she takes longer to learn language. Besides, the parents also have to be aware of the delay in their babies doing activity such as sit, walk, and the other activities (“Facts about Down Syndrome”, 2008).

People with Down syndrome are people who have to struggle with their limited condition. They may have such characteristics which need special attention, but they are unique. They deserve to be treated without prejudice so that they can develop like other individuals. Buckley (2000) in an overview entitled Living with Down syndrome says that individual with Down syndrome are people first who have the same rights and needs as other individuals. The term of people first deals with the words to describe people because they convey message. The person should be mentioned first. Referring the term above, the label “A child with Down Syndrome” is more accepted than “a Downs child”. Buckley also says that “babies with Down Syndrome are babies first, with the same needs for love, security, warmth, and stimulation as all babies” (p. 3). Furthermore, the development of the babies and children with Down syndrome is influenced by the quality of love, care, stimulation, education, and social experience provided and

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supported by the family or the community they meet, live and grow up. Therefore, parents play the most important role in child’s development (para. 2-5). As cited from the website of National Institutes of Health, Eunice Kennedy Shriver insists parents to keep in their mind that children with Down syndrome have a lot of abilities and talents to develop as other children do. It is also suggested that parents should not compare children’s with Down syndrome development to other children’s development (“Facts about Down Syndrome”, 2008).

In the website of Parents first for Health by Great Ormond Street Hospital, as cited from an article entitled Raising a Child with Down’s syndrome, Stuart Mills states that some parents go through a grieving process finding their baby have Down syndrome. Families have to face this condition with very complex emotions: fear, protectiveness and images or perceptions that they have a child with Down syndrome. Parents find it hard to see the label of Down syndrome on their child although they try to realize that their child is like other children (“Raising a Child with Down’s syndrome”, 2008).

Parents’ fears and difficulties in raising a child with Down syndrome are clearly depicted in the novel The Memory Keeper’s Daughter by Kim Edwards. The novel tells a story about a doctor named David Henry. He gets married with Norah. The story begins in March 1964 when Norah gets into labor. Then, the problem arises when Norah gives births to twin babies. The first is a boy. He is born in a good and healthy condition. Few minutes later, another baby is born. The other baby is a girl. At a glance, the twins are the same, but David Henry

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feels something different with his baby girl. The baby girl has Down syndrome. David Henry is both desperate and disappointed.

David recalls his childhood. His sister, June, could not stay alive because of Down syndrome. The death of his sister causes his mother’s grief and also his family’s grieves. David does not want to see Norah in grief because of having a daughter with Down syndrome. In a short time, David decides to take the baby girl away. He asks Caroline, a nurse in the hospital to put the baby into an institution hoping that the baby will get medical treatment. Then, David tells Norah that the daughter has died and he keeps the secret until his death.

Unfortunately, the nurse looks after the baby, later called Phoebe, until the child grows up. Although she is a stepmother for Phoebe, she takes the hardest life for Phoebe. Caroline leaves her job as a nurse. She applies for a maid for an old man and earns money from this job. She collects a lot of information about Down syndrome and consults doctor in order to take care of Phoebe well. Caroline and other parents who join Upside Down Society fight for their children’s education. They ask the board of school to include their children with Down syndrome in a public school although finally they cannot achieve their demand. Caroline teaches Phoebe to do activities such as walking, holding things, using bathroom, and arranging words so that Phoebe is able to speak orderly. Caroline takes care of Phoebe patiently and full of affection. She gives most of her time, attention, money and even herself to Phoebe. Later, when Phoebe grows up she is able to earn money and is sure to get married. As David dies, Caroline tells Norah that

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her daughter who has Down syndrome is still alive. The story ends with the meeting of the twins, Paul and Phoebe.

The Memory Keeper’s Daughter is interesting to discuss. It tells us how David’s fear of his sister with Down syndrome and family’s grieves leads him into a decision to take his daughter with Down syndrome away. David’s decision brings greats effect on his family life and gets David to blame himself for all problems in his family. This novel also tells Caroline’s great struggle for Phoebe so that she can stay alive and fight against Down syndrome.

B. Problem Formulation

Based on the previous description, there are two problems that can be formulated as follows:

1. How is David described in the novel “The Memory Keeper’s Daughter”? 2. Why does David take a decision to take his daughter with Down syndrome

away from his family?

3. What are the influences of David’s decision on his family life?

C. Objectives of the Study

This study has three objectives. The first objective is to explore how David is portrayed in the novel. The second objective is to analyze the reason why David takes the decision to take his daughter with Down syndrome away from his family. The third objective is to explore the influence aroused from David’s decision on his family life.

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D. Definition of Terms 1. Decision

In Mallach’s definition (2000), decision is as a reasoned choice among alternatives. That reasoned-choice is considered as solution of the problem. It is a part of problem solving (para. 37). Hansson (1994) in A Brief Introduction Decision Theory states that decision is about options to choose between and in a non-random way. Those choices are goal-directed activities (para. 6).

2. Down Syndrome

In the website of National Down Syndrome Society entitled Down

Syndrome, it is stated Down syndrome is a condition of chromosomal

abnormality. There is an error division of the cell in the 21st chromosome that results in the presence of an extra chromosome in the 21st chromosome. There will 47 chromosomes instead of 46 chromosomes as individual has in normal division (Down Syndrome 1). Thus, a Down syndrome child is a child whose body consists of 47 chromosomes inside the cells instead of 46 chromosomes. A child is known having from Down syndrome from the physical characteristics such as flat facial profile, an upward slant to the eyes, an abnormal shape of the ear, a large space between first and second toe (Down Syndrome, n.d.).

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two parts. The first part of this chapter is theoretical review. It presents some theories that will be used to support the analysis of the novel. The second part is theoretical framework. In the theoretical framework, the writer explains how the theories applied and the reason why the theories are used.

A. Theoretical Review

This part deals with some theories which relates to the study. They are critical approach, theory of character, theory of characterization, theory of motivation, theory of fear, theory of decision-making process, and Down syndrome. Those theories are presented as follow:

1. Critical Approach

According to Rohrberger and Woods, Jr (1971) in Reading and Writing About Literature, there are five kinds of critical approaches. The first approach is the formalist approach. It concentrates on the aesthetic value of the work of literature. It concerns with the harmonious involvement of all parts to the whole of work of literature. Second is the biographical approach. It considers a work of art as a reflection the authors’ personality. Thus, this approach gets us to learn the authors’ biography in understanding the work of literature. The third approach is the sociocultural-historical approach. This approach states that a work of literature

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refers to sociocultural-historical background. It emphasizes on the civilization of the work of literature. Civilization itself refers to the attitudes and actions of a specific group of people. Forth is the mythopoeic approach. It considered myth as the reference in understanding the work of literature. This approach is used to find certain universally recurrent pattern of human thought which is found in the work of literature such as ancient myths and folk rites. Fifth is psychological approach. It analyzes the characters’ behavior in a work of literature by means of psychological theories. This approach enables us to explore human thought and behavior deeply (para. 6-15).

Those five approaches have their own value, limitations, strengths, and weaknesses. We can choose the most appropriate approach in order to understand the work of literature because not all approaches are appropriate to be applied to study the work of literature.

From those five approaches, the psychological approach is chosen to explore the character’s motivation in Kim Edwards’ The Memory Keeper’s Daughter. Another theory is needed to explore the decision which has been made by David, the character of the novel. That theory is theory of decision making process.

2. Character

a. Definition of Character

According to Abrams (1981), there are two definitions of character. The first,”‘character is the name of literary genre; it is a short, and usually witty, sketch in prose of a distinctive type of person’”. The second, “characters are the

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persons presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say–the dialogue-and by what they do-the action” (p. 23). Stanton (1965) says that character assigns the individuals who appear in the story. It refers to “the mixture of interest, desires, emotions, and moral principles that make up each of the individuals” (p. 17-18).

b. Kinds of Character

Forster divides character into flat character and round character. Flat character “is built around “a single idea or quality” and is presented without much individualizing detail, and therefore can be fairly adequately described in a single phrase or character” (as cited in Abrams, 1981, p. 24). Forster adds that flat characters are “characters who are compelled by a set idea in their creater” (as cited in Henkle, 1977, p.91).

The second character is round character. Foster state that “a round character is complex in temperament and motivation and is represent with subtle particularity; such a character therefore is as difficult to describe with any adequacy as a person in real life and like real person, is capable of surprising us” (as cited in Abrams, 1981, p. 24). Henkle (1997) adds that since it is more complex, it embodies the variations and complexities of human nature (p. 91) 3. Characterization

a. Definition of Characterization

Blair and Gerber (1984) state that characterization deals with the technique used by the writer to show what the characters are. It includes the

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characters’ qualities, likes and dislikes, how the characters live, and what the characters do (para. 52). Henkle (1977) adds that characterization enables the reader to understand and to experience people. Furthermore, characterization functions in transmitting the book’s meaning and social texture. Besides, characterization enables the authors to discuss their human qualities and guides the reader to understand the human themes of the novel (para. 86-87).

b. Methods of Characterization.

Murphy (1972) states nine ways how author expresses character’s personality. First is personal description. It deals with character’s physical appearance. Second is character as seen by another. The author describes a certain character through other character’s opinion. Third is speech. The author gives clues of a character to the reader from what a character says. Whenever a character is in a conversation with others or puts an opinion he/she is giving clue to his/her character. Fourth is past life. The readers can understand a character from the character’s past life. The character’s past life can be seen from directly author’s description, the character’s thought the character’s conversation and the medium of another person. Fifth is conversation of others. In this way, the readers understand a person’s character through the conversation of others and the things they say about him/her. Sixth is reactions. The author gives clues to the readers about a character through a character’s reaction to various situations and events. Seventh is direct comment. The author describes a person’s character directly in the novel. Eighth is thoughts. The author gives clues by giving direct knowledge of what a person is thinking about. Ninth is mannerism. The readers understand a

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person’s character from author’s description on a person’s mannerism, habits or idiosyncrasies (para. 161-173).

4. Motivation

a. Definition of Motivation

Petri (1979) defines motivation as “a concept we use when we describe the forces acting on or within an organism to initiate and direct behavior” (p. 3). This concept is used to indicate the direction of behavior. Petri also adds that some theorists state that motivation is the result of physical needs. Those physical needs are food, water, sex, and avoidance of pain (para. 4). According to Beck (1978), “motivation is broadly concerned with the contemporary determinants of choice (direction), persistence, and vigor of goal-directed behavior” (p. 24). Huffman, Vernoy and Vernoy (1997) convey their idea about motivation as the process of activating, maintaining and directing behavior to achieve certain goal. It deals with human’s needs, desires, and interests (para. 364).

Maslow conveys his idea about human motivation into hierarchy of needs. It consists of five needs that must be fulfilled to gain satisfaction. The lower level must be accomplished first so that individuals could meet the needs of the higher level.

The lower level of the hierarchy needs is physiological needs. It includes hunger and thirst. Human has already satisfied physiological needs most of the time. The second is safety needs. It is about needs of security in surroundings. Maslow adds that safety needs cover familiar surroundings, secure job, saving accounts, and insurance. It shows how people have pretension to fulfill their needs

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in order to gain comfortable life. The third is love or belongingness needs. People need affection. They yearn for affectionate relationship with others. Accomplishment of belongingness needs can be seen in many ways. Getting married, having a good relation with people around, joining a certain group or organization can be one of ways to satisfy belongingness needs.

The forth level of hierarchy needs is esteem needs. Maslow classifies esteem needs into two subcategories. Those categories are a need for self-esteem and a need for esteem from others. The needs for self-esteem encourage people to struggle for achievement, strength, confidence, independence, and freedom. On the other side, the needs of esteem from others motivate people to gain reputation, status, recognition, appreciation, and feeling of importance.

The higher level of Maslow’s hierarchy is self-actualization. It is also called level of development. At this level, one’s behaviour is motivated by a new set of needs. Those are truth, honesty, beauty, and goodness. In addition, one is motivated to grow and become all that one will be (as cited in Petri, 1979, para. 303-304).

b. Kinds of Motivation

Acording to Huffman, Vernoy and Vernoy (1997), there are two kinds of motivation, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is the desire to perform an act for its own sake. While extrinsic motivation is the desire to perform an act because of external rewards or avoidance of punishment (para. 377).

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Beck (1978) states that intrinsic motivation deals with factors that encourage certain activities rewarding in and of themselves. Extrinsic motivation refers to the kinds of reinforcement situation in which a person makes a response and is reinforced for it by external agent (para. 144).

Hunt states that organism is still intrinsically motivated when the major needs are absent. Under the low need conditions, organism still displays exploratory behavior, curiosity and manipulatory behaviors (as cited in Petri, 1979, p. 315). Meanwhile, Staw defines intrinsic motivation “as the value or pleasure associated with an activity as opposed to the goal toward which activity is directed”. While extrinsic motivation refers to “the external goals toward which the activity is directed” (as cited in Petri, 1979, p. 315).

5. Fear

a. Definition of Fear

Watson states that fear is caused by innate stimuli which can be limited to loud noise, sudden loss of support, and pain (as cited in Gray, 1971, p. 11). According to Beck (1978), “fear is an aversive state of the organism aroused by stimuli that signal a future aversive event” (p. 184). Robinson et al. (2004) in their book entitled Fears, Stress, and Trauma: Helping Children Cope, define fear as affective, cognitive, motoric and physiological response to a perceived threat. It is a response of a certain object or concept (para. 21).

In the website of Pediatric Pain, Mineka and Öhman state that “‘fear is a normal emotional response to a perceived threatening stimulus, and is a common feature of early development’”. Developmental fears are transitory. It means that

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they resolve in childhood, but in certain situation fears may continue into adolescence further, they cause a problem in adulthood (as cited in Du, Jaaniste, Champion, and Yap, 2008, “Theories of Fear Acquisition”).

b. Sources of Fear

Hebb points out some sources of fear. Hebb classifies source of fears into three categories. The first is conflict. It includes fears aroused by pain, loud noise, dead or mutilated body and strange persons or animal. Fear snake or mammals is included in this category. The second is sensory deficit. This category includes loss of support, darkness, and solitude. In other words it is stated as an absence of customary stimulation. Hebb explains that “this is the result of familiarity and adaptation to having others around” (as cited in Beck, 1978, p. 194). The third category is constitutional disturbances and maturation. Individuals may have this fear while they are sick because, as Hebb says, the disease produces a nervous system function different from the normal cerebral activity of the healthy adult. Beck adds that children may have fears as they grow up which represent temporary neural disorganization due to maturational changes (as cited in Beck, 1978, para. 194-195).

Du, Jaaniste, Champion, and Yap in the website of Pediatric Pain Letter divide the pathways of fear acquisition into two broad frameworks related to fear. They are the environmental learning pathways and the non-associative pathways (“Theories of Fear Acquisition”, 2008).

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1) The Environmental Learning Pathways

Fears can be learned through one or a combination of the following environment learning pathways.

a) Direct Conditioning

In this acquisition, a single exposure to characteristics related to an intensely aversive event can cause a person to remain fearful of those characteristics. It results in excessive fear.

b) Vicarious Learning

Fear can occur by observing the fear responses of others. Infants can find emotional information from their caregiver. It is called social referencing.

c) Negative Information Provision

It is explained that “negative information can increase beliefs about the danger posed by a particular stimulus”. It results in avoidance of certain stimulus and reduces the chance of correcting the negative information.

2) The Non-Associative Pathways a) Biological Preparedness

Biological preparedness deals with fears that are considered to be innate. It includes fear of heights, strangers, and loud noises.

b) Genetic Factors

Genetic factors from twin studies are provided as an example. Twin studies find that “the fear response of one twin could be predicted by a co-twin’s fear response”.

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6. Decision-Making Process a. Definition of Decision

Mallach (2000) states his idea about decision as a reasoned choice among alternatives. That reasoned-choice must be considered as solution of the problem. Mallach adds that making decision is part of the broader subject of problem solving (para. 37). Hansson (n.d.) in A Brief Introduction Decision Theory states that decision is about option to choose between and in a non-random way. The choice is goal-directed activity. Then, Hansson sums the idea of decision into goal-directed behavior in the presence of options (para. 6).

Each decision is characterized by a decision statement, a set of alternatives, and a set of decision making criteria. Decision statement is what we are trying to decide. In other words, it deals with what decision we are going to make. It is important to keep focus on the main subject.

Alternatives are the possible decisions we can make. In other word, alternatives are called options. Weirich states that the set alternatives can be open and closed. It is called open when the decision maker can add or invent new alternatives. The set of alternatives is closed when there are no new alternatives added. There will be limited number of alternatives to choose. Decision with closed alternative is divided into two, namely voluntary closure and involuntary closure. It is voluntary closure when the decision makers get him/her to close the alternatives while in involuntary closure, the decision maker is imposed by others or by impersonal circumstance (as cited in Hansson, n.d., para. 23).

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b. The Decision Making Process

Condorcet conveys his idea related to decision process. He divides a decision process into three stages. The first stage consists of discussing the principles that will serve as the basis for decision and examining the various aspects of this issue and the consequences of different ways to make the decision. It results in a set of alternatives. In the second stage, the question is clarified, opinions which have been discussed in the first stage combined to each other in order to achieve small number of more general opinions. The third stage is where the decision has already been made and is going to be applied (as cited in Hansson, n.d., para. 9).

Guy (1990) states in her book entitled Ethical Decision Making in Everyday Works Situations that in order to achieve a rational decision, there are six steps to go through. The first step is defining the problem. It includes formulating key factors in question, examining the situation and identifying the limits of the situation. The second is identifying the goal to achieve. In the third step, the decision maker is insisted to make a list of the possible solutions to the problem. The forth is evaluating each alternative to determine the best solution. In this step, the decision maker should analyze each alternative and its benefits, costs, and risks. Fifth is selecting alternative that has the most important value and the sixth is making a commitment to the choice and applying it (para. 28-30).

Herbert Simon defines decision process into three phases, namely intelligence, design, and choice. The intelligence phase covers finding, identifying, and formulating the problem. In this phase, the decision maker

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decides what to decide. It results in the decision statement. The second phase is design phase. In this phase, the decision maker develops the alternatives of choice. The last phase is the choice phase. The decision maker evaluates the alternatives and chooses them. Choosing a decision can be helped by creating decision-making criteria (as cited in Mallach, 2000, para. 39). Mallach states that “decision-making criteria are what we want to optimize in a decision” (p. 38). As an alternative chosen, a decision is also chosen. Then, the decision maker should proceed on the effect of the decision.

7. Down Syndrome

a. Definition of Down Syndrome

In the website of National Down Syndrome Society, it is stated that Down syndrome was identified by John Langdon Down in 1866 (“Down Syndrome”,n.d.). For many years, as Buckley (2000) says, the term Down’s syndrome was used before they change the term into Down syndrome. The reason is that John Langdon Down neither had nor owned the syndrome so the possessive form is not appropriate. Buckley also adds that for children with Down syndrome’s self-image and self-esteem, they are not labeled as ‘a Down’s child’ or ‘a Downs’ but they are labeled as ‘a child with Down syndrome’ (para. 5).

According to the website of National Down Syndrome Society, Down syndrome is a condition of chromosomal abnormality. Human body is constructed by cells. Each contains a center which is called nucleus. In general, the nucleus of each cell contains 23 pairs of chromosomes or 46 chromosomes. In an individual with Down syndrome, there is an extra chromosome in the 21st chromosome. The

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cells contain 47 chromosomes in individual with Down syndrome instead of 46 chromosomes. The presence of additional chromosome is detected by using karyotype. It is a visual display of the chromosomes categorized by size, number and shape. From this detection, it is shown that ninety percent of Down syndrome is the result of the presence of an extra (third) chromosome.

According to the presence of the extra chromosome, Down syndrome is categorized into three, namely non-disjunction, mosaicism, and translocation. In non-disjunction, the extra chromosome is replicated in every cell of the human body. It is the most common case of Down syndrome. Mosaicism is an error cell division that occurs after fertilization which results in a mixture of two types of cells. They are the cells with 46 chromosomes and the cells with 47 chromosomes which have an extra chromosome in the 21st chromosome. Meanwhile, translocation occurs when part of the 21st chromosome breaks off during cell division and sticks on the other chromosomes. Individual has a normal 21st chromosome. It also has 21st chromosome’s material on the other chromosomes (“Down Syndrome”, n.d.). However, Buckley (2000) says that the difference of the presence of extra chromosome does not significantly influence the learning difficulties of individuals with Down syndrome. Children with mosaic Down syndrome are less affected by physical and mental characteristics of Down syndrome. Meanwhile, the risk of the highest illness is in translocation (p. 9).

Buckley (2000) states that children with Down syndrome can be born from parents of all social and education level, of all ethnic groups and of all ages. The risk of having a baby with Down syndrome increases with maternal age factor.

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The risk is about 1 in 2000 at 20 years old and 1 in 45 at 45 years old. However, since the number of babies who are born from younger mother is higher than the number born from older mother, most of babies with Down syndrome are born by mothers under 35 years old (para. 9).

b. Characteristics of Down Syndrome

A child with Down syndrome can be identified first from the physical characteristics. According to National Down Syndrome Society, there are some physical characteristics of Down syndrome. The most common characteristics are, oblique palpebral fissure (an upward slant to the eyes), epicanthal folds (small skin folds on the inner corner of the eyes), a flat facial profile (a flat nasal bridge and small nose), and dysplastic ear (abnormal shape of the ear). The other characteristics are muscle hypotonia (low muscle tone), excessive space between first and second toe, and large tongue in relation to size of mouth (“Down Syndrome”, n.d.).

As cited from the website of National Institutes of Health, Shriver says that those physical characteristics are a flat facial profile, an upward slant to the eye, white spots on the iris of the eye (Brushfield spots), a short neck, and a single palmar fold. Shriver also adds that a baby with Down syndrome may have a reduced muscle tone and a protruding tongue which cause on taking longer to feed the baby. As Shriver says, hypotonia can affect the muscles of the digestive system and causes constipation (‘Facts about Down Syndrome”, 2008).

Buckley (2000) conveys other characteristics of Down syndrome. They are placid, cuddly, and musical. They also have the characteristics of being

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confident, being extrovert, enjoying lively social lives and loving sport. Some are quieter, shy and prefer quiet pastimes with a few close friends (para. 4-5). However, individuals with Down syndrome do not have all those characteristics. The possible of having those characteristics may vary.

c. Development of A Child with Down Syndrome

Development of a child with Down syndrome can be summed up into physical, medical and cognitive development. Shriver states that a child with Down syndrome will also have much longer physical development. She/he may be low at doing basic activities such as, sitting, standing, walking, or turning around because of the lack of muscle tone power (“Facts about Down Syndrome”, 2008). A child with Down syndrome might have the following health problems. Those are heart defects, respiratory problem, hearing problems, obstructive digestive tracts, sleep apnea, and leukemia. It increases as she/he is growing to be adult to have a risk for Alzheimer’s disease. A child with Down syndrome will get cognitive delay and does not indicate that he/she may have strengths and talents as each individual has. A child with Down syndrome has speech delay, speech error (he/she finds difficulties in arranging sentences to speak), and lack of understanding speech (“Down Syndrome”, n.d.).

Although children with Down syndrome have a tendency not to survive in their surroundings, they still are able to learn to sit, walk, talk, play and do other activities. They may have some difficulties to develop, but it does not mean that they are delayed in all aspects of live. As Buckley (2000) says, children with Down syndrome may be delayed in spoken language development, but they are

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visual learners who prefer learning through pictures or reading information to learning through spoken information (para. 13-14). The website of National Down Syndrome Society adds that a child with Down syndrome have high response to their physical and social environments. They have the same emotions and needs just like other people in common. They insist to reach the same chance in many aspects of life as common children. They need positive support in their lives so that they can adapt successfully. Adapting successfully means they can attend school, have friends, find work, and do other activities. Those are the ways they survive and are accepted in society (Down Syndrome, n.d.).

B. Theoretical Framework

Those theories above are used to analyze the problems which are stated in previous chapter. Three problems are going to be analyzed. The first problem is to find the description of David as portrayed in The Memory Keeper’s Daughter. In the first problem, theory of character and characterization are used to explore the characters of David.

The second problem is to find the reasons why David makes a decision to take his daughter with Down syndrome away. The theory of motivation is applied to explore David’s motivation to take his daughter with Down syndrome away in an institution. In the second problem, information about Down syndrome is needed to help in analyzing David’s motivation.

The third problem deals with the influence of David’s decision in taking his daughter with Down syndrome away on his family life. The theory of decision

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making process is employed to reveal the process of how David makes the decision to take his daughter with Down syndrome away. In advance, quotations from the novel are used to provide proofs of the influence of David’s decision on his family life.

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24 CHAPTER III METHODOLOGY

This chapter presents an explanation of the methodology to analyze The Memory Keeper’s Daughter novel. This chapter consists of three parts. They are object of the study, approach of the study, and method of the study.

A. Object of the Study

The object of the study is a novel entitled The Memory Keeper’s Daughter written by Kim Edwards in 2005. This novel is divided into seven parts, namely in the years of 1964, 1965, 1970, 1977, 1982, 1988 and 1989. The years show the growth of Paul and Phoebe from they are born until they are adult. Paul and Phoebe are born on March 1964. In 1989, they have been twenty-five years old. The Memory Keeper’s Daughter was published by Penguin Books and was considered to be one of New York Times bestsellers. The novel was adapted to television film and broadcasted on Lifetime Television on April 12, 2008. The film is starred by Dermot Mulroney as David, Gretchen Mol as Norah, and Emily Watson as Caroline. The adolescent and adult Phoebe is played by Krystal Hope Nausbaum, an actress with Down syndrome. The film's DVD release was in October 2008.

The story of The Memory Keeper’s Daughter begins with the birth of Paul and Phoebe. The first baby is Paul who is born in a good condition while the second, Phoebe is born with Down syndrome. David, the father, has previously

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witnessed what the syndrome can do to her sister. His sister cannot stay alive and it causes his mother’s grief even his family’s grieves.

Being afraid of his wife experiencing the same grief, he decides to take the daughter away in a certain institution which takes care of children. He asks the nurse, Caroline, to get his daughter out. As Caroline arrives at the institution, she sees the bad condition of the institution and the unfriendly nurses. Caroline feels that it will be terrible for Phoebe to live there. Finally, she takes care for the baby. She fights for Phoebe so that she can study in a school although the board of education does not accept Phoebe to study in a public school.

As Phoebe is growing older, she grows up being a beautiful and smart girl who can earn money for herself although she has Down syndrome. She is also full of talent in music. In the end of the story, Kim Edwards, the author of the novel, described this separated-family finally met each other after the death of David.

B. Approach of the Study

The study of The Influence of David’s Decision of Taking His Daughter with Down Syndrome Away From His Family On His Family’s Life employs the psychological approach to analyze the novel. The psychological approach enables the writer to understand David’s motivation in taking such decision. The psychological approach also enables the writer to explore deeply the influences of David’s decision.

The writer finds out that the psychological approach is suitable approach to analyze this novel since it employs theories of psychology. Theories of

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psychology are needed to explore human motivation to answer the formulated problems.

C. Method of the Study

The method that was used in conducting this study was library research. There were some steps which the writer took in conducting this study. First, the writer read the novel eleven times. Second, the writer tried to find the summary and any information about this novel. That information is the background of writing this novel, Kim Edwards’ view about this novel, and any other information.

Third, the writer decided to focus on three problems to analyze. The writer focused on the characterization of David, David’s motivation in determining a decision, and the influences of David’s decision taking her baby away. It was not only toward David’s life but some people were also considered to be affected by David’s decision. Then, the writer read again and again focusing on the object being analyzed. Fifth, the writer analyzed the problem using the theories and approaches as the guidance. The writer also cited utterances from the novel as the proofs. Finally, at the end of this chapter the writer drew a conclusion.

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27 CHAPTER IV

ANALYSIS

This chapter consists of four major parts. The first part concerns about David’s characterizations. The second part deals with David’s motivation deciding to take his daughter with Down syndrome away from his family. The third part concerns about the decision making process of David to take his daughter with Down syndrome away from his family. The last part, the forth part, has analyzing on the influences of David’s decision on his family’s life as portrayed in The Memory Keeper’s Daughter.

A. The Characterization of David

Characterization plays important role in a story. Blair and Gerber (1984) state that characterization deals with the technique used by the writer to show what the characters are. It includes the characters’ qualities, likes and dislikes how the characters live and what the characters do (para. 52). Henkle adds that characterization is important because it enables the readers to understand and to experience people (para. 86). Murphy (1972) states nine ways of how author expresses character’s personality. They are personal description, character as seen another, speech, past life, conversation of others, reaction, direct comment, thoughts, and mannerism (para. 161-173). Applying some of the nine ways above, David in Kim Edwards’ The Memory Keeper’s Daughter novel is portrayed as follows:

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28 1. Kind

David is very kind. It is seen from the author’s direct comment about him. As he is a doctor, he opens a free clinic on Tuesday nights for patients who are not able to pay.

She put Phoebe back into the box and tucked the blankets lightly around her, thinking of David Henry, edged with weariness, eating a cheese sandwich at his desk, finishing a cup of half-cold coffee, then rising to open the office doors again on Tuesday nights, a free clinic for patients who could not afford to pay him. The waiting room was always full on those nights, and he was often still there when Caroline finally went home at midnight, so weary herself that she could barely think. This was why she had come to love him, for his goodness. (p. 38)

David comes from a poor family that causes him to work very hard in order to be a doctor. He does a free clinic to give something back over gifts and talents of being a doctor and to realize his words to help the world. When he dies, a lot of people, even hundreds of people, come to his funeral to honour because they love him. It is seen as Norah, his wife, says about him. Norah says to Paul that hundreds of come to his funeral when he dies. It is because David provides his time to help people by doing the clinic work. A lot of people love him (para. 422). For David, it is pleased to be able to help people in the world. One of the ways is offering healing, as a doctor. Something that he cannot do for people he loves the most (para.137).

David also shows his kindness to Rosemary. Rosemary is a pregnant girl whom David meets in his parents’ house on the day he visits there. David takes Rosemary to his house because Rosemary has no place to go and no friend to stay with. “’She’s sixteen and pregnant, and she was living in an abandoned house, all alone. I couldn’t leave her there’” (p. 365). Although the idea of taking Rosemary

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with him causes a big debate with his wife and his leaving to another house, he keeps providing a place for Rosemary to stay (para. 395). “’What do you want?’ his father was asking. ‘What do you want from me, Norah? I’ll stay, or I’ll move out. But I can’t turn Rosemary away. She has no place to go’” (p. 366).

David is very kind to Rosemary. David brings Rosemary into a house which he buys and divides into two parts, for him and Rosemary. Because of David’s suggestion and support, she goes back to school. Rosemary is really thankful to David.

“We will.” She put her hand on his knee. “Look, I know we never talk about it. I don’t even know how to bring it up, really. But what it meant to me-how you helped me-I’m so grateful. I will be forever.”

“I’ve been accused of trying too hard to rescue people,” he said. She shook her head. “In many ways, you saved my life.”

“Well. If that’s true, I’m glad. God knows I’ve done enough damage elsewhere. I never could seem to do Norah so much good.” (p. 400)

From the speech of David in the conversation above, it is shown that David feels he cannot make Norah happy. On the other hand, for Rosemary, David has changed her life through everything David does and gives for Rosemary so that she can go back to school and find a job (para. 398-399). David is a hero for her.

2. Protective

David is protective. His love to his wife, Norah, causes David to be protective of Norah. He wants to protect Norah from things that can be dangerous. In Norah’s pregnancy, David gives more attention to Norah in order to protect Norah. Norah does not have any medical problems during her pregnancy, but

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David finds himself wanting to protect her such as carrying her up stairs, wrapping her in blanket, and bringing her cups of custard (para. 5).

When Norah gets into her labor, Norah delivers twins. A son and a daughter are born, but the daughter has Down syndrome. It is the same with his sister who is born with Down syndrome. David recalls his memory of his mother, walking uphill to grave, June’s grave, every morning with her arms folded no matter what weather it is, which shows depth and endurance of her grief (para. 21). Seeing his newborn daughter, he thinks of his sister who is pale and thin. While she is trying to catch breath, his mother is turning to window to hide tears (para. 23-24). In order to protect Norah from having the same grieves as what his mother has, David sends the daughter in an institution.

In his childhood, David experiences pain and loss because the death of his sister, June. So, he wants to protect Paul away from pain and loss he has ever had by separating Phoebe from Paul. David tries hard to be a good father. He makes time for collecting, organizing and labelling fossils with Paul. Then, they display the fossils in the living room. He also takes Paul fishing. “He had tried to protect his son from the things he himself had suffered as a child: poverty and worry and grief“(p. 327-328). David does not only protect Paul from grief he has experienced when he is a child but also protect Paul from poverty and unhappiness.

David’s efforts to protect Paul from everything that causes any grief let David be worried of Paul’s dream. David and Paul have a different view about Paul’s future. Paul is talented at music so he wants to be a musician. He wants to

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go to Juilliard, one of the most prestigious performing arts conservatories which concerns in drama, dance, and music, so that he can learn playing guitar and can be a great and famous musician. On the opposite, David does not want Paul to be a musician. He wants his son, Paul, to be a basketball player. He says, “’… Look at that height. Think what he could do on a court. But he doesn’t give a damn about basketball’” (p. 226). When David says that, Paul is grinning, from Paul’s expression it is known that Paul does not like basketball. Although Paul does not want to be a basketball player, David still puts a hope that Paul wants to be a doctor. He tries to ensure Paul that Paul has a big chance to be a doctor (para. 256). David’s reason is that he wants something which is more secure and more promising for Paul’s future life.

“I don’t know,” David said slowly. “I just think he’s too young to shut doors.”

“He’s so talented, David. You heard him. What if this is a door opening?” “But he’s only thirteen.”

“Yes, and he loves music. He says he’s most alive when he’s playing the guitar.”

“But-it’s such an unpredictable life. Can he make a living?”

Norah’s face was very serious. She shook her head. “I don’t know. But what’s that old saying? Do what you love, and the money will follow. Don’t shut the door on his dream.”

“I won’t,” David said. “But I worry. I want him to be secure in life. And Juilliard is a long shot, no matter how good he is. I don’t want Paul to get hurt.” (p. 250)

From the conversation between David and Norah above, it is shown that David is really worried about Paul’s life. He is afraid of taking any risk of Paul’s life if Paul becomes a musician. Later, David finally understands and lets Paul go to Juilliard to be a musician.

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3. Calm

From direct comment of the author, it is seen that David is calm. He keeps being calm in every situation even in an emergency situation. He can control himself not to be in a rush. It is seen when Norah is going into labor. The way he drives shows that he is careful. “Methodical, purposeful: even in an emergency he could not change his nature. He came to a full stop at every light, signalled turns to empty streets” (p. 14).

The author gives direct comment on how calm David is when Norah gets hurt. The way David gives her first aids gets Norah to admire him. “She watched him picked out the glass. He was careful and calm, absorbed in his thoughts. She knew he would attend to any patient with these same practiced motions” (p.110).

It is also shown from David’s speech that he is a calm fellow. When Paul’s arm is broken, David calmly picks Paul up to the clinic. He tries to throw Paul’s fear away.

“Well, I’m not sure, “he said calmly, though he was nearly certain that it was. He rested Paul’s arm gently on his chest, then put one hand on Norah’s back to comfort her. “Paul, I’m going to pick you up. I’m going to carry you to the car. And then we’re to go to my office, okay? I’m going to show you all about X-rays.” (p. 193)

When Paul runs from home, David successfully brings Paul back home. As Paul gets into the car, they have no words to say in a few moments. That is David. He can control himself not to say too many words. As soon as they have conversation after their silence, David can understand Paul’s running away from home. Paul asks David why David keeps silence about Norah’s affair with Howard because Paul certainly knows that David also know it (para. 254-255).

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When David and his family are enjoying their holiday in a beach, David finds Norah, his wife, having an affair with Howard, a man they meet in the beach. David makes a choice to leave Howard’s cottage where Norah and Howard’s laughter fill the air with Norah’s clothes scattered. David goes back to their family’s cottage and works with the photos. He says nothing about Howard to Norah. His darker secret about Phoebe, his daughter with Down syndrome, is David’s reason to keep silent about Norah’s affair (para. 259). That David is a calm man is seen through his way of responding situations above.

4. Secretive

David is a secretive man. He grows up in a poor and uneducated family. He has hard past life, but he never tells anyone about all his past life. He keeps silent for some parts of his life. He tells Norah some pieces of his difficult past, his parents and their hard work to earn money, his effort to afford the school fee, and his sister who dies at her twelve year of age. He tells no one, even Norah, that the death of his beloved sister is caused by heart defect. He also tells no one that his sister has Down syndrome as she is born. The death of his sister remains grieves for the family which cause his mother and his father’s death a year later.

“My parents love being outside,” he added. “My mother planted flowers everywhere. There was a cluster of jack-in-the-pulpit by the stream up from our house.”

“Yes,” he said nodding. “That’s true. They were proud and sorry both. They didn’t like the city. They only visited me once in Pittsburgh.”…”After my father died, my mother went to live with her sister in Michigan. She wouldn’t fly, and she never learned to drive. I only saw her once after that.” (p. 143)

When he tells about his parents, he thinks of his beloved sister, June. He thinks of the family’s sadness without June with them, but he says nothing about

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June and his family’s grieves because of the death of June. When he is telling Norah about his parents, his mind flies away remembering a moment when they are sitting in David’s single student room. His mother is startled every time a train whistle sounded. June, the centre of all their lives has died. After June dies, they do not know what to do with themselves without June to take care for (para. 143). David keeps all the memories of June in his mind, and he does not share them to Norah.

David also tells Paul about his family. David tells Paul that his sister dies because of a heart defect (para. 279). He tells Paul how hard their lives are. He also tells Paul about June who is very good at singing. “’My mother, Paul, your grandmother. She had a hard life. I had a sister, did you know that? Her name was June. She was good at singing, at music, just like you’ “(p. 359). In fact, David never tells about June who has Down syndrome.

David is a secretive man. He keeps his secret of his sister with Down syndrome and the family’s grieves because of June’s death. Then, David keeps secret out from Norah that her daughter has Down syndrome. He asks Caroline, the nurse who helps him, to keep the daughter with Down syndrome into another room so that Norah does not know. “’All right. Clean her up, please,’ he said, releasing the slight weight of the infant into the nurse’s arms. ‘But keep her in the other room. I don’t want my wife to know. Not right away’” (p. 23).

David asks Caroline to take the baby to an institution. Instead of saying to Norah that the daughter has Down syndrome and is sent to an institution, David tells Norah that their daughter dies when she is born.

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“My darling,” he began. His voice broke, and the words he had rehearsed so carefully were gone. He closed his eyes, and when he could speak again more words came, unplanned.

“Oh, my love,” he said. “I am sorry. Our little daughter died as she was born.”(p. 25)

He keeps this secret until his death except to Rosemary, a pregnant girl who meets him in his parents’ old house. He tells Rosemary that he has a daughter named Phoebe. He has not seen her since the day she is born because he gives the daughter away. Phoebe has Down syndrome which means she is retarded. He says to Rosemary that he never tell this to anyone (para. 344-345).

David has ever tried to tell the secret. He writes a letter to Caroline, the nurse who finally takes care of Phoebe. He asks Caroline to let him meet Phoebe and let Phoebe meet his brother, Paul. “I would like very much to meet Phoebe, he wrote. I would like her to know her brother, and for him to know her” (p. 259). Instead of answering David’s request, Caroline doesn’t write David back.

When David holds a photography exhibition in Pittsburgh, Caroline makes herself bravely meet David. Caroline gets herself there to talk to David that she is afraid of losing Phoebe. She is afraid that David will take Phoebe away if David meets Phoebe. Caroline has created in her mind her own prediction of David‘s taking Phoebe away after David meets Phoebe although David says that he does not have that kind of intention. It is also the reason why Caroline stop writing letters to David (para. 314).

Rosemary, the one to whom David tells his secret, suggests David to tell Norah and Paul about the secret. She says that Norah should know about Phoebe. Rosemary says, “’… The thing is, I used to like that: feeling special because I

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knew something no one else did. It’s a kind of power, isn’t it, knowing a secret? But lately I don’t like it so much, knowing this. It’s not really mine to know, is it?’” (p. 401). David is not able to tell the truth although Rosemary has suggested it. David is doubtful to tell Norah about Phoebe. He is afraid of losing Norah and Paul as he tells the truth. “He had never been able to tell her the truth, knowing he would lose her entirely-and perhaps Paul too-if he did” (p. 394).

Once he tries to tell the truth to Norah. He thinks that Norah should know the truth. He will go to their old house and tell Norah although he cannot imagine how Norah will respond. When he arrives at the house, he starts to write on a paper. He writes that their daughter does not die. Caroline Gill has taken her and raised her in another city. In fact, he crosses out and writes that he gives away their daughter. Again, he crosses out (para. 408-411). Then, he fixes the faucet and puts a hope that Norah will be happy with the faucet. He finally writes that he fixes the faucet. “I fixed the bathroom sink, he wrote. Happy Birthday” (p. 412). The secret is still with him.

5. Griefful

David has experienced a hard life in his past. It is seen from David’s speech. His father and mother keep working hard so that the family can stay alive. Although they work so hard, they cannot afford school fee for David. The family condition causes David to be a hard worker. David has to find a job in order to pay the school fee.

“My mother? Yes. Years later. Your grandfather too. They weren’t very old, either of them. My parents had hard lives, Paul. They didn’t have money. I don’t mean that they weren’t rich. I mean that sometimes they didn’t know if we were going to have food to eat. It pained my father, who

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was a hardworking man. And it pained my mother, because they couldn’t get much help for June. When I was about your age, I got a job so I could go to high school in town. And then June died, and I made a promise to myself. I was going to go out and fix the world.” (p. 279-280)

From David’s thought, it is known that catching snakes, like rattlesnakes, is one of the ways of David’s father earns money. It is his father who teaches him how to catch a snake. By using a forked stick, his father pins the snake by its neck. With two strong fingers, he grips the snake tightly behind its jaw, then puts it into a metal box and closes the lid. The older and the bigger the snake is, the more money they can earn. The money not only pays for their food but also pays for a doctor in Morgantown (para. 150-151). This doctor in Morgantown is the one who finds something wrong with his sister. It is Down syndrome.

The doctor had felt transported back in time. His sister had been born with a heart defect and had grown very slowly, her breath catching and coming in little gasps whenever she tried to run. For many years, until the first trip to the clinic in Morgantown, they had not known what was the matter. Then they knew, and there was nothing they could do. All his mother’s attention had gone to her, and yet she had died when she was twelve years old. … (p. 21)

David has a sister, June, who has Down syndrome. June gets a heart defect along her life. He loves June very much. He protects June as his mother asks him. “Watch your sister, his mother would caution, looking up from the stove. Feed the chickens and clean the coop and weed the garden. And watch June” (p. 153). He protects June although he does not stop June from digging the dirt. He also does not comfort June when she trips over a rock and falls down, but his love for June is very deep.

June likes music. She likes singing. David remembers how June is singing. She hums the tunes softly to herself with her pale hair, the colour of buttermilk

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(para. 136). Once, David attends his son’s concert in school. His son, Paul, likes music very much. He is good in playing guitar. Paul is playing guitar in the concert. David thinks of his sister when his sister is standing on the porch and singing. “…; music was a silvery language it seemed she’d been born speaking, just as Paul had. A deep sense of loss rose up in him, …” (p. 249).

It is June who always waits for David back from school and understands the day David passes. In a weekend, David comes home from school with no one waiting for him just as usual, then his mother comes down the hill and finally says to David that June has died.

She did not speak until she reached the steps, and then she looked up at him and said, David, your sister died. June died. …David, she’s gone. And when he stood and hugged her she broke down, weeping, and he said, When, and she said, Three days ago, on Tuesday, it was early in the morning and I went outside to get some water, and when I came back the house was quite and I knew right away. She was gone. Stopped breathing. He held his mother, and he could not think of anything more to say. The pain he felt was deep inside him and above that was numbness and he could not cry. (p. 154)

The death of June remains painful and causes loss and grief to David’s family, especially for his mother. “’… June had a heart condition, and she died the next fall. It just about killed my mother, losing her’” (p. 279). His parents are also sad because they think that they cannot do many things to help June so that June stays alive (p. 279). David brings his pain, loss, and grief because of the death of Phoebe, his sister with Down syndrome, along his life. From the analysis above, it is concluded that in the novel David is portrayed as a kind, protective, calm, secretive, and griefful person.

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B. David’s Motivation in Taking His Daughter with Down Syndrome away from His Family

In this section, David’s motivation in taking away his daughter with Down syndrome is explored. Petri (1979) defines motivation as “a concept we use when we describe the forces acting on or within an organism to initiate and direct behavior” (p. 3). Petri adds that some theorists state that motivation is the result of physical needs. Those physical needs are food, water, sex, and avoidance of pain (para. 4).

In the discussion, David’s motivation for taking his daughter with Down syndrome away is divided into two, namely intrinsic and extrinsic motivation. 1. Intrinsic Motivation

Beck (1978) states that intrinsic motivation deals with factors that encourage certain activities rewarding in and of themselves (para. 144). David is encouraged by the fact that he has a daughter with Down syndrome. A child with from Down syndrome can be identified first from the physical characteristics. The most common characteristics are, an upward slant to the eyes, epicanthal folds, a flat facial profile (a flat nasal bridge and small nose), and abnormal shape of the ear. The other characteristics are muscle hypotonia (low muscle tone), excessive space between first and second toe, and large tongue in relation to size of mouth (“Down Syndrome”, n.d.). As cited from the website of National Institutes of Health, Shriver adds some characteristics, they are white spots on the iris of the eye (Brushfield spots), a short neck, and a single palmar fold. Shriver also says that a baby with Down syndrome may have a reduced muscle tone and a

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protruding tongue which cause on taking longer to feed the baby (“Facts about Down Syndrome”, 2008).

As a doctor who has ever learned about the syndrome, David can recognize that his daughter has Down syndrome from her physical characteristics. He also knows further problems of having Down syndrome.

Creamy white vernix whorled in her delicate skin, and she was slippery with amniotic fluid and traces of blood. The blue eyes were cloudy, the hair jet black, but he barely noticed all of this. What he was looking at were the unmistakable features, the eyes turned up as if with laughter, the epicanthal fold across their lids, the flattened nose. … (Edwards 21)

He held the infant, forgetting what he ought to do next. Her tiny hands were perfect. But the gap between her big toes and the others, that was there, like a missing tooth, and when he looked deeply at her eyes he saw the Brushfield spots, as tiny and distinct as flecks of snow in the irises. … (p. 22)

A child with Down syndrome may face some difficulties in his/her development. Shriver states that a child with Down syndrome may be low at doing basic activities such as, sit, stand, walk, or turn around because of the lack of muscle tone power (“Facts about Down Syndrome”, 2008). A child with Down syndrome also might have some health problems. They are heart defects, respiratory problem, hearing problems, obstructive digestive tracts, sleep apnea, and leukemia. Growing to be adult, he/she has a risk for Alzheimer’s disease. In cognitive development, a child with Down syndrome has speech delay, speech error (he/she finds difficulties in arranging sentences to speak), and understanding speech (“Down Syndrome”, n.d.). David lets his mind jump over recognizing the possible problems which his baby girl might have because of having Down syndrome. David thinks of her development and her health. He has read from the text in the college about how individuals with Down syndrome will live. They

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Appendix 9

Qu iz o n S e n te n ce S tru ctu re

Decide whether the sentences below are simple, compound, complex, or compound-complex! Justify your answer!

1. He remembered that he had let her walk a way.

2. The scissor glinted; the half‐cut paper slid from the table to the floor as she stood. 3. We used to come here and play when we were kids.

4. He spoke with melodious assurance though Caroline paid almost no attention to what he was saying.

5. She was so young, yet there was something fierce and strong about her her too, something lonely but determined.

6. I wonder if you would be good enough to untie me.

7. He did not really think about where he was going though he knew.

8. Years ago, in those strange days after Doro left, Caroline had hired someone to watch Phoebe while she traveled with Al, hoping to brige the distance between them.

9. Does your family know where you are? 10. He walked though his legs ached.

(Taken from: The Memory Keeper’s Daughter p. 305-350) Name: _____________________________

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B. Read the passages below and decide whether the sentences are simple, compound, complex, or compound-complex! Justify your answer!

1. Phoebe was confirmed yesterday. She was so sweet in her white dress, eyelet fabric with pink ribbons. She sang a solo at the church. I’m sending a picture of the garden party we had later. It is hard to believe how dig she has gotten and I’m starting to feel worried about what the future holds. I suppose this was what was on your mind the night you handed her to me. (Taken from: The Memory Keeper’s Daughter p. 299)

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

2. Her letter to David Henry sat unfinished on the table. She had stood at the back door watching the rain, thinking only of Phoebe’s father, while Phoebe wandered in danger. It seemed like an omen suddenly, and she let herself turn the fear she had felt at Phoebe’s disappearance into danger. She wouldn’t write to David again; he wanted too much from her, and wanted it too late. (Taken from: The Memory Keeper’s Daughter p. 302)

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vii

ABSTRACT

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking

His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English

Language Education Study Program, Faculty of Teachers Training and Education, Sanata Dharma University.

This study discusses the influence of David’s decision of taking his

daughter with Down syndrome away from his family on his family’s life in Kim

Edwards’ The Memory Keeper’s Daughter. This novel tells about a doctor named

David Henry who sends his daughter with Down syndrome away into an

institution. David tells his wife that their daughter has died as she is born. David never tells his wife that their daughter is still alive.

There are three problems formulated in this study. The first problem is

how David is described in The Memory Keeper’s Daughter novel. The second

problem is why David decides to take his daughter with Down syndrome away from his family. The third is finding out the influence of David’s decision of

taking his daughter with Down syndrome away from his family on his family’s

life.

about Down syndrome. The method of this study was library research. There were

two sources used in this study, namely, the primary data, which was The Memory

Keeper’s Daughter novel itself, and the secondary data taken from the books of

psychology, character and characterization, human motivation, decision making

process, and Down syndrome.

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viii

In the last part of this thesis, there are two suggestions. First is for the

future researcher(s) who will conduct researches on The Memory Keeper’s

Daughter. Second is to implement The Memory Keeper’s Daughter in teaching

English, especially in teaching structure III. Keywords: influence, decision, Down syndrome

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ABSTRAK

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking

His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: Program

Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Studi ini membahas tentang pengaruh keputusan David menyingkirkan

putrinya yang memiliki Down syndrome dari keluarga dalam kehidupan keluarga

David dalam novel The Memory Keeper’s Daughter oleh Kim Edwards. Novel ini

bercerita tentang seorang dokter bernama David Henry yang menyingkirkan

putrinya yang memiliki Down syndrome ke sebuah institusi. Tetapi David

mengatakan pada istrinya bahwa putri mereka meninggal setelah lahir. David tidak pernah mengatakan pada Norah bahwa putri mereka masih hidup.

Ada tiga permasalahan yang dirumuskan dalam skripsi ini. Pertama ialah

bagaimana David digambarkan dalam novel The Memory Keeper’s Daughter.

Kedua ialah mengapa David memutuskan untuk menyingkirkan putrinya. Ketiga ialah menemukan pengaruh keputusan David menyingkirkan putrinya dalam kehidupan keluarga David.

Down syndrome. Metode yang digunakan dalam skripsi ini adalah studi pustaka.

Ada dua sumber yang digunakan dalam skripsi ini yaitu data utama yang

merupakan novel The Memory Keeper’s Daughter sendiri, dan data pendukung

yang diambil dari beberapa buku mengenai psikologi, karakter dan penokohan,

motivasi manusia, proses pengambilan keputusan dan Down syndrome.

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Dalam hubungan antar anggota keluarga keputusan David menyebabkan jarak di antara mereka.

Pada bagian terakhir skripsi ini, terdapat dua saran. Saran pertama

diperuntukkan bagi (para) peneliti The Memory Keeper’s Daughter selanjutnya.

Saran kedua untuk penerapan The Memory Keeper’s Daughter dalam pengajaran

bahasa Inggris, terutama untuk mengajar Structure III.

The influence of David`s decision of taking his daughter with down syndrome away from his family on his family on his family`s life in Kim Edwards` The Memory Keeper`s Daughter.

"Change your thoughts, and you change your world."

-Norman Vincent Peale (1898-1993)

"Imagination is more important than knowledge.

Knowledge is limited. Imagination encircles the world."

-Albert Einstein (1879-1955)

This thesis is dedicated with love and gratitude to:

My wonderful father and my beloved mother up in heaven

My lovely brother

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Dukungan

Links

The influence of David`s decision of taking his daughter with down syndrome away from his family on his family on his family`s life in Kim Edwards` The Memory Keeper`s Daughter.

"Change your thoughts, and you change your world."

-Norman Vincent Peale (1898-1993)

"Imagination is more important than knowledge.

Knowledge is limited. Imagination encircles the world."

-Albert Einstein (1879-1955)

This thesis is dedicated with love and gratitude to:

My wonderful father and my beloved mother up in heaven

My lovely brother

Parts

Dokumen yang terkait

Giovanni`s type of love seen through his point of view on Beatrice`s character in Nathaniel Hawthorne`s Rappaccini`s Daughter.

David`s motivation in getting rid of his down syndrome daughter as seen in Kim Edwards`s The Memory Keeper`s Daughter.

The Impacts of Grayer`s attitudes on his inharmonious relationship with his mother as Portrayed in Kraus and McLaughlin`s the Nanny Diaries.

The meaning of phoebe`s life as seen in Kim Edwards`s the memory keeper`s daughter.

Stephen Kumalo`s struggles to solve his family problems in Alan Paton`s Cry, The Beloved Country.

THE MEANING OF PHOEBE’S LIFE AS SEEN IN KIM EDWARDS’S THE MEMORY KEEPER’S

The Impacts of Grayer`s attitudes on his inharmonious relationship with his mother as Portrayed in Kraus and McLaughlin`s the Nanny Diaries - USD Repository

David`s motivation in getting rid of his down syndrome daughter as seen in Kim Edwards`s The Memory Keeper`s Daughter - USD Repository

THE INFLUENCE OF DAVID’S DECISION OF TAKING HIS DAUGHTER WITH DOWN SYNDROME AWAY FROM HIS FAMILY ON HIS FAMILY’S LIFE IN KIM EDWARDS’ THE MEMORY KEEPER’S DAUGHTER A SARJANA PENDIDIKAN THESIS Presented as Partial of Fulfillment the Requirements to Obtain t

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