The Meaning Of Adeline's Tragic Life As Seen In Diane Setterfield's The Thirteenth Tale.

ABSTRACT

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’s The Thirteenth Tale. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta.

This study analyses a novel entitled The Thirteenth Tale written by Diane Setterfield. The focuses of the study are the description of Adeline’s characteristics and the meaning of her tragic life as seen in the novel.

In order to reveal the meaning of Adeline’s tragic life, this research has formulated two problems. The problems of this research are “1) how is Adeline described in the novel? and 2) what is the meaning of Adeline’s tragic life?” The objective of this research is to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth Tale.

The method employed in this research is library study. The main source of this research is the novel written by Diane Setterfield entitled The Thirteenth Tale. The secondary sources of this research are some books and sources from electronic sources about adolescence theory, personality theory, motivation theory, and character theory. This research applied psychological approach to identify the characteristics of Adeline and the meaning of Adeline’s tragic life.

After conducting the research, the researcher found two findings related to the research problems. The first finding is the description of Adeline’s characteristics. Adeline is described as an introvert, insecure, ignorant, and uneducated person. The second finding is the meaning of Adeline’s tragic life which means bad luck. Adeline experienced bad luck in her life. Her first bad luck is when she is ignored by her mother since the beginning of her life. Second bad luck is when the teacher put more attention to Emmeline than to Adeline. The third bad luck is when the one whom she loved finally chose Emmeline.

Therefore, the researcher concludes that Adeline is having four characteristics namely introvert, insecure, ignorant, and uneducated. Moreover, the meaning of Adeline’s tragic life is bad luck. There are two kinds of bad luck in Adeline’s life namely the bad luck that comes from others and the bad luck that comes as a consequence of the action she takes.

ABSTRAK

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’sThe Thirteenth Tale. Yogyakarta: Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Santa Dharma, Yogyakarta.

Studi ini menganalisa sebuah novel yang berjudul The Thirteenth Tale karya Diane Setterfield. Fokus studi ini adalah menganalisa makna dari kehidupan tragis yang dialami oleh Adeline dan karakter Adeline seperti yang tampak dalam novel.

Untuk menemukan makna dari kehiduan tragis Adeline, studi ini merumuskan dua permasalahan. Permasalahan yang dirumuskan dalam studi ini adalah “1) bagaimana karakter Adeline? dan 2) apa makna dari kehidupan tragis yang dialami oleh Adeline?” Tujuan dari studi ini adalah untuk menemukan makna dari kehidupan tragis seseorang seperti yang dialami oleh Adeline, satu dari beberapa karakter utama dari novel The Thirteenth Tale karya Diane Setterfield.

Metode yang digunakan dalam studi ini adalah studi pustaka. Sumber utama dari studi ini adalah sebuah novel karya Diane Setterfield yang berjudul The Thirteenth Tale. Sumber lain dari sudi ini adalah beberapa buku dan sumber lain yang berasal dari internet mengenai teori adolescence, teori kepribadian, teori motivasi, dan teori karakter. Studi ini menggunakan pendekatan psikologi untuk mengidentifikasi karakter dari Adeline dan makna dari kehidupan tragis yang dialami oleh Adeline.

Setelah melakukan penelitian, peneliti menemukan dua hasil. Hasil yang pertama mengenai bagaimana Adeline digambarkan dalam novel ini. Peneliti menemukan bahwa Adeline dapat dideskripsikan sebagai sosok yang tertutup, tidak percaya diri, tidak penurut, serta tidak berpendidikan. Hasil yang kedua adalah makna dari kehidupan tragis yang dialami oleh Adeline. Kehidupan tragis ini bermakna sebagai ketidakberuntungan atau nasib buruk bagi Adeline.Adeline mengalami nasib buruk yang pertama ketika ia ddiabaikan oleh ibunya sejak lahir. Nasib buruk yang kedua ketika gurunya lebih memperhatian Emmeline daripada dirinya. Nasib buruk yang ketiga ketika seseorang yang dicintainya akhirnya memilih Emmeline daripada dirinya.

Peneliti menyimpulkan bahwa Adeline memiliki empat karakter yaitu tertutup,tidak percaya diri, tidak penurut, dan tidak berpendidikan. Selain itu, kehidupan tragis yang dialami Adeline bermakna sebagai ketidakberuntungan atau nasib buruk. Terdapat dua macam nasib buruk yang dialami oleh Adeline yaitu nasib buruk yang berasal dari orang lain dan nasib buruk yang berasal dari konsekuensi dari setiap perbuatan yang dilakukan oleh Adeline.

i

THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE SETTERFIELD’S THE THIRTEENTH TALE

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Angela Costarica Kusumaningtyas Student Number: 111214011

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare this thesis, which I have written, does not contain the works or parts of other people’s works except those cited in the quotation and in the references, as a scientific paper should.

Yogyakarta, 13 August 2015 The writer

Angela Costarica Kusumaningtyas 111214011

v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Angela Costarica Kusumaningtyas

Nomor Mahasiswa : 111214011

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE SETTERFIELD’S THE THIRTEENTH TALE

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal 13 Agustus 2015

Yang menyatakan

vi ABSTRACT

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’s The Thirteenth Tale. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta.

This study analyses a novel entitled The Thirteenth Tale written by Diane Setterfield. The focuses of the study are the description of Adeline’s characteristics and the meaning of her tragic life as seen in the novel.

In order to reveal the meaning of Adeline’s tragic life, this research has formulated two problems. The problems of this research are “1) how is Adeline described in the novel? and 2) what is the meaning of Adeline’s tragic life?” The objective of this research is to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth Tale.

The method employed in this research is library study. The main source of this research is the novel written by Diane Setterfield entitled The Thirteenth Tale. The secondary sources of this research are some books and sources from electronic sources about adolescence theory, personality theory, motivation theory, and character theory. This research applied psychological approach to identify the characteristics of Adeline and the meaning of Adeline’s tragic life.

After conducting the research, the researcher found two findings related to the research problems. The first finding is the description of Adeline’s characteristics. Adeline is described as an introvert, insecure, ignorant, and uneducated person. The second finding is the meaning of Adeline’s tragic life which means bad luck. Adeline experienced bad luck in her life. Her first bad luck is when she is ignored by her mother since the beginning of her life. Second bad luck is when the teacher put more attention to Emmeline than to Adeline. The third bad luck is when the one whom she loved finally chose Emmeline.

Therefore, the researcher concludes that Adeline is having four characteristics namely introvert, insecure, ignorant, and uneducated. Moreover, the meaning of Adeline’s tragic life is bad luck. There are two kinds of bad luck in Adeline’s life namely the bad luck that comes from others and the bad luck that comes as a consequence of the action she takes.

vii

ABSTRAK

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’sThe Thirteenth Tale. Yogyakarta: Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Santa Dharma, Yogyakarta.

Studi ini menganalisa sebuah novel yang berjudul The Thirteenth Tale karya Diane Setterfield. Fokus studi ini adalah menganalisa makna dari kehidupan tragis yang dialami oleh Adeline dan karakter Adeline seperti yang tampak dalam novel.

Untuk menemukan makna dari kehiduan tragis Adeline, studi ini merumuskan dua permasalahan. Permasalahan yang dirumuskan dalam studi ini adalah “1) bagaimana karakter Adeline? dan 2) apa makna dari kehidupan tragis yang dialami oleh Adeline?” Tujuan dari studi ini adalah untuk menemukan makna dari kehidupan tragis seseorang seperti yang dialami oleh Adeline, satu dari beberapa karakter utama dari novel The Thirteenth Tale karya Diane Setterfield.

Metode yang digunakan dalam studi ini adalah studi pustaka. Sumber utama dari studi ini adalah sebuah novel karya Diane Setterfield yang berjudul The Thirteenth Tale. Sumber lain dari sudi ini adalah beberapa buku dan sumber lain yang berasal dari internet mengenai teori adolescence, teori kepribadian, teori motivasi, dan teori karakter. Studi ini menggunakan pendekatan psikologi untuk mengidentifikasi karakter dari Adeline dan makna dari kehidupan tragis yang dialami oleh Adeline.

Setelah melakukan penelitian, peneliti menemukan dua hasil. Hasil yang pertama mengenai bagaimana Adeline digambarkan dalam novel ini. Peneliti menemukan bahwa Adeline dapat dideskripsikan sebagai sosok yang tertutup, tidak percaya diri, tidak penurut, serta tidak berpendidikan. Hasil yang kedua adalah makna dari kehidupan tragis yang dialami oleh Adeline. Kehidupan tragis ini bermakna sebagai ketidakberuntungan atau nasib buruk bagi Adeline.Adeline mengalami nasib buruk yang pertama ketika ia ddiabaikan oleh ibunya sejak lahir. Nasib buruk yang kedua ketika gurunya lebih memperhatian Emmeline daripada dirinya. Nasib buruk yang ketiga ketika seseorang yang dicintainya akhirnya memilih Emmeline daripada dirinya.

Peneliti menyimpulkan bahwa Adeline memiliki empat karakter yaitu tertutup,tidak percaya diri, tidak penurut, dan tidak berpendidikan. Selain itu, kehidupan tragis yang dialami Adeline bermakna sebagai ketidakberuntungan atau nasib buruk. Terdapat dua macam nasib buruk yang dialami oleh Adeline yaitu nasib buruk yang berasal dari orang lain dan nasib buruk yang berasal dari konsekuensi dari setiap perbuatan yang dilakukan oleh Adeline.

viii

“What you get by achieving your goals isn’

t as important

as what you became by achieving your goals”

- Asley Benson -

“He hath made everything beautiful in his time”

- Ecclesiastes 3:11 -

“It’s not until you lose everything that you can truly

appreciate everything”

ix

I dedicate this undergraduate thesis to

My beloved mother and father

My beloved little brother

x

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessing so that I can finish my thesis. I believe that He always makes everything beautiful in His time.

I also would like to thank my advisor, Dr. Ant. Herujiyanto, M.A. for his guidance, ideas, and support during the thesis writing. He always supports me in the process of writing the thesis. He teaches me to believe in myself and encourages me that I can pass every hard time in the process of thesis writing. I also give my great gratitude to all lecturers and staff of English Language Education Study Program for their supports, help, and guidance during my study in this university.

I dedicate my thesis for my parents, Drs. Dominicus Suharsana and Dra. Yohana Indiyaningsih, my little brother Yoseph Kurniawan Prasetyo, my aunt Dhiana Rachdyawati, my uncle Ancelmus Sulardiantomo, and all of my cousins. I thank them for the lifetime support, love, caring, and laughter. They make me believe that I can reach my dreams. They also motivate me to stand strong under the heavy rain.

I would like to thank my best friends Stefani Seravina, Alfi Fatima Yudani, Sekarrini Widyastuti, Catherina Apriliana, and Novianti Sistalia, who support me and entertain me when I am tired. Thanks for every prayer for me, for every silly thing we did, and for every laughter and tears. I would also thank my friends in 2011 Cila, Yohanna, Nana, Tina, Ginong, Agung, Malik, Shasa, Ana, and others whom I cannot mention one by one. I thank them for the

xi

togetherness on Sanata Dharma University. They always support me to finish my study.

I would like to thank Andhika Bayu Sis Swa Bhuwana, for always standing right beside me. I thank him for the love, support, companion, and patience. I also thank him for the togetherness, laughter and tears. I thank him for the support and motivation during my study in this university. He always reminds me to be thankful for everything I face and he makes me believe that everything happens for a good reason.

Last but not least, I would like to thank my second family Kos Melati; Serra, Cila, Bertha (who always supports me from Leiden), Dita, Eni, Yesi. I thank them for every warm moment when I am tired and almost give up. I love them very much.

Sincerely,

xii

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGEMENTS ... x

TABLE OF CONTENTS ... xii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. Objective of the Study ... 4

C. Problem Formulation ... 4

D. Benefits of the Study ... 4

E. Definition of Terms ... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ... 6

A. Review of Related Literature ... 6

1. Psychological Approach ... 6

2. Theory of Adolescence ... 7

3. Theory of Personality ... 10

4. Theory of Motivation ... 14

5. Theory of Character ... 17

xiii

CHAPTER III. METHODOLOGY ... 23

A. Object of the Study ... 23

B. Approach of the Study ... 24

C. Research Procedure ... 24

CHAPTER IV. ANALYSIS ... 26

A. Characterization of Adeline ... 26

a. Insecure ... 27

b. Introverted ... 29

c. Ignorant ... 31

d. Uneducated ... 33

B. The Meaning of Adeline’s Tragic Life ... 34

a. Surface Meaning of Adeline’s Personality in Dealing with Her Tragic Life ... 34

b. Deeper Meaning of Adeline’s Personality in Dealing with Her Tragic Life ... 44

CHAPTER V. CONCLUSIONS, SUGGESTIONS, AND REFLECTIONS ... 50

A. Conclusions ... 50

B. Suggestions ... 51

C. Reflections ... 52

REFERENCES ... 56

xiv

LIST OF APPENDICES

Appendix 1: Summary of Diane Setterfield’s The Thirteenth Tale ... 59 Appendix 2: Diane Setterfield’s Biography ... 63

1 CHAPTER I INTRODUCTION

This chapter provides five parts, namely the background of the study, the problem formulation, the objective of the study, the benefit of the study, and the definition of terms. The background of the study contains the reason of why the researcher conducts this study. The problem formulation states the problems which are discussed in the study. The objective of the study presents the aim of the study. The benefit of the study identifies the contribution of the study for the development of knowledge. Then the definition of terms describes the keywords used in the study to avoid misunderstanding.

A. Background of the Study

Literary work is one of the most interesting topics to be discussed. Another way of defining literature is to limit it to great books. The great books are the books which, whatever their subject, are notable for literary form or expression (Wellek, 1956). One example of literary work is novel. It can be a fiction novel or a reality-based novel. It is interesting for readers because they can find enjoyment in it. The readers can grab the enjoyment from the feeling of the author, characters’ story of life, and problems. Moreover, a novel can teach life lessons to the reader in the various ways. The criterion of literature is either aesthetic worth alone or aesthetic worth in combination with general intellectual distinction.

A literary work such as a novel may bring the reader to have a break from their daily routine. By reading a novel which has plot, characters, problems, and conversations may relax the mind of the readers. Thus, they seem to go to another world, following the life of others. There are some benefits of reading literature, such as opens doors to our inner and outer worlds, access to knowledge and power and can provide a lifetime of enjoyment (Rumbold & Clark, 2006).

The researcher takes the novel entitled The Thirteenth Tale as the object of analysis because the researcher is attracted to the characters of the novel, Adeline and Emelline. They are twin sisters who have the different personalities. Moreover, the researcher is attracted to the unique characteristics of one of Adeline and her tragic life. The setting of the story is in Angelfield, England in a certain era in the past when the landlord still has a big influence to the sphere where he lives. This novel gives an example about the treatment of children in a rich family which has a less value of caring. The Angelfield family has a son and a daughter with the silent characters. The older son named Charlie who is very silent and loves to live in his own world. Her younger sister, Isabelle is a girl who lives with the full affection from her father. Their mother passed away when she gave birth of Isabelle. Those children are living in the imperfect world in the old Angelfield. When they grow up, it can be seen that they are having a different personality. Charlie grows to be a silent yet cruel person. He is very silent but on the other hand, he loves to hurt other people including his own sister, Isabelle. He always finds a new technique to hurt others from a day to another. In contrast, Isabelle is an active and pretty girl. She loves to go out and finds something new

for her. Isabelle is different from the girls in her sphere. She is brave and confident. Even, she is brave enough to face her own brother and his strange hobby to hurt other people.

She has twin babies named Adelline and Emelline. These girls are living in a hand of the house keeper of the family. Isabelle does not give them enough attention and affection for them. Then, she is considered as mad because of many things she has done in her whole life. The twin girls are growing up in the strange condition of the family. They grow up without the presence of parents and full family who loves them. They are living in the big house of Angelfield family with an aged house keeper and a gardener only. They do not learn on how to speak and behave properly. The twin girls always talk to each other with the language they made. They communicate by using the language which no one understands. A teacher then called to teach them how to speak and behave in a proper way.

The teacher has done various ways of teaching but the result is nothing. It is hard because only one of the twins who start to understand the teacher’s instruction and follow the rules. Emelline could change her habit, to be a little better. However, her twin, Adeline, seems to hate the teacher and still lives in her own world. One day, when the teacher resigns and decides to go from the house, Emelline cannot forget the teacher’s impact on her and makes Adeline do everything she wants. When Adeline is already satisfied with her life, someone comes and takes Emmeline from her side. It puts Adeline in a deep depression.

The fact that Adeline lives in agony is the interesting part of the story which makes the researcher curious and wants to analyze. Furthermore, through

the novel entitled The Thirteenth Tale by Diane Setterfield, the researcher would like to discuss the meaning of Adeline’s tragic life. In order to solve the problems, this research is using the psychological approach

B. Objective of the Study

This research attempts to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth Tale.

C. Problem Formulation

This study is conducted in order to answer these two formulated problems: 1. How is Adeline described in the novel?

2. What is the meaning of Adeline’s tragic life?

D. Benefits of the Study

Based on the objectives above, this study attempts to find the meaning of Adeline’s tragic life. Therefore, there are two benefits of this study. The first benefit is for readers who learn psychology. This study can be used as a reference to analyze someone who experiences a tragic life as seen in Adeline. This study can be their comparison if they conduct a research or analysis with the other theories. The second benefit is for the other researchers who are interested in the same field and object, this study can be the reference for their research.

E. Definition of Terms

These are some keywords which used in this study in order to avoid misunderstanding.

1. Thirteenth

The word thirteenth (13) here has the relation with Western superstition of the number 13. Thirteenth is the age when the character of the novel, Adeline, is left by her mother. The thirteenth tale is the agony story told by the novelist. 2. Tragedy

According to Moody (2006), tragedy means a very sad event or situation which involving death or suffer. Tragedy is the imitation of an action which is serious, complete, and of a certain magnitude. It tells of a person who is highly renowned and prosperous and who falls as a result of some error or frailty because of external or internal forces. Furthermore, it also means a play about death and suffers with a sad ending. Those sad ending can be in a form of death, chaos, and destruction. In this study, tragedy is referred to Adeline’s life events.

3. Tragic Life

Tragic life is a life with the sad and suffering events experienced by a person. According to Murphy (2007), tragic is an event that shows terrifying aspects of existence, but an existence that is still human. Tragic life in this study is the illustration of Adeline’s sad life which revealed from every phase of her life.

6 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of theories which are used to analyze and solve the problems in this study. There are two main parts in this chapter which are review of related theories and theoretical framework. In the review of related theories, the researcher reviews theories related to the study and directly relevant with the study. In the theoretical framework the researcher clarifies the theories used to answer the problem.

A. Review of Related Theories 1. Psychological Approach

The approach used in the study is psychological theory. The psychological approach is used because it has much to contribute to the understanding of literature and that it permits a conceptual clarity that cannot be derived from literature alone (Paris, 1997). The use of this approach is to look and analyze the personality of Adeline when she faces problems and situations in her life. In this part, Adeline is facing the agony where she never finds the affection from anyone around herself. Moreover, this approach is chosen to help the researcher to understand the character easier. The basis of this approach is the idea of the existence of human consciousness, impulses, desires, and feeling about which a person is unaware but which influence emotions and behavior.

Psychoanalysis is a branch of psychology which deals with an unconscious mind. It was introduced by Freud. It argued that literary works express the author‟s secret unconsciousness and anxiety. It is also a manifestation of the author‟s own neuroses. Psychoanalysis seeks the evidence of unresolved emotions, psychological conflicts, and ambivalences (Barry, 2009).

2. Theory of Adolescence

Today, adolescence refers to a transitional period between childhood and adulthood that typically begins with the onset of puberty and lasts until the ages of 18 to 21, when the individual enters young adulthood. Originally, the term “adolescence” was made popular by psychologist, Hall in his 1904 study “Adolescence,” in which he formally defined the developmental (Zarrett & Eccles, 2006). Based on Ruffin‟s (2009) theory, there are three kinds of development occur in adolescence.

a. Physical Development

There are some signs of physical development of Adolescent. Those signs are rapid gains in height and weight, continued brain development, and development of secondary sex characteristics such as growth of pubic hair, menarche, voice changes, and growth of underarm hair.

b. Cognitive Development

Besides physical development, there is a cognitive development which occurs in adolescence. This development is the thinking skills of adolescent. Adults may recognize that adolescent is having better thinking skills. There are

some areas in advance thinking skills, which are developing advance reasoning skills and developing abstract thinking skills. First, developing advanced reasoning skills is including the ability to think about multiple options and possibilities. It includes a more logical thought process and the ability to think about things hypothetically. Second, developing abstract thinking skills means thinking about things that cannot be seen or touched such as faith ad truth.

c. Psychosocial Development

There are some social issues which adolescent deals with their adolescence life. The first issue is establishing identity. In this stage, teens begin to integrate the opinion of influential others into their own likes and dislikes. The second issue is establishing autonomy. Autonomy refers to becoming completely independent from others. Autonomous teens have gained the ability to make and follow through with their own decisions, live by their own set of principles of right and wrong, and have become less emotionally dependent on their parents. The third issue is establishing intimacy which refers to the close relationship in which people are open, honest, caring, and trusting such as what they find in friendship. The fourth issue is becoming comfortable with one‟s sexuality. The teen years mark the first time that young people are both physically mature enough to reproduce and cognitively advanced enough to think about it. The last issue is the achievement. Because of the cognitive advances, the teen years are a time when young people can begin to see the relationship between their current abilities and plans and their future vocational aspirations.

3. Theory of Personality

This part tells about the theory of personality of children in general and the aspects which influence the development of children‟s personality. The aspects are divided into two main groups which are internal and external aspects. Internal aspects are self-theories, family, and experience while the external aspect is social intervention.

a. Definition of Personality

According to Dweck (2008), personality is the consistent pattern of experience and action that are evident across multiple situations or life contexts. This pattern contains much more than temperament and habitual behavior. Importantly, it also includes the way one perceives self, others, and events. Children personality is just as the general personality all people have. The difference is only at their temperament. Child psychologists have focused on temperament traits, the behavioral consistencies that appear early in life, that are frequently but not exclusively emotional in nature, and that have a presumed biological basis (Caspi, Robert, & Shiner 2005).

However, one individual and others are different in personality. Therefore, their temperament traits are different also. Caspi, Robert, & Shiner (2005) also said that behavioral genetic studies have established that individual differences in temperament. It is measured even during the first few years of life. Those differences are only partially heritable and are influenced by environmental experiences.

b. Aspects of Personality

Each person may have different types of personality because it is affected by many aspects in their life. There are two main aspects which influence the development of children personality. The first aspect is internal aspect and the second aspect is external aspect.

1) Internal Aspect

The internal aspects are the self-theories, experience, and family. Self-theories are the individual belief of people about themselves. Dweck (2008) says that beliefs play a critical role in how well people function. These are people‟s self-theories. Some people have a fixed (or „„entity‟‟) theory, believing that their qualities, such as their intelligence, are simply fixed traits. Others have a self theory, believing that their most basic qualities can be developed through their efforts and education. In the other word, it is the way how a person sees and appreciates himself.

Experience plays an important role to build and develop someone‟s personality. According to Dweck (2008), experience is including the effect of domestic violence, abuse, or maternal depression on the development of subsequent depression in children. Experience is having the close relationship with the family factor. Family is the first thing that the children know and have. They determine the development of the children, both physically and mentally. Based on Yusuf‟s (2010, p. 42) theory, the family factors which influence the development of children‟s personality are: first, the function of the family; whether they are normal or abnormal. The normal family is the family which is

really implementing the natural function such as giving affection each other, open and honest each other, want to listen to their children and appreciate their opinion, sharing, and having good communication. In the contrary, the dysfunction family is the family which cannot implement the natural function of the family. The characteristics of dysfunction family are the poor relationship between children and parents, high tension and low warmth, and the absence of one parent; divorce or died. It can be also a family which comes up from the poor marriage; one or both parents are having personality or psychological disorder. The poor interpersonal relationship of the family contributes to the mentality disorder of someone.

The second factor is the relationship pattern between parents and children or the parenting style. There are seven styles which are overprotective, permissiveness, rejection, acceptance, domination, submission, and over discipline. Each of them is having their own benefit and deficiency. For example, the acceptance style will construct a good personality of children. The children will be cooperative, friendly, loyal, honest, optimistic and cheerful, trusted, having a good vision to reach their future, realistic, and having a stable emotion. Whereas, the rejection style will generate children whose characteristics are aggressive, submissive, silent, sadistic, and difficult to socialize (Yusuf, 2010). The rejected children will have regular and pleasing facial feature, their eyes are “soulful” and seem to express deep and desperate experience, paired with a resignation which children should not have (Erikson, 1950). Furthermore, this

conviction has the less explicit outcome that the child has been in the wrong hands, and in fact has every reason to mistrust his “rejecting” parents.

The third factor is the social and economic class of family. There are three classes in this factor. First, the lower class family is often to use physically punishment to educate their children. This technique generates children whose characteristics are aggressive, independent and having early sexual experience. Second, the middle class family gives attention and control to their children. They feel responsible to their children‟s development. They have an ambition to reach the better status and push their children to achieve the status by education and professional training. Third, the high class family tends to make use of their down time to do certain activities. They have higher reputation of education and love to develop their skill in art. Their children are usually having the high self esteem ad tend to manipulate realistic aspects.

2) External Aspect

Another important aspect which influences the development of children‟s personality is the external aspect. This aspect is come up from the outside of the children. The external aspect is social intervention. Since the social aspect is the aspect which comes up from the outside of the children and their family, so, this aspect may seem less important yet big impact. This aspect has the relation with self-consciousness of the children. For the first time, children will be attracted to anything new in their social life that they do not find in their family life; differentiation of persons and objects. McDougall (1960, p. 159) says that as the differentiation of persons and inert objects, persons continue to be the more

interesting to the young child, for they continue to be the main sources of his pains, pleasures, and satisfactions. His attention is constantly directed towards them, and he begins to imitate their behavior.

Besides the personal interest of the children, there is another factor that generates the personality of children which is how the social treat them. Boys and girls are socialized differently to some extent in all societies. They receive different messages from their parents and other adults as to what is appropriate for them to do in life. They are encouraged to prepare for their future in jobs fitting their gender. Boys are more often allowed freedom to experiment and to participate in physically risky activities. Girls are encouraged to learn how to do domestic tasks and to participate in child rearing by baby-sitting. If children do not follow these traditional paths, they are often labeled as marginal or even deviant. Girls may be called "tomboys" and boys may be ridiculed for not being sufficiently masculine (O‟Neil, 2006). If children experience and listen to the social opinion regularly, it is not impossible that the treatment from the social will define the personality of the children. Since then, the child‟s self-consciousness is nourished and molded by the reflection of himself that he finds in the minds of his fellows (McDougall, 1960).

4. Theory of Motivation

Motivation is the study of why people think and behave as they do. People usually have reasons or goals of why they think or do something. These reasons and goals are what we called as motivation (Graham & Bernard, n.d.). Everyone

has their own motivation on doing something and reaching their goals. There are two kinds of motivations that human have in their life.

The first type is intrinsic motivation. This motivation comes from themselves. They do something because it is inherently interesting and enjoyable (Ryan & Edward, 2000). When someone is intrinsically motivated to do or to act something, he does it with fun and challenge. Thus, the result will be great and better than when someone do something because of the extrinsic motivation. Intrinsically motivated activity is the one which the reward is the activity itself and provides satisfaction of innate psychological needs.

The second type is extrinsic motivation. This motivation comes from others. Most of people do something based on this kind of motivation. In this kind of motivation, people do the activity simply for the sake of enjoyment of the activity itself rather than for the instrumental value (Ryan & Edward, 2000). There are some categories of the extrinsic motivation. The first category is external regulation. In this category, behaviors are performed to satisfy the external demand or obtain externally imposed reward contingency. The second category is introjected regulation. It is the internal regulation which controlling because a person performs an action based on the feeling of pressure in order to avoid guilt or anxiety. The third category is the regulation through identification. This type is the phase when a person has identified the personal importance of behavior and has accepted the regulation as his or hers. The last category is integrated regulation. This type occurs when identified regulations have been fully assimilated into the self.

Motivation has a relation with personal construct theory which deals with how an individual organizes the perceived world (Weiner, 1980). The way how they organize their world can be seen from their behavior. The behavior is completely determined by the preceding thought process or the manner where the experience is understood. There are some fundamental postulate and behavior concepts in human motivation. The first concept is fundamental postulate where someone is anticipating events. The person uses his senses and analyzes his psychosocial to predict the future events.

The second concept is individual outcome which means that persons differ from each other in their construction of events. It has the relation to the respond of objective stimulus situation that given to them. Although some people will get the same objective stimulus, their responses will be different. It is based on the difference manner of the stimulus which comes to them. That is why one motivation and others can be different although the stimulus is the same.

The third concept is dichotomy outcome. This situation is where a person is considered as honest and sincere or dishonest and insincere because all constructs are bipolar or dichotomous. The range outcome is the condition where a construction is not appropriate to all events. The focus of convenience refers to the area in which the construct is maximally useful. The last is experience outcome. This is the phase where a person‟s construction system varies as he successfully construes the replication of events (Weiner, 1980). A construct is akin to a hypothesis and the confirmation or disconfirmation may result in changing the constructs.

a. Human Motivation

Human nature is the intrinsic aspect of humanity which is influenced by biological factor as the major determinants and followed by the social and cultural factors that exist. According to Weiner (1980), there are some human needs which affect the motivation:

1) Attachment

It is necessary that human infants receive sufficient attention from parents. A child will always follow and duplicate his parents‟ behavior, especially his mother. Later, as long as they come to the high dependency period, children will form a bond with their mother or caretaker and it may influence their social responsibility.

When separation occurs, whether it is temporary or permanent, it may cause depression to the children because they will lose the presence of their caretaker and it is understandable. During the separation survival, there will be anxiety because children will feel insecure about many things they face. There also will be a stranger anxiety which means the fear to meet strangers when their mother is absent.

2) Emotional expression

There is possibility that emotional expression served to communicate intentions and emotional states survived through natural selection. However, threat or glare at rivals is the expression of communication of threat and may have been adequate to insure the group.

3) Language

Language is species-specific behavior in communication. Here, in human language there are rules of expressing relationships among words and it involves syntax which is not merely vocabulary or sets of labels representing objects. 4) Phobias

According to Weiner (1980, p. 68), phobias involve associations that are often learned in one trial but are extremely resistant to elimination or extinction. There are strong fears that probably involve stimuli related to situations or object associated with threats to survival such as strangers, darkness, and uncertainty. Phobias are probably fears of stimuli for which our biological make-up predisposes us.

5) Social bonds

Bonding is the species-specific tendency that had survival value in hunting societies and this is the consequence of evolution in human society, bonding is the tendency to feel safe in the group.

5. Theory of Character

Allers (1951, p. 17) stated that character is a unity and a whole, not a mere aggregate. The physic life of early childhood affects the character of someone. All human conduct can be summed up as the relation between the ego and the non-ego, between the person and his environment, and is essentially dependent on the second number of the relation. According to Allers (1951), there are four fundamentals of this theory:

1) The child‟s smallness

The feeling of being small is always direct his gaze upwards, and undoubtedly implants a sense of inferiority. This feeling is the representative of the early year experiences. The child‟s smallness does not attain to a clear or rational understanding of the child‟s part.

2) The child‟s physical weakness

Children will realize that they are weak and this is the consequence of which the world‟s resistance to all efforts of the little ones to carry out. Children will realize that their wishes are immeasurably greater than those encountered by adults. This weakness is brought home to the child‟s consciousness especially by the behavior of the adults in his environment, who are do not want them to be the part of their talk to stress things more than is necessary or useful.

3) The unreliability of the child‟s knowledge

Children attempt very early to frame general laws and to develop comprehensive conceptions of things. The confidence of the child in the completeness of his understanding added to the variation in the meaning of words, and the diversity of their syntactical usage, which soon strikes many children. 4) The universe gives them the impression of being unaccountable

Children‟s confidence in the regularity of events is small. Therefore, it is easy for children to believe in miracles. The laws of cause and effects which for adults seem so obvious and infringed, do not all possess these attributes for the child.

Many actions of adults must indeed seem to the child to be unintelligible and hence unaccountable. Therefore, in this point of fact, adults are guilty of much that, regarded even objectively. It seems quite unaccountably inconsequential. The contention that uncertainty is an essential feature of child life will presumably be met by reference to the many familiar sayings that speak of the “security” in which the child lives. Security is the correlative of insecurity (Weiner, 1980).

The insecurity is arising out from the nature of the child‟s environment. In the other word, the insecurity is arising from the environment as experienced by the child in virtue of his own nature, the weakness of his body, and his lack of knowledge. This insecurity raises serious obstacles to the will to power, obstacles which are original and inherent in it, rather than antagonistic. The will power is needed for all striving for the good and resistance to the evil (Weiner, 1980). a. Fantasy and the necessity for compensation

“Play” is important in this way as imaginary compensation. Play is an active expression of the tendencies directed towards pleasure of right function and that is also of the great importance as a gradual preparation for the serious activities of life, it must also be acknowledged that most games represent an imaginary compensation for the child‟s position; for all the motive of almost all games is “being grown up”. Fantasy broadly provides an imaginary world for the day dreamer, which all the factors which troubled him in the world of reality are either eliminated or converted into their opposites.

As with adults, the only realm I which all their unsatisfied desires for power, authority and greatness can be satisfied – artificial as that satisfaction admittedly is – is that of fantasy. Oppressed and weighed down by their inferiority or their belief in it, they take refuge in fantasy, which, in addition to correcting the unsatisfactory realities of the moment and providing a better world in their place also enable them to picture a happier future is the stead of the present that has proved so incomplete.

If the child experiences situations that he interprets in terms of prejudice, oppression and inferiority, the mechanism of over-compensation proportionately raises his future aims to inordinate height. Otherwise, these aims are hardly ever confided to adults by children and young people.

b. Fear in childhood

Fear is a factor of great character logical importance. It is such an emotion; as a character-trait, the tendency to be afraid in every possible situation and termed as timidity. The mental attitude of timid man is such that the most various events, situations and happenings appear to him to fall into the category of “danger”. Fear is the correlative of the feeling of insecurity as the feature of life in childhood. An individual experiences fear whenever the general situation is either actually, objectively or only subjectively insecure or threatening to his physical or moral existence. If a child is afraid, it is because he feels he is not equal to the world. One will never able to convince him that he is as well qualified as others for the struggle of life by chiding him for being a coward or a weakling.

It is quite easy to fathom the kind of fear occurring in situations in which possible for others to concur with or confirm one‟s own self-judgment. Such forms of fear are shyness, embarrassment, fear of strangers, or of unusual situations fear often attaches to conditions whose immediate significance escapes the child‟s inexperienced mind. Intelligible enough are the fears evoked by the unusual, the uncanny and the like, which by themselves are calculated to increase an already existent sense of security.

c. Motherhood

The relationship between mother and the child is possibly the most intimate of all the forms of association between two persons, its closeness not being equaled even by the greatest love between man and woman. The unique nature of the mother: child relationship finds reflection in the fact that the term “mother-love” is current in speech whereas the term “father-love” is unusual and sounds strangely. With the fact of the allocation to woman of the function of motherhood – and in this respect it is irrelevant whether this potentially is realized or not – there is connected.

d. The forces that shaped character

An adolescent who has met with discouragement will certainly not gain in courage by experiencing insecurity in later years; his receptivity to external influences, however sympathetic and tactful, will always remain at low level. There are three groups of forces which do not seem to be of importance in years preceding adolescence.

1) The directly discerned motives of action

2) The demands coming from the outside world which are felt to e more less binding, though the reason for them is not always entirely discerned

3) The un-discerned, unreflective motives which are largely bound up with vital values and on account are frequently regarded as “impulsive”.

Underlying the attitude we have in mind, at the very kernel of the person‟s being, there is an affirmation of something that one not only does not understand but does not seek to understand.

The years of adolescence are characterized, on the one hand, by doubt magnified to the point of extreme skepticism, and on the other by a marked need for support, by lively desire for clearness, and by a struggle to get a hold of reality, which is felt to be unavoidable and at the same time incomprehensible.

B. Theoretical Framework

This study adopts psychological approach. The theories of character by Rudolf Allers, theories of adolescence by G. Stanley Hall and Ruffin, and theories of personality by Carol S. Dweck, Caspi, Roberts, & Shiner, Yusuf, and Erikson are used to analyze and explain the characteristics of Adeline.

The theories of motivation by Graham & Bernard, Ryan & Edward, and Weiner are used to find the meaning of Adeline‟s tragic life and her action in facing it. These theories help the researcher to examine the tragic life experienced by Adeline and find the meaning of it.

23

CHAPTER III METHODOLOGY

This chapter consists of three parts. They are object of the study, approach of the study, and research procedure. Object of the study is the explanation of the novel which analyzed. Approach of the study discusses the psychological approach which is used in this study. Research procedure explains the step of analyzing the novel.

A. Object of the Study

The object of the study is the novel entitled The Thirteenth Tale written by Diane Setterfield. The researcher attracted to the novel because of the unique characteristics of Adeline, one of the main characters in the novel. Adeline is a girl who left by her mother at the age of 13. Adeline experiences the agony life. She tries to change her luck by being good to her sister, but still, she experiences the unpleasant life. This novel was first published in New York in 2006. This is the first novel from Diane Setterfield. This novel consists of 406 pages and 41 chapters which are divided into three parts; Beginnings, Middle, and Ending. It was published in 38 countries and it has sold more than three million copies.

The Thirteenth Tale was adapted for television by Christopher Hampton. It was filmed in 2013 in North Yorkshire for BBC2. The genre of the novel is mystery. The writing style of the novel is affected by the author’s educational backgrounds which are literature and biographical structures. Diane Setterfield’s

interest of gothic motivates her to write the novel. Her interest also affects the ambiance of the novel which are tragedy and mystery. Moreover, her cultural belief of number 13 affects the plot of the novel. There are three aspects which affected by the belief of number 13. The first aspect is the title of the novel which represents the agony content of the novel. The second aspect is that the story of the twins is the story number 13 which written by one of the characters in the novel. The third aspect is that the age of the twins when they are left by their mother is 13. The novel The Thirteenth Tale is the result of her imagination and interest in writing.

B. Approach of the Study

The psychological approach is used to analyze and answer the problem formulations in this study. The psychological approach is the most appropriate in this study because it is easier to understand and analyze the character by using this approach. Moreover, the character’s characteristics and behavior is seen from the psychology side. In addition, the character, tragic life and its meaning will be analyzed using this approach because they have a relation with the psychology. are affected by the family and social factor. This approach is using psychological view and theory to analyze and solve the problem.

C. Research Procedure

In conducting the research, the researcher used library study or collecting data from various references as the method to get primary and secondary data.

The researcher also used various references from the online sources. In the other word, the data were gathered from books and online research or journals.

First, the novel The Thirteenth Tale by Diane Setterfield is the primary data in this study. The researcher read the novel for more than once to understand the content and find interesting and important items to be discussed. The researcher decided to analyze the characters’ characteristics which means Adeline’s personalityand Adeline’s tragic life by using the psychological point of view. Second, the researcher tried to find the other references and relevance sources to support the study and help the researcher to analyze the problem.

Third, the researcher determined the theories and approach to be applied in this study. The approach used was the psychological approach. The study adopted theories about aspect of personality which were intrinsic and extrinsic aspect, character and characterization theory, adolescence theory, and motivation theory. The researcher used some books and theories to support the ideas to analyze and solve the formulated problem.

26 CHAPTER IV

ANALYSIS

There are two parts in this chapter which aimed to answer the problem formulations in this study. The first part analyses the description of Adeline’s character using the character and characterization theory and personality theory. This part is aimed to answer the first problem formulation. The second part of this chapter analyses the meaning of Adeline’s tragic life by using the personality and the motivation theory. This second part is aimed to answer the second problem formulation.

A. Characterization of Adeline

There are some characters in the novel entitled The Thirteenth Tale by Diane Setterfield. They are George Angelfield, Charlie, Isabelle, Ronald March, Hester, dr. Mauldsley, Missus, and John. The main characters of the novel are Adeline and Emmeline.

Adeline was born as the twin sisters of Emelline. She is considered as a girl who has the naughty character of two persons. She has an introvert, insecure, uneducated, and an ignorant character. Those characteristics were identified after the writer read and analyze of how Adeline reacts to problems and direct description of her.

1. Insecure

Adeline is a girl who is left by her mother at the age of thirteen. In that age, a child should be educated and accompanied by the caretaker, especially a mother. As Allers (1951) concludes that the relationship between mother and the child is possibly the most intimate of all the forms of association between two persons.

They were thirteen; it was not an age to be left unattended; they need a woman’s influence (p. 148).

This situation affects Adeline’s motivation in her teenager’s life. The normal children will need affection from the family. They need to be taught and to be loved. Moreover, they need to be introduced to the society where a lot of people live and they must be able to differentiate those who are good and those whom they must avoid. Adeline is a girl who loves to live in her comfort zone. She avoids new things which try to enter her comfort zone.

"Does she appreciate these lessons?"

"If only I knew how to answer that question! She is quite wild, Dr. Maudsley. She has to be trapped in the room by trickery, or sometimes I have to get John to bring her by force. She will do anything to avoid it, flailing her arms or else holding her whole body rigid to make it awkward to carry her through the door. Seating her behind a desk is practically impossible. More often than not John is obliged to simply leave her on the floor. She will neither look at me nor listen to me in the classroom, but retreats to some inner world of her own" (p. 167). Adeline feels anything new as an enemy which tries to take her out of her comfortable life. She does not know yet understand of which people and thing are good or bad for her because no one ever taught it to her. Moreover, she is afraid of being alone because the only thing that she knows is that Emmeline is the only

person who lives with her. Emmeline is the only person to share everything and communicate with.

What you must bear in mind," she had told him, "is that in the absence of any strong parental attachment, and with no strong guidance from any other quarter, the child's development to date has been wholly shaped by the experience of twins. Her sister is the one fixed and permanent point in her consciousness; therefore her entire worldview will have been formed through the prism of their relationship (p. 177). Everything is fine when she has her twins next to her and as the opposite, everything seem to be scary when she is alone. Adeline does not have a chance to enjoy her childhood, she never hears any amusing children stories, went to the park, and played with other girls in her age. What she knows is only live her life as usual with her twin sister. She always put an eye to something suspicious and tends to avoid new things. On the other hand, she just an ordinary little girl who wants to be loved. Hester; the twins’ teacher wanted to show her love to Adeline and she showed it by telling children stories.

It is as if her involvement with the story has captured her attention and in doing so undermined her defenses, so that she relaxes and forgets her show of rejection and defiance (pp. 168-169).

In spite of all of her naughtiness, Adeline is a little girl who seeks for affection. Although she always shows her rejection of Hester, but there is a moment when Hester is succeed to take Adeline’s heart. However, Adeline never shows her interest of the stories explicitly. Adeline has an insecure personality because she is left by her mother who should be her caretaker. When separation occurs; whether it is temporary or permanent, it may cause depression to the children because they will lose the presence of their caretaker. During this phase, children will feel

anxious to anything in their life. In Adeline’s case, she is ignored by her mother since the beginning of her life. Although Adeline and her mother still live in the same house, but her mother never takes care of her. However, Adeline still feels safe because she knows that her mother is there, near her. When she is thirteen, her mother is brought to the asylum and they never see each other anymore. Adeline felt depressed. Although Adeline never expresses the feeling explicitly, but it is inside her heart. She starts to feel anxious because her mother is not there anymore. There also will be a stranger anxiety which means the fear to meet strangers when their mother is absent (Allers, 1951). She is afraid of her life. She has the big fear to pass through her life. Fear is the correlative feeling of insecure as the feature of life in childhood.

2. Introverted

Living without people who love Adeline and care about, makes Adeline to have an introvert personality. Adeline does not have any close friend except her twins and herself. She never talks to other people except her twins. It happens because she does not know how to talk by the normal language. Even, she and her twins have a special language which can only be understood by them. When a new person enters Adeline’s life, it is not easy for her to trust the person.

Any warmth I show her is met by utter indifference. She seems incapable of all the normal range of human emotion (p. 167).

Of course a child who never knows about the affection cannot utter her emotion. In all situations where Hester tried to build a communication with Adeline, it

seems useless because Adeline always refuse it. Adeline seems to have her own world which cannot be disturbed by others.

It is as though there is a mist in Adeline, a mist that separates her not only from humanity but from herself. And sometimes the mist thins, and sometimes the mist clears, and another Adeline appears. And then the mist returns and she is as before (p. 168).

It seems that Adeline lives in her own world, acts like another girl, and back to be herself. This is a phase where no one can ever understand. Hester tries to give her attention to Adeline and she does many things to grab Adeline’s heart. However, it is not as easy as she thought. Adeline is different. Adeline never shows her acceptance and interest to Hester. When Hester is telling stories in the classroom, Adeline sit at the corner of the room and acts as if she is sleeping. Although she acts like that, but between her lashes, she is watching and listening to Hester’ stories. Adeline does not want Hester to know it.

Still her head rested on her arm, still her eyes appeared closed, yet I had the distinct impression she was listening to me. I continued to look as if I was reading only to Emmeline. But all the time I was keeping an eye on Adeline. And she wasn't only listening. I caught a quiver of her lids. I had thought her eyes closed, but not at all—from between her lashes, she was watching me! (p. 322)

Adeline’s introvert personality is the effect of the rejection parenting system. Rejection style will generate children whose characteristics are aggressive, submissive, silent, sadistic, and difficult to socialize (Yusuf, 2010). Adeline is rejected by her mother. That is why she is difficult to socialize and have the introvert personality. Moreover, Adeline realizes that Hester loved Emmeline more than she loved Adeline. Hester appreciates Emmeline but she

never shows her effort to make Adeline interested in the class. Then, Adeline decides to lock herself in an empty hall inside her mind.

3. Ignorant

Adeline is never taught how to behave and act to face things in her life. She loves to react based on her own willingness. In the family, there is no such a role model who is able to teach her. There is only one person who cares to Adeline. She is Missus, the housekeeper of Angelfield family. However, she is not capable to train the twins to be discipline.

She had a plan. Under their noses, in the heart of all their chaos, she meant to raise two normal, ordinary little girls. Three square meals a day, bedtime at six, church on Sunday.

But it was harder than she thought (p. 81).

Despite of all of Missus’ effort to discipline the girls, it always gives no result. This situation is going on as the time goes by. There is a teacher who called to educate the girls. One night, she finds rooms open while they are not in use. She sets a rule that every room which is not in use should be locked. It is difficult because the twins always find the way to play in the rooms.

"What need is there," she asked,

"For rooms to be left open when they are not in use? You can see what happens: The girls go in as they please and make chaos where there was order before. It makes unnecessary work for you and for me" (p. 162)

Moreover, Adeline is different from the other normal girls in her age. If a normal girl will feel fear or worry, Adeline never feels it. There is nothing she is afraid of. One day Adeline and Emmeline go to the village and they find a perambulator.

Perambulator is a strange thing and new for them. Because of their curiosity of its function, they take it and play with it. They do not care that there is a baby. When the villagers cornered her and angry to her, Adeline does not afraid to them but she makes them for fun. The teacher who called to educate Adeline finds difficulties also because Adeline always refuses her order and efforts.

Adeline is a hostile and aggressive child. She resents my presence in the house and resists all my efforts to impose order. Her eating is erratic; she refuses food until she is half starving, and only then will she eat but the merest morsel. She has to be bathed by force, and, despite her thinness, it takes two people to hold her in the water (p. 167).

Adeline only thinks that she lives by and only for herself. That is the reason of why she never obeys the rules. She is not used to appreciate others. This is the reason of why she becomes heartless. She does not even know herself well.

I doubt she knows herself. Most of the time she is governed by impulses that appear to have no conscious element. Whatever the reason, the result was devastating for John. His family has tended this garden for generations."

"Heartless. All the more shocking coming from a child."

"Heartless indeed. Though children are capable of great cruelty. Only we do not like to think it of them." (p. 165)

The core of Adeline’s ignorant character is the condition that she never had someone to guide her through her adolescence life. Adolescence is the phase when children develop their psychosocial ability. In this phase, adolescent establishing their identity and live by their own self and rules which is known as autonomous (Ruffin, 2009). Adeline already has her own set of rules of life and no one can ever control her. When the teacher come to the house and tries to control Adeline, she shows her rejecting action. It has been too long for Adeline

to live without the presence of the caretaker. Therefore, it is difficult for her to revise her own rule and to live under someone else’s rules.

4. Uneducated

Since there is no one who can accommodate the twins’ education, thus, it is rationale that they do not know how to act. They never talk to people and it makes Missus doubt whether they can talk or not. One day she hears voices, giggling, and laughing from the twins. When she asks them to talk, they just keep silent and this frustrates her. When the twins enter the house, they do not notice that Missus is in the kitchen. It is the first time for Missus to hear the twins. However, they do not use the proper language which is English to talk, they use their own language.

Sounds flew backward and forward between them, like tennis ball in some game; sounds that made them smile or laugh or send each other malicious glances. But he heart sank. It was no language she had ever heard. Not English, and not the French that she had got used to when George’s Mathilde was alive and that Charlie still used with Isabelle. They did not talk properly (pp. 82-83).

Knowing that their mother left to the asylum, a teacher sent to the house to fix the twins’ lack of manner and education. The teacher thinks that it will be an easy thing to do with the twins. Her expectation is wrong. She realizes that the twins are not as normal as other children; they are odd. Adeline cannot appreciate any warmth the teacher showed. In the class, the twins cannot appreciate the lesson because they know nothing about it. Adeline is a big problem for the teacher because when she tells a story, Adeline chooses to sit in the corner of the room or to sleep.

You appreciate of course with the girls like these the classroom is not what it might be for normal children. There is no arithmetic, no Latin, no geography. Still, in the interests of order and routine, the children are made to attend for two hours, twice a day, and I educate them by telling stories (p. 167).

Adeline is uneducated because she has no one to accommodate her cognitive development. She knows nothing about the world outside her house. She is very small compared to the wide world. According to Allers, this smallness is always direct the gaze upwards and implants a sense of inferiority (Allers, 1951). When she is adolescence, her teacher cannot accommodate her intelligent also. Her teacher gives up because Adeline is resistant to any warmth and effort she shows. On the other hand, adolescence is the phase where children developing their cognitive ability. Adolescent who are taught and accommodated usually have better thinking skill.

B. The Meaning of Adeline’s Tragic Life

There are two parts in this section. The first part is the surface meaning of Adeline’s personality in dealing with her tragic life. The second part is the deeper meaning of Adeline’s personality in dealing with her tragic life.

a. Surface meaning of Adeline’s personality in dealing with her tragic

life

Adeline’s tragic life is divided into three stages. Stage one starts from the beginning of her life until the moment when her mother leaves her and her sister; Emmeline. Stage two is the period where a teacher comes and lives with them.

Stage three is the period when a new gardener comes to the house and works for them.

1. Stage one

Adeline and Emmeline were born from a mother named Isabelle Angelfield. On the first day they arrive at the old Angelfield house, their mother treats them not as daughters but as carriages. She places the twins in a basket of parcel. From that moment on, their mother never takes care of the twins. She never realizes that the twins are her own daughters. The twins are taken care by the house keeper; Missus, and the gardener; John.

When she woke in the morning it would be as if her marriage had never been, and the babies themselves would appear to her not as her own children – she had not a single maternal bone in her body – but as a mere spirits of the house (p. 76).

Living without affection from parents makes the twins uncontrolled. They do not know how to treat other people, how to behave, and how to speak properly. They only know how to live by their own willingness and how to please themselves. Adeline and Emmeline are motivated to do anything they like because they find it enjoyable. This motivation is called as intrinsic motivation because it comes from themselves and they do something because it is inherently interesting and enjoyable (Ryan & Edward, 2000).

Although the twins seem to enjoy their life, but they never be able to enjoy their parents’ love. Parents’ love is irreplaceable. It is the only and most sincere love in the world and no one can ever replace it. Since Isabelle ignores them, Missus tries to take care of the children. However, it is not an easy thing to do.

Handling two children with different personalities are not easy for an old lady like her. Missus cannot control the twins at all.

―The twins were odd, there were no two ways about it. They were very strange through, right into their very hearts.‖

―From that day on, Missus revised her expectations. Regular mealtimes, bath times, church on Sunday, two nice and normal children – all these dreams went out of the window. She had just one job now. To keep the girls safe.‖ (pp. 82-83)

Adeline grows to be a naughty girl and always hurts her sister. On the other hand, Emmeline does nothing as a respond to her sister. Missus says that Emmeline has the goodness of two children. Meanwhile, Adeline has the wickedness of two children. Moreover, the twins do not know the limitation in neighborhood living. They go everywhere they like and do everything they want to do. The twins go to the village and enter the house they desire. They do anything there such as eating the tasty meal they find in the pantry, sleep on the bed upstairs, and take the saucepan and spoon away to scare the birds in the fields. Yet, the twins do not have any ethic that they make the villagers angry and corner them. Surprisingly, the twins are laughing at the villagers instead of feeling afraid. On several occasions they cornered the girls red-handed and shouted. Angry pulled their faces all out of shape, and their mouth opened and closed so quickly, it made the girls laugh. For a time the girls watched the villagers’ anger, then they turned their backs and walked off

(p. 90).

That event makes the villagers angry. When they come to their husbands and tell them about the girls, their husbands ask their wives if they forget that the girls are the children of the big house. In that era, common villagers are afraid of the landlord or a rich family. This is why the men from Angelfield village only do

nothing to face Adeline and Emmeline. The climax is when the twins steal a perambulator from the villager’s house. What make it a big problem is because there is a baby inside the perambulator. The incident starts when a lady named Merily is washing her baby’s clothes in the backyard and left the perambulator near the house. She forgets to lock the gates and do not keep an eye of the baby. In the other place at the same time, the twins, Adeline and Emmeline are happily playing with the perambulator. They do not know what is it but they think it is fancy to play with. A villager see them playing and reports it to the family.

They lifted out the baby and put in on the ground, and Adeline heaved herself into the carriage (p. 94).

The villagers are afraid that the girls will hurt the baby. They begin to think that an action should be taken for the twins. They know that entering someone’s house without any permission is not allowed and walking off with someone’s baby in its perambulator, without permission is a big trouble. Instead of visiting the Angelfield house, the villagers choose to visit Dr. Maudsley and ask for his help on this problem. Dr. Maudsley then sends his wife to come to the big house and talk to the parents of the twins. When she comes to the house, she meets no one. She enters the house and sees the condition is so chaotic. She enters the music room upstairs and examines it. When she tries the piano, a white figure approaches her and throws a violin into her. Mrs. Maudsley is shocked and falls on the floor.

She had not the time to appreciate that the white-robed figure was brandishing a violin, and that the violin was descending very quickly and with great force toward her own head. Before she could take in any of this, the violin made contact with her skull, blackness overwhelmed her and she fell, unconscious to the floor (p. 105).

Appendix 1

The Synopsis of Diane Setterfield’s The Thirteenth Tale

The story begins when a biography writer named Lea received a letter from the famous writer named Vida Winter. Vida Winter asked Lea to write her

biography before she passed away. Lea agreed and went to Miss Winter’s house

in Yorkshire. Lea asked Miss Winter of why she just found twelve tales while the title of the book is The Thirteenth Tale. She answered that her biography is the thirteenth tale itself. It was about the life of Wida Winter.

The story of Vida Winter begins when Isabelle Angelfield was born in the old Angelfield house. Her mother; Mathilde passed away when she gave birth to Isabelle. Isabelle has an older brother named Charlie Angelfield. They live with their father; George Angelfield, their gardener named John Digence, and their housekeeper named Misus. George Angelfield loved his daughter so much but not with his son. Charlie was jealous and he loved to hurt anyone to express his emotion. On the other hand, he could not live separated from his sister; Isabelle. When Isabelle married to Roland, he was very upset and locked himself in his room. George Angelfield felt the same way; he locked himself in the library and never came out to meet people. He was there when finally he passed away.

Some month has been passed and Isabelle was back to her house in Angelfield. She said that her husband was passed away. She brought something in her picnic basket and it was a baby, twin babies. They are Adeline and Emmeline, the daughters of Isabelle. Isabelle never took care of her babies. She acted as if she was not a mother. Adeline and Emmeline grew under the caring of Misus and

John. Missus thought that she could manage the kids but she was wrong. The kids were wild. Misus was upset to see the twin because they have a very different personality; Emmeline was kind and her kindness is a kindness of two person, meanwhile, Adeline was naughty and she has the naughty of two person. They could not speak in a proper language. They spoke by using their own language and no one could understand it. They loved to play together in the village and stole everything they saw. Their action made the villagers angry but they did not have the bravery to express it because the twins were the girls from the big house which means that their family is rich.

The doctor of the village; Dr. Maudsley heard it and sent his wife to meet the parents of the twin. When Mrs. Maudsley came to the house, she met no one. Then she heard a voice upstairs and she went to check it. She entered the music room but there was no one. When she took a look to the room, a creature approached her and hit her by a violin. Mrs. Maudsley was scared. Missus heard the noise and went upstairs. She sent John to call Dr. Maudsley. Dr. Maudsley came and asked his wife. When he saw Isabelle, he asked his wife whether this person was the one she saw or not. Mrs. Maudsley admitted that Isaelle was the peron who hit her. Then he sent Isabelle to the asylum.

After Isabelle went away, the teacher came to the house to educate the twins. He was Hester. Hester made a difference in the house; she cleaned the house and set new rules to be obeyed. There was no normal lesson for the twins. There were no Geography, Math, Biology, and others. Hester found difficulties to handle the twin. Then she educated the twin by telling stories. As the time went

by, Emmeline made a good progress. She was able to talk, write, and loved bath. Emmeline was attracted to Hester and it made Hester believe that someday Emmeline could be a good girl, live without her sister, and married to someone. It was different with Adeline. She hated Hester so much. She never paid attention to Hester and obeyed her rule. Adeline lived in her own life. Hester separated Adeline and emmeline to see their progress. She took Emmeline while Dr.

Maudsley took Adeline. Emmeline’s progress was amusing; she was accustomed to live without Adeline and obeyed Hester’s rules. Adeline was the passive one;

knowing that she lived separated from Emmeline, Adeline never made a positive progress. She chose to be quiet all the time. Hester then gave up and left the house.

Adeline and Emmeline were reunited. However, Emmeline could not forget her love at warm water and soap. She started to play alone or stay inside the house when Adeline asked her to play together outside the house. Adeline was very angry to Emmeline. Then she realized that Emmeline loved to take a bath. Adeline prepared the hot water and let Emmeline spent an hour in the bathroom.

Adeline provided everything that Emmeline’s need. The result was Emmeline’s

attention; Adeline got it back. After Missus and John Digence passed away, a new gardener named Ambrose came to the house to help the twins. This man was nice. Adeline realized that Emmeline put her attention at Ambrose and it made Adeline angry.

One day Ambrose told Adeline that he loved her. Adeline has the same feeling too but she refused him. Adeline thought that she was bound to Emmeline

and she was not supposed to take this man. Emmeline’s love grew bigger to

Ambrose. She spent more time to talk to Ambrose and to accompany him lying on the green grass. Adeline was upset and then she told Emmeline that it was not appropriate to love the gardener because Emmeline was the daughter of the big house. Emmeline said that Ambrose was sad and she also said that Adeline was unkind. Adeline asked Ambrose not to touch Emmeline. Ambrose said that he never wanted to touch her. He said that Emmeline was better that Adeline.

Adeline sent him away when she found that Emmeline was pregnant. She knew that it was Ambrose’s baby. Adeline was very angry. When the baby was

born, she took it from Emmeline’s side and decided to burn him. Emmeline woke

up realizing that her baby was gone. She found Adeline in the library with the baby. Emmeline fought to Adeline for the baby. It was the first time she fought against her sister. The house burned down and the villagers came to help. Adeline ran outside when she finally realized that her sister was still in the house. When the villagers came outside bringing Emmeline, Adeline saw her sister’s face. Her beautiful face destroyed by the fire she made.

Appendix 2

Diane Setterfield’s Biography

Diane Setterfield is a British author whose debut novel The Thirteenth Tale became a New York Times number one best seller and published in 38 countries worldwide. She was born in Englefield, Yorkshire, United Kingdom on August 22nd, 1964. She studied French Literature at the University of Bristol. Her PhD was on autobiographical structures in André

Gide’s early fiction. She taught English at the

Insttitut Universitaire de Technologie and the Ecole nationale supérieure de Chimie, both in Mulhouse, France, and later lectured in French at the University of Central Lancashire in the UK. She left academia in the late 1990s to pursue writing. Her writing is mostly in a gothic style. Now she lives with her husband and four cats. Her books were The Thirteenth Tale (2006) and Bellman and Black (2013).

Source:

Setterfield, D. (2008). Diane Setterfield: Biography.