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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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 THESISPresented as Partial of Fulfillment the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
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
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
By
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
2012
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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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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. vii
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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.Keywords: influence, decision, Down syndrome viii
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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.
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. ix
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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.
Kata kunci: pengaruh, keputusan, Down syndrome x
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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 xi
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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.
Susanna Purwaninastiti
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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 a. Definition of Fear ............................................................
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27 1. Kind ................................................................................
50 a. On David .........................................................................
47 2. On the Members of David’s Family ...............................
47 1. On the Daughter ..............................................................
45 D. The Influence of David’s Decision of Taking His Daughter with Down Syndrome away on His Family’s Life ......................................................
44 C. David’s Decision Making Process .................................
39 2. Extrinsic Motivation .......................................................
39 1. Intrinsic Motivation ........................................................
36 B. David’s Motivation in Taking His Daughter with Down Syndrome away from His Family ...............
33 5. Griefful ...........................................................................
32 4. Secretive .........................................................................
29 3. Calm.................................................................................
28 2. Protective ........................................................................
27 A. The Characterization of David .......................................
xiv b. Source of Fear .................................................................
26 CHAPTER IV ANALYSIS ..........................................................................
25 C. Method of the Study .......................................................
24 B. Approach of the Study ...................................................
24 A. Object of the Study ........................................................
22 CHAPTER III METHODOLOGY .............................................................
c. Development of A Child with Down Syndrome ............. 21 B. Theoretical Framework ..................................................
b. Characteristics of Down Syndrome ................................ 20
18
18 a. Definition of Down Syndrome ........................................
17 7. Down Syndrome .............................................................
16 b. The Decision Making Process ........................................
16 a. Definition of Decision .....................................................
14 6. Decision-Making Process ................................................
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI b. On Norah ........................................................................
55 c. On Paul ............................................................................
59 3. On Caroline ....................................................................
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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 APPENDIX 9 Quiz on Sentence Structure ..................................................
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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
st
chromosomes because of an extra chromosome in the 21 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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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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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
stabnormality. There is an error division of the cell in the 21 chromosome that
st
results in the presence of an extra chromosome in the 21 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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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