Caroline`s motivation to be a foster mother to a down syndrome girl as seen in Kim Edwars` The Memory Keeper`s Daughter.

CAROLINE’S MOTIVATION TO BE A FOSTER MOTHER

TO A DOWN SYNDROME GIRL AS SEEN

IN KIM EDWARDS’

THE MEMORY KEEPER’S DAUGHTER

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Anmaria Irmina Redy Student Number: 071214060

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

SANATA DHARMA UNIVERSITY 2012

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CAROLINE’S MOTIVATION TO BE A FOSTER MOTHER

TO A DOWN SYNDROME GIRL AS SEEN

IN KIM EDWARDS’

THE MEMORY KEEPER’S DAUGHTER

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Anmaria Irmina Redy Student Number: 071214060

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

SANATA DHARMA UNIVERSITY 2012

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Courage is the most important of all

virtues, because without courage you can’t

practice any other virtues consistently

-

Maya

Angelou-This thesis is dedicated to:

my Mom up in heaven and my super Dad,

who lets me be the luckiest daughter in the world

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ACKNOWLEDGEMENTS

First of all, I would like to thank God for blessing and guiding me so that I could finish doing my thesis. He never stops giving me strength to always get up every time I fall down. He accompanies me in all my days. He is the only reason everything is possible in my life.

Next, I would like to express my deepest gratitude to my major sponsor, Henny Herawati, S.Pd., M.Hum., who had been so patient to answer every question that I had. I thank her for giving me so many suggestions and solutions in doing my thesis. I also give a very big appreciation to all of my lecturers of English Language Education Study Program, Sanata Dharma Universitywho shared a lot of knowledge since I was in the first semester until I graduate from this university. To English Language Education Study Program secretariat staffs and Sanata Dharma University library staffs, I thank them for the best service and help.

My deepest gratitude also goes to my parents,Kukuh Sanyoto, S.Pd.,and Dyah Eti Budiati, S.Pd., who always mention my name in their prayer. I am really honored to have a chance to be their daughter. I also would like to say thank to my big brother and little sister,Yosafat Sinatriya KrisnandaandHelena Kris Danindra, who are never tired of listening to my complaints about many things for many times.

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A special gratitude goes to Koko Adityanto and Roreta Natalia, who have accompanied me in a bad and good time of my days. They always have ways to make me laugh and believe that I will not face this world alone.

I thank all of the “LIE” crews (Andar, Agnes, Gaby, Kiki, Uci, Calvin, Eli, Lui, Merici, Kania, Ajeng, Niko). It was a hard time to pass, but with all of them, it would be not impossible. I also would like to show my gratitude towards my SPD group, ROOTAFACTORY. I would not forget having a business experience with all of them. Next, I would like to give a great appreciation to my friends in SWA 3D boarding house (Ndong, Putri, Taju, Ida, Mbak _Rizma, Mbak _Mui,Mbak _Nancy, Mbak _Indah,Mbak _Menjeng, Mbak _{Bekti). I thank} them for letting me into their rooms.

I also would like to thank all PBI students, class of 2007. It was a great time to have friends like them. They teach me love, patience, and understanding. I thank them for the greatest friendship ever. Finally, for all of people who cannot be mentioned one by one, I do not have anything to say but thank so much. God bless them all.

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TABLE OF CONTENTS

Page

TITLE PAGE_{... i}

APPROVAL PAGE_{... ii}

STATEMENT OF WORK’S ORIGINALITY_{... iv}

PERNYATAAN PERSETUJUAN PUBLIKASI_{... v}

DEDICATION PAGE_{... vi}

ACKNOWLEDGEMENTS_{... vii}

TABLE OF CONTENTS_{... ix}

LIST OF APPENDICES_{... xii}

ABSTRACT_{... xiii}

ABSTRAK_{... xv}

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Problem Formulation ... 3

C. Objectives of the Study ... 3

D. Benefits of the Study ... 4

E. Definition of Terms ... 4

CHAPTER II REVIEW OF RELATED LITERATURE A. Review of Related Theories... 6

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1. Psychological Approach ... 6

2. Character and Characterization ... 7

3. Theory of Motivation ... 9

B. Theoretical Framework ... 14

CHAPTER III METHODOLOGY A. Object of the Study ... 16

B. Approach of the Study ... 17

C. Method of the Study ... 17

CHAPTER IV ANALYSIS A. The Description of Caroline’s Characteristics ... 19

1. Physical Description ... 20

2. Personality Description ... 20

a. Responsibility ... 20

b. Loving... 22

c. Calm... 25

d. Competent... 26

e. Sensitive ... 27

f. Brave ... 28

g. Smart... 30

B. Caroline’s Motivations as a Foster Mother in Taking Care of Down Syndrome... 31

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1. Caroline’s Affiliative Motivation...32

a. Caroline’s Responsibility after David Henry Refuses to Take Care of Phoebe...34

b. The Protection Needed by Phoebe from Caroline...37

c. Caroline’s Need for Having a Good Relationship with Others...38

2. Caroline’s Achievement Motivation...43

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions...53

B. Suggestions ... 55

1. Suggestions for Future Researchers ... 55

2. Suggestions for Teaching Learning Activity ... 56

REFERENCES _{... 59}

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LIST OF APPENDICES

Page

Appendix 1 : Summary of The Memory Keeper’s Daughter ……... 62

Appendix 2 : The Biography of Kim Edward...………...… 64

Appendix 3 : Lesson Plan of Teaching Basic Reading I...……... 66

Appendix 4 : Teaching Material………...…....…. 68

xiii ABSTRACT

Redy, Anmaria I. (2012) Caroline’s Motivation to be a Foster Mother to a Down Syndrome Girl as Seen in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study analyzes a novel written by Kim Edward, entitledThe Memory Keeper’s Daughter. This novel tells about a down syndrome girl named Phoebe who is separated from her family by her own father. He wants to keep him and his wife away from terrible grief to have this girl. Then, Caroline, a stranger to Phoebe, becomes a foster mother to Phoebe and loves her as her own child. Caroline is one of the major characters in the novel. She struggles for Phoebe’s life from injustice that is commonly experienced by the down syndrome people. Therefore, this study is about Caroline’s motivation to be a foster mother and to take care of a down syndrome girl.

In this study, there are two problems to be answered. The first problem is how Caroline’s character is portrayed in this novel. The next problem is what motivate Caroline to be foster mother to a down syndrome girl. Accordingly, the aims of the study are to describe Caroline’s character and to reveal the motivation of Caroline to be a foster mother and take care of a down syndrome girl.

This study employs library research to collect the data, which support the analysis. Psychological approach is employed to find out the motivation of Caroline as a foster mother to take care of Phoebe. There are two sources, which are used in this study. First, the primary source is the novel itself entitled The memory Keeper’s Daughter. The secondary source is from psychological books and literary works. In this study, the writer employs theory of character and characterization, and theory of motivation.

According to this study, the finding of the first problem is that Caroline’s character is portrayed as responsible, loving, calm, competent, sensitive, brave, and smart. These traits create a situation which makes this character is able to take the consequences to be a foster mother in taking care of a down syndrome girl.

To answer the second problem, the writer employs McClelland’s theory of human motivation. Because this study focuses on Caroline’s relationship with others and how to reach goals in her life, affiliative and achievement motivation are employed to find out Caroline’s motivation to be a foster mother to a down syndrome girl. Affiliative motivation becomes the major motivation in this study, while achievement motivation is the minor one.

The writer finds three motivations of Caroline, which are included in the affiliative motivation. The first motivation is Caroline’s responsibility after David Henry refuses to take care of Phoebe. The second motivation is the protection needed by Phoebe from Caroline. The last motivation is Caroline’s need for having a good relationship with others.

In the achievement motivation, the writer finds that Caroline wants to get a better life, which are happiness, togetherness, and warmth, which can only be found in a family. Her difficult past life gives her power to find the better life. It is

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not that easy to reach her dream. Since Phoebe came to her life, everything seems possible for Caroline to catch.

This study provides some suggestions for future researchers who want to analyze the same novel. The writer suggests two topics to be discussed. The first topic is the influence of lying to David Henry’s personality development. The second topic is Norah’s struggle after losing her down syndrome daughter. This study also provides the teaching material and lesson plan for Basic Reading I class, which takes some parts in the novel as the reading text.

xv ABSTRAK

Redy, Anmaria I. (2012) Caroline’s Motivation to be a Foster Mother to a Down Syndrome Girl as Seen in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Studi ini menganalisa sebuah novel yang ditulis oleh Kim Edward, berjudul The Memory Keeper’s Daughter. Novel ini menceritakan tentang anak penderitadown syndromebernama Phoebe yang dipisahkan dari keluarganya oleh ayahnya sendiri. Ayahnya tidak ingin merasakan kesedihan karena mengasuh anak tersebut. Kemudian, Caroline, orang yang asing bagi Phoebe, menjadi ibu angkat bagi Phoebe and mencintainya seperti anak kandungnya. Caroline adalah salah satu dari karakter-karakter utama di dalam novel ini. Dia berjuang untuh hidup Phoebe dari ketidakadilan yang biasanya dialami oleh penderita down syndrome. Oleh karena itu, studi ini berisi tentang motivasi Caroline untuk menjadi ibu angkat dan mengasuh Phoebe sebagai seorang anak penderita down syndrome.

Di dalam studi ini, terdapat dua permasalahan yang akan dijawab. Permasalahan pertama adalah bagaimana karakter Caroline digambarkan di dalam novel ini. Permasalahan selanjutnya adalah apa yang memotivasi Caroline untuk menjadi ibu angkat bagi anak penderita down syndrome. Karena itu, tujuan dari skripsi ini adalah untuk mendeskripsikan karakter Caroline dan untuk mengungkap motivasi Caroline untuk menjadi ibu angkat dan mengasuh anak penderitadown syndrome.

Studi ini menggunakan studi pustaka untuk mengumpulkan data yang mendukung analisa. Pendekatan psikologi digunakan untuk mengetahui motivasti Caroline sebagai ibu angkat untuk mengasuh Phoebe. Terdapat dua sumber informasi yang digunakan di dalam studi ini. Pertama, sumber informasi yang pertama adalah novel ini sendiri yang berjudul The Memory Keeper’s daughter. Sumber informasi kedua adalah buku-buku sastra dan psikologi. Di dalam studi ini, penulis menggunakan teori karakter dan karakterisasi, dan teori motivasi.

Menurut studi ini, penemuan dari permasalahan yang pertama adalah bahwa karakter Caroline digambarkan sebagai seorang yang bertanggungjawab, penyayang, tenang, kompeten, sensitif, berani, dan pintar. Sifat-sifat ini menciptakan suatu situasi yang membuat karakter ini mampu untuk mengambil resiko sebagai ibu angkat dalam mengasuh anakdown syndrome.

Untuk menjawab permasalahan kedua, penulis menggunakan teori motivasi manusia dari McClelland. Karena studi ini fokus terhadap hubungan Caroline dengan orang lain dan cara mencapai tujuan hidupnya, motivasi afiliasi dan motivasi pencapaian digunakan untuk mengetahui motivasi Caroline untuk menjadi ibu angkat bagi seorang anak down syndrome. Motivasi afiliasi adalah motivasi utama didalam studi ini, sedangkan motivasi pencapaian adalah motivasi tambahan.

Penulis menemukan tiga motivasi Caroline yang termasuk dalam jenis motivasi afiliasi. Motivasi yang pertama adalah tanggung jawab Caroline setelah David Henry menolak untuk mengasuh Phoebe. Motivasi yang kedua adalah

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perlindungan yang diperluakan Phoebe dari Caroline. Motivasi yang terakhir adalah kebutuhan Caroline untuk memiliki hubungan yang baik dengan orang lain.

Di dalam motivasi pencapaian, penulis menemukan bahwa Caroline menginginkan kehidupan yang lebih baik yaitu kebahagiaan, kebersamaan, dan kehangatan yang hanya dapat ditemukan dalam sebuah keluarga. Masa lalunya yang sulit memberikan dia kekuatan untuk menemukan kehidupan yang lebih baik. Tidaklah mudah untuk mencapai mimpinya tersebut. Tetapi, sejak Phoebe hadir di dalam kehidupannya, segalanya terlihat mungkin bagi Caroline untuk diraih.

Studi ini menyertakan beberapa saran bagi peneliti selanjutnya yang ingin menganalisa novel yang sama. Penulis menyarankan dua topik untuk didiskusikan. Topik pertama adalah pengaruh kebohongan bagi perkembangan kepribadian David Henry. Topik kedua adalah perjuangan Norah setelah kehilangan anaknya yang menderita down syndrome. Studi ini juga menyertakan materi pengajaran dan rencana pengajaran dan pembelajaran (RPP) bagi kelas Basic Reading I yang mengambil beberapa bagian di dalam novel sebagai teks bacaan.

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CHAPTER I

INTRODUCTION

This chapter consists of five parts. They are background of the study, problem formulation, objectives of the study, benefit of the study, and definition of terms. Background of the study explains about the necessity of analyzing the topic and the reasons for choosing the topic. The objectives of the study explain about the aims of this study. Benefit of the study present about the advantages of conducting this study. The definition of terms explains about the terms that are used in this study.

A. Background of the Study

Literature is always interesting to be discussed in every day of human life. Our life cannot be separated with literatures and its forms, such as poems, short stories, novels, and plays. These literary works really help us to have the right place to share what we feel about to others. Unconsciously, we have read many kinds of books and poems, and watched some dramas in television which take some parts of our life.

Besides expressing human feeling, literature is also about pleasure. This is the way human shows his thought about this life. Thinking literary means we analyze something using the other perception. One thing that is very important to express the literary works is the language. The language has the aim to interrelate people to understand others' feelings. Everyone has his own way to express his

feeling. They can write a short story, a poem, a novel or do the play that correctly represents what they are feeling at that time.

In literary works, the reader could analyze what is hidden by the writer. One of the ways to interpret the meaning is its symbol. Rohrberger, Marry and H Woods. Jr, Samuel (1971) stated, “One reason literature can be approached from so many different directions and by many readers of different generations is its symbolic nature” (p. 15). Literature does not mean to confuse the readers with many symbols in the literary works, but the authors of those literary works want to interrelate to the reader about their ideas and feelings so the readers can feel the sense of reality and get the meaning of their literary works. One of the literary works reflecting the reality life is novel. The story in a novel represents a part of human life.

One of the topics in human life that can be raised in the novel is about motivation. Without motivation, human leads his life pointlessly. Motivation makes human understand the reason why they do something. The reason will underline what human does and give the right direction to the goal of it. A novel entitled The Memory Keeper’s Daughter by Kim Edwards is one of the representatives of literary works that consist with human’s life and its motivations.

Kim Edwards as the author of The Memory Keeper’s Daughter wrote a story of motivation about a woman who becomes a foster mother for a down syndrome girl, and loves her as if she is her own daughter. The story begins when

David, the father, does not want to have a down syndrome daughter. That is why he gives the baby to his nurse to be brought away from his family. Since the nurse does not have a heart to leave the baby in the institution, she agrees to take care of his daughter. Then, David has kept this secret to his wife until the death comes to him. In the end, his wife finds evidence showing that her daughter is still alive. She meets her and the secret has been solved.

This study is about the novel entitled The Memory Keeper’s Daughter, especially in the motivation of the Caroline as foster mother who takes care of a girl suffered from down syndrome. This motivation is important to be analyzed because Caroline has not any relationship at all with Phoebe, the down syndrome girl. There would be many factors supporting her action to do this whether it is from the inside or the outside of herself.

B. Problem Formulation

Based on the background of the study, the problem can be formulated into the following questions:

1. How is Caroline’s character portrayed in this novel?

2. What motivate Caroline to be a foster mother to a down syndrome girl?

C. Objectives of the Study

The objectives of this study are to find the answers to the problem formulation. The first objective is to describe the character of Caroline. The

second objective is to reveal the motivations of Caroline to be a foster mother in taking care of a down syndrome girl.

D. Benefits of the Study

There are three benefits that people can get from this study. First, it is useful for the writer because she can learn some important values from this novel. This novel portrays the reality. It is inspired the writer to live better and never discriminate disabled person. Second, the study will be useful for the readers. This study is expected to understand further about literature. Third, it is useful for other researchers who need this study to be the references to their study in the future. The suggestions given to help them develop or specify the topic.

E. Definition of Terms

There are two terms appeared in this study, which need to be clarified so that the perception for every term can be so clear for the writer and the reader, as follows:

1. Motivation

Motivation refers to the set of factors that activate, direct, and maintain behavior, usually toward some goal (Huffman, 2010, p. 407). In this study, motivation refers to the forces within Caroline to take care of the down syndrome girl named Phoebe.

2. Down Syndrome

Down syndrome is a chromosomally transmitted form of mental retardation caused by the presence of an extra copy of chromosome 21 (Santrock, 2007, p. 68). In this novel, Phoebe suffers from down syndrome. This syndrome was recognized since she was born. It can be known by analyzing the physical appearance of the victims. They have a round face, a flat-tened skull, an extra fold of skin over the eyelids, a protruding tongue, and short limbs.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the review of related literature. This chapter consists of three parts. They are theoretical review, theory of psychology, and theoretical framework. In theoretical review, they are theory of critical approach, theory of character, theory of characterization. Theory of psychology contains with theory of motivation. Theoretical framework discusses about the reason putting the theories in this study.

A. Review of Related Theories

1. Psychological Approach

This study employs psychological approach. The psychological approach is an approach, which can be interpreted through human’s experience. Mary Rohrberger and Samuel H Woods. Jr (1971) have describes the conclusion of the unconscious area of the human mind:

Freud’s exploration of the unconscious area of human mind led him to the conclusion that it was this area that was wellspring of man’s rich imagination, his capacity for creation, the complexity of his thought and behavior and that the contents of this region of the mind found expression in symbolic words, thoughts, and actions (p. 14).

Psychological approach is employed because this study needs some analyses using theory of human motivation. Through psychological approach, the Caroline’s motivation to be a foster mother to a down syndrome girl can be

revealed by his words, thoughts, and actions. It really helps the writer to interpret what is on Caroline’s mind when she takes her decision to take care of Phoebe.

2. Character and Characterization

Character is one of the components, which has important role in literary works. Through character, a literary work gets its image from the participation of each character.

Characters are the persons represented in a dramatic or narrative work, who are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities by inferences from what the persons say and their distinctive ways of saying it—the dialogue—and from what they do—the action. (Abrams, 1999, p. 33-34)

Character is needed to be the subject of the literary work. In this case, novel is one of the literary works, which puts character to lead the story. Character gives very big influence in constructing reader’s view of the story in the novel. Klarer (1999) noted, “The individualization of a character, however, has evolved into a main feature of the genre of the novel” (p. 19). Each character has its own way in making the story alive, even though there are major and minor characters. The author must have reliable reasons why character is put into the story.

To get to know further about the character itself, Eastman (1965) divides types of characters into flat and round character. The flat character is a type, which is consistent. This character avoids to make some problems in his surroundings. “He is unlikely to engage in inner conflict. Therefore he is not likely to change ; he is static; his responses are predictable (p. 18).”

It is the opposite with round character, which is likely to change into someone different. The round (or complex) character tends to change his

behavior. “His desires and values are likely to pull in different directions. Because he is in tension, he is also dynamic: capable of new kinds of behavior under new strains” (p. 18).

Klarer (1999) agrees with this theory of characters. In his book An Introduction to Literary Studies, he states both typified character (flat) and individual character (round). The typified character is dominated by one specific trait. Otherwise, the individual character denotes a personal with more complex and differential features (p. 17).

The figures in a literary text can either be characterized as types or individuals. Klarer (1999) states that characters can be rendered into showing and telling as two different method of presentation. First, it is explanatory characterization (telling) which describes a person through a narrator. In telling method, the author describes clearly about the character further by using words, for example: She is calm and well mannered. The reader easily knows the characteristics of the character by reading what are printed in the narration.

Second, it is dramatic characterization (showing) which does away with the position of an obvious narrator, thus avoiding any overt influence on the reader by a narrative mediator (p. 19). In this method, the reader can freely guess what lies behind all of the actions and dialogs showed by the characters in the novel.

A character is often described as the character in terms of character traits. This character traits commonly use the descriptive adjectives that tell the specific

qualities of the character. The adjective words represent the personal description of a character learned in a literary work.

3. Theory of Motivation

a. Definition of Motivation

This study needs theory of motivation as one of its review literature. This theory could help answering the second problem formulation, which is about analyzing Caroline’s motivation as a foster mother to take care of the girl with down syndrome.

According to Huffman (2010), motivation comes from the Latin movere, meaning ‘to move’ (p.406). From the meaning given, motivation is expected to help human move from one point to other points through a process of life. Motivation refers to the set of factors that activate, direct, and maintain behavior, usually toward some goal (Huffman, 2010, p. 407). Motivation affects human action in order to achieve their goal. In other words, motivation arranges and gives strength to behavior.

Murray (1964) stated that motivation could be influenced from other factors, which influence human behavior. He did not cover the reality that all of things happened in human life are able to get the portion of creating someone's behavior. Human behavior is susceptible. Any other unforgettable things, which leave impression, have a chance to change their behavior.

Motivation is distinguished from other factors that also influence behavior, such as the past experience of the person, his physical capabilities, and the environmental situation in which he finds himself, although these other factors may influence motivation. (p. 7)

b. Human Motives

McClelland (1985) categorizes motivation into four major classes. They are achievement motivation, affiliative motivation, power motivation, and avoidance motivation. Every action could have one or more motivations as their reason of doing that action. It is only distinguished by the standard in every motivation. There is a possibility for motivations to complete each other. Power, affiliative, and avoidance motivation are related to others in their surroundings. It is different from achievement motivation, which comes from his own self. That makes human needs to recognize him so that he can possibly understand what he wants for real.

However, an action is only considered to be achievement motivated when the drive to perform emanates from within individuals themselves, i.e.,when individuals feel committed to a standard of excellence and pursue achievement goals on their own initiative.(McClelland, p. 137) Affiliative and achievement motivation are chosen to be the appropriate motivations because this study is aimed to analyze human relationship and how a person drives himself to reach a goal. After analyzing the problem formulation, the researcher decided to take these two motivations as the approach to answer the second question of the problem formulation.

The first motivation employed in this research is affiliative motivation. This motive relates to human relationship. According to list of Murray social motives, affiliation is:

To draw near and enjoyably co-operate or reciprocate with an allied other (an other who resembles the subject or who likes the subject). To please

and win affection of a cathected abject. To adhere and remain loyal to a friend. (Murray 97)

Atkinson, Heyns, & Veroff inCharles P. Smith's Motivation and Personality (1992) stated, “The affiliative motive is defined as the desire to establish, maintain, or restore warm relationships with other people” (p. 53). This motivation is different with achievement motivation which is centered upon other people not only himself. The high affiliative-motivated person is fond to give priority to keep and make relationship because the affiliative activity could fulfill his need of affiliation.

Murray (1964) explains that people with high affiliation-motivated tend to prioritize in socializing with other people. They often make calls, write letters, and come to visit their friends and relatives. In the office, they also like interacting with others. By having this kind of relationship, people would create dependency between one to another. If the contacts happen intensively, it must be sure that affiliative motivation would affect the way how people treat each other.

How does the affiliation motive affect performance? The individualistic, achievement-motivated individual works hard when he gets involved in a problem. The person motivated primarily by affiliation, however may not be so involve in getting the job done. People mean more to him than the task. In fact, this sort of person may find it difficult to stay in his room alone to study—he would much rather be at a bull session or out on a date. (Murray 102)

Affiliative motivation appears in human characteristics through many ways. One of them is from their family. In the family, parents ordinarily offer many things related to affection, such as love, warmth, and security. According to Charles P. Smith (1992), children who experienced insecurity in the primary affiliative relationship very early in life are apt to grow up with an implicit fear of rejection (p. 70). In the early age of children, parents must introduce their children how to

interact and build affection to the other people. Children absorb anything they see and feel easily, and then they copy it in their life. This affection indirectly builds a comfort feeling to the children and makes them to be dependent.

Some general observations suggest that the parents of affiliation-motivated children put more emphasis on close family ties and conformity to parental authority. They seem to encourage dependence rather than independence. (Murray 103)

Murray (1964) agreed that different gender could bring the different way of living independently. Commonly, women are more dependent than men. They tend to gather with others and build human relationship as many as they could so that they feel safe and comfortable.

For one thing, men and women differ in dependence according to some studies. In our cultures, it is less acceptable for a male to be dependent and to seek the comfort of others. (Murray 104)

There would be possibility for men to be more dependent than women. It depends on how they passed their childhood and the surroundings treated them. From this explanation, it can be concluded that affiliative motivation indirectly affects human behavior.

The second motivation which is employed in this study is achievement motivation. Heckhausen (2008) stated that a behavior can be considered achievement motivated when it involves “competition with a standard of excellence” (p. 137). Achievement motivation is the people’s needs of reaching and achieving the goal in their life. According to Murray in List of Murray's Social Motives, achievement is:

To accomplish something difficult. To master, manipulate or organize physical objects, human beings, or ideas. To do this as rapidly and as

independently as possible. To overcome obstacles and attain a high standard. To excel one’s self. To rival and surpass others. To increase self-regard by the successful exercise of talent. (Murray 97)

Each person has different ways to develop their motives for motivation. These differences are influenced by many factors, such as the place where they live, how they are treated in their family, and so forth. Murray (1965) stated that some specific characters are familiar found in every high-achiever. These are the specifications:

What are these high-achieving people like in other ways? They tend to have self-confidence, to like individual responsibility, and to prefer concrete knowledge of the result of their work. They get good grades. They are active in college and community activities, choose expert rather than friends as working partners, and are resistant to outside social pressure. They enjoy taking moderates risks in situations that depend on their own ability, but not when it comes to pure chance situations, such as horserace betting. (Murray 100)

It is clear that this kind of person is not worried in many things. They are risk-takers, stubborn, and ambitious. Since achievement motivation is only from inside of the person, it is common for the high achiever to work by himself. Being an individual responsibility always becomes his habit because he is used to it. He truly believes in his own ability to solve the problem and it makes him having a high self-confidence. High-achiever gives important contributions to his surroundings but not a good person to live with. He tends to do everything better than before. They avoid doing something routine because it is not challenging. After they finished doing things successfully, it would not be their concern no more. Then, they will find other things to be done.

McClelland (1985), explained the incentive for the achievement motive. It is emphasized that “doing something better” is the incentive for the achievement motive. People who have achievement motive will do anything better than they did before to achieve their goal. According to McClelland, there are many reasons related to this incentive, such as to please the teacher, to avoid criticism, to gain the approval of a loved one, or simply to get some time off from work (p. 228). The incentive is needed for them to show how capable they are in actualizing their goal.

B. Theoretical Framework

The study of Kim Edwards’ The Memory of Keeper’s Daughter is a life analysis that becomes the major topic. This novel can be seen from many perspectives, but in this study, the readers can get further explanation from the psychological approach. The discussion would be about Caroline's motivation to be a foster mother to a down syndrome girl. In order to answer the objective, I formulated two problems. The first problem is to identify how Caroline’s character is portrayed in this novel. The second problem is to analyze the motivation of Caroline to be a foster mother to a down syndrome girl.

This analysis is supported by some theories. The theories used are theory of character and characterization, and theory of motivation. Theory of character and characterization has the function to find out the characters of Caroline which defines as individual character (round). The theories used are by Klarer and Abrams. By using this theory, I could find out Caroline’s characters and characterization in the novel. Klarer, in stating his theory of characterization

divides human characterization into two. They are explanatory characterization (telling) and dramatic characterization (showing).

The second theory is theory of motivation by McClelland, Heckhausen, and Murray. The explanations of these three researchers are complete enough to find the answer of the second problem formulation. From this theory, I could analyze the motivation of Caroline to be a foster mother to a down syndrome girl.

16

CHAPTER III

METHODOLOGY

In this chapter, there are three parts to be discussed. They are object of the study, approach of the study, and method of the study. The object of the study concerned with the object of this study, which is a novel of Kim Edwards, The

Memory Keepers’ Daughter. The approach of the study concerned with the

approach used in this study. Method of study concerned with the method and procedure of this study.

A. Object of the Study

The object of this study is The Memory Keepers Daughter by Kim

Edwards. This is the first novel of Kim Edwards. She is the author of short story collection The Secret of Fire King. This novel is published the first time in the United States of America by Viking Penguin, a member of Penguin Group (USA) Inc. 2005. It is published in Penguin Books (international edition) 2006. This novel consists of 513 pages.

This novel tells about family, David Henry, a doctor, and his wife named Norah. His wife gave a birth to twins named Paul and Phoebe. Paul is a normal boy, but Phoebe has down syndrome. David keeps a secret not telling his wife about the daughter condition. He prefers to say that their daughter died. It is because of his memory when his sister was born with a heart defect, then she died

because of it. David Hendry does not want his wife to have the same lost like what his mother had if Phoebe is still with them. A down syndrome person also has the possibility to die because of heart defect.

David Henry asks his nurse, Caroline, to bring his daughter into the institution, but finally she takes Phoebe home. Then, Caroline decides to take care of her. After that, Caroline struggles to have a new life in a new place with Phoebe.

B. Approach of the Study

This novel is analyzed using psychological approach. This approach is employed to understand the behavior of characters in this novel which is considered by psychological aspect. It is really helpful to know Caroline’s motivation to be a foster mother in taking care of Phoebe, a girl with down syndrome.

C. Method of the Study

This study is a library study. This method is started with reading the primary source that is the novel for many times to get better understanding of this novel. The title of this novel is the Memory of Keeper’s Daughter by Kim Edwards. After reading the novel for many times, I decided the topic of Caroline’s motivation to be a foster mother to Phoebe, a down syndrome girl. I noted some findings and data related to this topic.

Then, I collected some secondary sources in the library to find books of literature and psychology. The secondary sources are books related to motivation and literature theories, and also some books from the internet to complete the sources that cannot be found in library. In the end, I use some theories that are suitable for this study to support my findings.

In the process of analyzing the novel, I focused on the characters of Caroline and the motivations of Caroline to be a foster mother in taking care of the girl with down syndrome. In the first point, Caroline's characters are really needed to be discussed. By finding the characters, I could answer the second point and found out that Caroline’s characters affect her motivation in taking care of Phoebe. Then, I related these characters and motivation using psychological approach theory. In the end, the conclusion of this analysis can be achieved.

19

CHAPTER IV

ANALYSIS

This chapter is to find out the two problems appeared in the problem formulation. First, it discusses the analysis of Caroline’s character portrayed in this novel. Second, it is about what motivate Caroline to be a foster mother to take care of the girl with down syndrome.

A. The Description of Caroline’s Character

In the novel The Memory Keeper’s Daughter, Caroline Lorraine Gill becomes one of the major characters in this novel. Kim Edwards, the writer, employs the two methods of analyzing the character, which are telling and showing are included to tell the story. Klarer (1999), in his theory, supports this study to find the character and characterization implicitly and explicitly (p. 19).

In the theory of character and characterization, it has been discussed that Klarer (1999) and Eastman (1965) represented two kinds of character, which are typified character (flat) and individualized character (round). From this novel, Caroline as one of the major characters is analyzed as an individualized character (round). This type of character experiences the changes of her character after encountering some problems in this novel. Kim Edwards clearly develops Caroline’s characteristics from the way she confronts all that happened in her life.

1. Physical Description

As written in the novel The Memory Keeper’s Daughter, David Henry describes Caroline as a blue-eyed woman with a pale face. In defining Caroline’s physical description, the theory employed is by Abrams (1999) who states that character can be interpreted by his dialogue and action (p. 33-34). It bears out that both dialogue and action are completed one another. In this case, Kim Edwards employs David Henry’s thought to portray her physical description. David Henry makes his judgment after looking at Caroline.

The nurse met them. The moment he saw her, he knew something was wrong. She had large blue eyes in a pale face that might have been forty or twenty-five, and whenever something was not to her liking a thin vertical line formed across her forehead, just between her eyes. (14)

Beside she has blue eyes and pale face, the narrator describes Caroline as a tall, thin, and angular woman. The description is stated clearly in the first chapter of this novel. “The nurse nodded. She was tall. So thin and angular it seemed the bones might poke from beneath her skin at any moment. Her large blue eyes were solemn and intelligent” (15).

In addition, to describe her appearance, Caroline’s age is also stated in this novel which is in her thirties. It is noted by the narrator. “For Caroline Gill was thirty-one, and she had been waiting a long time for her real life to begin” (31). 2. Personality Description

a. Responsible

This personality description is stated clearly in this novel. According to Klarer (1999), explanatory characterization (telling) describes a person through a narrator (p. 19). Caroline’s first duty is to bring the baby to the institution chosen

by David Henry. After arriving to the institution, she is not sure that the place is worth living in. Because of the bad condition of the building and how people are treated there, Caroline refuses to leave Phoebe there and choose to keep her for sometimes. Caroline's responsibility is shown by her own thought and action when she gets a chance to leave her everywhere but she does not do it. She prefers to take Phoebe with her while she thinks about what she is going to do with the infant.

She picked her way though the slush, afraid of falling and hurting the baby, thinking at the same time, fleetingly, how easy it would be to simply leave her, in a garbage Dumpster or on the steps of a church or anywhere. Her power over this tiny life was total. A deep sense of responsibility flooded through her, making her light-headed. (42)

After raising Phoebe and moving to Pittsburgh, she is married to a good man and has a new life with this family. She decides to write letters to David Henry continuously to tell Phoebe’s growth. When David Henry passed away, she took the risk by coming to Norah Henry’s house and telling her that Phoebe is still alive. This decision portrays Caroline’s responsibility not separating the daughter and her mother. She wants Norah to know that her daughter is healthy. From Caroline’s words, the showing method is used to judge Caroline’s character which is responsible as seen in her action. “Look, I’m sorry,” Caroline said. “I don’t know how to say this. There isn’t an easy way, I suppose, so I’ll just come out with it. Norah, that night when your twins were born, Phoebe and Paul, there was a problem” (469).

For some people, telling the truth is hard to do. Moreover, this is a very big secret from a long time ago. Caroline is different. She thinks that she really

need to tell Phoebe’s mother that Phoebe is still alive and healthy. This also shows that Caroline is responsible. She understands that Norah has her right to know the existence of Phoebe in this life.

b. Loving

Because Caroline passed her childhood with care and love, she had grown up to be a woman who is kindhearted and cares for other people around her. In this showing method, Caroline’s action shows that she is a nurse who treats her patients with love. It happens also to the infant named Phoebe, when she is asked to take her to an institution. “Instinctively, protectively, she curved herself around the box and wedged it into the backseat, where the pink blanket fell softly against the white vinyl upholstery” (26).

After moving to Pittsburgh, she starts her new life with Phoebe. She chooses to take Phoebe and live together. For Caroline, it is a great thing to have a chance sharing her love to someone special. It has been a long time since she has no one to share with. Phoebe is someone who brings new hopes and purposes of her life. She misses to love and to be loved, and Phoebe can fill her heart with joy and love. She expresses her love feeling in her words using showing method. “Be well, my baby, Caroline murmured, stroking her soft dark hair. Be better sweet girl, be well“ (114).

It is not easy for Caroline having a down syndrome girl who is slow to learn. She has to deal with some people who underestimate Phoebe. For Caroline herself, she needs to be the one who will never leave Phoebe and gives her a lot of love, even though she often hears what people judge about a down syndrome girl.

The method employed to describe Caroline’s love is by showing as seen in her thought.

What a terrible shame! Oh, you're living my worst nightmare. And once, At least she won't live very long—that's a blessing. Thoughtless or ignorant or cruel, it didn't matter; over the years these comments had rubbed a raw spot in Caroline's heart. (203)

Caroline’s love is also directed to Al, the truck driver. He is the person who saved her when she ran out of the gas and needed a ride. After Caroline moved from Kentucky, he tries to find her. He roams every place to look for her. Pittsburgh is the city, which he could find her and not let her go again. Continuously, he comes to Doro’s house and visits Caroline and Phoebe. With employing the telling method, Al’s patience is described by how hard Al is to make Caroline believe that he is honest. The way he treats Phoebe gives Caroline trust that Al is the right man for her. Then, Caroline starts to love him as seen in her action.

Her heart lifted. He had courted her with a slow, persistent patience, showing up, solid and steady, week after week, offering a fistful of flowers or something other cheerful gift, the pleasure on his face so real that she could not bear to turn him away. Yet she'd held herself back from him, not trusting this love that had come so unexpectedly, from such an expected source. Now she stood, feeling a rush of pleasure. How afraid she'd been that this time he would stay away! (211)

Caroline's love is shown by her own thought, which is called dramatic characterization (showing). She is asked by her husband to leave Phoebe for holiday. There is a doubt and worry to release her with other person to take care of. Along Phoebe's life, she has never gone far from Caroline. Caroline really loves her and does not have a heart to leave Phoebe even for a second. Caroline hesitates to do it. “I don’t know,” Caroline said, weariness around her, dense at

night. She had fought so many fights already to make a life for Phoebe in this indifferent world” (292).

Because of Caroline’s very big love feeling to Phoebe, she also has a big worry to lose her. When David Henry wants to meet Phoebe, there is an anxiety coming to Caroline. Would he take Phoebe back to live with him? Her love feeling really forces her to protect Phoebe from anything bad that would happen. That is why she stops writing the letters to David Henry and let him disappear from their life. This showing method gives the interpretation about Caroline’s love to Phoebe as seen in her words. “I couldn't lose her, “she said. “I was angry with you for a long, long time, but by then I was mostly afraid that if you met her you'd take her away. That's why I stopped writing” (314).

Eighteen years passed, Caroline has a chance to meet David Henry in his photos exhibition. David Henry is so excited to want to have a dinner with her but she needs to wait until the show is over. First, a feeling that she recognized in a past comes in her heart. Then, she realizes something wrong. This is not the life she had dreamed of when she was young. This is the real life she has with people she loves around her. She has built the best life she could get with care and attention. By her thought, showing method analyzes this Caroline’s loving character.

Caroline stood still a moment longer. This was her life. Not the life she had once dreamed of, not a life her younger self would ever have imagined or desired, but the life she was living, with all its complexities. This was her life, built with care and attention, and it was good. (322)

She is aware of her own life. She knows what she has passed with some people she loves. Her care is shown by doing the good things for people around her. She

lives her life with care and attention. She does not want to be arrogant with all of her teenage dreams.

c. Calm

Caroline’s childhood was so lonely. She had grown in a family who really expected her presence for so long. Both of her parents protect her from any diseases and other dangerous things that could harm her. In this narration, the Klarer’s method of presentation used is telling. By reading this narration, it is clearly shown that Caroline is calm.

Her mother had been past forty when Caroline was born, her father already fifty-two. They had long since given up waiting for a child, had released any hope or expectation or even regret. Their lives were orderly, calm, content. (28)

Caroline takes Phoebe to her apartment because in her opinion, the institution is too bad to live in. then, David Henry comes to see them and asks Caroline to do anything she wants with Phoebe and gives some money for both of them to live far from Kentucky. For being in this situation, Caroline’s thought is full of confusion. For many times she had thought to leave from her apartment and has a beautiful life elsewhere, but she never expected to leave this time and take a baby with her. The telling method presents explicitly that Caroline is calm.

She tried to silence her thoughts. Surely there was another, less dramatic way. That’s what her mother would have said, shaking her head, telling her not to play Sarah Bernhardt. Caroline hadn’t known for years who Sarah Bernhardt was, but she knew well enough her mother’s meaning: any excess of emotion was a bad thing, disruptive to the calm order of their days. (84-85)

Because Phoebe is a down syndrome girl, unconsciously Caroline underestimates her. She thinks that Phoebe could not survive in this world without her. She is too

worried every time Phoebe wants to be independent. It also happened when Phoebe starts falling in love with Robert who also suffers from down syndrome. There is doubt and little incredulity appeared in Caroline’s mind whether she will be fine living without her or not. Although Caroline does not agree with Phoebe and Robert’s relationship, she still tries not to be angry and treats them as adult because Caroline realizes that Phoebe has grown up to be a big girl. it is seen by Caroline’s words and action. The process of human growth could change the personality. Mary Rohrberger and Samuel H. Woods Jr. (1971) also stated that the human personality develops from infancy through childhood until adolescence and the telling method is employed in this characterization. “Caroline, trembling, tried to stay calm. Phoebe was, after all, a grown woman. “Robert,” she said, “I need to talk to Phoebe for a minute. Alone, please” (439).

Caroline, as a mother, is little bit angry with Phoebe about her decision having relationship with Robert. She thinks Phoebe is not ready yet to have that kind of relationship, but she does not want to show her anger in front of Robert. This is when Caroline looks calm.

d. Competent

Caroline is a competent person. It is seen from her action when she does her job as a nurse. Without complaining too much, she works with all of her heart. This statement is supported by David Henry’s point of view. In David Henry’s point of view, he uses telling method to express his amazement. In this method, he clearly mentions Caroline’s character in his thought.

He’d had tears in his eyes when he opened them, raising his head from the desk. The nurse was standing in the doorway, her face gentled by emotion. She was beautiful at the moment, half smiling, not at all the efficient woman who worked beside him so quietly and competently each day. (15) The other telling method is also shown in David Henry’s thought when he admits Caroline’s capability by giving her compliment in front of people. He never doubts that Caroline is the best nurse who ever works with him. As a doctor who has many experiences, this confession is very important to prove that Caroline is competent.

After that, when people teased him about her, he made them stop. She’s a very fine nurse, he would say, holding up hand against the jokes, honoring that moment of communion they had shared. She’s the best I’ve ever worked with. This was true, and now he was very glad to have her with him. (16)

Caroline, herself, knows exactly herself. People praise her to what she has done for her job. She realizes that being a good nurse must be equaled to the ability she has. Therefore, she never quits. She keeps trying to be a better person with more abilities day by day. Her trait can be seen from her thought and action with using showing method.

She had faith in herself and her own capabilities. She was not a person who ever got halfway to a destination and paused, wondering if she'd left an iron on and if the house was burning down. She kept on working. She waited. (32)

e. Sensitive

Caroline is a sensitive person. When she comes to the institution to leave the baby, she sees a condition, which she cannot bear it. The surroundings of this institution give her a bleeding heart. It is shown from her thought. Using showing method, she was touched by this situation.

Later, when she remembered this moment, one woman with a pair of scissors and the other sitting in a cotton slip amid the ruins of her hair, she would think of it in black and white and the image would fill her with a wild emptiness and yearning. For what, she was not certain. The hair was scattered, irretrievable, and the cold light fell through the window. She felt tears in her eyes. (37)

To continue her and Phoebe’s life, Caroline works with Dorothy March to take care of her old father, Leo March. He is a person who often makes difficulties to Caroline because he wants to get attention by doing some stupidity. Caroline is the only one who understands him and his situation of being an old man.

Caroline did not like Leo March—he was not likeable—but whatever animosity she held for him was complicated by compassion. For in moments like these she saw how the world looked at him and saw an old man, senile and forgetful, rather than the universe that had been, that was still, Leo March. (128)

In this part, showing method is used to present Caroline’s trait by her thought. The way Caroline understands what Leo March had did to get some attentions because he thinks the world does not notice him, an old man. Caroline’s sensitivity is shown when she could accept all of his behaviors.

f. Brave

In a new place, Caroline applied for some jobs. It must have been easy for her who had many experiences as a competent nurse, but the situation is not that simple. Phoebe’s presence becomes the strong reason why she is rejected. In her interview with Dorothy March, she lies to her that Phoebe’s father has left her and she needed money. She can bear out to Dorothy that she is an excellent nurse and Dorothy has her word. Dorothy is surprised by her confidence. According to Klarer, Dorothy March’s words employ the showing method. The reader is expected to guess what lies behind the character’s actions and dialog. “At this

Dorothy March gave a sharp, startled laugh. ”What a bold statement! My dear, it’s a live position. Why in the world would I take such a chance on a perfect stranger?” (117).

To struggle a justice for Phoebe, a down syndrome girl, is not easy. It is about down syndrome children’s right to get education as good as what the normal children can get. Caroline joins the organization to fight for down syndrome children. This case is brought into the court. She usually could control her emotion every time she gets angry, but this time she needs to speak. She feels there should be defenses against some people who think they were right. She never felt like this before. There was a big push from her heart to be brave telling what she has in mind. The showing method is chosen to express her bravery in her thought.

Her dead mother's hand flew to her mouth in shock. Caroline herself could not quite believe it, how her life had changed her, what she had become. But there was no going back. A flood of the mentally retarded, indeed! She pressed her hands to the table and waited. One by one the men stopped speaking, and the room grew quiet. (208)

What she has passed with Phoebe gives her strength to be brave. In the court, she explains what she has experienced since she lived with Phoebe. People who always talk about data and numbers should understand the subject is a human. The down syndrome children also have the abilities to do anything the normal children do. In this case, Caroline’s words express her bravery with showing method.

“It's not about numbers,” Caroline said. “It’s about children. I have a daughter who is six years old. It takes her more times, it's true, to master new things. But she had learned to do everything that any other children learn to do: to crawl and walk and talk and use the bathroom, to dress herself, which she did this morning. What I see is little girl who wants to learn, and who loves everyone she sees. And I see a roomful of men who

appear to have forgotten that in this country we promise an education to every child—regardless of ability.” (208)

Using telling method, Caroline confesses the secret about how she could bring Phoebe into her life to Al, her husband. Al has known this and does not take it serious. He is proud of Caroline not to leaving Phoebe in the institution. He admitted her bravery to have this plan. Al’s words declare that Caroline is brave.

Al didn’t speak for a while. ”I’ve heard of things like that,” he said at last. “I’ve heard those kinds of stories, on the road. You were brave, Caroline. You did the right thing. It’s hard to think of Phoebe growing up in a place like that.” (295)

g. Smart

In Pittsburgh, Caroline works as a companion to take care an old man named Leo March who is physically strong but subject to lapses of memory and sense. Before her, his daughter, Doro had hired eight different people but none of them adhered to his behavior. Only Caroline could stand with him. For many times, Leo made many problems and Caroline still could handle it. Then, Leo, himself, admitted that Caroline is a smart woman. According to telling method, He is explicitly stated by his words that Caroline is smart.

They walked a few more feet in silence. “You’re a smart woman,” Leo said. She stopped on the bricks, astonished. “What? What did you say?”

He looked at her, lucid, his eyes the same bright seeking blue as Doro’s. “I said you’re smart. My daughter hired eight different nurses before you. None of them lasted more than a week. Bet you didn’t know that.” (129) In the meeting to ask the school board to include the down syndrome children in public schools, Caroline helps the Upside Down Society by speaking to fight for

the rights that children have to get education. Ron Stone, the lawyer of the society, feels full of pleasure because he can guarantee that they will win this case. He really thanks Caroline for her best speech. It shows that Caroline is so smart. She knows what to say to make the school board believe that the down syndrome children deserve to get education. “Outside, on the old stone steps, they burst into talk; Ron was pleased, cautiously optimistic, but the others were ebullient, hugging Caroline to thank her for her speech” (209).

B. Caroline’s Motivation as a Foster Mother in Taking Care of Down Syndrome Girl

In this study, human motivation becomes the main theory to be discussed. Every human must have motivation in every action they do. This motivation could be the reason why human do something. Human motivation is important to be analyzed because human life and human motivation are related each other.

Huffman (2010) Motivation refers to the set of factors that activate, direct, and maintain behavior, usually toward some goal (p. 407). Murray (1964) also has the same idea with Huffman that motivation influences human behavior. In addition, the past experience of the person, his physical capabilities, and the environmental situation may also influence motivation (p. 7).

In order to find out the motivation used in this study, the theory chosen is by McClelland (1985) who categorizes motivation into four major classes. They are achievement, affiliative, power, and avoidance motivation. From these four motivations, there are two motivations, which are appropriate with the study. Affiliative and achievement motivations are the answers to obtain Caroline’s

motivation to take care of Phoebe. Caroline’s achievement motivation shows her process of struggle from being unlucky to be someone better who can survive and live with happiness.

Her difficult past life really gives Caroline many bad experiences that influence her personality as well. It reflects how hard Caroline lives her life when she was a child until her teenager. She is an optimistic person but the surrounding never supports her to reach her dreams. This condition motivates Caroline to get out from her afflicted life. Since Phoebe came to her life, she believes that they will write their life story together. Caroline has spent her life alone without anyone special accompanies her every single day. After the death of her parents, she has no one to share. Phoebe means everything for her so that Phoebe is worthy to be struggled. McClelland (1985) emphasized that “doing something better” is the incentive for the achievement motive. Having Phoebe in Caroline’s life really strengthen her to do everything better than before. Phoebe becomes her new reason to live and survive.

1. Caroline's Affiliative Motivation

The first Caroline’s motivation is affiliative motivation. It becomes the major motivation in this study because this motivation takes the main role of Caroline’s decision to be a foster mother to Phoebe. According toAtkinson, Heyns, & Veroff in Charles P. Smith's Motivation and Personality (1992), the affiliative motive is defined as the desire to establish, maintain, or restore warm relationships with other people (p. 53). In Caroline’s solitary life, she really needs someone to get her love and love her. She misses the time when her parents were still with her. In her

thirties, she has not any man to be her lover. She just spends her time to work and live alone in her tiny apartment. Caroline is bored with the loneliness she has experienced. This makes Caroline decides to find someone to share with.

This motivation divides into four parts. The first part is Caroline’s need to keep the relationship between her and David Henry. Phoebe is David Henry’s daughter. Caroline thinks if she becomes a foster mother for Phoebe. She can still keep in touch with David Henry. According to list of Murray social motives, affiliation is:

To draw near and enjoyably co-operate or reciprocate with an allied other (an other who resembles the subject or who likes the subject). To please and win affection of a cathected abject. To adhere and remain loyal to a friend. (Murray 97)

Caroline still listens to David Henry and adores him, although he has married to Norah, a beautiful woman. She is not a kind of woman who can easily forget her feeling to David Henry. The second part is the refuses of David Henry to Phoebe because she suffers from down syndrome. David Henry is the man who asks Caroline to take Phoebe to the institution because she suffers from down syndrome and David Henry keeps his wife away from sorrow. She comes to the institution but then she finally raises the girl alone and takes her to live a new life. The third part is the need for affiliation with someone she loves. She realizes that she cannot live by herself in this world. She needs somebody to share with. Phoebe is the first person who is so close to her after her parents’ death. She feels the warmth, love, and togetherness every time she gets close to Phoebe. Phoebe really reminds her about the love she can enjoy from her parents. The fourth part

is Caroline’s love to Phoebe at the first sight. The first time she sees Phoebe she falls in love with her. Phoebe’s innocent face indicates that she does not deserve to get injustice. Caroline prefers taking Phoebe with her to leaving Phoebe at institution.

a. Caroline’s Responsibility after David Henry Refuses to Take Care of Phoebe

David Henry as a father does not want to take care of Phoebe because she suffers from down syndrome. The first time he sees the baby, he knows there is something wrong with her. He analyses his daughter’s physical appearance. According to his knowledge as a doctor, down syndrome could be possible to have heart complication and die early. “What he was looking at were the unmistakable features, the eyes turned up as if with laughter, the epicanthal fold across their lids, the flattened nose (21).”

This condition forces David Henry to take Phoebe far from his wife, Norah. He knows the feeling of a mother if she loses her daughter, just like David Henry’s mother when she loses his sister in the early age. She could never leave from her grief. It really tortures David Henry to see his mother in sorrow. He does not want Norah to experience the same sadness. According to Charles P. Smith (1992), children who experienced insecurity in the primary affiliative relationship very early in life are apt to grow up with an implicit fear of rejection (p. 70). This happens to David Henry’s childhood. Because her mother was always in her

sadness, he did not get the attention from her and it makes him afraid if someday his wife loses their daughter, he will lose the attention of his wife also.

His sister had been born with a heart defect and had grown very slowly, her breath catching and coming in little gasp whenever she tried to run. For many years, until the first trip to the clinic in Morgantown, they had not known what was the matter. Then, they knew, and there was nothing they could do. All his mother’s attention had gone to her, and yet she had died when she was twelve years old. The doctor had been sixteen, already living in a town to attend high school, already on his way to Pittsburgh and medical school and the life he was living now. Still, he remembered the depth and endurance of his mother’s grief, the way she walked uphill to the grave every morning, her arms folded against whatever whether she encountered. (21)

To avoid his wife from sorrow, David Henry has no choice except giving Phoebe to the institution. He asks Caroline, his nurse to bring his daughter to the address given. “There’s a place,” he said, writing the name and address on the back of an envelope. “I’d like you to take her there. When it’s light, I mean. I’ll issue the birth certificate, and I’ll call to say you’re coming” (23).

Caroline does not accept David Henry’s request directly. There is a refusal in her side. Then, David Henry really convinces her that it is only a matter of keeping them from sorrow. “Don’t you see?” he asked, his voice soft. “This poor child will most likely have a serious heart defect. A fatal one. I’m trying to spare us all a terrible grief” (24). David Henry does not regret in the beginning because he believes his decision will be the best for all of them. Phoebe will get the right treatment needed for a down syndrome girl like her. “That is was no one’s fault, that their daughter would be in good hands, with others like herself, with ceaseless care. That it would be best this way for them all” (24-25).

Caroline does not have any choices. After getting the explanation from David Henry, she could understand his feeling and thought about this decision. She goes to the institution and sees the place is so bad. There are many people in a bad condition because they are lack of food, care, and facilities available in that institution. She decides to bring Phoebe back to her apartment. This makes David Henry angry.

”It was awful,” she said, relieved. So he hadn’t known what he was doing. She wanted to hate him still, but she remembered how many nights he had stayed at the clinic, treating patients who could not afford the care they needed. (82)

This situation raises a debate between Caroline and David Henry. Caroline gives a solution to tell the truth to his wife that their daughter is still alive. David Henry refuses that idea. He cannot confess to his wife because he has told her that Phoebe died because she is a blue baby. “You have to tell her,” she said. His face was pale, still, but determined. “No,” he said. “It’s too late now. Do whatever you have to do, Caroline, but I can’t tell her. I won’t” (82).

Caroline gets more confused. She does not know what to do. Then, David Henry begs her by kissing her hands. He lets Caroline to decide the best way of this case. He is also stuck with this problem. He trusts Caroline to take whatever it will be.

“It’s in your hands,” he said, releasing her. “ I leave it to you. I believe the home in Louisville is the right place for this child. I don’t make the decision lightly. She will need medical care she can’t get elsewhere. But whatever you have to do, I will respect that. And if you choose to call the authorities, I will take the blame. There will be no consequences for you, I promise. (83)

To be honest, she is bored with the life she has in Kentucky. She is tired waiting for some amazing things happened in her life. She needs to get out from that small town and go somewhere to start her new life with Phoebe. She is so excited to imagine where she will go and what she will do after this. “Twin threads ran through her: fear and excitement. She could leave this place today. She could start a new life somewhere else. She would have to do that, anyway, no matter what she decided to do about the baby” (85).

b. The Protection Needed by Phoebe from Caroline

Phoebe was born with a weak body. Because of her abnormality, her physical appearance is not like a normal baby. She is smaller and weaker. To see the baby in this condition makes Caroline feeling sorry for Phoebe. She realizes that Phoebe is so weak when they are in institution. There is an attraction between her and Phoebe. Caroline maintains this warm relationship because she is curious to know Phoebe closer. According toAtkinson, Heyns, & Veroff in Charles P. Smith's Motivation and Personality (1992), the affiliative motive is defined as the desire to establish, maintain, or restore warm relationships with other people (p. 53). She starts to see Phoebe in detail and thinks that Phoebe really needs protection from her.

Phoebe. She was so tiny, five and a half pounds, smaller than her brother though with the same rich dark hair. Caroline checked her diaper―tarry meconium stained the damp cloth―changed her, and wrapped her back up. She had not woken, and Caroline held her for a moment, feeling how light she was, how small, how warm. Her face was so small, so volatile. Even in her sleep, expression moved like clouds across her features. (37-38)

The institution is far from good-recommended place that David Henry has told her. Caroline cannot imagine the people’s life there. Then, she decides not to

leave the baby in that institution. Actually, she does not need to care of her. She does not even have a relationship with Phoebe. She can leave her anywhere she wants. That should not be her business. Yet, Caroline does not have a heart to do that because she is a responsible person. David Henry has trusted her to bring her in the institution. She will never do any actions before discussing it first to David Henry. She would rather take Phoebe to her house and get the solution for the next step.

She picked her way through the slush, afraid of falling and hurting the baby, thinking at the same time, fleetingly, how easy it would be to simply leave her, in a garbage Dumpster or on the steps of a church or anywhere. Her power over this tiny life was total. A deep sense of responsibility flooded through her, making her light-headed. (42)

One year after she started her life with Phoebe, she is glad to know that Phoebe is still fine. Sometimes, Phoebe is worrying because of her immune system. Day by day, Caroline learns how to be a good mother to Phoebe. She has loved Phoebe just like her own child. Caroline is also amazed to herself for hanging on in a new place by working as a companion for an old man, named Leo March. “More than once this year she’d started awake to find herself standing and Phoebe, miraculously, still safe in her arms” (114).

c. Caroline’s Need for Having a Good Relationship with Others

She has grown up to be someone who only could remember some parts of her childhood. It is not because her difficulties in getting some friends. Her parents are over protective to have her with them. She is the only child they have and they waited so long for it. It would be very hard for little Caroline to grow as a normal child who play around with some friends and do not care about the

diseases they could get. It really influenced her to be a lonely girl until she grew up to be lonely woman. “Her childhood had been solitary, sometimes very lonely, but still she had these memories: a special quilt held close, a rug with roses beneath her feet, the weave of voices that belonged to her alone” (31).

She gets used to live alone until she is in her thirties. One day, there is an old man mourning his wife after twenty years of her death. Touching by his story, Caroline realizes her loneliness. She is doubt when she died there would be someone who did the same thing like this old man did.

“She’s lovely,” Caroline said. Her hands were trembling. Because she was moved by his love and his sorrow, because no one had ever loved her with this same passion. Because she was almost thirty years old, and yet if she died the next day there would be no one to mourn her like Rupert Dean still mourned his wife after more than twenty years. Surely she, Caroline Loraine Gill, must be as unique and deserving of love as the woman in the old man’s photo, and yet she had not found any way to reveal this, not through art or love or ever though the fine high calling of her work. (33) Al, the man that she knows when he gives her a ride, has looked for her new place. Al seems so serious to find Caroline and Phoebe. As a truck driver, he is used to pass across so many cities. He asks many people in many places to get a little clue about Caroline and Phoebe. This story is very amazing for Caroline. No one has gone this far to meet her.

Caroline couldn’t answer. There was pleasure at the sight of him but a great confusion too. For nearly a year she had not let herself think too long or too hard about the life she had left, but now it rose up with great force and intensity: the scent of cleaning fluid and sun in the waiting room and the way it felt to come home to her tranquil, orderly apartment after a long day, fix herself a modest meal, and sit down for the evening with a book. She had given up those pleasures willingly; she had embraced this change out of some deep unacknowledged yearning. Now her heart was pounding, and she stared wildly down the alley, as if she might suddenly see David Henry too. (131)

feeling of endless space. The doctor in the ditch, and the lights of his own house burning far away.

“All right. Clean her up please,” he said, releasing the slight weight of the infant into the nurse’s arms. “But keep her in the other room. I don’t want my wife to know. Not right away.”

The nurse nodded. She disappeared and then came back to lift his son into the baby carrier they’d brought. The doctor was by then intent on delivering the placentas, which came out beautifully, dark and thick, each the size of a small plate. Fraternal twins, male and female, one visibly perfect and the other marked by an extra chromosom in every cell of her body. What were the odds of that? His son lay his carrier, his hands waving now and then, fluid and random eith the quick water motions of the womb. He injected his wife with a sedative, then leaned down to repair the episiotomy. It was nearly dawn, light gathering faintly in the windows. He watched his hands move, thinking how well the stitches were going in, as tiny as her own, as neat and even. She had torn out a whole panel af the quilt because of one mistake, invisible to him.

When the doctor finished, he found the nurse sitting in a rocker in the waiting room, cradling the baby girl in her arms. She met his gaze without speaking, and he remembered the night she had watched him as he slept.

“There’s a place,” he said, writing the name and address on the back of an envelope. “I’d like you to take her there. When it’s light, I mean. I’ll issue the birth certificate, and I’ll call to

“But your wife,” the nurse said, and he heard, from his distant place, the suprise and disapproval in her voice.

He thought of his sister, pale and thin, trying to catch her breath, and his mother turning to the window to hide her tears.

“Don’t you see?” he asked, his voice soft. “This poor child will most likely have a serious heart defect. A fatal one. I’m trying to spare us all a terrible grief.”

He spoke with conviction. He believed his own words. The nurse sat starting at him, her expression surprise but otherwise unreadable, as he waited for her to him that she might say anything else. He did not imagine, as he would later that night, and in many nigths to come, the ways in which he was jeopardizing everything. Instead, he felt impatient with her slowness and very tired all sudden, and the clinic, so familliar, seemed strange around him, as if he were walking in a dream. The nurse studied him with her blue unreadable eyes. He returned he gaze, unflinching, and at last she nodded, a movement so slight as to be almost imperceptible.

“The snow,” she murmured, looking down.

But by midmorning the storm had begun to abate, and the distant sounds of plows grated through the still air. He watched from the upstairs window as the nurse knocked snow from her powder-blue car and drove off into the soft white world. The baby was hidden, asleep in a box lined with blankets, on the seat behind her. The doctor watched her turn left onto the street

(140) (120) (160) (130) (150) (110)

His wife slept, her gold hair splayed across the pillow. Now and then the doctor dozed. Awake, he gazed into the empty parking lot, watching smoke rise from the chimneys across the street, preparing the words he would say. That it was no one’s fault, that their daughter would be in good hands, with others like herself, with ceaseless care. That it would be best this way for them all.

In the late morning, when the snow had stopped for good, his son cried out in hunger, and his wife woke up.

“Where’s the baby?” she said, rising up on her elbows, pushing her hair from her face. He was holding their son, warm and light, and he sat down beside her, settling the baby in her arms.

“Hello, my sweet,” he said. “Look at our beautiful son. You were so brave.”

She kissed the baby’s forehead, then undid her robe and put him to her breast. His son latched on at once, and his wife looked up and smiled. He took her free hand, remembering how hard she had held onto him, imprinting the bones of her fingers on his flesh. He remembered how much he had wanted to protect her.

“Is everything all right?” she asked. “Darling? What is it?”

“We had twins,” he told her slowly, thinking of the shocks of dark hair, the slippery bodies moving in his hands. Tears rows in his eyes. “One of each.”

“Oh,” she said. “A little girl too? Phoebe and Paul. But where is she?”

Her fingers were so slight, he thought, like the bones of a little girl.

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

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

(180) (170)

ABSTRACT

Redy, Anmaria I. (2012) Caroline’s Motivation to be a Foster Mother to a Down Syndrome Girl as Seen in Kim Edwards’ The Memory Keeper’s

Daughter. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

This study analyzes a novel written by Kim Edward, entitledThe Memory Keeper’s Daughter. This novel tells about a down syndrome girl named Phoebe who is separated from her family by her own father. He wants to keep him and his wife away from terrible grief to have this girl. Then, Caroline, a stranger to Phoebe, becomes a foster mother to Phoebe and loves her as her own child. Caroline is one of the major characters in the novel. She struggles for Phoebe’s life from injustice that is commonly experienced by the down syndrome people. Therefore, this study is about Caroline’s motivation to be a foster mother and to take care of a down syndrome girl.

In this study, there are two problems to be answered. The first problem is how Caroline’s character is portrayed in this novel. The next problem is what motivate Caroline to be foster mother to a down syndrome girl. Accordingly, the aims of the study are to describe Caroline’s character and to reveal the motivation of Caroline to be a foster mother and take care of a down syndrome girl.

This study employs library research to collect the data, which support the analysis. Psychological approach is employed to find out the motivation of Caroline as a foster mother to take care of Phoebe. There are two sources, which are used in this study. First, the primary source is the novel itself entitled The memory Keeper’s Daughter. The secondary source is from psychological books and literary works. In this study, the writer employs theory of character and characterization, and theory of motivation.

According to this study, the finding of the first problem is that Caroline’s character is portrayed as responsible, loving, calm, competent, sensitive, brave, and smart. These traits create a situation which makes this character is able to take the consequences to be a foster mother in taking care of a down syndrome girl.

To answer the second problem, the writer employs McClelland’s theory of human motivation. Because this study focuses on Caroline’s relationship with others and how to reach goals in her life, affiliative and achievement motivation are employed to find out Caroline’s motivation to be a foster mother to a down syndrome girl. Affiliative motivation becomes the major motivation in this study, while achievement motivation is the minor one.

The writer finds three motivations of Caroline, which are included in the affiliative motivation. The first motivation is Caroline’s responsibility after David Henry refuses to take care of Phoebe. The second motivation is the protection needed by Phoebe from Caroline. The last motivation is Caroline’s need for having a good relationship with others.

In the achievement motivation, the writer finds that Caroline wants to get a better life, which are happiness, togetherness, and warmth, which can only be

not that easy to reach her dream. Since Phoebe came to her life, everything seems possible for Caroline to catch.

This study provides some suggestions for future researchers who want to analyze the same novel. The writer suggests two topics to be discussed. The first topic is the influence of lying to David Henry’s personality development. The second topic is Norah’s struggle after losing her down syndrome daughter. This study also provides the teaching material and lesson plan for Basic Reading I class, which takes some parts in the novel as the reading text.

ABSTRAK

Redy, Anmaria I. (2012) Caroline’s Motivation to be a Foster Mother to a

Down Syndrome Girl as Seen in Kim Edwards’ The Memory Keeper’s

Daughter. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Studi ini menganalisa sebuah novel yang ditulis oleh Kim Edward, berjudul The Memory Keeper’s Daughter. Novel ini menceritakan tentang anak penderitadown syndromebernama Phoebe yang dipisahkan dari keluarganya oleh ayahnya sendiri. Ayahnya tidak ingin merasakan kesedihan karena mengasuh anak tersebut. Kemudian, Caroline, orang yang asing bagi Phoebe, menjadi ibu angkat bagi Phoebe and mencintainya seperti anak kandungnya. Caroline adalah salah satu dari karakter-karakter utama di dalam novel ini. Dia berjuang untuh hidup Phoebe dari ketidakadilan yang biasanya dialami oleh penderita down syndrome. Oleh karena itu, studi ini berisi tentang motivasi Caroline untuk menjadi ibu angkat dan mengasuh Phoebe sebagai seorang anak penderita down syndrome.

Di dalam studi ini, terdapat dua permasalahan yang akan dijawab. Permasalahan pertama adalah bagaimana karakter Caroline digambarkan di dalam novel ini. Permasalahan selanjutnya adalah apa yang memotivasi Caroline untuk menjadi ibu angkat bagi anak penderita down syndrome. Karena itu, tujuan dari skripsi ini adalah untuk mendeskripsikan karakter Caroline dan untuk mengungkap motivasi Caroline untuk menjadi ibu angkat dan mengasuh anak penderitadown syndrome.

Studi ini menggunakan studi pustaka untuk mengumpulkan data yang mendukung analisa. Pendekatan psikologi digunakan untuk mengetahui motivasti Caroline sebagai ibu angkat untuk mengasuh Phoebe. Terdapat dua sumber informasi yang digunakan di dalam studi ini. Pertama, sumber informasi yang pertama adalah novel ini sendiri yang berjudul The Memory Keeper’s daughter. Sumber informasi kedua adalah buku-buku sastra dan psikologi. Di dalam studi ini, penulis menggunakan teori karakter dan karakterisasi, dan teori motivasi.

Menurut studi ini, penemuan dari permasalahan yang pertama adalah bahwa karakter Caroline digambarkan sebagai seorang yang bertanggungjawab, penyayang, tenang, kompeten, sensitif, berani, dan pintar. Sifat-sifat ini menciptakan suatu situasi yang membuat karakter ini mampu untuk mengambil resiko sebagai ibu angkat dalam mengasuh anakdown syndrome.

Untuk menjawab permasalahan kedua, penulis menggunakan teori motivasi manusia dari McClelland. Karena studi ini fokus terhadap hubungan Caroline dengan orang lain dan cara mencapai tujuan hidupnya, motivasi afiliasi dan motivasi pencapaian digunakan untuk mengetahui motivasi Caroline untuk menjadi ibu angkat bagi seorang anak down syndrome. Motivasi afiliasi adalah motivasi utama didalam studi ini, sedangkan motivasi pencapaian adalah motivasi tambahan.

perlindungan yang diperluakan Phoebe dari Caroline. Motivasi yang terakhir adalah kebutuhan Caroline untuk memiliki hubungan yang baik dengan orang lain.

Di dalam motivasi pencapaian, penulis menemukan bahwa Caroline menginginkan kehidupan yang lebih baik yaitu kebahagiaan, kebersamaan, dan kehangatan yang hanya dapat ditemukan dalam sebuah keluarga. Masa lalunya yang sulit memberikan dia kekuatan untuk menemukan kehidupan yang lebih baik. Tidaklah mudah untuk mencapai mimpinya tersebut. Tetapi, sejak Phoebe hadir di dalam kehidupannya, segalanya terlihat mungkin bagi Caroline untuk diraih.

Studi ini menyertakan beberapa saran bagi peneliti selanjutnya yang ingin

menganalisa novel yang sama. Penulis menyarankan dua topik untuk

didiskusikan. Topik pertama adalah pengaruh kebohongan bagi perkembangan kepribadian David Henry. Topik kedua adalah perjuangan Norah setelah kehilangan anaknya yang menderita down syndrome. Studi ini juga menyertakan materi pengajaran dan rencana pengajaran dan pembelajaran (RPP) bagi kelas Basic Reading I yang mengambil beberapa bagian di dalam novel sebagai teks bacaan.