plagiat merupakan tindakan tidak terpuji · down syndrome girl as seen in kim edward s the memory...

CAROLINE’S MOTIVATION TO BE A FOSTER MOTHER

TO A DOWN SYNDROME GIRL AS SEEN

IN KIM EDWARDS’ THE MEMORY KEEPER’S DAUGHTER

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Anmaria Irmina Redy

Student Number: 071214060

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirementsto Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Anmaria Irmina Redy

Student Number: 071214060

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGE AND ARTS EDUCATIONFACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY2012


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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 University who

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 Krisnanda and Helena 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.

Anmaria Irmina Redy


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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

APPENDICES ............................................................................................. 61


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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

Appendix 5 : Reading Text…………………………………………..... 70


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ABSTRACT

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

This study analyzes a novel written by Kim Edward, entitled The MemoryKeeper’s Daughter. This novel tells about a down syndrome girl named Phoebewho is separated from her family by her own father. He wants to keep him and hiswife away from terrible grief to have this girl. Then, Caroline, a stranger toPhoebe, 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’slife 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 totake care of a down syndrome girl.

In this study, there are two problems to be answered. The first problem ishow Caroline’s character is portrayed in this novel. The next problem is whatmotivate Caroline to be foster mother to a down syndrome girl. Accordingly, theaims of the study are to describe Caroline’s character and to reveal the motivationof 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 theanalysis. Psychological approach is employed to find out the motivation ofCaroline as a foster mother to take care of Phoebe. There are two sources, whichare used in this study. First, the primary source is the novel itself entitled Thememory Keeper’s Daughter. The secondary source is from psychological booksand literary works. In this study, the writer employs theory of character andcharacterization, and theory of motivation.

According to this study, the finding of the first problem is that Caroline’scharacter is portrayed as responsible, loving, calm, competent, sensitive, brave,and smart. These traits create a situation which makes this character is able to takethe 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 ofhuman motivation. Because this study focuses on Caroline’s relationship withothers and how to reach goals in her life, affiliative and achievement motivationare employed to find out Caroline’s motivation to be a foster mother to a downsyndrome 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 theaffiliative motivation. The first motivation is Caroline’s responsibility after DavidHenry refuses to take care of Phoebe. The second motivation is the protectionneeded by Phoebe from Caroline. The last motivation is Caroline’s need forhaving a good relationship with others.

In the achievement motivation, the writer finds that Caroline wants to get abetter life, which are happiness, togetherness, and warmth, which can only befound 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 seemspossible for Caroline to catch.

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


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ABSTRAK

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

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

Di dalam studi ini, terdapat dua permasalahan yang akan dijawab.Permasalahan pertama adalah bagaimana karakter Caroline digambarkan di dalamnovel ini. Permasalahan selanjutnya adalah apa yang memotivasi Caroline untukmenjadi ibu angkat bagi anak penderita down syndrome. Karena itu, tujuan dariskripsi ini adalah untuk mendeskripsikan karakter Caroline dan untukmengungkap motivasi Caroline untuk menjadi ibu angkat dan mengasuh anakpenderita down syndrome.

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

Menurut studi ini, penemuan dari permasalahan yang pertama adalahbahwa karakter Caroline digambarkan sebagai seorang yang bertanggungjawab,penyayang, tenang, kompeten, sensitif, berani, dan pintar. Sifat-sifat inimenciptakan suatu situasi yang membuat karakter ini mampu untuk mengambilresiko sebagai ibu angkat dalam mengasuh anak down syndrome.

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

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


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perlindungan yang diperluakan Phoebe dari Caroline. Motivasi yang terakhiradalah kebutuhan Caroline untuk memiliki hubungan yang baik dengan oranglain.

Di dalam motivasi pencapaian, penulis menemukan bahwa Carolinemenginginkan kehidupan yang lebih baik yaitu kebahagiaan, kebersamaan, dankehangatan yang hanya dapat ditemukan dalam sebuah keluarga. Masa lalunyayang sulit memberikan dia kekuatan untuk menemukan kehidupan yang lebihbaik. Tidaklah mudah untuk mencapai mimpinya tersebut. Tetapi, sejak Phoebehadir di dalam kehidupannya, segalanya terlihat mungkin bagi Caroline untukdiraih.

Studi ini menyertakan beberapa saran bagi peneliti selanjutnya yang inginmenganalisa novel yang sama. Penulis menyarankan dua topik untukdidiskusikan. Topik pertama adalah pengaruh kebohongan bagi perkembangankepribadian David Henry. Topik kedua adalah perjuangan Norah setelahkehilangan anaknya yang menderita down syndrome. Studi ini juga menyertakanmateri pengajaran dan rencana pengajaran dan pembelajaran (RPP) bagi kelasBasic Reading I yang mengambil beberapa bagian di dalam novel sebagai teksbacaan.


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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


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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


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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


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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.


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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 theconclusion that it was this area that was wellspring of man’s richimagination, his capacity for creation, the complexity of his thought andbehavior and that the contents of this region of the mind found expressionin 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


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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 particularmoral, intellectual, and emotional qualities by inferences from what thepersons say and their distinctive ways of saying it—the dialogue—andfrom 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


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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


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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 influencebehavior, such as the past experience of the person, his physicalcapabilities, and the environmental situation in which he finds himself,although these other factors may influence motivation. (p. 7)


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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 motivatedwhen the drive to perform emanates from within individuals themselves,i.e.,when individuals feel committed to a standard of excellence andpursue 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


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

Atkinson, Heyns, & Veroff in Charles 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 aproblem. The person motivated primarily by affiliation, however may notbe so involve in getting the job done. People mean more to him than thetask. In fact, this sort of person may find it difficult to stay in his roomalone to study—he would much rather be at a bull session or out on adate. (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


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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 andconformity to parental authority. They seem to encourage dependencerather 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 somestudies. In our cultures, it is less acceptable for a male to be dependentand 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 organizephysical objects, human beings, or ideas. To do this as rapidly and as


13

independently as possible. To overcome obstacles and attain a highstandard. To excel one’s self. To rival and surpass others. To increaseself-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 tohave self-confidence, to like individual responsibility, and to preferconcrete knowledge of the result of their work. They get good grades.They are active in college and community activities, choose expert ratherthan friends as working partners, and are resistant to outside socialpressure. They enjoy taking moderates risks in situations that depend ontheir own ability, but not when it comes to pure chance situations, suchas 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.


14

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


15

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


17

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.


18

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.


20

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 waswrong. She had large blue eyes in a pale face that might have been forty ortwenty-five, and whenever something was not to her liking a thin verticalline 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


21

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 thebaby, thinking at the same time, fleetingly, how easy it would be to simplyleave 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 responsibilityflooded 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


22

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.


23

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 ignorantor cruel, it didn't matter; over the years these comments had rubbed a rawspot 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 flowersor something other cheerful gift, the pleasure on his face so real that shecould not bear to turn him away. Yet she'd held herself back from him, nottrusting this love that had come so unexpectedly, from such an expectedsource. Now she stood, feeling a rush of pleasure. How afraid she'd beenthat 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


24

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 shehad once dreamed of, not a life her younger self would ever have imaginedor desired, but the life she was living, with all its complexities. This washer 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


25

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 alreadyfifty-two. They had long since given up waiting for a child, had releasedany 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 dramaticway. That’s what her mother would have said, shaking her head, tellingher not to play Sarah Bernhardt. Caroline hadn’t known for years whoSarah Bernhardt was, but she knew well enough her mother’s meaning:any excess of emotion was a bad thing, disruptive to the calm order oftheir 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


26

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.


27

He’d had tears in his eyes when he opened them, raising his head from thedesk. The nurse was standing in the doorway, her face gentled by emotion.She was beautiful at the moment, half smiling, not at all the efficientwoman 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 avery fine nurse, he would say, holding up hand against the jokes, honoringthat moment of communion they had shared. She’s the best I’ve everworked with. This was true, and now he was very glad to have her withhim. (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 personwho ever got halfway to a destination and paused, wondering if she'd leftan iron on and if the house was burning down. She kept on working. Shewaited. (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.


28

Later, when she remembered this moment, one woman with a pair ofscissors and the other sitting in a cotton slip amid the ruins of her hair, shewould think of it in black and white and the image would fill her with awild emptiness and yearning. For what, she was not certain. The hair wasscattered, irretrievable, and the cold light fell through the window. She felttears 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 whateveranimosity she held for him was complicated by compassion. For inmoments like these she saw how the world looked at him and saw an oldman, senile and forgetful, rather than the universe that had been, that wasstill, 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


29

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 couldnot 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! Shepressed her hands to the table and waited. One by one the men stoppedspeaking, 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 adaughter who is six years old. It takes her more times, it's true, to masternew things. But she had learned to do everything that any other childrenlearn to do: to crawl and walk and talk and use the bathroom, to dressherself, which she did this morning. What I see is little girl who wants tolearn, and who loves everyone she sees. And I see a roomful of men who


30

appear to have forgotten that in this country we promise an education toevery 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 placelike 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


31

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


32

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 to Atkinson, 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


33

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 pleaseand win affection of a cathected abject. To adhere and remain loyal to afriend. (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


34

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


35

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. Formany years, until the first trip to the clinic in Morgantown, they had notknown what was the matter. Then, they knew, and there was nothing theycould do. All his mother’s attention had gone to her, and yet she had diedwhen she was twelve years old. The doctor had been sixteen, alreadyliving in a town to attend high school, already on his way to Pittsburgh andmedical school and the life he was living now. Still, he remembered thedepth and endurance of his mother’s grief, the way she walked uphill tothe grave every morning, her arms folded against whatever whether sheencountered. (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).


36

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 hadstayed at the clinic, treating patients who could not afford the care theyneeded. (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 thehome in Louisville is the right place for this child. I don’t make thedecision lightly. She will need medical care she can’t get elsewhere. Butwhatever you have to do, I will respect that. And if you choose to call theauthorities, I will take the blame. There will be no consequences for you, Ipromise. (83)


37

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 to Atkinson, 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 brotherthough with the same rich dark hair. Caroline checked her diaper―tarrymeconium stained the damp cloth―changed her, and wrapped her backup. She had not woken, and Caroline held her for a moment, feeling howlight 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


38

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 thebaby, thinking at the same time, fleetingly, how easy it would be to simplyleave 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 responsibilityflooded 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


39

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 wasmoved by his love and his sorrow, because no one had ever loved her withthis same passion. Because she was almost thirty years old, and yet if shedied the next day there would be no one to mourn her like Rupert Deanstill mourned his wife after more than twenty years. Surely she, CarolineLoraine Gill, must be as unique and deserving of love as the woman in theold man’s photo, and yet she had not found any way to reveal this, notthrough 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 agreat confusion too. For nearly a year she had not let herself think too longor too hard about the life she had left, but now it rose up with great forceand intensity: the scent of cleaning fluid and sun in the waiting room andthe way it felt to come home to her tranquil, orderly apartment after a longday, 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 changeout of some deep unacknowledged yearning. Now her heart was pounding,and she stared wildly down the alley, as if she might suddenly see DavidHenry too. (131)


40

Al’s care and attention does not assure Caroline that he is the man that she is

waiting for. Dorothy March helps her to know her own feeling to Al. Deep of her

heart, she falls in love with him. It is just everything is not that simple. She is

worried that Al only loves Phoebe and not Caroline. Then, she realizes that she

cannot cover her real feeling to Al. “We’re just close friends, Al and I. It’s not

that easy.” “Don’t be ridiculous,” Doro said.”Nothing’s simpler.” So it was love,

Caroline thought (204).

The existence of Phoebe lifts her up. To be honest, she is bored with her

life which has nothing to catch for. It has been a long time since she wanted to

leave far from where she lives. She needs something new to work with. Taking

care of Phoebe, moving far away from her city, meeting new people and new

problems, give her very big pleasure to be passed. She never thinks if Phoebe is

taken back by David Henry or Norah. She would never let that happened. She

already finds her new purpose in her life and promises not to fail anymore. This

girl, Phoebe, helps her to find back her desire of struggling on something special

that she could get.

Now her heart was pounding, and she stared wildly down the alley, as ifshe might suddenly see David Henry too. This, she understood suddenly,was why she had never sent that letter. What if he wanted Phoebeback―or Norah did? The possibility filled her with an excruciating rush offear. (131)

Al is too busy to spend his time in the street. Since he became the truck driver, he

is home on for a couple of days in a week. As a wife, Caroline needs more times

for her and Phoebe. Her wish is simple. She just wants Al to be her side. “What

she wanted, more than anything, was to have breakfast with him every morning


41

and dinner every night; to wake with him in bed beside her, not in some

anonymous hotel room a hundred or five hundred miles away” (435).

Caroline states her need for affiliation when she is worried about Phoebe

who wants to get married to a down syndrome man, named Robert. She cannot

imagine Phoebe to be independent and have another life with Robert. It is not

about Phoebe who has not ready to build a family, but it is about Caroline who

has not ready to be leaved by Phoebe. Murray (1964) stated that in our cultures, it

is less acceptable for a male to be dependent and to seek the comfort of others.

But in some cases, there would be possibility for men to be more dependent than

women (p. 104). It depends on how they passed their childhood and the

surroundings treated them. Caroline should not be worried about Phoebe because

she will learn many things when she gets married. “She stared at the crown

molding, thinking it needed painting, while a difficult truth struggled to the

surface. “I can’t imagine my life without her,” she said softly (442).” This worry

comes up from Caroline thinking. Smith (1992) noted that some general

observations suggest that the parents of affiliation-motivated children put more

emphasis on close family ties and conformity to parental authority. For her, the

unity of her family means everything. She never imagines to live separately from

Phoebe.

The affiliative motivation is defined as the desire to establish, maintain, or

restore warm relationships with other people (Smith, 1992, p. 53). Her attraction

to David Henry is a drive coming from inside her heart, which misses the love

from others.


42

She was still trying to compose herself when the door from the vestibule tothe waiting room swung open. A man in a brown tweed overcoat hesitatedin the doorway for a moment, his hat in his hand, taking in the yellowtextured wallpaper, the fern in the corner, the metal rack of wornmagazines. He had brown hair with a reddish tinge and his face was lean,his expression attentive, assessing. He was not distinguished, yet there wassomething in his stance, his manner―some quiet alertness, some quality oflistening―that set him apart. Caroline’s heart quickened and she felt atingling on her skin, both pleasurable and irritating, like the unexpectedbrush of a moth’s wing. His eyes caught hers―and she knew. Before hecrossed the room to shake her hand, before he opened his mouth to speakhis name, David Henry, in a neutral accent that placed him as an outsider.Before all this, Caroline was sure of a single simple fact: the person she’dbeen waiting for had come. (34)

When she is asked to take David Henry’s daughter far away from her mother,

Caroline is doubt. He convinces her of what he decides is right. He just wants to

protect his wife from sorrow that she would get if she still keeps for the baby. The

baby with down syndrome is indicated to have heart complications and he does

not want his wife spending her life to mourn this baby’s death. She knows there is

still a mistake in this case, but remembering all the good things that David Henry

did to the patients who could not afford the fee. “This was why she had come to

love him, for his goodness” (38). This memory easily erases all of the bad things

she has thought about him. Someone who has affiliative motivation tends to

prioritize in socializing with other people (Murray, p. 102). Caroline has already

had the picture of David Henry in her mind. She knows all the good things made

by him. In her opinion, one bad thing cannot change the image of him.

She thought of that night, almost twenty years ago now, when he’dwoken and lifted his head from the desk and caught her in the doorway,naked in her love for him, the two of them as vulnerable to each other inthat moment as it was possible to be. (309)


43

When she meets David Henry after all of these years, she confesses that she was

in love with him. This confession is just for clearing everything. Caroline tells it

to make him understand her position when he asked her to take Phoebe away from

his life. She decides to reveal her secret, even though it is already late. Obviously,

David Henry knows about it.

“I was in love with you.” Caroline said in a rush, astonished at herconfession, for it was the first time she had ever voiced this, even toherself, though it was knowledge she had lived with for years. (312)

Caroline cannot deny her need in having relationship with others. Her solitary past

life stays still in her heart. From her experiences, she wants to change the way she

lives with people who get close to her. Starting from David Henry, she shows her

feeling and expresses her need to affiliate with Phoebe, Al, Doro, and Leo March.

Since she left David Henry, those four people are the closest people whom she

considers as her own family.

2. Caroline's Achievement Motivation

McClelland (1985) noted that 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 (p. 137).

Achievement motivation is the minor motivation that is found in this study

because this motivation appears after Caroline has the affiliative motivation. This

motivation is appropriate to be employed because Caroline, as the individual,

always tries her best in her life, even though she often finds a lot of difficulties

and failures following her efforts. She is a person who never stops dreaming since


44

she was a child. She also never gives up to get up from problems she meets. She

realizes that she has a difficult past life. This experiences are really inspired her to

get a better future. Murray (1965) stated some specific characters found in every

high-achiever. These characters are also found in Caroline’s characters.

They tend to have self-confidence, to like individual responsibility, and toprefer concrete knowledge of the result of their work. They get goodgrades. They are active in college and community activities, choose expertrather than friends as working partners, and are resistant to outside socialpressure. They enjoy taking moderates risks in situations that depend ontheir own ability, but not when it comes to pure chance situations, such ashorserace betting. (p. 100)

When Phoebe comes to her life, she believes that this girl is precious to be

struggled. Caroline’s sacrifice to move from her town, leave what she has had,

and start her new life in a place that she never imagines before.

What she wants to achieve by being a foster mother for a down syndrome

girl is to get a better life which are happiness, togetherness, and warmth. For

Caroline, these factors can only be found in a family. Since Phoebe came to her

life, Caroline believes that Phoebe will give her what a family can give. Caroline

misses the time when her parents were still alive, but she does not want to come

back to her past. Her past life is not easy. Not even one of her dreams is reached.

The condition gets worse after her parents passed away. She loses the motivators

who become the reason why she still survives on problems she finds. After she

meets Phoebe, she knows that this girl will give a change into her life. This girl

really wakes Caroline up from her sorrow. Because of this reason, Caroline

promises to be a foster mother for Phoebe and love her as if Phoebe is her own

daughter.


45

This process of finding Caroline’s better life through a family is shown

from her difficult past life and her life struggle after meeting Phoebe. This

technique of analyzing is employed to know how important the meaning of

Phoebe to get involved in Caroline’s days and nights.

Murray (1964) stated that 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). Caroline’s difficult

past life is one of the reasons why she wants to take care of Phoebe. Caroline lives

her childhood with loneliness. Her parents have waited for the birth of a child for

a long time. The born of baby Caroline is a gift given to her parents who is

already in their forties. They are too worried about Caroline’s health. The

protection given to Caroline becomes exaggerated. Because Caroline has no

chance to socialize with other children, she feels so lonely. “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” (p. 31).

In addition, her love story is not so far from being unlucky. David Henry,

the man that she loves, married to a beautiful woman named Norah. For Caroline

who has waited for so long to get the response of her love feeling, this news is the

worst nightmare in her life. She is broken hearted to know that all of her waiting

is in vain.


46

This dust, this snow. It was not fair, not fair at all, that Norah Henryshould have so much, should have her seamless happy life. Shocked at thisthought, at the depth of her bitterness, Caroline let the curtains fall andwalked out of the room, moving toward the sound of human voices. (36)

Caroline is already thirty-one and none of her dreamed was accomplished. She

lived her life with much hard times to pass. It is started from her teenage dream to

be a great pianist but she could not exist in her school. It also happens in her love

story. She had found a young man to be admired but the man does not feel the

same. She almost gave up waiting with no result. Fortunately, she is not a woman

who easily gives up every time she finds a dead end. Caroline is a person who has

a high achievement motivation and never surrenders until she gets what she

wants. Murray (1965) stated that achievement motivation has the goal to

accomplish something difficult and to overcome obstacles and attain a high

standard (p. 97). This woman would create a new dream to reach. She would

never stop until she does not have a chance to continue. A failure could not

restrain herself to keep trying and finding the other way to move on. She will

make another dream to reach and it will not stop.

She’d dreamed of being a great pianist, but the lights of the high schoolstage were too different from the lights at home, and she froze in theirglare. Then, in her twenties, as her friends from nursing school began tomarry and have their families, Caroline too had found young men toadmire, one specially, with dark hair and pale skin and a deep laugh. For adreamy time she imagined that he―and, when he didn’t call, that someoneelse―would transform her life. When years passed she gradually turnedher attention to her work, again without despair. She had faith in herselfand her own capabilities. She was not a person who ever got halfway to adestination and paused, wondering if she’d left an iron on and if the housewas burning down. She kept on working. She waited. (31-32)


47

Being a nurse does not mean that she will stop dreaming. She dreams to have her

own clinic, live peacefully in jungle or sea, the place which is far from the crowd.

She really wants to go out from her life. She is too bored living in a little

apartment by herself, being old without having any experiences in adventure.

She read, too, Pearl Buck’s novels first and then everything she could findabout life in China and Burma and Laos. Sometimes she let the books slipfrom her hands and gazed dreamily out the window of her plain littleapartment on the edge of town. She saw herself moving through anotherlife, an exotic, difficult, satisfying life. Her clinic would be simple, set in alush jungle, perhaps near the sea. It would have white walls; it wouldgleam like a pearl. People would line up outside, squatting beneathcoconut trees as they waited. She, Caroline, would tend to them all; shewould heal them. She would transform their lives and hers. (32)

After all of Caroline’s dreams which never come true, she wants to leave them

and find another thing to catch. The life struggle of Caroline toward Phoebe is

started after she comes to the funeral of Phoebe. Before she brings Phoebe to

Pittsburgh, she wants to attend the funeral because she needs to ensure herself that

in the eyes of the world, Phoebe is dead. She wants to make sure that she does not

have to concern their past life.

All that sunny afternoon, traveling north and east, Caroline believedabsolutely in the future. And why not? For if the worst had alreadyhappened to them in the eyes of the world, then surely, surely, it was theworst that they left behind them now. (88)

It is not easy for Caroline who just has the experience as a nurse to look for a job

in a new place that she never visited before. Everything is started from the

beginning. Caroline does not know anyone in Pittsburgh. With the money she has,

she lives in a cheap hotel and searches for a job in many places. A dozen different

interviews have made her come into a panic because no one can give her


48

something to do. This last interview means a lot for her because with the

limitation of her saving, she cannot bear to this condition. This interview involves

“competition with a standard of excellence (Heckhausen, p. 137) because Caroline

needs to compete with the condition which forces her to get the job as fast as she

can.

For one long month she had lived in a cheap motel on the edge of town,circling want ads and watching her saving dwindle. By the time she’dcome to this interview, her euphoria had turned into dull panic. She rangthe bell and stood on the porch, waiting. (116)

The job offered is to be a companion to an old man. The daughter, Dorothy March

cannot assure that Caroline can handle her father. Besides, she has a baby to take

care of. Dorothy is not sure that Caroline can manage all at once. Caroline should

defend her statement and convince Dorothy that she can do it. The only way is to

make an agreement. What Caroline shown indicates that she is a high-achiever

who pursues achievement goals on their own initiative (McClelland, p. 137).

“But how would you manage?” she mused. “And with the baby too? Myfather is not a patient patient, I assure you. “

“A week,” Caroline had replied. “if you don’t like me in a week, I’ll go.”(117)

A week has passed. Now, it is nearly a year for Caroline to work with Dorothy

March. To be honest, sometimes she feels so tired to be a companion for Leo

March, a mother for Phoebe and a friend for Dorothy March. Nevertheless,

Caroline considers this situation to be a responsibility to fulfill. The individual

responsibility that Caroline has indicates that she is a high-achiever (Murray, p.

100).


49

For a moment Caroline didn’t answer. She was so tired and she hadtraveled so far in this past year, one moment to the next, and her carefulsolitary life had been utterly transformed. Somehow she had come to behere in this tiny purple bathroom, a mother to Phoebe, a companion to abrilliant man with a failing mind an unlikely but certain friend to thiswoman Doro March: the two of them strangers a year ago, women whomight have passed each other on the street without a second glance or aglimmer of connection, their lives now woven together by the demands oftheir days and a cautious, sure respect. (118)

Caroline knows that Phoebe, a girl with down syndrome must be treated in a

different way. This is the first time for Caroline to raise a down syndrome girl.

She does not have a clue how to raise her in a proper way. To get to know this,

Caroline comes to a library to find the answers that she has in mind. In the library,

she meets someone who has the same experience with Caroline.. She is high-

achiever. Even though Sandra is an unlikely friend, Caroline wants to be with her

to share about down syndrome. She chooses expert rather than friends as a

working partner (Murray, p.100).

Caroline sat down on the floor too. Like Doro, Sandra was an unlikelyfriend, someone Caroline would never have known in her old life. They’dmet in the library one bleak January day when Caroline, overwhelmed byexperts and grim statistics, had slammed a book shut in despair. Sandra,two tables over amid her own stack of books, the spines and covers terriblyfamiliar to Caroline, looked up. Oh, I know just how you feel. I’m so angryI could break a window. (124)

To be a down syndrome means to be ready with all of the bad opinion coming

from people. Phoebe does not understand yet that she is different with other kids.

As a mother, hearing and getting so many problems from the surrounding are a

hard time for Caroline. Then, the teachers of Phoebe have a lot of spirit. They give

the parents understanding that their children are not quite different. They can also


50

learn, it just needs more patience to contact with them. Caroline is resistant to

outside social pressure (Murray, p. 100).

Thoughtless or ignorant or cruel, it didn’t matter; over the years thesecomments had rubbed a raw spot in Caroline’s heart. But here the teacherswere young and enthusiastic, and the parents had quietly followed theirexample: Phoebe might struggle more, go slower, but like any child she’dlearn. (203)

Caroline joins the Upside Down Society. This society has the aim to fight for the

rights of down syndrome people. This time, the Upside Down Society asks the

school board to give a chance for down syndrome children to study in public

school. The controversy goes complicated. The school board is still hard to fulfill

their pursuit. This makes Caroline need to do something. There is something in

her mind that the children like Phoebe deserves to get the same education the

normal children get. For them, Caroline speaks to the audience and makes a brave

statement. Her achievement motivation appears when she rivals and surpasses

others (Murray, p. 97).

“It’s not about numbers,” Caroline said. “It’s about children. I have adaughter who is six years old. It takes her more time, it’s true, to masternew things. But she has learned to do everything that any other child learnsto do: to crawl and walk and talk and use the bathroom, to dress herself,which she did this morning. What I see is a little girl who wants to learn,and who loves everyone she sees. And I see a roomful of men who appearto have forgotten that in this country we promise an education to everychild―regardless of ability.” (208)

After all of what she has experienced to live with Phoebe, she starts to understand

that she is not the person that she knows in the past. She has transformed into a

mature woman who can struggle for anything in her life. In this moment, she feels

that has reached her goal to have a better life with Phoebe. From that time, it is


51

not only Phoebe who can give her happiness. Her husband, Al, is the only man

that completes her happy life.

She was Caroline Simpson, mother of Phoebe, wife of Al, organizer ofprotest―a different person altogether from the timid woman who hadstood in a silent snow-swept office thirteen years ago with an infant in herarms. (286-287)

There is a time when Caroline has a chance to meet David Henry, the father of

Phoebe. Caroline feels that all this time he never cares of her and his daughter.

The anger comes to Caroline’s mind. If he does not even care of his own

daughter, he does not deserve to get Phoebe back. This action means that Caroline

wants to rival David Henry to protect Phoebe (Murray, p. 97). “For years you

never wanted to know how I was. How Phoebe was. You just didn’t give a damn,

did you? And then that last letter, the one I never answered. All of sudden, you

wanted her back” (313).

She explained to David Henry that everything goes right. There is nothing

to worry about. She wants to prove him that she, an ordinary woman, lives

happily with Phoebe. She does not want to be underestimated by David Henry.

She tells everything that she can be proud of. According to Murray (1965), this

character is included as high-achiever that she excels David Henry about the joy

she gets (p. 97).

“She goes to school. Public school, with all the other kids. I nearly grown Idon’t know what will happen. I have a good job. I work part-time in aninternal medicine clinic at the hospital. My husband―he travels a lot.Phoebe goes to a group home each day. She has a lot of friends there.She’s learning how to do office work. What else can I say? You missed alot of heartache, sure. But David, you missed a lot of joy.” (316)


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Unpredictability, Caroline meets David Henry in his photograph exhibition. Then

she has some conversation with him. He is wondering why Caroline stopped

writing a letter to him. He wants to talk more about her and Phoebe but he should

meet the audience. David Henry asks Caroline to wait him until the end of the

exhibition, but then she leaves him. Along the way home, she remembers what

she has experienced in her young life. She thinks about her waiting in love,

adventure, and recognition. The last, she realizes that her life began when she took

Phoebe and left everything. She is glad to know that she has made a very risky

amazing decision. To have her family now, she knows that she had done the right

thing. The family that Caroline has really encourages her to be a better person.

With her family, she can release from her difficult past life, which was full of

dreams.

This was her life. Not the life she had once dreamed of, not a life heryounger self would ever have imagined or desired, but the life she wasliving, with all its complexities. This was her life, built with care andattention, and it was good. (322)

Now, her life is complex but warmth and nothing can pay for it. In this

monologue, Caroline shows her deepest feeling about her achievement all this

time. She does not regret to have Phoebe and Al in her life. This is the time when

Caroline is proud of herself to take a good decision taking care of Phoebe.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts. The first part is conclusion of the

analysis. The second part is suggestion for further research on the novel and

suggestion for teaching-learning activity using the novel.

A. Conclusions

This chapter discusses the conclusion of the analysis in Chapter 4. There

are two conclusions which are found in this study. The first problem is the

character of Caroline’s personality as seen in Kim Edwards’ The Memory

Keeper’s Daughter. Based on the theories of character and characterization,

Caroline is a round character and major character. From the physical appearance,

Caroline is a blue-eyed woman with a pale face. She is also a tall, thin, and

angular woman. In the novel, she starts her story in her thirties. The analysis of

character and characterization is based on Klarer’s theory (1999), which has two

ways to present characters into showing and telling as two different method of

presentation. From this theory, Caroline in Kim Edwards’ The Memory Keeper’s

Daughter posses seven traits found in Caroline’s personality. The first trait is

responsible. The responsibility of Caroline can be seen from her action and

speech. Her responsibility is proven when she does her job as a nurse and a foster

mother for a down syndrome girl named Phoebe. The second trait is loving.

Caroline is a loving person. This trait appears when she shares her life with

Phoebe. The third trait is calm. She becomes so calm because this is what her


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mother has taught her. Being so calm can lead her to solve everything with a clear

mind. The fourth trait is competent. As a nurse, she is not like other nurses who

just follow the order. After becoming a companion of an old man, she never loses

her competence to nurse a person. The fifth trait is sensitive. Her sensitivity

appears everytime she in a condition when someone is treated badly, especially

the one that she cares about. The sixth trait is brave. She needs to be brave to fight

against people who underestimates Phoebe as a down syndrome girl. The last trait

is smart. This character can be shown by other’s opinion who ever feels that she is

very great woman who can be a mother of Phoebe, a companion, a wife of Al, and

organizer of protests of Upside Down Society which fight for the rights of the

down syndrome people.

The second problem is Caroline’s motivation to be a foster mother to a

down syndrome girl. Because this study focuses on Caroline’s relationship with

others and how to reach goals in her life, this study employs affiliative and

achievement motivation. The first motivation is based on the theory of affiliative

motivation that becomes the major motivation. Tthe first affiliative motivation is

that Caroline’s responsibility after David Henry refuses to take care of Phoebe.

David wants to protect her wife from her grief if someday Phoebe is dead. He

trusts Caroline to take care of Phoebe. Then, Caroline takes the responsibility. The

second affiliative motivation is that the protection needed by Phoebe from

Caroline. Phoebe comes to her with a weak body. Caroline wants to protect

Phoebe from people who have mean purposes to her. Caroline knows that she is

the only person who can take care of Phoebe. Therefore, she decides to give


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protection to her. The third affiliative motivation is Caroline’s need for having a

good relationship with others. To be honest, she really wants to love and to be

loved. She needs to share each other about her life to someone she trusts. Phoebe

comes to her life and becomes a part of her family. The second motivation is

based on the theory of achievement motivation. Caroline has raised in a family

who teaches her to reach her dreams as many as she can, but the atmospehere in

her school does not support her to get what she dreams of. In her maturity, she

should also release her dreams about her career and love. These life lessons

always strengthen her to struggle for her other goals. If there is a chance, she will

endeavour to get what she wants. She finds Phoebe as her next dream. Because of

this reason, Caroline is brave to leave her town, her job, and everything she has to

move to the place where she and Phoebe can live peacefully. The love for Phoebe

is more than the mother’s love to her own child.

B. Suggestions

This section consists of two parts. The first part is suggestion for future

researchers related to topics in Kim Edwards’ The Memory Keeper’s Daughter.

The second suggestion is teaching-learning activity using this book.

1. Suggestions for Future Researchers

Kim Edwards’ The Memory Keeper’s Daughter is an amazing novel

with an inspirational story. This novel successfully portrays the struggle of a

woman who wants to get her happiness. Since a down syndrome girl was taken by


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her, her life has changed. Both of them become a family and face the world

together.

In this study, the writer only limits on the Caroline’s motivation as a foster

mother to a down syndrome girl. Future researchers may observe the influence of

lying to the David Henry’s personality development. This issue is supported by

the fact that a family which seemed so ideal for others changes into a family

which is full of depression because of David Henry’s personality development. A

secret hidden by David makes him so frustrated and it turns him into somebody

else. The next suggestion is about Norah’s struggle after loosing her down

syndrome daughter. Norah does not know that her daughter is still alive and she

should face David’s character changing from being a very kind and attentive

husband into someone she does not know at all. She feels that David hides

something but she does not have a clue of what has happened.

2. Suggestions for Teaching Learning Activity

This part discusses the use of literary works in teaching and learning

English. Literary works cannot be separated from the teaching and learning a

language. In learning a language, literary works take an important role. In the

literary works, language becomes the only way to portray the society. To gain the

understanding of a language in literary works, reading is one of the skills that are

compatible with the teaching learning in English. By reading, the learners will not

only focus on the vocabularies and structure of the language but also they learn

the content of the text which is filled with culture and moral value. As one of the

literary works, Kim Edwards’ The Memory Keeper’s Daughter can be used as the


57

source of teaching reading skill. This novel provides many topics to be discussed.

The topics that can be found in this novel are down syndrome, untruth, struggle,

adoption, love, family, etc.

From all of the topics above, the writer chooses David Henry’s white lie as

the topic for teaching Basic Reading I class in the first semester of English

Education Study Program. The writer would like to suggest a reading material

which is based on the novel. The material focuses on the students’ comprehension

about the story. To stimulate students’ curiosity, the writer arranges some

questions which can brainstorm ideas related to an important concept in the text.

After the students read the story, they should answer the other questions to know

the their understanding about the content of the story. Below are the procedures of

teaching learning activity in Basic Reading class.

The Procedures:

1. The students’ reading text is taken from the novel. The text consists of four

pages (p. 19-25).

2. The students’ curiosity and understanding are stimulated by arranging the pre-

reading questions and content-based questions.

3. The students get the materials, and do the pre-reading questions, and discuss the

answers to their pair.

4. The students and the teacher discuss the answers and relate between what the

students have got in the pre-reading questions and the topic of the reading text.

5. The students are asked to read the text and answers the questions related to the

content of the text.


58

6. The students and the teacher discuss the answers of the questions.

7. The students are asked the to guess the meaning of the unfamiliar vocabularies

according to the text.

8. The students are asked to share what moral value they could get from the

material.


59

REFERENCES

Abrams, M. H. (1999). A glossary of literary terms (7th ed.). Orlando: Harcourt

Brace Jovanovich College Publishers.

Apter, M. J. (1989). Reversal theory - The dynamic of motivation, emotion, and

personality. Oxford: Oneworld Publications.

Beck, R. C. (1978). Motivation: Theories and principles. Englewood Cliffs, NJ:

Prentice-Hall, Inc.

Eastman, R. M. (1965). A guide to the novel. San Francisco, CA: Chandler

Publishing Company.

Edwards, K. (2005). The memory keeper's daughter. New York: Viking Press.

Franken, R. E. (2002). Human motivation. Belmont, CA: Thomson Learning Inc.

Heckhausen, J. & Heckhausen, H. (2008). Motivation and action. New York:

Cambridge University Press.

Huffman, K. (2010). Psychology in action (9th ed.). Hoboken, NJ: John Wiley &

Sons, Inc.

Klarer, M. (1999). An introduction to literary studies. New York: Routledge.

McClelland, D.C. (1985). Human motivation. Glenview, IL: Scott, Foresman and

Company.

Murphy, M. (1972). Understanding unseen: An introduction to english poetry &

the english novel for overseas students. London: George Allen & Unwin

Ltd.

Murray, E. J. (1965). Motivation and emotion. Englewood Cliffs, NJ: Prentice

Hall Inc.


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Pashler, H. (Ed.). (2002). Stevens’ handbook of experimental psychology (3rd ed.)

(Vol. 3) : Learning, motivation, and emotion. New York: John Wiley &

Sons, Inc.

Petri, H. L. (1981). Motivation: Theory and research. Belmont, CA: Wadsworth

Inc.

Rohberger, M., & Woods, S. H. (1971). Reading and writing about literature.

New York: Random House Inc.

Santrock, J. W. (2007). A topical approach to life-span development (3rd ed.).

Dallas: The McGraw Hill Companies Inc.

Smith, C. P. (Eds.). (1992). Motivation and personality: Handbook of thematic

content analysis. New York: Cambridge University Press

The Internet Sources:

Rabideau, S. T. (2005, November). Effects of achievement motivation on behavior.

Retrieved September 20, 2011, from

http://www.personalityresearch.org/papers/rabideau.html

Hop Studios. (2006). About Kim Edwards. Retrieved Januari 9, 2012, from

http://www.memorykeepersdaughter.com/about_kim_edwards.html


APPENDICES


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Appendix 1

SUMMARY OF THE MEMORY KEEPER’S DAUGHTER

In 1964, there is a married couple living in Kentucky who waits for the

birth of their child. They are Dr. David Henry and Norah Henry. With the help of

a nurse, David Henry becomes the doctor in the process of delivering the baby.

Their first child is a boy. Norah names him Paul. Then, there is still another birth.

The second child is a girl, but there is something wrong with her. She suffers from

down syndrome, an illness which can get her into the possibility of the death

because of heart complication. David Henry remembers his past when his sister

died young who suffered from heart defect. Then, he decides to keep Norah away

from her grief when she knows her daughter’s condition by placing this baby in

the institution. Caroline, the nurse who falls in love with him, helps him to take

the baby girl to the institution. Remembering the name which Norah gives to this

baby girl, she calls her Phoebe. After finding out the wretched conditions of the

place, Caroline decides to take care of Phoebe as her own daughter. She moves to

Pittsburgh and start a new life with Phoebe.

David Henry lies to Norah and tells her that their daughter died at birth.

Unconsciously, this lie changes David Henry’s personality. He becomes someone

who drives himself into his lonely world. Her daughter’s reflection always

threatens him. Norah has not known what has happened to her husband. It drives

her crazy. Norah feels that David Henry is going so far away from her.


63

In Pittsburgh, Caroline works for Doro March as a companion for her

father. She really struggles for her and Phoebe’s life. She takes a lot of people’s

judgment about Phoebe’s abnormality, but she never surrenders. In that city, she

married to Al, a truck driver, and becomes the member of Upside Down Society,

asking the school board to include their children in public schools. She always

tries to make Phoebe accepted in society. The distance does not make David

Henry forget about Phoebe. He always sends Caroline some money for his

daughter. In return, Caroline sends Phoebe’s pictures for him.

One day, there is a chance when Caroline meets David Henry. He is so

surprised to see Caroline. She tells him that Phoebe is healthy. There is no

problem with her heart. There are many things to ask, but unfortunately, he is in

his photographic exhibition. Caroline is asked to wait until he finishes his

business, but she is tired of waiting in her life. Then, she leaves David Henry.

After many years, Caroline hears about David Henry’s death. She decides

to come to his house and tells Norah that her daughter is still alive. Norah and

Paul meet Phoebe for the first time. Paul takes Phoebe to their father's grave.


64

Appendix 2

BIOGRAPHY OF KIM EDWARDS

Kim Edwards was born on May 4, 1958, in Killeen, Texas. She grew up in

Skaneateles, New York, in the heart of the Finger Lakes region. Although she

was interested in writing since she was a little girl, it was in her college years that

the wheels were set in motion for her writing career. The oldest of four children,

she graduated from Colgate University and the University of Iowa, where she

received an MFA in Fiction and an MA in Linguistics. After completing her

graduate work, she went with her husband to Asia, where they spent the next five

years teaching, first on the rural east coast of Malaysia, then in a small city an

hour south of Tokyo, and finally in Phnom Penh, Cambodia.

During her time in Asia, Kim began to publish short fiction, and in 1990

her story “Sky Juice” won the Nelson Algren Award. Her stories and essays have

since appeared in a wide range of periodicals, including Ploughshares, Zoetrope,

Anteaus, Story, and The Paris Review. They have won many honors, including a

National Magazine Award for Excellence in Fiction and a Pushcart Prize, as well


65

as inclusion in The Best American Short Stories. Two of her stories have been

performed at Symphony Space and broadcast on Public Radio International. Kim

has also received support from the National Endowment for the Arts and the

Kentucky Arts Council, among others. Her story collection The Secrets of a Fire

King was short-listed for the 1998 Pen/Hemingway Award. Penguin will reissue

The Secrets of a Fire King in 2007.

Kim Edwards received a Writing Writers’ Award in 2002. She has taught

in the MFA programs at Warren Wilson and Washington University, and is

currently an assistant professor at The University of Kentucky. Her novel, The

Memory Keeper’s Daughter, was selected for a Barnes and Noble Discovery

Award and won the Kentucky Literary Award for Fiction in 2005. The Memory

Keeper’s Daughter, a #1 New York Times Best Seller in the United States, will

also be published in Italy, Japan, Brazil, Denmark, Norway, Sweden, France,

Portugal, Spain, Poland, China, Taiwan, Israel, Turkey, and the United Kingdom.

(Taken from http://www.memorykeepersdaughter.com/about_kim_edwards.html,

accessed on January 9, 2012 at 10.54 a.m.)


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Appendix 3

LESSON PLAN

Subject : Basic Reading I

Topic : “White Lie”

Semester : 1st

Time Allocation : 2 x 50’

A. Basic Competencies

The students will be able to understand the basic reading strategies, which are

predicting, scanning, skimming, finding pronoun references, guessing word

meanings from context.

B. Indicators

The students are able to:

1. predict what the topic of the text by answering pre-reading questions

2. find the difficult words by scanning the text

3. find the main idea of the paragraph by skimming the text

4. find pronoun references found in the text

5. find the meaning of vocabularies by guessing it from the context

C. Teaching Learning Activities

No. Phase and Time

AllotmentTeacher Students

Pre Activities

1.Introduction

5’

greets students

introduces himself or

herself to students

introduce

themselves

2.Predicting

10’

asks students if they ever

told a lie to their

friends/parents

gives explanation related

to today’s material

answer about a lie

that ever be told to

friends/parents

listen teacher’s

explanation about


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which is about white lie

and reading strategies

asks students to answer

pre-reading questions

related to the topic and

discuss it with his pair.

discusses the answer

with the students

white lie

answer pre-reading

questions

discuss the pre-

reading answer

Whilst Activities

3

Skimming&

Scanning

30’

asks students to read the

text carefully

asks students to answer

the questions by using

skimming and scanning

read the text

carefully

answer the

questions by using

skimming and

scanning

4Pronoun references

20’

asks students to find

pronoun references

found in the text

find pronoun

references found in

the text

5

Guessing the

difficult word from

the context

20’

asks students to find

difficult words and

guess the meaning in the

text.

find difficult words

and guess the

meaning in the text.

Post Activities

6Review

5’

reviews to students what

they have learned

asks students to give a

conclusion about the text

closes the meeting

listen the review

give a conclusion

about the text

D. Material

A chapter taken from the novel The Memory Keepers’ Daughter by Kim

Edwards

E. Evaluation

The evaluation is task-based.


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Appendix 4

Teaching Material

PREREADING QUESTIONS

1. What is your opinion about “white lie”?

2. Do you agree with the concept of white lie? Why?

3. Would you tell a white lie to someone you love? Why?

HOW WELL DID YOU READ?

1. What was wrong with the baby girl?

______________________________________________________________________________________________________________________________________________________________________________________________________

2. What happened to the doctor’s past that made him take his decision to the babygirl?

______________________________________________________________________________________________________________________________________________________________________________________________________

3. What did the doctor do to spare him and his wife from terrible grief?

______________________________________________________________________________________________________________________________________________________________________________________________________

4. What did the doctor tell to his wife to cover his lie?______________________________________________________________________________________________________________________________________________________________________________________________________

5. What is the main idea of the story?

______________________________________________________________________________________________________________________________________________________________________________________________________


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PRONOUN REFERENCES

1. The word “her” in line 11 refers to ___________________________________

2. The word “she” in line 97 refers to ___________________________________

3. The word “you” in line 134 refers to __________________________________

4. The word “it” in line 166 refers to ____________________________________

5. The word “you” in line 177 refers to __________________________________

EXPANDING VOCABULARYGuess the meaning of each word or phrase below as it is used in the article.

Ceiling (n) : __________________________________________

Recited (v) : __________________________________________

Precision (n) : __________________________________________

Volition (n) : __________________________________________

Ditch (n) : __________________________________________

Sedative (n) : __________________________________________

Cradled (v) : __________________________________________

Suspicious (adj) : __________________________________________

Conviction (n) : __________________________________________

Latched (v) : __________________________________________


Appendix 5

Birth of TwinsIt was a boy, red-faced and dark-haired, his eyes alert,

suspicious of the lights and the cold bright slap of air. Thedoctor tied the umbilical cord and cut it. My son, he allowedhimself to think. My son.

“He’s beautiful,” the nurse said. She waited while heexamined the child, noting his steady heart, rapid and sure, thelong-fingered hands and shock of dark hair. Then she took theinfant to the other room to bathe him and to drop the silvernitrate into his eyes. The small cries drifted back to them, andhis wife stirred. The doctor stayed where he was with his handon her knee, taking several deep breaths, awaiting the afterbirth.My son, he thought again.

“Where is the baby?” his wife asked, opening her eyes andpushing hair away from her flushed face,” Is everything allright?”

“It’s a boy,” the doctor said, smiling down at her. “Wehave a son. You’ll see him as soon as he’s clean. He’sabsolutely perfect.”

His wife’s face, soft with relief and exhaustion, suddenlytightened with another contraction, and the doctor, expectingthe afterbirth, returned to the stool between her legs and pressedlightly against her abdomen. She cried out, and at the samemoment he understood what was happening, as starled as if awindow had appeared suddenly in a concrete wall.

“It’s all right, “ he said. “Everything’s fine. Nurse,” hecalled, as the next contraction tightened.

She came at once, carrying the baby, now swaddled inwhite blankets.

“He’s a nine on the apgar,“ she announced. “That’s verygood.”

His wife lifted her arms for the baby and began to speak,but then the pain caught her and she lay back down.

“Nurse?” The doctor said, “I need you here. Right now.”After a moment’s confusion the nurse put two pillows on

the floor, placed the baby on them, and joined the doctor by thetable.

“More gas,” he said. He saw her surprise and then herquick nod of comprehension as she complayed. His hand wason his wife’s knee; he felt the tension ease from her muscles asthe gas worked.

“Twins?” The nurse asked.The doctor, who had allowed himself to relax after the boy

was born, felt shaky now, and he did not trust himself to domore than nod. Steady, he told himself, as the next headcrowned. You are anywhere, he thought, watching from somefine point on the ceiling as his hands worked with method andprecision. This is any birth.

This baby was smaller and came easily, sliding so quicklyinto his gloved hands that he leaned forward, using his cheast tomake sure it did not fall. “It’s a girl,” he said, and cradled herlike a football, face down, tapping her back until she cried out.Then he turned her over to see her face.

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70PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Creamy white vernix whorled in her delicate skin, and shewas slippery with amniotic fluid and traces of blood. The blueeyes were cloudy, the hair jet black, but he barely noticed all ofthis. What he was looking at were the unmistakable features,the eyes turned up as if with laughter, the epicanthal fold acrosstheir lids, the flattened nose. A classic case, he remembered hisprofessor saying as they examined a similar child, years ago. Amongoloid. Do you know what that means? And the doctor,dutiful, had recited the symptoms he’d memorized from thetext: flaccid muscle tone, delayed growth and mentaldevelopment, possible heart complications, early death. Theprofessor had nodded, placing his stethoscope on the baby’ssmooth bare chest. Poor kid. There’s nothing they can doexcept try to keep him clean. They ought to spare themselvesand send him to a home.

The doctor had felt transported back in time. His sister hadbeen born with a heart defect and had grown very slowly, herbreath catching and coming in little gasps whenever she tried torun. For many years, until the first trip to the clinic inMorgantown, they had not known what was the matter. Thenthey knew, and there was nothing they could do. All hismother’s attention had gone to her, and yet she had died whenshe was twelve years old. The doctor had been sixteen, alreadyliving in town to attend high school, already on his way toPittsburgh and medical school and the life he was living now.Still, he remembered the depth and endurance of his mother’sgrief, the way she walked uphill to the grave every morning, herarms folded against whatever weather she encountered.

The nurse stood beside him and studied the baby.“I’m sorry , doctor,” she said.He held the infant, forgeting what he ought to do next. Her

tiny hands were perfect. But the gap between her big toes andthe others, that was there, like a missing tooth, and when helooked deeply at her eyes he saw the Brushfield spots, as tinyand distinct as flacks of snow in the irises. He imagined herheart, the size of a plum and very possibly defective, and hethought of the nursery, so carefully painted, with its softanimals and single crib. He thought of his wife standing on thesidewalk before there brightly veiled home, saying, Our worldwill never be the same.

The baby’s hand brushed his, and he started. Withoutvolition he began to move through the familliar patterns. He cutthe cord and checked her heart, her lungs. All the time he wasthinking of the snow, the silver car floating into a ditch, thedeep quite of this empty clinic. Later, when she considered thisnight―and he would think of it often, in the months and years to come : the turning point of his life, the moments aroundwhich everything else would always gather―what he remembered was the silence in the room and the snow fallingsteadily outside. The silence was so deep and encompassingthat he felt him self floating to a new height, some point abovethis room and then beyond, where he was one with the snowand where this scene in the room was something unfolding in adifferent life, a live at which he was a random spectator, like ascene glimpsed through a warmly lit window while walking ona dark-end street. That was what he would remember, that

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

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

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

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

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

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

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

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

He spoke with conviction. He believed his own words. Thenurse sat starting at him, her expression surprise but otherwiseunreadable, as he waited for her to him that she might sayanything else. He did not imagine, as he would later that night,and in many nigths to come, the ways in which he wasjeopardizing everything. Instead, he felt impatient with herslowness 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. Hereturned he gaze, unflinching, and at last she nodded, amovement so slight as to be almost imperceptible.

“The snow,” she murmured, looking down.

But by midmorning the storm had begun to abate, and thedistant sounds of plows grated through the still air. He watchedfrom the upstairs window as the nurse knocked snow from herpowder-blue car and drove off into the soft white world. Thebaby was hidden, asleep in a box lined with blankets, on theseat behind her. The doctor watched her turn left onto the streetand disappear. Then he went back and sat with his familly.

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His wife slept, her gold hair splayed across the pillow.Now and then the doctor dozed. Awake, he gazed into theempty parking lot, watching smoke rise from the chimneysacross the street, preparing the words he would say. That it wasno one’s fault, that their daughter would be in good hands, withothers like herself, with ceaseless care. That it would be bestthis 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, warmand light, and he sat down beside her, settling the baby in herarms.

“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 puthim to her breast. His son latched on at once, and his wifelooked up and smiled. He took her free hand, remembering howhard she had held onto him, imprinting the bones of her fingerson his flesh. He remembered how much he had wanted toprotect her.

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

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

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

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

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

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

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