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THE INFLUENCE OF DAVID’S DECISION OF TAKING

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

DAUGHTER

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Susanna Purwaninastiti Student Number: 061214080

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

▸ Baca selengkapnya: stealing macquire diamond makes the accused pays his debt

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THE INFLUENCE OF DAVID’S DECISION OF TAKING

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

DAUGHTER

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Susanna Purwaninastiti Student Number: 061214080  

 

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

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

-Norman Vincent Peale (1898-1993)

"Imagination is more important than knowledge.

Knowledge is limited. Imagination encircles the world."

-Albert Einstein (1879-1955)

This thesis is dedicated with love and gratitude to:

My wonderful father and my beloved mother up in heaven

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ABSTRACT

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: English

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

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

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

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

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

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ABSTRAK

Purwaninastiti, Susanna. (2011). The Influence of David’s Decision of Taking His Daughter with Down Syndrome away from His Family on His Family’s Life in Kim Edwards’ The Memory Keeper’s Daughter. Yogyakarta: Program

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

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

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

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

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

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

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ACKNOWLEDGEMENTS

I praised my Lord Jesus Christ for all of His love and blessings. I thank

Him for staying by my side, protecting me in any situation and guiding me in my

study so that I was finally able to finish this thesis.

With greatest gratitude, I thank my beloved family. It is for my wonderful

father and mother, Antonius Sukirno and Theresia Jumarni. I thank them for their

love, prayers, supports, and efforts to make me educated. I thank them for

everything they have given to me. It is also for my beloved brother Dominikus

Dwi Widaryanto who has encouraged me to finish my thesis.

I would like to express my deepest gratitude to Drs. L. Bambang Hendarto

Y., M. Hum., who has guided me patiently in the process of writing this thesis. I

thank him for his patience, motivation, advices, and time for consultation on this

thesis until it is done. I also express my gratitude to Sanata Dharma University

which has given me a place and facilities to study. It is also to all my lecturers and

the administrative staffs of English Language Education Study Program who have

helped me during my study in Sanata Dharma University.

I express my gratitude to the family in CEC who has given me chance to

improve knowledge and to gain new experience. I thank my friends in Sekartaji

(Nat-nat, Cui, Ratih, mba Vita, Tika, Arum, mba Har) for accommodating and

motivating me. I thank Valentina Puput, Puput “Pupuy”, Riris, Maria Christy,

Edita, Satrio and Guntur for the discussions and supports. My special thankfulness

goes to my best friends Neisya and Christine for everything we have shared and

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that I cannot mention one by one, for giving supports, helps and strengths in

finishing my thesis. May God bless them all.

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TABLE OF CONTENTS

TITLE PAGE ... i

PAGES OF APPROVAL ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI... v

b. Methods of Characterization... 10

4. Motivation ... 11

a. Definition of Motivation ... 11

b. Kinds of Motivation ... 12

5. Fear ... 13

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b. Source of Fear ... 14

6. Decision-Making Process ... 16

a. Definition of Decision ... 16

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

1. Intrinsic Motivation ... 39

2. Extrinsic Motivation ... 44

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

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

1. On the Daughter ... 47

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

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b. On Norah ... 55

c. On Paul ... 59

3. On Caroline ... 61

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

A. Conclusions ... 70

B. Suggestions ... 72

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

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

REFERENCES ... 75

APPENDICES ... 77

APPENDIX 1 Summary of the Novel ... 78

APPENDIX 2 Biography of Kim Edwards ... 80

APPENDIX 3 Picture of Kim Edwards ... 81

APPENDIX 4 Kim Edwards’s Work ... 82

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

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

APPENDIX 7 Sentence Structure ... 86

APPENDIX 8 Exercises on Sentence Structure ... 88

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1

CHAPTER I

INTRODUCTION

This chapter consists of four parts, namely: background of the study,

problem formulation, objectives of the study, and definition of terms. Background

of the study provides information of the topic of the study and the reasons for

choosing the topic. Problem formulation states the problem to discuss. In the

objectives of the study, the writer conveys the aims of the study. The last is

definition of terms. It clarifies terms that are being used throughout this study.

A. Background of the Study

In the website of National Down Syndrome Society titled Down

Syndrome, it is stated that Down syndrome is a chromosomal disorder. It is caused

by error division of the embryo cell. In a normal division, an embryo has 23 pairs

of chromosome or 46 chromosomes. In Down syndrome case, an embryo has 47

chromosomes because of an extra chromosome in the 21st chromosome (Down

Syndrome, n.d.).

As cited from the website of National Down Syndrome Society, it is stated

that a newborn baby with Down syndrome is certainly different from a baby who

is born in normal condition. A baby with Down syndrome can be first easily

identified from his/her physical appearance such as flat facial profile, an upward

slant to the eyes, an abnormal shape of the ear, a large space between first and

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from a lot of diseases. They are heart defect, hearing and vision problems,

leukemia, and other diseases. When the baby is growing older he/she is possible

to develop Alzheimer’s disease. It is not only about health problems. In his/her

development, a child with Down syndrome may face cognitive development

problem (Down Syndrome, n.d.). As cited from the website of National Institutes

of Health, Eunice Kennedy Shriver adds that a child with Down syndrome has

speech delay (longer speech development) even speech error and low-respond

ability because he/she takes longer to learn language. Besides, the parents also

have to be aware of the delay in their babies doing activity such as sit, walk, and

the other activities (“Facts about Down Syndrome”, 2008).

People with Down syndrome are people who have to struggle with their

limited condition. They may have such characteristics which need special

attention, but they are unique. They deserve to be treated without prejudice so that

they can develop like other individuals. Buckley (2000) in an overview entitled

Living with Down syndrome says that individual with Down syndrome are people

first who have the same rights and needs as other individuals. The term of people

first deals with the words to describe people because they convey message. The

person should be mentioned first. Referring the term above, the label “A child

with Down Syndrome” is more accepted than “a Downs child”. Buckley also says

that “babies with Down Syndrome are babies first, with the same needs for love,

security, warmth, and stimulation as all babies” (p. 3). Furthermore, the

development of the babies and children with Down syndrome is influenced by the

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supported by the family or the community they meet, live and grow up. Therefore,

parents play the most important role in child’s development (para. 2-5). As cited

from the website of National Institutes of Health, Eunice Kennedy Shriver insists

parents to keep in their mind that children with Down syndrome have a lot of

abilities and talents to develop as other children do. It is also suggested that

parents should not compare children’s with Down syndrome development to other

children’s development (“Facts about Down Syndrome”, 2008).

In the website of Parents first for Health by Great Ormond Street Hospital,

as cited from an article entitled Raising a Child with Down’s syndrome, Stuart

Mills states that some parents go through a grieving process finding their baby

have Down syndrome. Families have to face this condition with very complex

emotions: fear, protectiveness and images or perceptions that they have a child

with Down syndrome. Parents find it hard to see the label of Down syndrome on

their child although they try to realize that their child is like other children

(“Raising a Child with Down’s syndrome”, 2008).

Parents’ fears and difficulties in raising a child with Down syndrome are

clearly depicted in the novel The Memory Keeper’s Daughter by Kim Edwards.

The novel tells a story about a doctor named David Henry. He gets married with

Norah. The story begins in March 1964 when Norah gets into labor. Then, the

problem arises when Norah gives births to twin babies. The first is a boy. He is

born in a good and healthy condition. Few minutes later, another baby is born.

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feels something different with his baby girl. The baby girl has Down syndrome.

David Henry is both desperate and disappointed.

David recalls his childhood. His sister, June, could not stay alive because

of Down syndrome. The death of his sister causes his mother’s grief and also his

family’s grieves. David does not want to see Norah in grief because of having a

daughter with Down syndrome. In a short time, David decides to take the baby

girl away. He asks Caroline, a nurse in the hospital to put the baby into an

institution hoping that the baby will get medical treatment. Then, David tells

Norah that the daughter has died and he keeps the secret until his death.

Unfortunately, the nurse looks after the baby, later called Phoebe, until the

child grows up. Although she is a stepmother for Phoebe, she takes the hardest life

for Phoebe. Caroline leaves her job as a nurse. She applies for a maid for an old

man and earns money from this job. She collects a lot of information about Down

syndrome and consults doctor in order to take care of Phoebe well. Caroline and

other parents who join Upside Down Society fight for their children’s education.

They ask the board of school to include their children with Down syndrome in a

public school although finally they cannot achieve their demand. Caroline teaches

Phoebe to do activities such as walking, holding things, using bathroom, and

arranging words so that Phoebe is able to speak orderly. Caroline takes care of

Phoebe patiently and full of affection. She gives most of her time, attention,

money and even herself to Phoebe. Later, when Phoebe grows up she is able to

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her daughter who has Down syndrome is still alive. The story ends with the

meeting of the twins, Paul and Phoebe.

The Memory Keeper’s Daughter is interesting to discuss. It tells us how

David’s fear of his sister with Down syndrome and family’s grieves leads him

into a decision to take his daughter with Down syndrome away. David’s decision

brings greats effect on his family life and gets David to blame himself for all

problems in his family. This novel also tells Caroline’s great struggle for Phoebe

so that she can stay alive and fight against Down syndrome.

B. Problem Formulation

Based on the previous description, there are two problems that can be

formulated as follows:

1. How is David described in the novel “The Memory Keeper’s Daughter”?

2. Why does David take a decision to take his daughter with Down syndrome

away from his family?

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

C. Objectives of the Study

This study has three objectives. The first objective is to explore how David

is portrayed in the novel. The second objective is to analyze the reason why David

takes the decision to take his daughter with Down syndrome away from his

family. The third objective is to explore the influence aroused from David’s

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D. Definition of Terms 1. Decision

In Mallach’s definition (2000), decision is as a reasoned choice among

alternatives. That reasoned-choice is considered as solution of the problem. It is a

part of problem solving (para. 37). Hansson (1994) in A Brief Introduction

Decision Theory states that decision is about options to choose between and in a

non-random way. Those choices are goal-directed activities (para. 6).

2. Down Syndrome

In the website of National Down Syndrome Society entitled Down

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

abnormality. There is an error division of the cell in the 21st chromosome that

results in the presence of an extra chromosome in the 21st chromosome. There will

47 chromosomes instead of 46 chromosomes as individual has in normal division

(Down Syndrome 1). Thus, a Down syndrome child is a child whose body

consists of 47 chromosomes inside the cells instead of 46 chromosomes. A child

is known having from Down syndrome from the physical characteristics such as

flat facial profile, an upward slant to the eyes, an abnormal shape of the ear, a

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7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two parts. The first part of this chapter is

theoretical review. It presents some theories that will be used to support the

analysis of the novel. The second part is theoretical framework. In the theoretical

framework, the writer explains how the theories applied and the reason why the

theories are used.

A. Theoretical Review

This part deals with some theories which relates to the study. They are

critical approach, theory of character, theory of characterization, theory of

motivation, theory of fear, theory of decision-making process, and Down

syndrome. Those theories are presented as follow:

1. Critical Approach

According to Rohrberger and Woods, Jr (1971) in Reading and Writing

About Literature, there are five kinds of critical approaches. The first approach is

the formalist approach. It concentrates on the aesthetic value of the work of

literature. It concerns with the harmonious involvement of all parts to the whole

of work of literature. Second is the biographical approach. It considers a work of

art as a reflection the authors’ personality. Thus, this approach gets us to learn the

authors’ biography in understanding the work of literature. The third approach is

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refers to sociocultural-historical background. It emphasizes on the civilization of

the work of literature. Civilization itself refers to the attitudes and actions of a

specific group of people. Forth is the mythopoeic approach. It considered myth as

the reference in understanding the work of literature. This approach is used to find

certain universally recurrent pattern of human thought which is found in the work

of literature such as ancient myths and folk rites. Fifth is psychological approach.

It analyzes the characters’ behavior in a work of literature by means of

psychological theories. This approach enables us to explore human thought and

behavior deeply (para. 6-15).

Those five approaches have their own value, limitations, strengths, and

weaknesses. We can choose the most appropriate approach in order to understand

the work of literature because not all approaches are appropriate to be applied to

study the work of literature.

From those five approaches, the psychological approach is chosen to

explore the character’s motivation in Kim Edwards’ The Memory Keeper’s

Daughter. Another theory is needed to explore the decision which has been made

by David, the character of the novel. That theory is theory of decision making

process.

2. Character

a. Definition of Character

According to Abrams (1981), there are two definitions of character. The

first,”‘character is the name of literary genre; it is a short, and usually witty,

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persons presented in a dramatic or narrative work, who are interpreted by the

reader as being endowed with moral, dispositional, and emotional qualities that

are expressed in what they say–the dialogue-and by what they do-the action” (p.

23). Stanton (1965) says that character assigns the individuals who appear in the

story. It refers to “the mixture of interest, desires, emotions, and moral principles

that make up each of the individuals” (p. 17-18).

b. Kinds of Character

Forster divides character into flat character and round character. Flat

character “is built around “a single idea or quality” and is presented without much

individualizing detail, and therefore can be fairly adequately described in a single

phrase or character” (as cited in Abrams, 1981, p. 24). Forster adds that flat

characters are “characters who are compelled by a set idea in their creater” (as

cited in Henkle, 1977, p.91).

The second character is round character. Foster state that “a round

character is complex in temperament and motivation and is represent with subtle

particularity; such a character therefore is as difficult to describe with any

adequacy as a person in real life and like real person, is capable of surprising us”

(as cited in Abrams, 1981, p. 24). Henkle (1997) adds that since it is more

complex, it embodies the variations and complexities of human nature (p. 91)

3. Characterization

a. Definition of Characterization

Blair and Gerber (1984) state that characterization deals with the

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characters’ qualities, likes and dislikes, how the characters live, and what the

characters do (para. 52). Henkle (1977) adds that characterization enables the

reader to understand and to experience people. Furthermore, characterization

functions in transmitting the book’s meaning and social texture. Besides,

characterization enables the authors to discuss their human qualities and guides

the reader to understand the human themes of the novel (para. 86-87).

b. Methods of Characterization.

Murphy (1972) states nine ways how author expresses character’s

personality. First is personal description. It deals with character’s physical

appearance. Second is character as seen by another. The author describes a certain

character through other character’s opinion. Third is speech. The author gives

clues of a character to the reader from what a character says. Whenever a

character is in a conversation with others or puts an opinion he/she is giving clue

to his/her character. Fourth is past life. The readers can understand a character

from the character’s past life. The character’s past life can be seen from directly

author’s description, the character’s thought the character’s conversation and the

medium of another person. Fifth is conversation of others. In this way, the readers

understand a person’s character through the conversation of others and the things

they say about him/her. Sixth is reactions. The author gives clues to the readers

about a character through a character’s reaction to various situations and events.

Seventh is direct comment. The author describes a person’s character directly in

the novel. Eighth is thoughts. The author gives clues by giving direct knowledge

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person’s character from author’s description on a person’s mannerism, habits or

idiosyncrasies (para. 161-173).

4. Motivation

a. Definition of Motivation

Petri (1979) defines motivation as “a concept we use when we describe the

forces acting on or within an organism to initiate and direct behavior” (p. 3). This

concept is used to indicate the direction of behavior. Petri also adds that some

theorists state that motivation is the result of physical needs. Those physical needs

are food, water, sex, and avoidance of pain (para. 4). According to Beck (1978),

“motivation is broadly concerned with the contemporary determinants of choice

(direction), persistence, and vigor of goal-directed behavior” (p. 24). Huffman,

Vernoy and Vernoy (1997) convey their idea about motivation as the process of

activating, maintaining and directing behavior to achieve certain goal. It deals

with human’s needs, desires, and interests (para. 364).

Maslow conveys his idea about human motivation into hierarchy of needs.

It consists of five needs that must be fulfilled to gain satisfaction. The lower level

must be accomplished first so that individuals could meet the needs of the higher

level.

The lower level of the hierarchy needs is physiological needs. It includes

hunger and thirst. Human has already satisfied physiological needs most of the

time. The second is safety needs. It is about needs of security in surroundings.

Maslow adds that safety needs cover familiar surroundings, secure job, saving

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in order to gain comfortable life. The third is love or belongingness needs. People

need affection. They yearn for affectionate relationship with others.

Accomplishment of belongingness needs can be seen in many ways. Getting

married, having a good relation with people around, joining a certain group or

organization can be one of ways to satisfy belongingness needs.

The forth level of hierarchy needs is esteem needs. Maslow classifies

esteem needs into two subcategories. Those categories are a need for self-esteem

and a need for esteem from others. The needs for self-esteem encourage people to

struggle for achievement, strength, confidence, independence, and freedom. On

the other side, the needs of esteem from others motivate people to gain reputation,

status, recognition, appreciation, and feeling of importance.

The higher level of Maslow’s hierarchy is self-actualization. It is also

called level of development. At this level, one’s behaviour is motivated by a new

set of needs. Those are truth, honesty, beauty, and goodness. In addition, one is

motivated to grow and become all that one will be (as cited in Petri, 1979, para.

303-304).

b. Kinds of Motivation

Acording to Huffman, Vernoy and Vernoy (1997), there are two kinds of

motivation, namely intrinsic motivation and extrinsic motivation. Intrinsic

motivation is the desire to perform an act for its own sake. While extrinsic

motivation is the desire to perform an act because of external rewards or

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Beck (1978) states that intrinsic motivation deals with factors that

encourage certain activities rewarding in and of themselves. Extrinsic motivation

refers to the kinds of reinforcement situation in which a person makes a response

and is reinforced for it by external agent (para. 144).

Hunt states that organism is still intrinsically motivated when the major

needs are absent. Under the low need conditions, organism still displays

exploratory behavior, curiosity and manipulatory behaviors (as cited in Petri,

1979, p. 315). Meanwhile, Staw defines intrinsic motivation “as the value or

pleasure associated with an activity as opposed to the goal toward which activity

is directed”. While extrinsic motivation refers to “the external goals toward which

the activity is directed” (as cited in Petri, 1979, p. 315).

5. Fear

a. Definition of Fear

Watson states that fear is caused by innate stimuli which can be limited to

loud noise, sudden loss of support, and pain (as cited in Gray, 1971, p. 11).

According to Beck (1978), “fear is an aversive state of the organism aroused by

stimuli that signal a future aversive event” (p. 184). Robinson et al. (2004) in

their book entitled Fears, Stress, and Trauma: Helping Children Cope, define fear

as affective, cognitive, motoric and physiological response to a perceived threat.

It is a response of a certain object or concept (para. 21).

In the website of Pediatric Pain, Mineka and Öhman state that “‘fear is a

normal emotional response to a perceived threatening stimulus, and is a common

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they resolve in childhood, but in certain situation fears may continue into

adolescence further, they cause a problem in adulthood (as cited in Du, Jaaniste,

Champion, and Yap, 2008, “Theories of Fear Acquisition”).

b. Sources of Fear

Hebb points out some sources of fear. Hebb classifies source of fears into

three categories. The first is conflict. It includes fears aroused by pain, loud

noise, dead or mutilated body and strange persons or animal. Fear snake or

mammals is included in this category. The second is sensory deficit. This

category includes loss of support, darkness, and solitude. In other words it is

stated as an absence of customary stimulation. Hebb explains that “this is the

result of familiarity and adaptation to having others around” (as cited in Beck,

1978, p. 194). The third category is constitutional disturbances and maturation.

Individuals may have this fear while they are sick because, as Hebb says, the

disease produces a nervous system function different from the normal cerebral

activity of the healthy adult. Beck adds that children may have fears as they grow

up which represent temporary neural disorganization due to maturational changes

(as cited in Beck, 1978, para. 194-195).

Du, Jaaniste, Champion, and Yap in the website of Pediatric Pain Letter

divide the pathways of fear acquisition into two broad frameworks related to fear.

They are the environmental learning pathways and the non-associative pathways

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1) The Environmental Learning Pathways

Fears can be learned through one or a combination of the following

environment learning pathways.

a) Direct Conditioning

In this acquisition, a single exposure to characteristics related to an

intensely aversive event can cause a person to remain fearful of those

characteristics. It results in excessive fear.

b) Vicarious Learning

Fear can occur by observing the fear responses of others. Infants can find

emotional information from their caregiver. It is called social referencing.

c) Negative Information Provision

It is explained that “negative information can increase beliefs about the

danger posed by a particular stimulus”. It results in avoidance of certain stimulus

and reduces the chance of correcting the negative information.

2) The Non-Associative Pathways

a) Biological Preparedness

Biological preparedness deals with fears that are considered to be innate. It

includes fear of heights, strangers, and loud noises.

b) Genetic Factors

Genetic factors from twin studies are provided as an example. Twin

studies find that “the fear response of one twin could be predicted by a co-twin’s

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6. Decision-Making Process a. Definition of Decision

Mallach (2000) states his idea about decision as a reasoned choice among

alternatives. That reasoned-choice must be considered as solution of the problem.

Mallach adds that making decision is part of the broader subject of problem

solving (para. 37). Hansson (n.d.) in A Brief Introduction Decision Theory states

that decision is about option to choose between and in a non-random way. The

choice is goal-directed activity. Then, Hansson sums the idea of decision into

goal-directed behavior in the presence of options (para. 6).

Each decision is characterized by a decision statement, a set of

alternatives, and a set of decision making criteria. Decision statement is what we

are trying to decide. In other words, it deals with what decision we are going to

make. It is important to keep focus on the main subject.

Alternatives are the possible decisions we can make. In other word,

alternatives are called options. Weirich states that the set alternatives can be open

and closed. It is called open when the decision maker can add or invent new

alternatives. The set of alternatives is closed when there are no new alternatives

added. There will be limited number of alternatives to choose. Decision with

closed alternative is divided into two, namely voluntary closure and involuntary

closure. It is voluntary closure when the decision makers get him/her to close the

alternatives while in involuntary closure, the decision maker is imposed by others

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b. The Decision Making Process

Condorcet conveys his idea related to decision process. He divides a

decision process into three stages. The first stage consists of discussing the

principles that will serve as the basis for decision and examining the various

aspects of this issue and the consequences of different ways to make the decision.

It results in a set of alternatives. In the second stage, the question is clarified,

opinions which have been discussed in the first stage combined to each other in

order to achieve small number of more general opinions. The third stage is where

the decision has already been made and is going to be applied (as cited in

Hansson, n.d., para. 9).

Guy (1990) states in her book entitled Ethical Decision Making in

Everyday Works Situations that in order to achieve a rational decision, there are

six steps to go through. The first step is defining the problem. It includes

formulating key factors in question, examining the situation and identifying the

limits of the situation. The second is identifying the goal to achieve. In the third

step, the decision maker is insisted to make a list of the possible solutions to the

problem. The forth is evaluating each alternative to determine the best solution. In

this step, the decision maker should analyze each alternative and its benefits,

costs, and risks. Fifth is selecting alternative that has the most important value and

the sixth is making a commitment to the choice and applying it (para. 28-30).

Herbert Simon defines decision process into three phases, namely

intelligence, design, and choice. The intelligence phase covers finding,

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decides what to decide. It results in the decision statement. The second phase is

design phase. In this phase, the decision maker develops the alternatives of

choice. The last phase is the choice phase. The decision maker evaluates the

alternatives and chooses them. Choosing a decision can be helped by creating

decision-making criteria (as cited in Mallach, 2000, para. 39). Mallach states that

“decision-making criteria are what we want to optimize in a decision” (p. 38). As

an alternative chosen, a decision is also chosen. Then, the decision maker should

proceed on the effect of the decision.

7. Down Syndrome

a. Definition of Down Syndrome

In the website of National Down Syndrome Society, it is stated that Down

syndrome was identified by John Langdon Down in 1866 (“Down

Syndrome”,n.d.). For many years, as Buckley (2000) says, the term Down’s

syndrome was used before they change the term into Down syndrome. The reason

is that John Langdon Down neither had nor owned the syndrome so the

possessive form is not appropriate. Buckley also adds that for children with Down

syndrome’s self-image and self-esteem, they are not labeled as ‘a Down’s child’

or ‘a Downs’ but they are labeled as ‘a child with Down syndrome’ (para. 5).

According to the website of National Down Syndrome Society, Down

syndrome is a condition of chromosomal abnormality. Human body is constructed

by cells. Each contains a center which is called nucleus. In general, the nucleus of

each cell contains 23 pairs of chromosomes or 46 chromosomes. In an individual

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cells contain 47 chromosomes in individual with Down syndrome instead of 46

chromosomes. The presence of additional chromosome is detected by using

karyotype. It is a visual display of the chromosomes categorized by size, number

and shape. From this detection, it is shown that ninety percent of Down syndrome

is the result of the presence of an extra (third) chromosome.

According to the presence of the extra chromosome, Down syndrome is

categorized into three, namely non-disjunction, mosaicism, and translocation. In

non-disjunction, the extra chromosome is replicated in every cell of the human

body. It is the most common case of Down syndrome. Mosaicism is an error cell

division that occurs after fertilization which results in a mixture of two types of

cells. They are the cells with 46 chromosomes and the cells with 47 chromosomes

which have an extra chromosome in the 21st chromosome. Meanwhile,

translocation occurs when part of the 21st chromosome breaks off during cell

division and sticks on the other chromosomes. Individual has a normal 21st

chromosome. It also has 21st chromosome’s material on the other chromosomes

(“Down Syndrome”, n.d.). However, Buckley (2000) says that the difference of

the presence of extra chromosome does not significantly influence the learning

difficulties of individuals with Down syndrome. Children with mosaic Down

syndrome are less affected by physical and mental characteristics of Down

syndrome. Meanwhile, the risk of the highest illness is in translocation (p. 9).

Buckley (2000) states that children with Down syndrome can be born from

parents of all social and education level, of all ethnic groups and of all ages. The

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The risk is about 1 in 2000 at 20 years old and 1 in 45 at 45 years old. However,

since the number of babies who are born from younger mother is higher than the

number born from older mother, most of babies with Down syndrome are born by

mothers under 35 years old (para. 9).

b. Characteristics of Down Syndrome

A child with Down syndrome can be identified first from the physical

characteristics. According to National Down Syndrome Society, there are some

physical characteristics of Down syndrome. The most common characteristics are,

oblique palpebral fissure (an upward slant to the eyes), epicanthal folds (small

skin folds on the inner corner of the eyes), a flat facial profile (a flat nasal bridge

and small nose), and dysplastic ear (abnormal shape of the ear). The other

characteristics are muscle hypotonia (low muscle tone), excessive space between

first and second toe, and large tongue in relation to size of mouth (“Down

Syndrome”, n.d.).

As cited from the website of National Institutes of Health, Shriver says

that those physical characteristics are a flat facial profile, an upward slant to the

eye, white spots on the iris of the eye (Brushfield spots), a short neck, and a single

palmar fold. Shriver also adds that a baby with Down syndrome may have a

reduced muscle tone and a protruding tongue which cause on taking longer to feed

the baby. As Shriver says, hypotonia can affect the muscles of the digestive

system and causes constipation (‘Facts about Down Syndrome”, 2008).

Buckley (2000) conveys other characteristics of Down syndrome. They

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confident, being extrovert, enjoying lively social lives and loving sport. Some are

quieter, shy and prefer quiet pastimes with a few close friends (para. 4-5).

However, individuals with Down syndrome do not have all those characteristics.

The possible of having those characteristics may vary.

c. Development of A Child with Down Syndrome

Development of a child with Down syndrome can be summed up into

physical, medical and cognitive development. Shriver states that a child with

Down syndrome will also have much longer physical development. She/he may

be low at doing basic activities such as, sitting, standing, walking, or turning

around because of the lack of muscle tone power (“Facts about Down Syndrome”,

2008). A child with Down syndrome might have the following health problems.

Those are heart defects, respiratory problem, hearing problems, obstructive

digestive tracts, sleep apnea, and leukemia. It increases as she/he is growing to be

adult to have a risk for Alzheimer’s disease. A child with Down syndrome will get

cognitive delay and does not indicate that he/she may have strengths and talents as

each individual has. A child with Down syndrome has speech delay, speech error

(he/she finds difficulties in arranging sentences to speak), and lack of

understanding speech (“Down Syndrome”, n.d.).

Although children with Down syndrome have a tendency not to survive in

their surroundings, they still are able to learn to sit, walk, talk, play and do other

activities. They may have some difficulties to develop, but it does not mean that

they are delayed in all aspects of live. As Buckley (2000) says, children with

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visual learners who prefer learning through pictures or reading information to

learning through spoken information (para. 13-14). The website of National Down

Syndrome Society adds that a child with Down syndrome have high response to

their physical and social environments. They have the same emotions and needs

just like other people in common. They insist to reach the same chance in many

aspects of life as common children. They need positive support in their lives so

that they can adapt successfully. Adapting successfully means they can attend

school, have friends, find work, and do other activities. Those are the ways they

survive and are accepted in society (Down Syndrome, n.d.).

B. Theoretical Framework

Those theories above are used to analyze the problems which are stated in

previous chapter. Three problems are going to be analyzed. The first problem is to

find the description of David as portrayed in The Memory Keeper’s Daughter. In

the first problem, theory of character and characterization are used to explore the

characters of David.

The second problem is to find the reasons why David makes a decision to

take his daughter with Down syndrome away. The theory of motivation is applied

to explore David’s motivation to take his daughter with Down syndrome away in

an institution. In the second problem, information about Down syndrome is

needed to help in analyzing David’s motivation.

The third problem deals with the influence of David’s decision in taking

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making process is employed to reveal the process of how David makes the

decision to take his daughter with Down syndrome away. In advance, quotations

from the novel are used to provide proofs of the influence of David’s decision on

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CHAPTER III METHODOLOGY

This chapter presents an explanation of the methodology to analyze The

Memory Keeper’s Daughter novel. This chapter consists of three parts. They are

object of the study, approach of the study, and method of the study.

A. Object of the Study

The object of the study is a novel entitled The Memory Keeper’s Daughter

written by Kim Edwards in 2005. This novel is divided into seven parts, namely in

the years of 1964, 1965, 1970, 1977, 1982, 1988 and 1989. The years show the

growth of Paul and Phoebe from they are born until they are adult. Paul and

Phoebe are born on March 1964. In 1989, they have been twenty-five years old.

The Memory Keeper’s Daughter was published by Penguin Books and was

considered to be one of New York Times bestsellers. The novel was adapted to

television film and broadcasted on Lifetime Television on April 12, 2008. The

film is starred by Dermot Mulroney as David, Gretchen Mol as Norah, and Emily

Watson as Caroline. The adolescent and adult Phoebe is played by Krystal Hope

Nausbaum, an actress with Down syndrome. The film's DVD release was in

October 2008.

The story of The Memory Keeper’s Daughter begins with the birth of Paul

and Phoebe. The first baby is Paul who is born in a good condition while the

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witnessed what the syndrome can do to her sister. His sister cannot stay alive and

it causes his mother’s grief even his family’s grieves.

Being afraid of his wife experiencing the same grief, he decides to take the

daughter away in a certain institution which takes care of children. He asks the

nurse, Caroline, to get his daughter out. As Caroline arrives at the institution, she

sees the bad condition of the institution and the unfriendly nurses. Caroline feels

that it will be terrible for Phoebe to live there. Finally, she takes care for the baby.

She fights for Phoebe so that she can study in a school although the board of

education does not accept Phoebe to study in a public school.

As Phoebe is growing older, she grows up being a beautiful and smart girl

who can earn money for herself although she has Down syndrome. She is also full

of talent in music. In the end of the story, Kim Edwards, the author of the novel,

described this separated-family finally met each other after the death of David.

B. Approach of the Study

The study of The Influence of David’s Decision of Taking His Daughter

with Down Syndrome Away From His Family On His Family’s Life employs the

psychological approach to analyze the novel. The psychological approach enables

the writer to understand David’s motivation in taking such decision. The

psychological approach also enables the writer to explore deeply the influences of

David’s decision.

The writer finds out that the psychological approach is suitable approach

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psychology are needed to explore human motivation to answer the formulated

problems.

C. Method of the Study

The method that was used in conducting this study was library research.

There were some steps which the writer took in conducting this study. First, the

writer read the novel eleven times. Second, the writer tried to find the summary

and any information about this novel. That information is the background of

writing this novel, Kim Edwards’ view about this novel, and any other

information.

Third, the writer decided to focus on three problems to analyze. The writer

focused on the characterization of David, David’s motivation in determining a

decision, and the influences of David’s decision taking her baby away. It was not

only toward David’s life but some people were also considered to be affected by

David’s decision. Then, the writer read again and again focusing on the object

being analyzed. Fifth, the writer analyzed the problem using the theories and

approaches as the guidance. The writer also cited utterances from the novel as the

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CHAPTER IV ANALYSIS

This chapter consists of four major parts. The first part concerns about

David’s characterizations. The second part deals with David’s motivation

deciding to take his daughter with Down syndrome away from his family. The

third part concerns about the decision making process of David to take his

daughter with Down syndrome away from his family. The last part, the forth part,

has analyzing on the influences of David’s decision on his family’s life as

portrayed in The Memory Keeper’s Daughter.

A. The Characterization of David

Characterization plays important role in a story. Blair and Gerber (1984)

state that characterization deals with the technique used by the writer to show

what the characters are. It includes the characters’ qualities, likes and dislikes how

the characters live and what the characters do (para. 52). Henkle adds that

characterization is important because it enables the readers to understand and to

experience people (para. 86). Murphy (1972) states nine ways of how author

expresses character’s personality. They are personal description, character as seen

another, speech, past life, conversation of others, reaction, direct comment,

thoughts, and mannerism (para. 161-173). Applying some of the nine ways above,

David in Kim Edwards’ The Memory Keeper’s Daughter novel is portrayed as

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1. Kind

David is very kind. It is seen from the author’s direct comment about him.

As he is a doctor, he opens a free clinic on Tuesday nights for patients who are not

able to pay.

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

David comes from a poor family that causes him to work very hard in

order to be a doctor. He does a free clinic to give something back over gifts and

talents of being a doctor and to realize his words to help the world. When he dies,

a lot of people, even hundreds of people, come to his funeral to honour because

they love him. It is seen as Norah, his wife, says about him. Norah says to Paul

that hundreds of come to his funeral when he dies. It is because David provides

his time to help people by doing the clinic work. A lot of people love him (para.

422). For David, it is pleased to be able to help people in the world. One of the

ways is offering healing, as a doctor. Something that he cannot do for people he

loves the most (para.137).

David also shows his kindness to Rosemary. Rosemary is a pregnant girl

whom David meets in his parents’ house on the day he visits there. David takes

Rosemary to his house because Rosemary has no place to go and no friend to stay

with. “’She’s sixteen and pregnant, and she was living in an abandoned house, all

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with him causes a big debate with his wife and his leaving to another house, he

keeps providing a place for Rosemary to stay (para. 395). “’What do you want?’

his father was asking. ‘What do you want from me, Norah? I’ll stay, or I’ll move

out. But I can’t turn Rosemary away. She has no place to go’” (p. 366).

David is very kind to Rosemary. David brings Rosemary into a house

which he buys and divides into two parts, for him and Rosemary. Because of

David’s suggestion and support, she goes back to school. Rosemary is really

thankful to David.

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

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

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

From the speech of David in the conversation above, it is shown that

David feels he cannot make Norah happy. On the other hand, for Rosemary,

David has changed her life through everything David does and gives for

Rosemary so that she can go back to school and find a job (para. 398-399). David

is a hero for her.

2. Protective

David is protective. His love to his wife, Norah, causes David to be

protective of Norah. He wants to protect Norah from things that can be dangerous.

In Norah’s pregnancy, David gives more attention to Norah in order to protect

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David finds himself wanting to protect her such as carrying her up stairs,

wrapping her in blanket, and bringing her cups of custard (para. 5).

When Norah gets into her labor, Norah delivers twins. A son and a

daughter are born, but the daughter has Down syndrome. It is the same with his

sister who is born with Down syndrome. David recalls his memory of his mother,

walking uphill to grave, June’s grave, every morning with her arms folded no

matter what weather it is, which shows depth and endurance of her grief (para.

21). Seeing his newborn daughter, he thinks of his sister who is pale and thin.

While she is trying to catch breath, his mother is turning to window to hide tears

(para. 23-24). In order to protect Norah from having the same grieves as what his

mother has, David sends the daughter in an institution.

In his childhood, David experiences pain and loss because the death of his

sister, June. So, he wants to protect Paul away from pain and loss he has ever had

by separating Phoebe from Paul. David tries hard to be a good father. He makes

time for collecting, organizing and labelling fossils with Paul. Then, they display

the fossils in the living room. He also takes Paul fishing. “He had tried to protect

his son from the things he himself had suffered as a child: poverty and worry and

grief“(p. 327-328). David does not only protect Paul from grief he has

experienced when he is a child but also protect Paul from poverty and

unhappiness.

David’s efforts to protect Paul from everything that causes any grief let

David be worried of Paul’s dream. David and Paul have a different view about

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go to Juilliard, one of the most prestigious performing arts conservatories which

concerns in drama, dance, and music, so that he can learn playing guitar and can

be a great and famous musician. On the opposite, David does not want Paul to be

a musician. He wants his son, Paul, to be a basketball player. He says, “’… Look

at that height. Think what he could do on a court. But he doesn’t give a damn

about basketball’” (p. 226). When David says that, Paul is grinning, from Paul’s

expression it is known that Paul does not like basketball. Although Paul does not

want to be a basketball player, David still puts a hope that Paul wants to be a

doctor. He tries to ensure Paul that Paul has a big chance to be a doctor (para.

256). David’s reason is that he wants something which is more secure and more

promising for Paul’s future life.

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

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

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

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

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

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

From the conversation between David and Norah above, it is shown that

David is really worried about Paul’s life. He is afraid of taking any risk of Paul’s

life if Paul becomes a musician. Later, David finally understands and lets Paul go

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3. Calm

From direct comment of the author, it is seen that David is calm. He keeps

being calm in every situation even in an emergency situation. He can control

himself not to be in a rush. It is seen when Norah is going into labor. The way he

drives shows that he is careful. “Methodical, purposeful: even in an emergency

he could not change his nature. He came to a full stop at every light, signalled

turns to empty streets” (p. 14).

The author gives direct comment on how calm David is when Norah gets

hurt. The way David gives her first aids gets Norah to admire him. “She watched

him picked out the glass. He was careful and calm, absorbed in his thoughts. She

knew he would attend to any patient with these same practiced motions” (p.110).

It is also shown from David’s speech that he is a calm fellow. When Paul’s

arm is broken, David calmly picks Paul up to the clinic. He tries to throw Paul’s

fear away.

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

When Paul runs from home, David successfully brings Paul back home.

As Paul gets into the car, they have no words to say in a few moments. That is

David. He can control himself not to say too many words. As soon as they have

conversation after their silence, David can understand Paul’s running away from

home. Paul asks David why David keeps silence about Norah’s affair with

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When David and his family are enjoying their holiday in a beach, David finds

Norah, his wife, having an affair with Howard, a man they meet in the beach.

David makes a choice to leave Howard’s cottage where Norah and Howard’s

laughter fill the air with Norah’s clothes scattered. David goes back to their

family’s cottage and works with the photos. He says nothing about Howard to

Norah. His darker secret about Phoebe, his daughter with Down syndrome, is

David’s reason to keep silent about Norah’s affair (para. 259). That David is a

calm man is seen through his way of responding situations above.

4. Secretive

David is a secretive man. He grows up in a poor and uneducated family.

He has hard past life, but he never tells anyone about all his past life. He keeps

silent for some parts of his life. He tells Norah some pieces of his difficult past,

his parents and their hard work to earn money, his effort to afford the school fee,

and his sister who dies at her twelve year of age. He tells no one, even Norah, that

the death of his beloved sister is caused by heart defect. He also tells no one that

his sister has Down syndrome as she is born. The death of his sister remains

grieves for the family which cause his mother and his father’s death a year later.

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

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

When he tells about his parents, he thinks of his beloved sister, June. He

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June and his family’s grieves because of the death of June. When he is telling

Norah about his parents, his mind flies away remembering a moment when they

are sitting in David’s single student room. His mother is startled every time a train

whistle sounded. June, the centre of all their lives has died. After June dies, they

do not know what to do with themselves without June to take care for (para. 143).

David keeps all the memories of June in his mind, and he does not share them to

Norah.

David also tells Paul about his family. David tells Paul that his sister dies

because of a heart defect (para. 279). He tells Paul how hard their lives are. He

also tells Paul about June who is very good at singing. “’My mother, Paul, your

grandmother. She had a hard life. I had a sister, did you know that? Her name

was June. She was good at singing, at music, just like you’ “(p. 359). In fact,

David never tells about June who has Down syndrome.

David is a secretive man. He keeps his secret of his sister with Down

syndrome and the family’s grieves because of June’s death. Then, David keeps

secret out from Norah that her daughter has Down syndrome. He asks Caroline,

the nurse who helps him, to keep the daughter with Down syndrome into another

room so that Norah does not know. “’All right. Clean her up, please,’ he said,

releasing the slight weight of the infant into the nurse’s arms. ‘But keep her in the

other room. I don’t want my wife to know. Not right away’” (p. 23).

David asks Caroline to take the baby to an institution. Instead of saying to

Norah that the daughter has Down syndrome and is sent to an institution, David

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

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

He keeps this secret until his death except to Rosemary, a pregnant girl

who meets him in his parents’ old house. He tells Rosemary that he has a daughter

named Phoebe. He has not seen her since the day she is born because he gives the

daughter away. Phoebe has Down syndrome which means she is retarded. He says

to Rosemary that he never tell this to anyone (para. 344-345).

David has ever tried to tell the secret. He writes a letter to Caroline, the

nurse who finally takes care of Phoebe. He asks Caroline to let him meet Phoebe

and let Phoebe meet his brother, Paul. “I would like very much to meet Phoebe, he

wrote. I would like her to know her brother, and for him to know her” (p. 259).

Instead of answering David’s request, Caroline doesn’t write David back.

When David holds a photography exhibition in Pittsburgh, Caroline makes

herself bravely meet David. Caroline gets herself there to talk to David that she is

afraid of losing Phoebe. She is afraid that David will take Phoebe away if David

meets Phoebe. Caroline has created in her mind her own prediction of David‘s

taking Phoebe away after David meets Phoebe although David says that he does

not have that kind of intention. It is also the reason why Caroline stop writing

letters to David (para. 314).

Rosemary, the one to whom David tells his secret, suggests David to tell

Norah and Paul about the secret. She says that Norah should know about Phoebe.

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knew something no one else did. It’s a kind of power, isn’t it, knowing a secret?

But lately I don’t like it so much, knowing this. It’s not really mine to know, is

it?’” (p. 401). David is not able to tell the truth although Rosemary has suggested

it. David is doubtful to tell Norah about Phoebe. He is afraid of losing Norah and

Paul as he tells the truth. “He had never been able to tell her the truth, knowing he

would lose her entirely-and perhaps Paul too-if he did” (p. 394).

Once he tries to tell the truth to Norah. He thinks that Norah should know

the truth. He will go to their old house and tell Norah although he cannot imagine

how Norah will respond. When he arrives at the house, he starts to write on a

paper. He writes that their daughter does not die. Caroline Gill has taken her and

raised her in another city. In fact, he crosses out and writes that he gives away

their daughter. Again, he crosses out (para. 408-411). Then, he fixes the faucet

and puts a hope that Norah will be happy with the faucet. He finally writes that he

fixes the faucet. “I fixed the bathroom sink, he wrote. Happy Birthday” (p. 412).

The secret is still with him.

5. Griefful

David has experienced a hard life in his past. It is seen from David’s

speech. His father and mother keep working hard so that the family can stay alive.

Although they work so hard, they cannot afford school fee for David. The family

condition causes David to be a hard worker. David has to find a job in order to

pay the school fee.

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

From David’s thought, it is known that catching snakes, like rattlesnakes,

is one of the ways of David’s father earns money. It is his father who teaches him

how to catch a snake. By using a forked stick, his father pins the snake by its

neck. With two strong fingers, he grips the snake tightly behind its jaw, then puts

it into a metal box and closes the lid. The older and the bigger the snake is, the

more money they can earn. The money not only pays for their food but also pays

for a doctor in Morgantown (para. 150-151). This doctor in Morgantown is the

one who finds something wrong with his sister. It is Down syndrome.

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

David has a sister, June, who has Down syndrome. June gets a heart defect

along her life. He loves June very much. He protects June as his mother asks him.

Watch your sister, his mother would caution, looking up from the stove. Feed the

chickens and clean the coop and weed the garden. And watch June” (p. 153). He

protects June although he does not stop June from digging the dirt. He also does

not comfort June when she trips over a rock and falls down, but his love for June

is very deep.

June likes music. She likes singing. David remembers how June is singing.

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