ABSTRACT
Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic
Life as Seen in Diane Setterfield’s The Thirteenth Tale. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta.
This study analyses a novel entitled The Thirteenth Tale written by Diane Setterfield. The focuses of the study are the description of Adeline’s characteristics and the meaning of her tragic life as seen in the novel.
In order to reveal the meaning of Adeline’s tragic life, this research has formulated two problems. The problems of this research are “1) how is Adeline described in the novel? and 2) what is the meaning of Adeline’s tragic life?” The objective of this research is to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth Tale.
The method employed in this research is library study. The main source of this research is the novel written by Diane Setterfield entitled The Thirteenth Tale. The secondary sources of this research are some books and sources from electronic sources about adolescence theory, personality theory, motivation theory, and character theory. This research applied psychological approach to identify the characteristics of Adeline and the meaning of Adeline’s tragic life.
After conducting the research, the researcher found two findings related to the research problems. The first finding is the description of Adeline’s characteristics. Adeline is described as an introvert, insecure, ignorant, and uneducated person. The second finding is the meaning of Adeline’s tragic life which means bad luck. Adeline experienced bad luck in her life. Her first bad luck is when she is ignored by her mother since the beginning of her life. Second bad luck is when the teacher put more attention to Emmeline than to Adeline. The third bad luck is when the one whom she loved finally chose Emmeline.
Therefore, the researcher concludes that Adeline is having four characteristics namely introvert, insecure, ignorant, and uneducated. Moreover, the meaning of Adeline’s tragic life is bad luck. There are two kinds of bad luck in Adeline’s life namely the bad luck that comes from others and the bad luck that comes as a consequence of the action she takes.
ABSTRAK
Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic
Life as Seen in Diane Setterfield’sThe Thirteenth Tale. Yogyakarta: Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Santa Dharma, Yogyakarta.
Studi ini menganalisa sebuah novel yang berjudul The Thirteenth Tale karya Diane Setterfield. Fokus studi ini adalah menganalisa makna dari kehidupan tragis yang dialami oleh Adeline dan karakter Adeline seperti yang tampak dalam novel.
Untuk menemukan makna dari kehiduan tragis Adeline, studi ini merumuskan dua permasalahan. Permasalahan yang dirumuskan dalam studi ini adalah “1) bagaimana karakter Adeline? dan 2) apa makna dari kehidupan tragis yang dialami oleh Adeline?” Tujuan dari studi ini adalah untuk menemukan makna dari kehidupan tragis seseorang seperti yang dialami oleh Adeline, satu dari beberapa karakter utama dari novel The Thirteenth Tale karya Diane Setterfield.
Metode yang digunakan dalam studi ini adalah studi pustaka. Sumber utama dari studi ini adalah sebuah novel karya Diane Setterfield yang berjudul The Thirteenth Tale. Sumber lain dari sudi ini adalah beberapa buku dan sumber lain yang berasal dari internet mengenai teori adolescence, teori kepribadian, teori motivasi, dan teori karakter. Studi ini menggunakan pendekatan psikologi untuk mengidentifikasi karakter dari Adeline dan makna dari kehidupan tragis yang dialami oleh Adeline.
Setelah melakukan penelitian, peneliti menemukan dua hasil. Hasil yang pertama mengenai bagaimana Adeline digambarkan dalam novel ini. Peneliti menemukan bahwa Adeline dapat dideskripsikan sebagai sosok yang tertutup, tidak percaya diri, tidak penurut, serta tidak berpendidikan. Hasil yang kedua adalah makna dari kehidupan tragis yang dialami oleh Adeline. Kehidupan tragis ini bermakna sebagai ketidakberuntungan atau nasib buruk bagi Adeline.Adeline mengalami nasib buruk yang pertama ketika ia ddiabaikan oleh ibunya sejak lahir. Nasib buruk yang kedua ketika gurunya lebih memperhatian Emmeline daripada dirinya. Nasib buruk yang ketiga ketika seseorang yang dicintainya akhirnya memilih Emmeline daripada dirinya.
Peneliti menyimpulkan bahwa Adeline memiliki empat karakter yaitu tertutup,tidak percaya diri, tidak penurut, dan tidak berpendidikan. Selain itu, kehidupan tragis yang dialami Adeline bermakna sebagai ketidakberuntungan atau nasib buruk. Terdapat dua macam nasib buruk yang dialami oleh Adeline yaitu nasib buruk yang berasal dari orang lain dan nasib buruk yang berasal dari konsekuensi dari setiap perbuatan yang dilakukan oleh Adeline.
i
THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE SETTERFIELD’S THE THIRTEENTH TALE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Angela Costarica Kusumaningtyas Student Number: 111214011
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare this thesis, which I have written, does not contain the works or parts of other people’s works except those cited in the quotation and in the
references, as a scientific paper should.
Yogyakarta, 13 August 2015 The writer
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Angela Costarica Kusumaningtyas
Nomor Mahasiswa : 111214011
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE SETTERFIELD’S THE THIRTEENTH TALE
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal 13 Agustus 2015
Yang menyatakan
vi ABSTRACT
Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic
Life as Seen in Diane Setterfield’s The Thirteenth Tale. English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta.
This study analyses a novel entitled The Thirteenth Tale written by Diane Setterfield. The focuses of the study are the description of Adeline’s characteristics and the meaning of her tragic life as seen in the novel.
In order to reveal the meaning of Adeline’s tragic life, this research has formulated two problems. The problems of this research are “1) how is Adeline described in the novel? and 2) what is the meaning of Adeline’s tragic life?” The objective of this research is to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth Tale.
The method employed in this research is library study. The main source of this research is the novel written by Diane Setterfield entitled The Thirteenth Tale. The secondary sources of this research are some books and sources from electronic sources about adolescence theory, personality theory, motivation theory, and character theory. This research applied psychological approach to identify the characteristics of Adeline and the meaning of Adeline’s tragic life.
After conducting the research, the researcher found two findings related to the research problems. The first finding is the description of Adeline’s characteristics. Adeline is described as an introvert, insecure, ignorant, and uneducated person. The second finding is the meaning of Adeline’s tragic life which means bad luck. Adeline experienced bad luck in her life. Her first bad luck is when she is ignored by her mother since the beginning of her life. Second bad luck is when the teacher put more attention to Emmeline than to Adeline. The third bad luck is when the one whom she loved finally chose Emmeline.
Therefore, the researcher concludes that Adeline is having four characteristics namely introvert, insecure, ignorant, and uneducated. Moreover, the meaning of Adeline’s tragic life is bad luck. There are two kinds of bad luck in Adeline’s life namely the bad luck that comes from others and the bad luck that comes as a consequence of the action she takes.
vii
ABSTRAK
Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic
Life as Seen in Diane Setterfield’sThe Thirteenth Tale. Yogyakarta: Pendidikan Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Santa Dharma, Yogyakarta.
Studi ini menganalisa sebuah novel yang berjudul The Thirteenth Tale karya Diane Setterfield. Fokus studi ini adalah menganalisa makna dari kehidupan tragis yang dialami oleh Adeline dan karakter Adeline seperti yang tampak dalam novel.
Untuk menemukan makna dari kehiduan tragis Adeline, studi ini merumuskan dua permasalahan. Permasalahan yang dirumuskan dalam studi ini adalah “1) bagaimana karakter Adeline? dan 2) apa makna dari kehidupan tragis yang dialami oleh Adeline?” Tujuan dari studi ini adalah untuk menemukan makna dari kehidupan tragis seseorang seperti yang dialami oleh Adeline, satu dari beberapa karakter utama dari novel The Thirteenth Tale karya Diane Setterfield.
Metode yang digunakan dalam studi ini adalah studi pustaka. Sumber utama dari studi ini adalah sebuah novel karya Diane Setterfield yang berjudul The Thirteenth Tale. Sumber lain dari sudi ini adalah beberapa buku dan sumber lain yang berasal dari internet mengenai teori adolescence, teori kepribadian, teori motivasi, dan teori karakter. Studi ini menggunakan pendekatan psikologi untuk mengidentifikasi karakter dari Adeline dan makna dari kehidupan tragis yang dialami oleh Adeline.
Setelah melakukan penelitian, peneliti menemukan dua hasil. Hasil yang pertama mengenai bagaimana Adeline digambarkan dalam novel ini. Peneliti menemukan bahwa Adeline dapat dideskripsikan sebagai sosok yang tertutup, tidak percaya diri, tidak penurut, serta tidak berpendidikan. Hasil yang kedua adalah makna dari kehidupan tragis yang dialami oleh Adeline. Kehidupan tragis ini bermakna sebagai ketidakberuntungan atau nasib buruk bagi Adeline.Adeline mengalami nasib buruk yang pertama ketika ia ddiabaikan oleh ibunya sejak lahir. Nasib buruk yang kedua ketika gurunya lebih memperhatian Emmeline daripada dirinya. Nasib buruk yang ketiga ketika seseorang yang dicintainya akhirnya memilih Emmeline daripada dirinya.
Peneliti menyimpulkan bahwa Adeline memiliki empat karakter yaitu tertutup,tidak percaya diri, tidak penurut, dan tidak berpendidikan. Selain itu, kehidupan tragis yang dialami Adeline bermakna sebagai ketidakberuntungan atau nasib buruk. Terdapat dua macam nasib buruk yang dialami oleh Adeline yaitu nasib buruk yang berasal dari orang lain dan nasib buruk yang berasal dari konsekuensi dari setiap perbuatan yang dilakukan oleh Adeline.
viii
“What you get by achieving your goals isn’
t as important
as what you became by achieving your goals”
- Asley Benson -
“He hath made everything beautiful in his time”
- Ecclesiastes 3:11 -
“It’s not until you lose everything that you can truly
appreciate everything”
ix
I dedicate this undergraduate thesis to
My beloved mother and father
My beloved little brother
x
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for His blessing so that I can finish my thesis. I believe that He always makes everything beautiful in His time.
I also would like to thank my advisor, Dr. Ant. Herujiyanto, M.A. for his guidance, ideas, and support during the thesis writing. He always supports me in the process of writing the thesis. He teaches me to believe in myself and encourages me that I can pass every hard time in the process of thesis writing. I also give my great gratitude to all lecturers and staff of English Language Education Study Program for their supports, help, and guidance during my study in this university.
I dedicate my thesis for my parents, Drs. Dominicus Suharsana and Dra. Yohana Indiyaningsih, my little brother Yoseph Kurniawan Prasetyo, my aunt Dhiana Rachdyawati, my uncle Ancelmus Sulardiantomo, and all of my cousins. I thank them for the lifetime support, love, caring, and laughter. They make me believe that I can reach my dreams. They also motivate me to stand strong under the heavy rain.
xi
togetherness on Sanata Dharma University. They always support me to finish my study.
I would like to thank Andhika Bayu Sis Swa Bhuwana, for always standing right beside me. I thank him for the love, support, companion, and patience. I also thank him for the togetherness, laughter and tears. I thank him for the support and motivation during my study in this university. He always reminds me to be thankful for everything I face and he makes me believe that everything happens for a good reason.
Last but not least, I would like to thank my second family Kos Melati; Serra, Cila, Bertha (who always supports me from Leiden), Dita, Eni, Yesi. I thank them for every warm moment when I am tired and almost give up. I love them very much.
Sincerely,
xii
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
DEDICATION PAGE ... viii
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LIST OF APPENDICES ... xiv
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Objective of the Study ... 4
C. Problem Formulation ... 4
D. Benefits of the Study ... 4
E. Definition of Terms ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ... 6
A. Review of Related Literature ... 6
1. Psychological Approach ... 6
2. Theory of Adolescence ... 7
3. Theory of Personality ... 10
4. Theory of Motivation ... 14
5. Theory of Character ... 17
xiii
CHAPTER III. METHODOLOGY ... 23
A. Object of the Study ... 23
B. Approach of the Study ... 24
C. Research Procedure ... 24
CHAPTER IV. ANALYSIS ... 26
A. Characterization of Adeline ... 26
a. Insecure ... 27
b. Introverted ... 29
c. Ignorant ... 31
d. Uneducated ... 33
B. The Meaning of Adeline’s Tragic Life ... 34
a. Surface Meaning of Adeline’s Personality in Dealing with Her Tragic Life ... 34
b. Deeper Meaning of Adeline’s Personality in Dealing with Her Tragic Life ... 44
CHAPTER V. CONCLUSIONS, SUGGESTIONS, AND REFLECTIONS ... 50
A. Conclusions ... 50
B. Suggestions ... 51
C. Reflections ... 52
REFERENCES ... 56
xiv
LIST OF APPENDICES
1 CHAPTER I INTRODUCTION
This chapter provides five parts, namely the background of the study, the problem formulation, the objective of the study, the benefit of the study, and the definition of terms. The background of the study contains the reason of why the researcher conducts this study. The problem formulation states the problems which are discussed in the study. The objective of the study presents the aim of the study. The benefit of the study identifies the contribution of the study for the development of knowledge. Then the definition of terms describes the keywords used in the study to avoid misunderstanding.
A. Background of the Study
Literary work is one of the most interesting topics to be discussed. Another way of defining literature is to limit it to great books. The great books are the books which, whatever their subject, are notable for literary form or expression (Wellek, 1956). One example of literary work is novel. It can be a fiction novel or a reality-based novel. It is interesting for readers because they can find enjoyment in it. The readers can grab the enjoyment from the feeling of the author, characters’ story of life, and problems. Moreover, a novel can teach life lessons to
A literary work such as a novel may bring the reader to have a break from their daily routine. By reading a novel which has plot, characters, problems, and conversations may relax the mind of the readers. Thus, they seem to go to another world, following the life of others. There are some benefits of reading literature, such as opens doors to our inner and outer worlds, access to knowledge and power and can provide a lifetime of enjoyment (Rumbold & Clark, 2006).
for her. Isabelle is different from the girls in her sphere. She is brave and confident. Even, she is brave enough to face her own brother and his strange hobby to hurt other people.
She has twin babies named Adelline and Emelline. These girls are living in a hand of the house keeper of the family. Isabelle does not give them enough attention and affection for them. Then, she is considered as mad because of many things she has done in her whole life. The twin girls are growing up in the strange condition of the family. They grow up without the presence of parents and full family who loves them. They are living in the big house of Angelfield family with an aged house keeper and a gardener only. They do not learn on how to speak and behave properly. The twin girls always talk to each other with the language they made. They communicate by using the language which no one understands. A teacher then called to teach them how to speak and behave in a proper way.
The teacher has done various ways of teaching but the result is nothing. It is hard because only one of the twins who start to understand the teacher’s instruction and follow the rules. Emelline could change her habit, to be a little better. However, her twin, Adeline, seems to hate the teacher and still lives in her own world. One day, when the teacher resigns and decides to go from the house, Emelline cannot forget the teacher’s impact on her and makes Adeline do everything she wants. When Adeline is already satisfied with her life, someone comes and takes Emmeline from her side. It puts Adeline in a deep depression.
the novel entitled The Thirteenth Tale by Diane Setterfield, the researcher would like to discuss the meaning of Adeline’s tragic life. In order to solve the problems,
this research is using the psychological approach
B. Objective of the Study
This research attempts to find the meaning of someone’s tragic life as seen in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth
Tale.
C. Problem Formulation
This study is conducted in order to answer these two formulated problems: 1. How is Adeline described in the novel?
2. What is the meaning of Adeline’s tragic life?
D. Benefits of the Study
Based on the objectives above, this study attempts to find the meaning of Adeline’s tragic life. Therefore, there are two benefits of this study. The first
E. Definition of Terms
These are some keywords which used in this study in order to avoid misunderstanding.
1. Thirteenth
The word thirteenth (13) here has the relation with Western superstition of the number 13. Thirteenth is the age when the character of the novel, Adeline, is left by her mother. The thirteenth tale is the agony story told by the novelist. 2. Tragedy
According to Moody (2006), tragedy means a very sad event or situation which involving death or suffer. Tragedy is the imitation of an action which is serious, complete, and of a certain magnitude. It tells of a person who is highly renowned and prosperous and who falls as a result of some error or frailty because of external or internal forces. Furthermore, it also means a play about death and suffers with a sad ending. Those sad ending can be in a form of death, chaos, and destruction. In this study, tragedy is referred to Adeline’s life events.
3. Tragic Life
6 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of theories which are used to analyze and solve the problems in this study. There are two main parts in this chapter which are review of related theories and theoretical framework. In the review of related theories, the researcher reviews theories related to the study and directly relevant with the study. In the theoretical framework the researcher clarifies the theories used to answer the problem.
A. Review of Related Theories 1. Psychological Approach
Psychoanalysis is a branch of psychology which deals with an unconscious mind. It was introduced by Freud. It argued that literary works express the author‟s secret unconsciousness and anxiety. It is also a manifestation of the
author‟s own neuroses. Psychoanalysis seeks the evidence of unresolved
emotions, psychological conflicts, and ambivalences (Barry, 2009).
2. Theory of Adolescence
Today, adolescence refers to a transitional period between childhood and adulthood that typically begins with the onset of puberty and lasts until the ages of 18 to 21, when the individual enters young adulthood. Originally, the term “adolescence” was made popular by psychologist, Hall in his 1904 study “Adolescence,” in which he formally defined the developmental (Zarrett &
Eccles, 2006). Based on Ruffin‟s (2009) theory, there are three kinds of development occur in adolescence.
a. Physical Development
There are some signs of physical development of Adolescent. Those signs are rapid gains in height and weight, continued brain development, and development of secondary sex characteristics such as growth of pubic hair, menarche, voice changes, and growth of underarm hair.
b. Cognitive Development
some areas in advance thinking skills, which are developing advance reasoning skills and developing abstract thinking skills. First, developing advanced reasoning skills is including the ability to think about multiple options and possibilities. It includes a more logical thought process and the ability to think about things hypothetically. Second, developing abstract thinking skills means thinking about things that cannot be seen or touched such as faith ad truth.
c. Psychosocial Development
There are some social issues which adolescent deals with their adolescence life. The first issue is establishing identity. In this stage, teens begin to integrate the opinion of influential others into their own likes and dislikes. The second issue is establishing autonomy. Autonomy refers to becoming completely independent from others. Autonomous teens have gained the ability to make and follow through with their own decisions, live by their own set of principles of right and wrong, and have become less emotionally dependent on their parents. The third issue is establishing intimacy which refers to the close relationship in which people are open, honest, caring, and trusting such as what they find in friendship. The fourth issue is becoming comfortable with one‟s sexuality. The teen years
3. Theory of Personality
This part tells about the theory of personality of children in general and the aspects which influence the development of children‟s personality. The aspects are divided into two main groups which are internal and external aspects. Internal aspects are self-theories, family, and experience while the external aspect is social intervention.
a. Definition of Personality
According to Dweck (2008), personality is the consistent pattern of experience and action that are evident across multiple situations or life contexts. This pattern contains much more than temperament and habitual behavior. Importantly, it also includes the way one perceives self, others, and events. Children personality is just as the general personality all people have. The difference is only at their temperament. Child psychologists have focused on temperament traits, the behavioral consistencies that appear early in life, that are frequently but not exclusively emotional in nature, and that have a presumed biological basis (Caspi, Robert, & Shiner 2005).
b. Aspects of Personality
Each person may have different types of personality because it is affected by many aspects in their life. There are two main aspects which influence the development of children personality. The first aspect is internal aspect and the second aspect is external aspect.
1) Internal Aspect
The internal aspects are the self-theories, experience, and family. Self-theories are the individual belief of people about themselves. Dweck (2008) says that beliefs play a critical role in how well people function. These are people‟s self-theories. Some people have a fixed (or „„entity‟‟) theory, believing that their qualities, such as their intelligence, are simply fixed traits. Others have a self theory, believing that their most basic qualities can be developed through their efforts and education. In the other word, it is the way how a person sees and appreciates himself.
Experience plays an important role to build and develop someone‟s personality. According to Dweck (2008), experience is including the effect of domestic violence, abuse, or maternal depression on the development of subsequent depression in children. Experience is having the close relationship with the family factor. Family is the first thing that the children know and have. They determine the development of the children, both physically and mentally. Based on Yusuf‟s (2010, p. 42) theory, the family factors which influence the development of children‟s personality are: first, the function of the family;
really implementing the natural function such as giving affection each other, open and honest each other, want to listen to their children and appreciate their opinion, sharing, and having good communication. In the contrary, the dysfunction family is the family which cannot implement the natural function of the family. The characteristics of dysfunction family are the poor relationship between children and parents, high tension and low warmth, and the absence of one parent; divorce or died. It can be also a family which comes up from the poor marriage; one or both parents are having personality or psychological disorder. The poor interpersonal relationship of the family contributes to the mentality disorder of someone.
The second factor is the relationship pattern between parents and children or the parenting style. There are seven styles which are overprotective, permissiveness, rejection, acceptance, domination, submission, and over discipline. Each of them is having their own benefit and deficiency. For example, the acceptance style will construct a good personality of children. The children will be cooperative, friendly, loyal, honest, optimistic and cheerful, trusted, having a good vision to reach their future, realistic, and having a stable emotion. Whereas, the rejection style will generate children whose characteristics are aggressive, submissive, silent, sadistic, and difficult to socialize (Yusuf, 2010). The rejected children will have regular and pleasing facial feature, their eyes are “soulful” and seem to express deep and desperate experience, paired with a
conviction has the less explicit outcome that the child has been in the wrong hands, and in fact has every reason to mistrust his “rejecting” parents.
The third factor is the social and economic class of family. There are three classes in this factor. First, the lower class family is often to use physically punishment to educate their children. This technique generates children whose characteristics are aggressive, independent and having early sexual experience. Second, the middle class family gives attention and control to their children. They feel responsible to their children‟s development. They have an ambition to reach
the better status and push their children to achieve the status by education and professional training. Third, the high class family tends to make use of their down time to do certain activities. They have higher reputation of education and love to develop their skill in art. Their children are usually having the high self esteem ad tend to manipulate realistic aspects.
2) External Aspect
Another important aspect which influences the development of children‟s
interesting to the young child, for they continue to be the main sources of his pains, pleasures, and satisfactions. His attention is constantly directed towards them, and he begins to imitate their behavior.
Besides the personal interest of the children, there is another factor that generates the personality of children which is how the social treat them. Boys and girls are socialized differently to some extent in all societies. They receive different messages from their parents and other adults as to what is appropriate for them to do in life. They are encouraged to prepare for their future in jobs fitting their gender. Boys are more often allowed freedom to experiment and to participate in physically risky activities. Girls are encouraged to learn how to do domestic tasks and to participate in child rearing by baby-sitting. If children do not follow these traditional paths, they are often labeled as marginal or even deviant. Girls may be called "tomboys" and boys may be ridiculed for not being sufficiently masculine (O‟Neil, 2006). If children experience and listen to the social opinion regularly, it is not impossible that the treatment from the social will define the personality of the children. Since then, the child‟s self-consciousness is
nourished and molded by the reflection of himself that he finds in the minds of his fellows (McDougall, 1960).
4. Theory of Motivation
has their own motivation on doing something and reaching their goals. There are two kinds of motivations that human have in their life.
The first type is intrinsic motivation. This motivation comes from themselves. They do something because it is inherently interesting and enjoyable (Ryan & Edward, 2000). When someone is intrinsically motivated to do or to act something, he does it with fun and challenge. Thus, the result will be great and better than when someone do something because of the extrinsic motivation. Intrinsically motivated activity is the one which the reward is the activity itself and provides satisfaction of innate psychological needs.
Motivation has a relation with personal construct theory which deals with how an individual organizes the perceived world (Weiner, 1980). The way how they organize their world can be seen from their behavior. The behavior is completely determined by the preceding thought process or the manner where the experience is understood. There are some fundamental postulate and behavior concepts in human motivation. The first concept is fundamental postulate where someone is anticipating events. The person uses his senses and analyzes his psychosocial to predict the future events.
The second concept is individual outcome which means that persons differ from each other in their construction of events. It has the relation to the respond of objective stimulus situation that given to them. Although some people will get the same objective stimulus, their responses will be different. It is based on the difference manner of the stimulus which comes to them. That is why one motivation and others can be different although the stimulus is the same.
a. Human Motivation
Human nature is the intrinsic aspect of humanity which is influenced by biological factor as the major determinants and followed by the social and cultural factors that exist. According to Weiner (1980), there are some human needs which affect the motivation:
1) Attachment
It is necessary that human infants receive sufficient attention from parents. A child will always follow and duplicate his parents‟ behavior, especially his mother. Later, as long as they come to the high dependency period, children will form a bond with their mother or caretaker and it may influence their social responsibility.
When separation occurs, whether it is temporary or permanent, it may cause depression to the children because they will lose the presence of their caretaker and it is understandable. During the separation survival, there will be anxiety because children will feel insecure about many things they face. There also will be a stranger anxiety which means the fear to meet strangers when their mother is absent.
2) Emotional expression
3) Language
Language is species-specific behavior in communication. Here, in human language there are rules of expressing relationships among words and it involves syntax which is not merely vocabulary or sets of labels representing objects. 4) Phobias
According to Weiner (1980, p. 68), phobias involve associations that are often learned in one trial but are extremely resistant to elimination or extinction. There are strong fears that probably involve stimuli related to situations or object associated with threats to survival such as strangers, darkness, and uncertainty. Phobias are probably fears of stimuli for which our biological make-up predisposes us.
5) Social bonds
Bonding is the species-specific tendency that had survival value in hunting societies and this is the consequence of evolution in human society, bonding is the tendency to feel safe in the group.
5. Theory of Character
1) The child‟s smallness
The feeling of being small is always direct his gaze upwards, and undoubtedly implants a sense of inferiority. This feeling is the representative of the early year experiences. The child‟s smallness does not attain to a clear or rational understanding of the child‟s part.
2) The child‟s physical weakness
Children will realize that they are weak and this is the consequence of which the world‟s resistance to all efforts of the little ones to carry out. Children
will realize that their wishes are immeasurably greater than those encountered by adults. This weakness is brought home to the child‟s consciousness especially by
the behavior of the adults in his environment, who are do not want them to be the part of their talk to stress things more than is necessary or useful.
3) The unreliability of the child‟s knowledge
Children attempt very early to frame general laws and to develop comprehensive conceptions of things. The confidence of the child in the completeness of his understanding added to the variation in the meaning of words, and the diversity of their syntactical usage, which soon strikes many children. 4) The universe gives them the impression of being unaccountable
Children‟s confidence in the regularity of events is small. Therefore, it is
Many actions of adults must indeed seem to the child to be unintelligible and hence unaccountable. Therefore, in this point of fact, adults are guilty of much that, regarded even objectively. It seems quite unaccountably inconsequential. The contention that uncertainty is an essential feature of child life will presumably be met by reference to the many familiar sayings that speak of the “security” in which the child lives. Security is the correlative of insecurity
(Weiner, 1980).
The insecurity is arising out from the nature of the child‟s environment. In the other word, the insecurity is arising from the environment as experienced by the child in virtue of his own nature, the weakness of his body, and his lack of knowledge. This insecurity raises serious obstacles to the will to power, obstacles which are original and inherent in it, rather than antagonistic. The will power is needed for all striving for the good and resistance to the evil (Weiner, 1980). a. Fantasy and the necessity for compensation
“Play” is important in this way as imaginary compensation. Play is an
active expression of the tendencies directed towards pleasure of right function and that is also of the great importance as a gradual preparation for the serious activities of life, it must also be acknowledged that most games represent an imaginary compensation for the child‟s position; for all the motive of almost all
games is “being grown up”. Fantasy broadly provides an imaginary world for the
As with adults, the only realm I which all their unsatisfied desires for power, authority and greatness can be satisfied – artificial as that satisfaction admittedly is – is that of fantasy. Oppressed and weighed down by their inferiority or their belief in it, they take refuge in fantasy, which, in addition to correcting the unsatisfactory realities of the moment and providing a better world in their place also enable them to picture a happier future is the stead of the present that has proved so incomplete.
If the child experiences situations that he interprets in terms of prejudice, oppression and inferiority, the mechanism of over-compensation proportionately raises his future aims to inordinate height. Otherwise, these aims are hardly ever confided to adults by children and young people.
b. Fear in childhood
Fear is a factor of great character logical importance. It is such an emotion; as a character-trait, the tendency to be afraid in every possible situation and termed as timidity. The mental attitude of timid man is such that the most various events, situations and happenings appear to him to fall into the category of “danger”. Fear is the correlative of the feeling of insecurity as the feature of life in
It is quite easy to fathom the kind of fear occurring in situations in which possible for others to concur with or confirm one‟s own self-judgment. Such
forms of fear are shyness, embarrassment, fear of strangers, or of unusual situations fear often attaches to conditions whose immediate significance escapes the child‟s inexperienced mind. Intelligible enough are the fears evoked by the
unusual, the uncanny and the like, which by themselves are calculated to increase an already existent sense of security.
c. Motherhood
The relationship between mother and the child is possibly the most intimate of all the forms of association between two persons, its closeness not being equaled even by the greatest love between man and woman. The unique nature of the mother: child relationship finds reflection in the fact that the term “mother-love” is current in speech whereas the term “father-love” is unusual and
sounds strangely. With the fact of the allocation to woman of the function of motherhood – and in this respect it is irrelevant whether this potentially is realized or not – there is connected.
d. The forces that shaped character
1) The directly discerned motives of action
2) The demands coming from the outside world which are felt to e more less binding, though the reason for them is not always entirely discerned
3) The un-discerned, unreflective motives which are largely bound up with vital values and on account are frequently regarded as “impulsive”.
Underlying the attitude we have in mind, at the very kernel of the person‟s
being, there is an affirmation of something that one not only does not understand but does not seek to understand.
The years of adolescence are characterized, on the one hand, by doubt magnified to the point of extreme skepticism, and on the other by a marked need for support, by lively desire for clearness, and by a struggle to get a hold of reality, which is felt to be unavoidable and at the same time incomprehensible.
B. Theoretical Framework
This study adopts psychological approach. The theories of character by Rudolf Allers, theories of adolescence by G. Stanley Hall and Ruffin, and theories of personality by Carol S. Dweck, Caspi, Roberts, & Shiner, Yusuf, and Erikson are used to analyze and explain the characteristics of Adeline.
23
CHAPTER III METHODOLOGY
This chapter consists of three parts. They are object of the study, approach of the study, and research procedure. Object of the study is the explanation of the novel which analyzed. Approach of the study discusses the psychological approach which is used in this study. Research procedure explains the step of analyzing the novel.
A. Object of the Study
The object of the study is the novel entitled The Thirteenth Tale written by Diane Setterfield. The researcher attracted to the novel because of the unique characteristics of Adeline, one of the main characters in the novel. Adeline is a girl who left by her mother at the age of 13. Adeline experiences the agony life. She tries to change her luck by being good to her sister, but still, she experiences the unpleasant life. This novel was first published in New York in 2006. This is the first novel from Diane Setterfield. This novel consists of 406 pages and 41 chapters which are divided into three parts; Beginnings, Middle, and Ending. It was published in 38 countries and it has sold more than three million copies.
The Thirteenth Tale was adapted for television by Christopher Hampton. It was filmed in 2013 in North Yorkshire for BBC2. The genre of the novel is mystery. The writing style of the novel is affected by the author’s educational
interest of gothic motivates her to write the novel. Her interest also affects the ambiance of the novel which are tragedy and mystery. Moreover, her cultural belief of number 13 affects the plot of the novel. There are three aspects which affected by the belief of number 13. The first aspect is the title of the novel which represents the agony content of the novel. The second aspect is that the story of the twins is the story number 13 which written by one of the characters in the novel. The third aspect is that the age of the twins when they are left by their mother is 13. The novel The Thirteenth Tale is the result of her imagination and interest in writing.
B. Approach of the Study
The psychological approach is used to analyze and answer the problem formulations in this study. The psychological approach is the most appropriate in this study because it is easier to understand and analyze the character by using this approach. Moreover, the character’s characteristics and behavior is seen from the
psychology side. In addition, the character, tragic life and its meaning will be analyzed using this approach because they have a relation with the psychology. are affected by the family and social factor. This approach is using psychological view and theory to analyze and solve the problem.
C. Research Procedure
The researcher also used various references from the online sources. In the other word, the data were gathered from books and online research or journals.
First, the novel The Thirteenth Tale by Diane Setterfield is the primary data in this study. The researcher read the novel for more than once to understand the content and find interesting and important items to be discussed. The researcher decided to analyze the characters’ characteristics which means Adeline’s personalityand Adeline’s tragic life by using the psychological point of view. Second, the researcher tried to find the other references and relevance sources to support the study and help the researcher to analyze the problem.
26 CHAPTER IV
ANALYSIS
There are two parts in this chapter which aimed to answer the problem formulations in this study. The first part analyses the description of Adeline’s
character using the character and characterization theory and personality theory. This part is aimed to answer the first problem formulation. The second part of this chapter analyses the meaning of Adeline’s tragic life by using the personality and
the motivation theory. This second part is aimed to answer the second problem formulation.
A. Characterization of Adeline
There are some characters in the novel entitled The Thirteenth Tale by Diane Setterfield. They are George Angelfield, Charlie, Isabelle, Ronald March, Hester, dr. Mauldsley, Missus, and John. The main characters of the novel are Adeline and Emmeline.
1. Insecure
Adeline is a girl who is left by her mother at the age of thirteen. In that age, a child should be educated and accompanied by the caretaker, especially a mother. As Allers (1951) concludes that the relationship between mother and the child is possibly the most intimate of all the forms of association between two persons.
They were thirteen; it was not an age to be left unattended; they need a woman’s influence (p. 148).
This situation affects Adeline’s motivation in her teenager’s life. The
normal children will need affection from the family. They need to be taught and to be loved. Moreover, they need to be introduced to the society where a lot of people live and they must be able to differentiate those who are good and those whom they must avoid. Adeline is a girl who loves to live in her comfort zone. She avoids new things which try to enter her comfort zone.
"Does she appreciate these lessons?"
person who lives with her. Emmeline is the only person to share everything and communicate with.
What you must bear in mind," she had told him, "is that in the absence of any strong parental attachment, and with no strong guidance from any other quarter, the child's development to date has been wholly shaped by the experience of twins. Her sister is the one fixed and permanent point in her consciousness; therefore her entire worldview will have been formed through the prism of their relationship (p. 177). Everything is fine when she has her twins next to her and as the opposite, everything seem to be scary when she is alone. Adeline does not have a chance to enjoy her childhood, she never hears any amusing children stories, went to the park, and played with other girls in her age. What she knows is only live her life as usual with her twin sister. She always put an eye to something suspicious and tends to avoid new things. On the other hand, she just an ordinary little girl who wants to be loved. Hester; the twins’ teacher wanted to show her love to Adeline and she showed it by telling children stories.
It is as if her involvement with the story has captured her attention and in doing so undermined her defenses, so that she relaxes and forgets her show of rejection and defiance (pp. 168-169).
In spite of all of her naughtiness, Adeline is a little girl who seeks for affection. Although she always shows her rejection of Hester, but there is a moment when Hester is succeed to take Adeline’s heart. However, Adeline never shows her
anxious to anything in their life. In Adeline’s case, she is ignored by her mother since the beginning of her life. Although Adeline and her mother still live in the same house, but her mother never takes care of her. However, Adeline still feels safe because she knows that her mother is there, near her. When she is thirteen, her mother is brought to the asylum and they never see each other anymore. Adeline felt depressed. Although Adeline never expresses the feeling explicitly, but it is inside her heart. She starts to feel anxious because her mother is not there anymore. There also will be a stranger anxiety which means the fear to meet strangers when their mother is absent (Allers, 1951). She is afraid of her life. She has the big fear to pass through her life. Fear is the correlative feeling of insecure as the feature of life in childhood.
2. Introverted
Living without people who love Adeline and care about, makes Adeline to have an introvert personality. Adeline does not have any close friend except her twins and herself. She never talks to other people except her twins. It happens because she does not know how to talk by the normal language. Even, she and her twins have a special language which can only be understood by them. When a new person enters Adeline’s life, it is not easy for her to trust the person.
Any warmth I show her is met by utter indifference. She seems incapable of all the normal range of human emotion (p. 167).
seems useless because Adeline always refuse it. Adeline seems to have her own world which cannot be disturbed by others.
It is as though there is a mist in Adeline, a mist that separates her not only from humanity but from herself. And sometimes the mist thins, and sometimes the mist clears, and another Adeline appears. And then the mist returns and she is as before (p. 168).
It seems that Adeline lives in her own world, acts like another girl, and back to be herself. This is a phase where no one can ever understand. Hester tries to give her attention to Adeline and she does many things to grab Adeline’s heart. However, it is not as easy as she thought. Adeline is different. Adeline never shows her acceptance and interest to Hester. When Hester is telling stories in the classroom, Adeline sit at the corner of the room and acts as if she is sleeping. Although she acts like that, but between her lashes, she is watching and listening to Hester’ stories. Adeline does not want Hester to know it.
Still her head rested on her arm, still her eyes appeared closed, yet I had the distinct impression she was listening to me. I continued to look as if I was reading only to Emmeline. But all the time I was keeping an eye on Adeline. And she wasn't only listening. I caught a quiver of her lids. I had thought her eyes closed, but not at all—from between her lashes, she was watching me! (p. 322)
Adeline’s introvert personality is the effect of the rejection parenting
never shows her effort to make Adeline interested in the class. Then, Adeline decides to lock herself in an empty hall inside her mind.
3. Ignorant
Adeline is never taught how to behave and act to face things in her life. She loves to react based on her own willingness. In the family, there is no such a role model who is able to teach her. There is only one person who cares to Adeline. She is Missus, the housekeeper of Angelfield family. However, she is not capable to train the twins to be discipline.
She had a plan. Under their noses, in the heart of all their chaos, she meant to raise two normal, ordinary little girls. Three square meals a day, bedtime at six, church on Sunday.
But it was harder than she thought (p. 81).
Despite of all of Missus’ effort to discipline the girls, it always gives no
result. This situation is going on as the time goes by. There is a teacher who called to educate the girls. One night, she finds rooms open while they are not in use. She sets a rule that every room which is not in use should be locked. It is difficult because the twins always find the way to play in the rooms.
"What need is there," she asked,
"For rooms to be left open when they are not in use? You can see what happens: The girls go in as they please and make chaos where there was order before. It makes unnecessary work for you and for me" (p. 162)
Perambulator is a strange thing and new for them. Because of their curiosity of its function, they take it and play with it. They do not care that there is a baby. When the villagers cornered her and angry to her, Adeline does not afraid to them but she makes them for fun. The teacher who called to educate Adeline finds difficulties also because Adeline always refuses her order and efforts.
Adeline is a hostile and aggressive child. She resents my presence in the house and resists all my efforts to impose order. Her eating is erratic; she refuses food until she is half starving, and only then will she eat but the merest morsel. She has to be bathed by force, and, despite her thinness, it takes two people to hold her in the water (p. 167).
Adeline only thinks that she lives by and only for herself. That is the reason of why she never obeys the rules. She is not used to appreciate others. This is the reason of why she becomes heartless. She does not even know herself well.
I doubt she knows herself. Most of the time she is governed by impulses that appear to have no conscious element. Whatever the reason, the result was devastating for John. His family has tended this garden for generations."
"Heartless. All the more shocking coming from a child."
"Heartless indeed. Though children are capable of great cruelty. Only we do not like to think it of them." (p. 165)
The core of Adeline’s ignorant character is the condition that she never
to live without the presence of the caretaker. Therefore, it is difficult for her to revise her own rule and to live under someone else’s rules.
4. Uneducated
Since there is no one who can accommodate the twins’ education, thus, it is rationale that they do not know how to act. They never talk to people and it makes Missus doubt whether they can talk or not. One day she hears voices, giggling, and laughing from the twins. When she asks them to talk, they just keep silent and this frustrates her. When the twins enter the house, they do not notice that Missus is in the kitchen. It is the first time for Missus to hear the twins. However, they do not use the proper language which is English to talk, they use their own language.
Sounds flew backward and forward between them, like tennis ball in some game; sounds that made them smile or laugh or send each other malicious glances. But he heart sank. It was no language she had ever heard. Not English, and not the French that she had got used to when George’s Mathilde was alive and that Charlie still used with Isabelle. They did not talk properly (pp. 82-83).
You appreciate of course with the girls like these the classroom is not what it might be for normal children. There is no arithmetic, no Latin, no geography. Still, in the interests of order and routine, the children are made to attend for two hours, twice a day, and I educate them by telling stories (p. 167).
Adeline is uneducated because she has no one to accommodate her cognitive development. She knows nothing about the world outside her house. She is very small compared to the wide world. According to Allers, this smallness is always direct the gaze upwards and implants a sense of inferiority (Allers, 1951). When she is adolescence, her teacher cannot accommodate her intelligent also. Her teacher gives up because Adeline is resistant to any warmth and effort she shows. On the other hand, adolescence is the phase where children developing their cognitive ability. Adolescent who are taught and accommodated usually have better thinking skill.
B. The Meaning of Adeline’s Tragic Life
There are two parts in this section. The first part is the surface meaning of Adeline’s personality in dealing with her tragic life. The second part is the deeper meaning of Adeline’s personality in dealing with her tragic life.
a. Surface meaning of Adeline’s personality in dealing with her tragic
life
Adeline’s tragic life is divided into three stages. Stage one starts from the
Stage three is the period when a new gardener comes to the house and works for them.
1. Stage one
Adeline and Emmeline were born from a mother named Isabelle Angelfield. On the first day they arrive at the old Angelfield house, their mother treats them not as daughters but as carriages. She places the twins in a basket of parcel. From that moment on, their mother never takes care of the twins. She never realizes that the twins are her own daughters. The twins are taken care by the house keeper; Missus, and the gardener; John.
When she woke in the morning it would be as if her marriage had never been, and the babies themselves would appear to her not as her own children – she had not a single maternal bone in her body – but as a mere spirits of the house (p. 76).
Living without affection from parents makes the twins uncontrolled. They do not know how to treat other people, how to behave, and how to speak properly. They only know how to live by their own willingness and how to please themselves. Adeline and Emmeline are motivated to do anything they like because they find it enjoyable. This motivation is called as intrinsic motivation because it comes from themselves and they do something because it is inherently interesting and enjoyable (Ryan & Edward, 2000).
Handling two children with different personalities are not easy for an old lady like her. Missus cannot control the twins at all.
―The twins were odd, there were no two ways about it. They were very strange through, right into their very hearts.‖
―From that day on, Missus revised her expectations. Regular mealtimes, bath times, church on Sunday, two nice and normal children – all these dreams went out of the window. She had just one job now. To keep the girls safe.‖ (pp. 82-83)
Adeline grows to be a naughty girl and always hurts her sister. On the other hand, Emmeline does nothing as a respond to her sister. Missus says that Emmeline has the goodness of two children. Meanwhile, Adeline has the wickedness of two children. Moreover, the twins do not know the limitation in neighborhood living. They go everywhere they like and do everything they want to do. The twins go to the village and enter the house they desire. They do anything there such as eating the tasty meal they find in the pantry, sleep on the bed upstairs, and take the saucepan and spoon away to scare the birds in the fields. Yet, the twins do not have any ethic that they make the villagers angry and corner them. Surprisingly, the twins are laughing at the villagers instead of feeling afraid. On several occasions they cornered the girls red-handed and shouted. Angry pulled their faces all out of shape, and their mouth opened and closed so quickly, it made the girls laugh. For a time the girls watched the villagers’ anger, then they turned their backs and walked off
(p. 90).
nothing to face Adeline and Emmeline. The climax is when the twins steal a perambulator from the villager’s house. What make it a big problem is because
there is a baby inside the perambulator. The incident starts when a lady named Merily is washing her baby’s clothes in the backyard and left the perambulator near the house. She forgets to lock the gates and do not keep an eye of the baby. In the other place at the same time, the twins, Adeline and Emmeline are happily playing with the perambulator. They do not know what is it but they think it is fancy to play with. A villager see them playing and reports it to the family.
They lifted out the baby and put in on the ground, and Adeline heaved herself into the carriage (p. 94).
The villagers are afraid that the girls will hurt the baby. They begin to think that an action should be taken for the twins. They know that entering someone’s house without any permission is not allowed and walking off with someone’s baby in its perambulator, without permission is a big trouble. Instead
of visiting the Angelfield house, the villagers choose to visit Dr. Maudsley and ask for his help on this problem. Dr. Maudsley then sends his wife to come to the big house and talk to the parents of the twins. When she comes to the house, she meets no one. She enters the house and sees the condition is so chaotic. She enters the music room upstairs and examines it. When she tries the piano, a white figure approaches her and throws a violin into her. Mrs. Maudsley is shocked and falls on the floor.
Hearing the noise, Missus goes upstairs to see what had happened. When she meets Mrs. Maudsley, Missus asks her about what was happened and Mrs. Maudsley says that someone just approaches her. Missus does not believe her because she sees no one else in the room. However, she sends John to call Dr. Maudsley. When the doctor comes, he asks his wife but she does not know what creature it was. Suddenly, Isabelle appears in the doorway wearing a pale lemon dress. Dr. Maudsley asks his wife whether Isabelle is the person who approaches her or not and she admits it.
Isabelle appeared in the doorway. Slim and willowy, she was wearing a pale lemon dress; her haphazard topknot was unkempt and her eyes, though beautiful, were wild. ―Could this be the person you saw?‖ Mrs. Maudsley measured Isabelle against the picture in her mind. She wavered, then, seeing the emerald eyes and finding an exact match in her memory (p. 108).
Because of the situation, Dr. Maudsley decides to talk to Charlie. When it is done, the doctor says to Missus that he will make an arrangement with the asylum for Isabelle. At two o’clock, three men come to the house and lead Isabelle out to the
asylum. The twins do not care about Isabelle because they never have any contact with her. Things are different for Charlie, from that day on, he locks himself in a room and never come out from it.
2. Stage two
something must be done for the children. They think that the twins still need the presence of a woman. Finally, the governor sent a doctor to observe them and a teacher to teach them to behave properly.
A teacher, named Hester Barrow comes to the old Angelfield house and starts to explore the condition. Step by step she does to manage the house. The house begins to look alive while the children seem to hate her. Hester starts to set rules for the mealtime, bath, study, bedtime, getting-up time, and the most important thing is to lock the door when the room is not in use.
Within few days there were mealtimes, bedtimes, getting-up times. A few days more and there were clean shoes for indoors, clean boots for out(p. 155).
At first, the children hate Hester so much because she takes the control of the house. Hester knows it and she set the strategy to manage the children. She forces the children to follow her rules. When the bath time came, it seems difficult for both Hester and the children. Hester has difficulties to control the children while the children think that it is difficult to escape. Hester looks like a monster for Adeline but not for Emmeline. Emmeline is easier to control because she always attracted to the keys of the house. Under Hester’s regime, Emmeline is fed
at regular hours, allows to play, and she looks clean. At first, Emmeline hates to take a bath because she is not accustomed to, but after she sees herself in a mirror, she sees a clean and neat girl and she loves it. Emmeline seems to be easier to learn anything. She opens herself to absorb new things.
Hester knows that Emmeline may be a naughty girl before but with the warmth she shows her, Emmeline starts to change. When Emmeline is with Adeline, she seems hard to control but when she is not with her twins, she changes her habit into good.
Emmeline should not give up unruliness for good and become permanently the sweet girl she knows how to be at her best. She will not be clever but still, I see no reason why she should not one day lead a satisfying life separately from her sister(p. 166).
It will be different for Adeline, she seems to avoid Hester. She is jealous to Hester because she controls anything in the house. Hester is a threat for Adeline because she always tries to control them. Moreover, Hester has taken Emmeline’s attention. Adeline often gets angry when she looks Emmeline is following Hester. At one night she is hungry but she cannot take the meal from the kitchen because the door is locked. When Hester comes down from the upstairs, Adeline hides herself behind the curtain while watching Hester meets Emmeline. In that situation, she is angry because Emmeline does not follow her to hide under the curtain but said ―yum‖ to Hester as a sign that she wants to eat. Hester opens the
door with her key and they go to the kitchen.
In the folds of the curtain my hunger pangs gave away to anger. Hester and the key! Emmeline! It was like a perambulator all over again. It was love (p. 153).
