AN UNDERGRADUATE THESIS
Presented as Partial fulfillment of the Requirements for the Degree ofSarjana Sastra
in English Letters
By
ROSALIA KUSUMANINGSIH
Student Number : 024214007
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii By
ROSALIA KUSUMANINGSIH
Student Number : 024214007
Approved By
Drs. Hirmawan Wijanarka M. Hum June 26, 2008 Advisor
iii By
ROSALIA KUSUMANINGSIH Student Number : 024214007
Defended before the Board of Examiners on October 27, 2008
and Declared Acceptable
BOARD OF EXAMINERS
Name Signature
Chairman :Dr. Fr B Alip M. Pd., MA ... Secretary :Drs. Hirmawan Wijanarka M. Hum ………. Member :M Luluk Artika W S.S ... Member :Drs. Hirmawan Wijanarka M. Hum ………. Member :Ni Luh Putu Rosiandani S.S. M. Hum ……….
Yogyakarta, October 27, 2008 Faculty of Letters Sanata Dharma University
Dean
iv
But you can stop them
from building a nest
in your head
v
SELF-EFFICACY OF MOTIVATION
OF ANNA LEONOWENS AND KING MONGKUT
IN MARGARET LANDONS’
ANNA AND THE KING OF SIAM
AN UNDERGRADUATE THESIS
Presented as Partial fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
ROSALIA KUSUMANINGSIH
Student Number : 024214007
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii By
ROSALIA KUSUMANINGSIH
Student Number : 024214007
Approved By
Drs. Hirmawan Wijanarka M. Hum June 26, 2008 Advisor
iii By
ROSALIA KUSUMANINGSIH Student Number : 024214007
Defended before the Board of Examiners on October 27, 2008
and Declared Acceptable
BOARD OF EXAMINERS
Name Signature
Chairman :Dr. Fr B Alip M. Pd., MA ... Secretary :Drs. Hirmawan Wijanarka M. Hum ………. Member :M Luluk Artika W S.S ... Member :Drs. Hirmawan Wijanarka M. Hum ………. Member :Ni Luh Putu Rosiandani S.S. M. Hum ……….
Yogyakarta, October 27, 2008 Faculty of Letters Sanata Dharma University
Dean
iv
But you can stop them
from building a nest
in your head
v
Nama : Rosalia Kusumaningsih
Nomor Mahasiswa : 024214007
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
“SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND
KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING
OF SIAM”
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 royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 24 Juli 2009
Yang menyatakan
vi
Hallelujah. Finally I have finished my undergraduate thesis. My grateful thank goes to Jesus Christ who has loved and protected His child.
I am most grateful to all of those who have given helpful suggestions, advices, guidance and patience, in particular, my major advisor Drs. Hirmawan Wijanarka M. Hum. Thank you for the time in correcting my mistakes. To my co-advisor Ni Luh Putu Rosiandani S.S, M.Hum thanks for the advice.
My best gratitude mostly goes to my beloved mother, Lucia Sumaryani, S.pd. and my grandmother, Seminuk Pairodiharjo, for the longing, patience and also the tears. I am sorry, I have disappointed you. Thank you for the prayer. I dedicate this thesis for them.
I thank my sister, Asteria Ekaristi for the laughter and my brother, Benidektus Risandra Riswan, for being friend instead of family. There will be a brighter future for us.
vii
I also would like to thank my beloved best friends, Nining (for the moment we have spent together), Melonita (for being my friend since High School) and Menuk (although you are in Malaysia, it seems you are close to me).
I fully thank Maz Wawan, Thanks for being my long-life advisor, for the smile and laughter. Thanks for lending your shoulders when I am down. To Sigit, for the laughter and the pain, thanks for letting me go away from your life and keep supporting me.
My great gratitude goes to Yohannes Jatmiko Yuwono thank you for the best moments of laughers and tears. Thanks for rechecking and editing my undergraduate thesis.
At last but not the least, I sincerely thank all my friends, thanks for continuously encouraging and motivating me to finish my undergraduate thesis. I Love you all.
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A. Background of the Study ...……….... 1
B. Problem Formulation ....……….. C. Objectives of the Study ………... 5 5 D. Definition of Terms……….. 6
CHAPTER II: THEORETICAL REVIEW ...……… 8
A. Review of Related Studies ………... 8
B. Review of Related Theories ……….... 1. Theory of Characterization ……….. 11 11 2. Theory of Self-efficacy ………... 12
C. Theoretical Framework ………...… 21
CHAPTER III: METHODOLOGY …………..……… 23
A. Object of the Study ………...…………..………. 23
B. Approach of the Study ………....……… 24
C. Method of the Study ……….……….. 25
CHAPTER IV: ANALYSIS ….……… 27
A. The Description of Anna Leonowens and King Mongkut ...… 27
1. The Description of Anna Leonowens ………... 27
2. The Description of King Mongkut ………... 30
B. The Influence of Self-efficacy in Anna Leonowens and King Mongkut towards their Motivation …..……… 34
1. The Source of Self-efficacy in Anna Leonowens …..………….. 33
2. Anna Leonowens’s Self-efficacy Process ……….…... 39
3. The Source of Self-efficacy in King Mongkut ...………. 46
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Department of English Letters, Faculty of Letters, Sanata Dharma University.
This thesis will analyze deeper on the influence of self-efficacy in Anna Leonowens’ and King Mongkut’s character in Margaret Landon’s novel entitled Anna and the King of Siam. Written in 1862, the novel illustrated the Western expansion in Siam, which was known as colonization era, focused on the encouragement to adapt the behavior and culture in the new society, moreover in the arrival of Anna Leonowens as a teacher and the Siamese condition. Furthermore, the novel described Anna Leonowens’ and King Mongkut’ self-efficacy toward problems.
Anna Leonowens is a tough woman and also a mother of her two children. After the loss of her beloved family, Anna Leonowens moved to Siam to teach. There she passed a lot of challenging activities which influenced her confidence to tackle some difficult activities, moreover to free the slaves in Siam. She had to decide to imitate others by encouraging herself or to avoid the duties which could influence her physical condition. On the other hand, King Mongkut is a loving father and stubborn king. The same as Anna Leonowes, he passed the challenging activities to leave the priesthood to rule the kingdom and build close relationship with the nearest kingdom in order to fight against Frenchmen. He was also aware of the rebellion in the palace; his awareness directly aroused his suspicion of others.
In order to analyze the influence of self-efficacy of the main characters, the writer applied theory of characterization and self-efficacy. The theory of characterization is applied to reveal the character of Anna Leonowens and King Mongkut. Then, the theory of self-efficacy is applied to reveal the main characters effort to face the challenging activities and problems.
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Anna Leonowens dan Raja Mongkut Dalam Novel Anna and the King of Siam karangan Margaret Landon. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra Inggris, Universitas Sanata Dharma.
Skripsi ini bertujuan menganalisa pengaruh self-efficacy atau kemampuan keahlian dalam diri Anna Leonowens dan King Mongkut dalam novelAnna and the King of Siam oleh Margaret Landon. Novel ini ditulis pada tahun 1862 menggambarkan ekspansi Negara barat di Siam, masa itu terkenal dengan sebutan masa expansi. Novel ini berpusat dalam usaha untuk beradaptasi dengan budaya dan tingkah laku dalam lingkungan yang baru. Terutama pada kedatangan Anna Leonowens di Siam sebagai guru dan kondisi di Siam. Terlebih lagi, novel ini menceritakan tentang self-efficacy pada diri Anna Leonowens’ and King Mongkut’ dalam menghadapi masalah.
Anna Leonowens adalah seorang wanita yang tangguh dan ibu dari dua orang anak. Setelah kehilangan keluarganya, Anna Leonowens pindah ke Siam untuk mengajar. Di Siam Anna Leonowens mengalami banyak tantangan yang membutuhkan keahlian dan kepercayan diri untuk menyelesaikannya, terutama dalam usahanya membebaskan budak di Siam. Anna juga meniru keberhasilan orang lain selain meyakinkan diri sendiri bahwa dia mampu menyelesaikannya. Tantangan tersebut dapat mempengaruhi kesehatannya. Sebaliknya King Mongkut adalah seorang raja yang keras dan sayang pada anak-anaknya. King Mongkut juga mengalami banyak tantangan seperti memilih untuk meninggalkan biara dan menjadi raja dan membangun hubungan dengan kerajaan tetangga melawan Prancis. King Mongkut juga waspada akan pemberontakan untuk menggulingkan kekuasaanya, yang membuatnya menjadi curiga terlebih berpengaruh pada kondisi kesehatannya yang menurun.
Untuk menganalisa pengaruh dari self-efficacy, penulis menerapkan teori karakterisasi dan self-efficacy. Teori karakterisasi diterapkan dalam menggambarkan karakter dari tokoh utama. Sementara teori self-efficacy diterapkan dalam mencari pengaruh self-efficacy pada tokoh utama dalam usaha menghadapi dan menyelesaikan masalah.
CHAPTER I
INTRODUCTION
A.
Background of the StudyBut I can’t give even that little thing, I don’t know why…
But I haven’t left to give.
(Anna Leonowens)
Grief and sorrow, sadness and misfortune occurred so suddenly in almost every moment of life. They influenced people’s action of giving up and staying with the great sorrows or fighting back to gain a better life.
People do work hard to gain a successful life. They even ignore their character development. As an example, in the story of Anna and the King of Siam, Anna Leonowens worked hard to adapt and socialize with the society and traditions of Siam. Anna Leonowens’ struggle to live in Siam is motivated because of the condition in Siam moreover because of the occurrence of slavery in Siam. Although she is a woman, she tried hard to fight against slavery in Siam.
Modern Colonialism either did extract tribute goods and the wealth of the countries that it conquered, it restructured the economies of the later, drawing them into complex relationship with their own, so that there was a flow of human and natural resources between colonized and colonial countries. This flow worked in direction, slaves and indentured labor as well as raw material (1998; 54).
For many years Western countries, such as England, France and Dutch, are well known as great conquerors. Those countries had conquered many countries over the world. As the result many victims from the countries regarded as slaves.
In the earlier, simple days of war, the captive man was kept only to be tortured, sacrificed to the victorious god. The captivate women and children were spared to be slaves (Wells, 1920; 198).
Siam, which name later was changed into Thailand in 1938 by the Prime Minister Phinbun (Keyes, 1987; 66), was one of the colonialism victims. Since Siam was a rich monarch, both in nature and culture, West countries tried to attack Siam and owned the land of Siamese.
Nonetheless, the Burney treaty, which Siam signed with Great Britain in 1826, a treaty that dealt with trades as well as borders problems, foreshadowed a major shift in the role of Siam would pay on an international stage (Keyes, 1987:41).
the middle and high rank of society. They were sacrificed by their family in order to get an easy way of getting richer than before.
In fact, the slavery firstly appeared because of the Monarch itself. As stated above, Siam is a Buddhist Monarch. Their ancestor got strict on the rule that people from the lowest caste have no right to decide their own lives. Only the people from the highest caste could have their rights.
The nobles who were appointed to the Krom positions thus became the servants of the king rather lords of Muang (Keyes, 1987: 29). Keyes also stated that “Muang is a person who is in relations with nobleman, a landlord or a person who has his right or appointed of higher lord. Meanwhile Krom or Department is defined as a powerful man but merely as the King’s servants”.
Slavery in Siam occurred for several decades from the Chakry Dynasty until King Rama III or King Mongkut. Slavery was getting bigger when Siam was opened to the arrival of Western. As the story was set in Siam around 1844-1860, known as the colonization era, the expansion influenced the Monarch. Since Siamese were Buddhist, Siamese culture influenced the structure of the Thai society. Siam, at that time was ruled by King Mongkut who had a lot of concubines and children. King Mongkut also had a lot of subordinators and slaves. “The Thai people who first settle in Thai in 1782,i can be compared with the Barbarians living in the edge of Roman Empire (Keyes, 1987: 28).
Western people regarded Siam as a barbarian nation to Western. For instance, Western people grow beard and moustache also cover their body with clothes. Meanwhile, Siamese people did not cover their upper body and they did grow beard or moustache. Siamese women wore similar clothes with men except they covered their breast. In contrast Western women wore a big and nice gown to cover their body. They even wore more than one dress on their body. Those influenced people in facing daily problems and finding solution. For example, with her big gown Anna Leonowens found the difficulties in handling her students.
The reason of choosing the novel is because it contained the history of Siam during the colonialism era. Many Western people lived together with the Siamese, for instance the characters’ courage to overcome the problems. It will help the writer to find out the character of Anna Leonowens and King Mongkut . Moreover to see their will and effort to live in Siam, also in facing problems that occurred in Siam.
Another reason of choosing this novel was the story took place in the real time and told about the biography of Anna Leonowens. Since Margaret Landon had stayed in Siam, she could draw the picture of Siam correctly in the novel.
Margaret Landon was born Margaret Dorothea Mortenson in Somers, Wisconsin, September 7, 1903. After a year of teaching, she married Kenneth Landon, whom she had met at Wheaton. In 1927 the young couple set out for service as Presbyterian missionaries in Siam, now Thailand. She served as principal of a mission school in Trang. And she read widely about the country and its history, in the process learning of Anna Leonowens. In 1937 she returned to America and soon began writing a book about Leonowens.
One of the interesting topics to be analyzed was Anna Leonowens’ and King Mongkut’s self-efficacy in facing social condition and problems. Their self-efficacy that occurred in their daily life was shown from their motivation and courage in solving problems. Since Anna Leonowens was from a Western country, which did expansion and civilization (Ferre: 1997; 20), she represented the well educated and highly motivated people. Meanwhile, King Mongkut, although he was also well educated, he had lower self-efficacy than Anna Leonowens. This paper will analyze deeper on the main characters’ self-efficacy toward their life.
B. Problem Formulation
With the background above, two problems can be formulated and will lead the analysis of the study to be explained in detail. The problems are as follow:
1. How are Anna Leonowens and King Mongkut characterized in Margaret Landon’s Anna and the King of Siam?
2. How do Anna Leonowens’ and King Mongkut’s self-efficacy influence Their motivation?
C. Objectives of the Study
finds out the main characters’ self-efficacy from their behaviors and social background. After finding the two fundamental objects finally the writer can find the influence of self-efficacy during their life. Furthermore, the study on the main characters’ self-efficacy could motivate the reader of Margaret Landon’s Anna and the King of Siam. The main characters show the self-efficacy processes and sources
that aroused the motivation to life. So, the reader could imitate the main characters action in facing problems and finding solutions.
D. Definition of Terms
Some terms related to the topic are used in the thesis and the definition of each term is needed to avoid confusion.
Self-efficacy constructed the motivation of a character through the ability of conducting challenging activities, imitating others’ action, mastering activities by not repeating the same failure and also in ensuring the character itself to gain a successful life.
Bandura in his book Social Foundations of Thought and Action in 1986 stated that “Self-efficacy beliefs determine how people think, motivate themselves and behave through process, cognitive, motivational, and affective and also succession.”
Efficacy involves a generative capability in which cognitive, social and behavioral sub skills must be organized into integrated courses of action to serve innumerable purposes (Bandura, 1986; 391).
CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
So far there are some researchers had done some research in Margaret Landon’s Anna and the King of Siam. Meanwhile there are three papers discussed on Anna and the King of Siam. There are examples of research done on the story. First,
research done by Jean Rath in 2001 entitled Literature and culture. She is always fascinated by the different culture that occurs in the world especially in the story. She criticized Anna Leonowens’ way of life while she was in Siam and also Anna Leonowens’ struggle to manage her household. Although Anna lived in Siam, which had different culture from Anna Leonowens’ social and cultural background, she continuously used her custom even in the way she dressed and thought.
Anna Leonowens’ decision to send Avis away from her that would influence Avis character development.
However, Rath admitted that Anna Loenowens had good character, both as a woman and as a mother. As a woman she had high dedication on her identity as an independent woman who was not willing to be underestimated by man. Also as a mother she tried to give her best to her children.
(http://rath.ca.RamblinginRath//JeanRath/Literature_and_Culture.shtml)
The second study was done by Yelena Maksimova, entitled Men and Women as Agents of Change: Gender Analysis of “Anna and the King”. Different from Rath,
Maksimova focused on the gender problems in the story, still from the culture point of view. First, she observed the structure of Thai society, and then she found out that men occupied the dominant position in all aspects from top to bottoms of Thai social culture. All customs, laws and regulations separated Thai society into two unequal classes: Men and Women.
not on the imbalanced rights between men and women and the unequal status among them, what people needed was to make the gap smaller and it required great effort from both sides.
(http://www.public.iastate.edu/~yelenam/AL.html)
Meanwhile the first thesis focused on Margaret Landon’s Anna and the King of Siam was done by Nindya Sari Primawati Putri in 2005 entitled A Study of Anna
Leonowens’ Intrapersonal and Interpersonal Conflicts in Overcoming Culture Shock
in Margaret Landon’ Anna and the King of Siam. This thesis discussed about Anna
Leonowens’ living condition in Siam and the difficulties that she was found in the culture shock between Siam and her homeland. The writer focused on the seeking of the conflicts and finding Anna Leonowens’ effort to overcome them.
The second thesis focused on Anna Leonowens motivation was conducted by Bernadeta Dewi Hambawanti in 2006 entitled Anna Leonowens’ Motivation to be Persistent in Teaching the King’s Family. This thesis was intended to find Anna
Leonowens’ motivation in teaching in Siam, although she faced many problems and difficulties.
The last thesis was done by Hana Surya Dewi in 2005 entitled A Feminist Study of the Major Character in Margaret Landon’s Anna and the King of Siam. This
thesis focused on the feminist idea appeared in the novel. The depiction of the main character was related to social issues.
finding solutions of their problems. Their self-efficacy can be concluded from their character and action to overcome problems. By observing the character and behavior towards problem and environment the writer will find out that Anna Leonowens and King Mongkut’s self-efficacy aroused from different background. Moreover, it can be concluded that Anna Leonowens had a higher self-efficacy than King Mongkut. It was proved that Anna Leonowens was motivated to overcome problems and difficulties by herself.
B. Review of Related Theories
Since the thesis also concerns with character in the novel, theory on character was appropriate to find out the behavior of each main character. Allers stated that “The deed of a man as an index of disposition, his real thought-in fact what is ordinarily called his character.” It means that the character of a person can be analyzed from the way he behaves. For that reason it requires theory of characterization.
1. Theory of Characterization
distinguish them from other characters” (Rohr Berger, 1971; 20) the creation of these imaginary persons so that they exist is called characterization (Rohr Berger, 1971; 81).
Basically there are two ways the author describes the characteristics of the character; directly and indirectly. There are two fundamentals way of describing characters:
1.a. Direct
The author gives the explanation of the character, the personality and the appearance within a sentence so that the reader can get the description. “Direct is means to describe physical appearance of the character (Rohr Berger, 1971; 20)”. 1.b. Dramatic
It means the author does not give explanation on the character. So the reader should conclude from the character action or emotion. “Dramatic means that the author places the character in situation to show what he is by the way she behaves or speaks (Rohr Berger, 1971; 20)”.
2. Theory of Self-efficacy
To be successful people should have a strong motivation in his life. Having a motivation means having a strong self-efficacy. Bandura in his book Social Foundations of Thought and Action stated that “Self-efficacy beliefs determine how
affective and selective processes.” Bandura also wrote an article about self-efficacy in http://www.des.emory.edu/mfp/BanEncy.html
2. a. Cognitive Processes
The most visible effect of self-efficacy is human self-confidence in facing problems and challenging activities. People will strengthen their self-appraisal of their capabilities if they have forethought that they could gain a valuable goal in doing his activities. The stronger the perceived self-efficacy, the higher the goal challenges people set for themselves and the firmer is their commitment to them. Self-doubt effects in people’s Self-appraisal which affected their self-efficacy. If people thought they could not control or find a better strategy to overcome problems they will not be able to control their Self-doubt (Bandura, 1986: 401).
2. b. Motivational processes
People motivate themselves and guide their actions anticipatorily by the exercise of forethought. They do what they believe could do. There are cognitive motivators appears in the processes such as; causal attributions, outcome expectancies, and cognized goals. http://www.des.emory.edu/mfp/BanEncy.html
Self-efficacy beliefs contribute to motivation in several ways: they determine the goals people set for them; how much effort they expend; how long they preserve in the face of difficulties; and their resilience to failures. When faced with obstacles and failures people who harbor self-doubts about their capacities exert greater effort when they fail to master the challenge. Strong perseverance contributes to performance accomplishment (Bandura, 1986: 406).
2. c. Affective Processes
Self-efficacy affected people’s feeling of stress and depression they experienced in threatening or difficult situations, as well as their level of motivation. Perceived self-efficacy played the central control of the arousal of anxiety. People who believe could control over threats and easily face problems without affecting thought pattern, on the other hand people will see their faulty in decreasing stress and depression see it as their deficiency. Moreover they will see the environment as a dangerous environment then tend to avoid it.
The fear of environment could arouse the feeling of phobia. The stronger the senses of self-efficacy the bolder people were in taking of tasks and threatening activities. Self-efficacy could arouse people’s anxiety in their life. Once people developed a resilient sense of Self-efficacy they could withstand difficulties and adversities without adverse effects (Bandura, 1986: 406).
The development of physical disorders and the progression of disease were affected by the impairment of immune (Bandura, 1986: 406).
2.d. Selective Processes
Self-efficacy not only affected the course of life by influencing the types of activities and environments people chose, but also their behavior to avoid activities and situations they believe exceed their coping capabilities. However, the more people got through challenges the stronger their self-efficacy. The occurrence of challenging activities aroused the choice behavior, whether they would face or avoid them (Bandura, 1986: 405).
There are four major sources of Self-efficacy that lead a character in constructing the motivation, they are Mastery experience that is not repeating the same failures, Vicarious experience that provided by models, Social or verbal persuasion that is convincing the self and Psychological state which affected by stress and depression. Those sources could strengthen people’s Self-efficacy in gaining successful life.
build strategies facing their problem and do the best they could gain success. Failure could raise confidence that better strategies would bring future success.
The second way of creating and strengthening self-beliefs of efficacy was through the vicarious experience provided by social models (Bandura,1997b; Bandura, Reese& Adams, 1982; 400) The tendency to be similar with others was one of human nature. They would compare their ability in facing abilities in facing problems and providing strategies to overcome problems. It would persuade them to be similar as the models. They would observe other’s failure then compare it with their failure to find a better strategy. However they would also imitated the models’ of Self-efficacy. On the other hand, if they saw themselves different from the models, their Self-efficacy would not influenced
Social persuasion or verbal persuasion was a third way of strengthening people’s belief that they had take to be succeed (Chambliss & Murray, 197a, 197b; Bandura, 1986; 400). People’s Self-efficacy would strengthen as of their ability to encourage themselves. Their self-doubt and deficiencies was not a boundary to gain successful life. People having weaker Self-efficacy have a propensity to avoid problems and challenges.
stresses. Their effort to get a better life concerned on their physical condition. (Taylor, Bandura, Edwart, Miller & Debusk, 1985; Bandura, 1986; 401)
Self-efficacy benefit appeared on daily life, full of difficulties, impediments, adversities, setbacks and frustrations also inequities. Daily life with its problem and conflict required a strong Self-efficacy to get through. Obstacles and borders appeared would need a strong effort to have a significant change to overcome depression and difficulties.
Great bravery of facing daily problems was also deal with daily activities. The more complicated the task the more excited action needed. Action which people took to avoid the same mistake influenced the activities chosen. The stronger people’s self-efficacy, the more challenges activities they took. People could measure their ability to do challenging activities. They decided which activities that improve their self-efficacy through challenging activities.
Self-efficacy itself could not accidentally appear in one character. The same as a tree self-efficacy grew everyday and it was influenced by many factors. Infants could not found rouse their self-efficacy by themselves.
School works as an agency for cultivating cognitive self-efficacy. Transitional experiences of adolescence, concerns of adulthood and reappraisal of self-efficacy with advancing age also play important role in self-efficacy growing. a. Familial Sources of Self-efficacy
Family took a great part of children growing age. Since from the first child was born child would be closer and started to imitate parents and relatives. Children was firstly educated and socialized with parents. Child firstly developed their physical capabilities, social competencies, linguistic competencies and their comprehending and managing the many situations they encountered daily activities (Bandura, 1986: 415).
Children experienced from adults action, habits, body language, socialization with others and their capabilities in finding problems solution. Parents provided and enriched children bank of words and its limitation. Parents were responsible of children further action, language, habits and their self defense, moreover to limit children knowledge of improper environment (Bandura, 1986: 415).
The family structure and birth order could have different effect of each child. The achievement of children Self-efficacy could be different. However in each step of children age would have different level of Self-efficacy. The more children got closer with family and relatives the more children became similar with them. In contrast the more children got closer with the environment; they would be similar with the environment (Bandura, 1986: 415).
As the age growing children would pay more attention on their peers and environment. Children would like to stay in a larger community. They would share the same interests and value then gathered in one group. Those who had different interests and values were alienated (Bandura, 1986: 416).
Children gathered in one group would have a mutual relationship. They could help each other who had difficulties. Peers relationship was one of the socializing steps and understanding others (Bandura, 1986: 416).
c. School as an agency for cultivating cognitive Self-efficacy
The first and the great sources of Self-efficacy was family, in the process of growing and socializing would need a larger society they found in the peers relationship. Reaching school age children met another child with their diversities. School was a place children could develop their cognitive skills and acquire the knowledge and problem solving skills essential for participating effectively in society (Bandura, 1986: 416).
Children basic knowledge would be tested by teacher everyday, as the quantity of knowledge given. Children basic knowledge would be developed and enriched as the teacher gave in the class. Teacher’s instructions and preparation determined children achievement of knowledge (Bandura, 1986: 416).
have lower dependency on others than those who had lower self-efficacy (Bandura, 1986: 416).
d. Growth of Self-efficacy through Transitional Experience of Adolescence
There is no fix definition of Adulthood. Age does not determine the degree of being an adult. An adult had a full responsibility in almost every step taken. Being an adult required a strong capability of being independent. Adults faced a heterosexual relationship and partnership that would be more important term of adults’ society. Challenging activities, complex problems and prior mastery experiences would stabilize and reshaped an adult in the being adult process (Bandura, 1986: 417).
e. Self Efficacy concerns of Adulthood.
The rise of self-doubts feeling under pressed and depression occurred in the first earlier adulthood. This age was an age to find out their character, which is being similar with their parents and relatives or similar with their idol. As in the earlier mastery tasks a firm of sense of self-efficacy is an important motivational contributor to the attainment of further competencies and success (Bandura, 1986: 417).
Middle age adult who faced a new and great challenge would find their ambition and stabilized their character then focused on limiting their capabilities to gain success. Believe in themselves was one great factor of gaining success, since one could not get success while he doubting the activities he done (Bandura, 1986; 417). f. Reappraisal of Self-efficacy with Advancing Age
Thus for old age people have tendency to misunderstanding the purpose of some information often use their emotion and feeling. Some of their biological parts of body lost their stamina because of their young age activities that decrease the stamina. Moreover old age person was easily affected diseases. The stamina decreasing also influenced old age person’s self-efficacy. The more the stamina decreased the more people had less self-efficacy (Bandura, 1986: 418).
C. Theoretical Framework
To support the analysis the writer required all the review of related studies and theories above. The reviews of related studies were needed to find out the different topic to be discussed on Margaret Landon’s Anna and the King of Siam. The other studies facilitated the writer, so the writer could see the topic from different perspective. Reviews of related studies were used to answer problem formulation.
CHAPTER III
METHODOLOGY
A. Object of the Study
Anna and the King of Siam was a biographical book written by Margaret
Landon, a friend of Anna Leonowens’ grand grandchildren. The book was published in 1994 in New York by Harper Collins and soon became the best seller. It eventually sold over a million copies and was subsequently published in more than twenty languages around the world.
This inspired John Cromwell to make a film based on the novel. The film of Anna and the King of Siam is released in 1946 and it had been remake in 1992. The
film won Academy Award for Best Art Direction/Interior Direction. The book itself consists of 395 pages divided into 40 chapters.
B. Approach of the Study
In this study, the writer applied Physiological approach in analyzing the main characters abilities in facing problems. The approach pays attention on the psychological condition of the person which had an effect on seeing an event, in this case problem in Siam.
Psychological approach is aware of mental condition of a person. This approach is significant since this study will investigate the ability to overcome the problems appear furthermore on the main characters’ behavior and motivation. According to Sigmund Freud, a psychologist and also a psychoanalyst whose major interest was the psychological approach insist that the sense on language and symbols operate by demonstrating their ability to reflect unconscious fears and desires. Further, psychological criticism dealt with the analysis of fictional characters which brought modern insight about human behavior into the study of how fictional people act (1998; 1942).
Lacan stated that central to the conception of the human, is the notion that the unconscious, which governs all factors of human existence, is structured like a language
.
The elements in the unconscious--wishes, desires, images--all formsignifiers (and they're usually expressed in verbal terms).
aware of their saying or daily action they did, most of the conscious mind occurred after the action or saying taken.
The reason of using this approach is because the research deals with the motivation and behavior that represent the main characters’ effort to solve problems. Moreover it deals with the psychological factors that influences the way people thinking and perception. The approach would be supported by some theories related to the topic such as theory of character and characterization, and theory of Self-efficacy.
C. Method of the Study
The analysis of this study is using library research. The writer used Margaret Landons’ Anna and the King of Siam as the primary data. Then the secondary data are essays and articles taken from books and websites. Theories that were used in this study for example, theories on character and characterization by M.H. Abrams entitled a Glossary of Literary Terms and theory of perspective by Jeremy Hawthorn’s book A Concise of Contemporary Literary Theory.
comment by the author, and third, the representation within the character, without comment on the character by the author (1971; 81).
Then theory of self-efficacy taken from Social Foundations of Thought and Action was contributed by Albert Bandura. This theory was used to find the main characters; motivation and behavior also their ability to overcome problems. Bandura stated that “Self-efficacy belief determines how people think, motivate themselves and behave through process, cognitive, and motivational affective and selection”. The theory on efficacy is applied to reveal the main characters’ standard of self-efficacy in order to gain success, in this case top solve problems and to adapt in the new society.
CHAPTER IV
ANALYSIS
A. The Description of Anna Leonowens and King Mongkut
1. The Description of Anna Leonowens
The characterization of Anna was shown by using explicit presentation by author of the character through direct exposition and illustrated by action. Anna was a compassionate woman who cares about others’ right connected to her Self-efficacy. She faced many problems and also challenges that were different from her hometown, England. Her sympathy to slavery in Siam firstly appeared when she arrived in Siam for the first time and she felt annoyed with the slavery view in the Harem.
Anna caught sight of a number of young girls peeping at them from behind of the velvet curtains which hung from ceiling floor. A large of male attendants crouched in the antechamber. Some were in the poor clothing of servants or slaves (1994; 34).
I shall be very happy to work here, and even to assume the secretarial duties that the king adds to my school work, but I feel that I’m entitled to a place to live where I shall be free to follow the custom of my own people without offense to anyone (1944; 94).
Her bravery appeared in almost the whole story while she was in Siam and faced many problems dealt with herself and the king’s concubine from danger and penalty from the judge by meeting the Siam’s judge. The heroic action in releasing the suffered slaves put Anna in trouble with the king’s subordinators. She was considered as a disturbance in the palace and tried to mock the noblemen by helping the slaves to get free. Anna Leonowens’ bravery was considered as an annoyance to the Siamese government. Nevertheless, she struggled to get justice for the suffering slaves.
The Kralahome received her privately, but when she had to explain the purpose of her visit he rebuked her sharply (1944; 150).
was a responsible employer by giving her servants’ right to choose to stay with her in Siam or went back to Singapore.
Her greatest worry was that the school was proving a failure financially… But could she live in the beloved old house with her stepfather that the mother was dead? No, she told herself passionately, which she could never do (1944; 22). Waiting for the king’s order to teach in the palace, Anna tried to study the Siamese language. Hence, she lived in Siam, which used Siamese’s mother tongue she realized she found difficulty in having communication with the Siamese. She learnt the habits and culture in Siam by observing the society and having communication with the king’s concubines and slaves.
When the cremation was over and she was still received no call start the school in palace, she determined to begin her study of the Siamese language (1944; 66).
Knowing and understanding the situation in Siam, Anna never gave up reaching her dream. She patiently waited and she was a hard worker. It was seen from her effort to draw attention from her most annoying pupil, Prang. Her effort in releasing the king’s slaves, not only in releasing Prang from her punishment, but also for the king’s concubine. She requested freedom and forgiveness for those who have done mistakes to the government, in this case the judges and King Mongkut
Again and again, she went to Prang’s house. Pitting her will against the girl’s…But she kept visiting the girl’s house week by week always pleasant, always interested (1944; 206).
her. At first, a frustration appeared during the classes still she continued to teach the students in a very long time. By the time as her patience grew she could build a close relation with her pupils. Although she had great discipline to do her work, the Siamese loved her because she was kind hearted and her willingness to help others made Siamese stayed close to her and told her their problems. For example, the case of Tuptim who loved a priest, she tried to meet the judge to overcome the problem.
Even though Anna knew that it was a performance and a very good one, she was touched partly by the woman’s genuinely despairing tone and partly by the rule she had employed to prevent her case (1944; 337).
2. The Description of King Mongkut
The characterization of King Mongkut was also shown by using explicit representation by the author through direct exposition and illustrated by action. King Mongkut as the ruler of the Siamese was a kind man although his way of showing his kindness was still strict with the rules as a good and respectful king. The king sentenced strict rules in order to protect his kingdom.
The king had seemed kindly disposed, and he was certainly without of sense of humor but he was curious man, unpredictable and autocratic to a degree, and he might be hard to please (1944; 63).
I don’t know I have promised, I don’t know former condition. I don’t know anything but you are my servant”- the voice was climbing higher and higher toward a shriek- “and it’s our pleasure that you must live in this palace, and YOU SHALL OBEY!” The last three words were screamed in her face (1944; 79).
King Mongkut as a father of twenty princes and princesses and sixty-seven children and also father of all Siamese tried to be wise. He knew his employees deeply, even asked for some private question that was taboo according to Western culture. According to the king, it was acceptable to give some private questions. The purpose of giving such question was to know deeply and familiar with the opponent so he would inquired some tasks then the opponent would not interfered him.
… “How old shall you be?” he asked in a stentorian tone (1944; 60).
Even though King Mongkutcgot strict on the rules he made, and kind of man who had strong and difficult way of thinking, he was a kindhearted and loving father. He loved all his children and tried to give the best for his children and wives. He ordered all his concubines, his children, and even the slaves, to study Western’s habits and culture so they would not be considered as an uncivilized and uneducated nation. He also finally agreed with some Western point of view that every living thing had the right to be free.
The king sat with his head sunk in his hands, mourning for his child, calling her by tender names as if she were on his knee to hear them (1944; 192).
The ruler of Siamese, who was King Mongkut, was impartial in giving punishment. There were no diversities among the Siamese; even though the felon was his own children or wives or subordinators the penalty was the same
Fifteen of the younger ladies in waiting being publicly whipped by Amazons for having participated in a conspiracy to steal the king’s spectacles. After the scourging, they were carried off to prison weeping loudly to serve a term of several terms. Prang was among them (1944; 203).
King Mongkut was sometimes a moody man once he asked his servant or subordinators to do his jobs. He would find and keep his eyes on him. In order to gain a perfect result of the task given, King Mongkut himself would observe and examine the duty carefully. Since the task most of them were having a correspondence with the neighbors but also with Western government. Finding an error in the result, his command was not repeat the same failure.
Then the king would waken and demand him. A messenger would be sent to him (1944; 136).
A great king is a king who has good knowledge, to get good knowledge King Mongkut loved to read and write a lot. Study was one of King’s favorite; he had a lot of books and in his spare time he read those books. King Mongkut had a strong will to study and he expected to be perfect in studying English, by mastering English as the language he could communicate with the other country, moreover with the Western countries which expanded the region, in addition to build a political relationship. King’s strong desire to study and work shapes him as workaholic man.
He was busy while the average men slept and asleep while his secretaries waited for the important letters, papers and dispatches (1944; 135).
Being a king, the ruler of Siam made him too overestimate a petition sent by Lady Son Klin of a request that was sent through her son, Prince Krita. His overestimation of one’s action arouse suspicion that made him became high tempered. The most fundamental reason of the suspicion was because of the presence of a second king. He was the first prince would be coronated after the death of his ascendant yet King Mongkut decided to take the position as the next ruler. The petition sent to King Mongkut was considered as a notice of a rebel in the palace.
His majesty accuses her of plotting with her family to rebel against him. This is obviously ridiculous since they did not even that appointment had been made, nor did she when she sent Prince Krita to the king with the petition (1944; 150).
A problem occurred made king Mongkut became impatient and too depended at others. A very simple wrongdoing would influence the whole day. The wrongdoing would set him burst into anger even so facing unpredictable trouble.
He kept shouting that he couldn’t study nights until his spectacles were found (1944; 204).
“An anecdote is something that isn’t yet told and an unmarried woman is something that isn’t yet given, and they are the same! There is no difference. I Say” (1944; 212).
B. The Influence of Self-efficacy in Anna Leonowens and King Mongkut towards
their Motivation
1. Bandura’s Sources of Self-efficacy in Anna Leonowens
a. Mastery Experience
Life is not just an ordinary life without any problems and difficulties. Facing problems and difficulties taught people to find better solution. The solutions came after the effort to get a better life and to gain a successful life. In this story the main character, Anna faced a lot of problems and difficulties that taught her to have a great effort in facing life. Mastery experience or enactive attainment is dealt with the experiences and failures that occur in the events. Thus failures in overcoming problems and difficulties strengthen Anna’s capability in overcoming problems will exist.
The doctor told Leon gravely that she probably would not live unless she had changed a climate. Anna lay white and still pathetically weak (1944; 19).
“It’s too much! Too much! Too much!” she thought. Her father, her mother, her two babies, her fiends, her relatives, her fortune, her husband. Why try to live at all if life was so cruel (1944; 21).
Sailing to Siam, Anna and her son, Louis, had no place to stay when Anna asked for King Mongkut’s grace to provide a residence to stay. The prime minister of Siam, Chao Phya Sri Suriyawang who greeted her, rejected her wish. The experience of having no home was challenging. During her childhood until her marriage with Leon she had a happy life and comfortable house and good environment. Unfortunately, living in Siam was in the opposite of living in England. In Siam she had to ask the government to provide a comfortable house for her. On the contrary, the government let her life without any safety in a new and strange society.
“His majesty cannot remember everything” he said indifferently. “You can go wherever you like” (1944; 27).
the king that the couple was innocent. Anna’s courage of freeing some slaves met some obstacles but some of them succeed.
Anna was scented with an inexpressible horror of him. She was stupefied and amazed, as much to find herself trembling against the pillar as at the naked evil she had seen within the king’s heart (1944; 29).
b. Vicarious Experience
Seeing others successes in life aroused oneself desire to copy their successful life, not only their will but also their effort and also the way of thinking. Firstly attended the King Mongkut’s concubines, the childless Khun Ying, hid her loneliness Anna admired her on her daily activities and her feeling in living in the palace. Her admiration towards Khun Ying aroused Anna’s will to be as strong as Khun Ying and also having the same wisdom as Khun Ying.
As the days passed Anna grew to admire more and more… Anna was especially impressed with her unfailing kindness to the younger women of her husband’s harem (1944; 53).
not feel neglected and abandoned her, likewise her son Louis, he would be happy staying in Siam with her.
She contrived to be always his favor, serving him with an innate gentleness and understanding that endeared her to him (1944; 117).
c. Verbal or Social Persuasion
Gaining success needs great effort and a strong belief that people could reach success in life. Anna was a woman, she encouraged herself through facing many problems. The first problem appeared in her life was the death of her beloved family and relatives. At that time, Anna was drowning into a deep sorrow and confusion. However, she preferred to live and continue her life because her affection to her children, Avis and Louis. Still, everyday she convinced herself to have the power to pass the day.
But who was there if she could die or go insane? For the sake of Leon’s children she must rally herself (1944; 22).
Anna tried to appreciate the custom and habit in Siam. Conversely she could not tolerate the children who did not respect her and did not obey her rules. One of the children was Prang who got into trouble because of her behavior. Anna assured herself that she could help Prang. She continuously paid attention towards Prang’s attitude or else she failed in teaching her as her student and daughter.
d. Psychological State
Self-efficacy was also influenced by people’s health. Some people could keep healthy because of the stable emotion and reaction towards problems. For those who could balance the emotion would have stronger stamina than the other who could not reduce the depression.
Facing problems was not an easy way of life for Anna. The death of her parents and her own family laid her into the grief that affected her health. She had no one to share her burden of the longing. The grief and sorrow were directly roused the frustration of being alone. The frustration reduced her health subsequently weaken her psychological state.
Anna laid white and still pathetically weak Officialdom, as always moved with its slow unwieldiness (1944; 19).
Asking for the right of having her own comfortable house in Siam, Anna was given a house chosen by the Kralahome, the king’s half brother. The condition of the house was far from her imagination. Anna’s complaint to Kralahome met no good solution for Anna. Her wish on privacy has been violated. Afterward she found a new house near the palace fatefully the house needed some reparation and fixing. Finishing the house reparation, Anna’s body was weakened and she had to rest in bed for several days.
2. The process of Self-efficacy
a. Cognitive process
Anna’s life distorted into a struggling life after the death of her beloved family, Anna chose to continue her life in a strange country, Siam, far away from her relatives and friends. She sailed to Siam with Louis and her two servants wishing for a new happy life. Her wish was a great luck for king Mongkut who needed a teacher in the palace. Her arrival in Siam was a new chapter of life. She defeated her fear to live in a place with different custom and culture. Her loss and struggle in continuing her life empowered her to be more selective.
Before she had come a decision, her school had attracted the attention of Mr. Tan Kim Ching the Siamese consul at Singapore who had been instructed by the king of Siam to secure an English governess for the royal children (1944; 23).
Teaching for Anna was not a new experience. She had taught in Singapore after Leon’s death. Teaching strangers were a new experience for her especially they had different habits and customs. The first time of teaching-learning activities in the palace, the class was like a circus since the pupils were curious with her appearance. Furthermore the pupils spoke different language which roused her curiosity in understanding the language so it would facilitate her to communicate with the Siamese.
One of king Mongkut’s demands was she had to introduce and teach the Siamese women on the subject of manner and discipline. Having dinner with some important European who stayed in Siam, king Mongkut wished to show that Siamese women could behave and dressed similar to European women. On the previous discussion stated that mostly the Siamese women preferred to play some jokes and their fear of the Westerners appearance was a boundary for Anna to convince them that Western men were as kind as her. As a result Siamese would not be considered as a barbarian and Siam would not regard as uncivilized country. Therefore Anna taught some of Siamese women the Western customs and habits to fulfill King Mongkut’s wish.
“He will go back to Queen Victoria and tell her that our women are black and without clothes, or stockings or shoes on feet, and she will consider me as barbarian of Sandwich Island. So, Mem you must educate some of young women in European etiquette and costume for presentation to the English Ambassador of Great Britain” (1944; 141).
His majesty accuses her of plotting with her family to rebel against him. This is obviously ridiculous since they did not even know that the appointment had been made, nor did she when she sent Prince Krita to the king with her petition. And to punish the woman for what is permitted and encouraged in gross injustice. It can’t enhance his Majesty’s reputation with his foreign and friends (1944; 151).
Her demand to free slaves was also Anna’s intention to stay in Siam. It was proved as L’ore, a slave of Princess Butri the granddaughter of Chao Phya Nikon Badintur the minister of the North, was imprisoned. Anna attempted to free her. L’ore was imprisoned because she loved her husband and demanded her freedom. For several times Anna insisted to meet the judge and the king in order to help the slave. Later, her objective on eliminating slavery in Siam was Prince Chulalongkorn’s goal in his era.
That night a deputation of Mohammedans headed by the Mullah Hadjee Baba called on Anna. Together they drew up a petition addressed to the king, which Anna agreed to deliver the next morning. The same invisible power that drawn her to L’ore seemed to be working still; for she was summoned early to the king’s presence she carried the petition with her (1944; 182).
There were about a dozen Amazons in the guard, some already stretched in sleep on their mats and leather pillows, with their weapons lying merely. The eyes of those who were still awake turned toward Anna. They knew her well and her visits of mercy (1944; 279).
Anna’s desires to set the slaves free met an obscure; she refused the king’s demand to write to Sir John and cancel Sir John arrival in Siam. As a result king Mongkut sent a velvet letter contained all the accusations toward Anna’s action. She rejected to sign the accusation letter. The red velvet letter was a threat for her staying in Siam. Although the Kralahome asked her to sign and to fulfill king’s demand still Anna rejected the request. She felt she was underestimated by the king on the red velvet, she was accused in the interfering the government affair instead of teaching.
”But you haven’t sign it” he demurred. “No, and I never will”, she replied curtly, “you can tell the king so” (1944; 333).
When she refused again she saw by his face that he imagined she was merely bargaining. For two hours he argued and pleaded, slowly increasing the sum he was willing to pay for her signature to the charges, and the letter to Sir John Browning (1944; 334).
Anna’s couldn’t reply. Her eyes were full of tears; she realized what she had not thought possible had taken place. She and the king were more than employer and employee, king and governess- they were friends (1944; 385).
b. Motivational Process
Anna beliefs, that she could pass her future life without her husband, Leon and with her beloved family appeared after the death of her husband took some of her beloved family. Barely Avis and Louis both Anna’s son and daughter and also her servants encouraged her to stay alive. Her family motivated her to stay alive and continue her life. She motivated herself by seeing her family, most of her desire to life was to see her children live happily even without their father.
But who was there if she should go die or insane? For the sake of Leon’s children she must try to rally herself (1944; 22).
Facing many troubles and difficulties in adapting the society and environment Anna attempted to assure herself to stay much longer in Siam. She had to learn the Siamese language in a very short time. The most significant differences between the Western and Siamese were the habits, customs and culture. Anna threw away the feeling of longing and feeling of overlooking all the customs while living in Singapore. While convincing Louis that they could stay alive in Siam, Anna also convinced herself.
c. Affective Process
Affective process means that most of the influences of having weak Self-efficacy were easily attacked by diseases. In order to avoid depression and frustration after the death of her family likewise her husband Anna tried to build a new image of herself. After the death of her first child she felt frustrated that weaken her health. The great sorrow of her first child death reminded her to her late father. In addition she was her first child. All of mother would be sad and the los depressed her into the lowest stamina. Because of her husband love she could pass it. .
Encouraged by her friends, she opened school for officer’s children, and tried listlessly to resume normal life (1944; 22).
d. Selective Process
Activities and environments mostly affected the Self-efficacy of a character; furthermore Self-efficacy was also influenced of the behavior and avoidance activities. The belief of one’s capabilities to finish the duty or activities would also influence the motivation. Anna’s life after the death of her husband was full of efforts. Her decision to leave Singapore was supported by the family’s financial conditions. Moreover, she needed to be in a new community to avoid her loneliness and also to find new activities. The activities would help her in decreasing her grief of her family. Living in Singapore without certainty of good income turning Anna to think of accepting the request to teach in Siam, it was also useful to reduce her sadness.
As a foreigner in Siam Anna should obey the rules in Siam, not only for Anna but also for her servants and the other Westerners although they dislike it. As the culture distinction, the regulations and policies in Siam were different. New environment taught Anna the way to face and handle the Siamese. New regulations and policies improved her ability of appreciating or correcting them. Siamese regulations toward the way to respect the king and his subordinators was acceptable, on the contrary she disrespected the policy of using humankind in the household, even to punish them as if they were animals. Anna grew stronger in the personality facing troubles.
Moonshe said nothing and Anna ran off in search of the Kralahome’s half brother. She dared not to go too far, fearing the err as had her servant by entering some part of the palace grounds to which she was forbidden (1944; 42).
Being familiarized with the Siamese culture and language aroused Anna’s attraction to study more on Siamese. She realized the new language and culture would improve her knowledge. She learnt and gathered around the Siamese in order to understand their customs and language. She tried to mingle with the Siamese by following the news and problems occurred in the palace. She also tried to learn and compare the language and its interpretation between Siamese and Western. Her capability in identifying the diversity facilitated her in her communication and duty in the palace.
3. The Source of Self-efficacy in King Mongkut
a. Mastery Experience
As a ruler of Siamese, King Mongkut had a lot of subordinators and concubines. Most of them owned more than one slave to do the household and take care of the children. Once occurred a problem of freeing slaves by buying them. According to the Siamese law as a king and, a slave would be free after a person paid for the price. The rule for King Mongkut was a new point to study.
It is the law and custom of his country that bondservants have their right to redeem themselves (1944; 184).
Some of King Mongkut’s hobbies were writing and reading, thus needed knowledge of language and vocabulary. Then he continuously asked Anna for some awkward and difficult words and sayings. He regularly wrote and received letters from the country near Siam. The relationship was using English, since many countries spoke different language and mother tongue. So his knowledge in English facilitated most of the relationship.
The poor man was beguiled or abducted from his bed and conveyed three or four miles by boat to the palace because the king wanted to know whether it would be elegant to write ‘murky’ instead of ‘ obscure’ or ‘gloomy dark’ rather than ‘not clearly apparent’ (1944; 233).
conducted in front of the other slaves and concubines. King Mongkut tried to warn the other so they would not do the same.
The king sagacity was not blinded his passion. Then anger surged up in him and he rejected reason and mercy. In a thick voice he shouted “Remove the child and bind her!” (1944; 259).
b. Social Verbal Persuasion
King Mongkut was very confident and proud of his kingdom; the Self-confidence influenced his behavior and his reaction towards private matters. The political problems which occurred between Cambodia, French and Siamese affected the king’s cousin. Phya Wiset was a prince and also the king’s cousin, he felt insulted because of the word ‘liar’ told by the priest then French consul M. Lamache covered the problems occurred Phya would be remove from the office without any investigation. Subsequently, king Mongkut insisted to refuse the Frenchman suggestion because he believes that the Frenchman would interfere in solving the problem.
“Yes, yes” said the king impatiently. I will see it tomorrow; you may tell M. AuBaret that I have promised to order and investigation. And you may go” (1994; 268).
c. Physiological State
the expansion. The fear of loosing his kingdom frustrated him. That made his health drowning because of the Siamese-French cases.
His Majesty had been feeling ill for some days, nut was that night a little better. He had called for some Buddhist priest for the purpose of holding special devotional services (1944; 268).
After the meeting of the king’s cousin and M. Aubaret, he sent a letter contains the disrespect feeling of French by the Siamese moreover the king. Also the consul felt that the king had underestimated the French. The matters then weaken his healthy and he became sick from some times.
The king had intended to answer M. Aubaret’s note in the morning came but he was ill again and postponed the matter (1944; 269).
4. Self-Efficacy process in King Mongkut
a. Cognitive process
In his childhood King Mongkut entered the priesthood then his stepbrother replaced his position to be the next king. His action considered as denial to the throne. Conversely after the death of the Usurper he decided to leave the priesthood. He was aware of his stepbrother authority. He was afraid that his kingdom would be decreased in his stepbrother weakness.
The feeling between the kings although the strange institution of the dual king ship was familiar to her from Sir John Bowring’s account. It had been customary in Siam for hundreds of year two have two kinds simultaneously. Only the 1st had a dual power (1944; 66).
kingdom in his own way. The government and the nation would obey the rules without any objection. The king words and questions are his demands. The visitors in Siam had to obey the regulations; the reward of disobedience was a punishment.
“How old shall you be? He asked in a scornful tone” (1944; 60). “Where do you go every evening?” He demanded (1944; 60).
The protection toward interruption was in building a close relation ship with the British Minister in Singapore and Hong Kong. King Mongkut had written some letters for several times. He was anxious with his stepbrother. His stepbrother had several close friends from different countries. It was because he had built the friendship since he was young meanwhile king Mongkut stayed in the priesthood.
“Whole Siamese country is now quite well with [out] any where...I trust you will be most rejoiced on my news of succession on the throne as you were lonely my dear friend Sir James Brooke” (1944; 129).
King Mongkut then decided to support British Empire in Siam than the French. He continuously built the relationship of the countries in 1861. He realized that French expansion would replace the British government however he kept maintaining the British consul with his government.
“We are the only rule of remote or very distance country from Europe and have very different costume and appearance yet we become an allied to our Majesty and other several rulers of civilized world (1944; 132).
b. Motivational Process
would underestimate Siamese women. Siamese women were both ugly and not interesting; he compelled Anna to teach the Siamese women Western custom and attitude. He assured himself that Siamese women could dress and acted the same as the Western women. Furthermore the Western men would love to see the Siamese women.
“But I can’t let him see them as they are with black teeth and no shoes on feet” the king encountered” (1944; 140).
King Mongkut seemed argue other’s opinion, he disagreed others’ belief to gain his satisfaction. Once again his self-confidence mostly affected his ego. Since he was the king, his subordinators and concubines must obey his words. They never opposed the king opinion and command. He was fully happy after winning the debate. He believed that he was correct.
The king looked extremely annoyed, “No they don’t” he restored. There is no difference I say, he cast Anna a baleful look designed to put her in her place, but she refused to see it” (1944; 212).
And smiling triumphantly he turned away to some one else (1944; 213).
Watching and arguing Anna’s action in freeing slaves in the palace, king Mongkut started to free a dwarf from Nai Lek. He found that his action would raise a freeing slave movement in the palace. Then he convinced himself by teaching his children to start to abolish slavery in Siam. He realized that Anna would ask him to release the dwarf even more the slaves.
