TAYLOR GREER’S MOTIVATIONS IN ADOPTING THE INDIAN CHILD AS SEEN IN BARBARA KINGSOLVER’S THE BEAN TREES
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Anis Nariswari Student Number: 051214136
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
TAYLOR GREER’S MOTIVATIONS IN ADOPTING THE INDIAN CHILD AS SEEN IN BARBARA KINGSOLVER’S THE BEAN TREES
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Anis Nariswari Student Number: 051214136
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
ii A Thesis on
TAYLOR GREER’S MOTIVATIONS IN ADOPTING THE INDIAN CHILD AS SEEN IN BARBARA KINGSOLVER’S THE BEAN TREES
By Anis Nariswari Student Number: 051214136
Approved by:
Sponsor
iii
TAYLOR GREER’S MOTIVATIONS IN ADOPTING THE INDIAN CHILD AS SEEN IN BARBARA KINGSOLVER’S THE BEAN TREES
By Anis Nariswari Student Number: 051214136
Defended before the Board of Examiners on February 3, 2010
and Declared Acceptable
Board of Examiners
Chair person : C. Tutyandari, S.Pd., M.Pd. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Henny Herawati, S.Pd., M.Hum. ____________ Member : C. Lhaksmita Anandari, S.Pd., M.Ed. ____________ Member : Dr. A. Herujiyanto, M.A. ____________
Yogyakarta, February 3, 2010 Faculty of Teachers Training and Education Sanata Dharma University Dean,
iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, January 22, 2010 The Writer
v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Anis Nariswari
Nomor Mahasiswa : 051214136
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Sanata Dharma karya ilmiah saya yang berjudul:
TAYLOR GREER’S MOTIVATIONS IN ADOPTING THE INDIAN CHILD AS SEEN IN BARBARA KINGSOLVER’S THE BEAN TREES
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk median lain, mengelolanya dalam bentuk pengkalan 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 saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 22 Januari 2010 Yang menyatakan,
vi
Our greatest glory is not in never failing
but in rising up every time we fail.
(Ralph Waldo Emerson)
This Thesis is dedicated to:
vii
ACKNOWLEDGEMENTS
Most of all, I would like to express my greatest gratitude to Allah SWT for giving me such a wonderful opportunity to study in English Language Education Study Program of Sanata Dharma University. I realize Allah SWT is always on my side and I would not have been able to finish this thesis without God’s blessings.
Next, I would like to sincerely express my deepest gratitude to my sponsor, Henny Herawati S.Pd., M.Hum., who has supported me and given me advice. I am really grateful for her patience, encouragement, and beneficial suggestion from the beginning until the end of my thesis accomplishment.
My next gratitude is for all lecturers of English Language Education Study Program for guiding and sharing their knowledge during my study in Sanata Dharma University. I also thank all English Language Education Study Program secretariat staffs and Sanata Dharma University library staffs for their assistance and best services.
My deepest and endless gratitude goes to my beloved family, Bapak
viii
I would like to thank Ci’ Patrice and Paulina, for being my best friends and sisters, for sharing the stories, laughter and tears. I would like to appreciate all my classmates, Kanjeng Ratu crew,Lentera group members,my PPL friends in SMA PL Yogyakarta and my friends ofKKN Kelompok 7 XXXVII for their willingness to always help me, share laughter, happiness, madness and pain with me. I thank Mbak Arina, Epha, Verdyand Ike for sharing and encouraging me to finish my thesis.
Finally, I thank all of 2005 PBI students whom I cannot mention one by one, who have given me support in the process of writing this thesis. I thank them for coloring my life with wonderful friendship ever.
For all the people I love, may God bless them all and give them great happiness.
ix
TABLE OF CONTENTS
TITLE PAGE ………. i
APPROVAL PAGES ………. ii
STATEMENT OF WORK’S ORIGINALITY ……….. iv
LEMBAR PERNYATAAN PERSETUJUAN………... v
PAGE OF DEDICATION ………. vi
ACKNOWLEDGEMENTS ……….. vii
TABLE OF CONTENTS ……….. ix
ABSTRACT ……….. xii
ABSTRAK………... xiii
CHAPTER I. INTRODUCTION A. Background of the Study ………. 1
B. Problem Formulation ……… 2
C. Objectives of the Study ……… 2
D. Benefits of the Study ………... 3
E. Definition of Terms ………. 4
CHAPTER II. REVIEW OF RELATED LITERATURE A. Review of Related Theories ……… 6
1. Theory of Critical Approaches ……… 6
2. Theory of Character and Characterization ……….. 7
3. Theory of Motivation ……….. 10
a. Definition of Motivation ……….. 10
b. Approach and Avoidant Motivation ……… 12
c. Human Motives ……… 14
d. Social Facilitation ………. 18
x CHAPTER III. METHODOLOGY
A. Object of the Study ……… 22
B. Approach of the Study ………... 23
C. Method of the Study ……….. 23
CHAPTER IV. ANALYSIS A. The Description of Taylor’s Character ……….. 25
1. Physical Description ………... 26
2. Personality Description ……….. 27
a. Responsible ………. 27
b. Brave ………... 29
c. Optimistic ………... 31
d. Sensitive ……….. 34
e. Loving ………. 37
f. Caring ……….. 40
B. Taylor’s Motivations in Adopting the Indian Child ……… 42
1. Taylor’s Approach Motivation ………. 43
2. Taylor’s Avoidant Motivation ……….. 45
3. Taylor’s Achievement Motivation ………... 46
4. Taylor’s Affiliation Motivation ……… 50
5. Social Facilitation between Taylor and Esperanza ….. 54
CHAPTER V. CONCLUSIONS A. Conclusions ……… 58
B. Suggestions ……… 60
1. Suggestions for Future Researchers ………... 60
xi
APPENDICES………. 65
A. Summary of The Bean Trees ………. 66
B. Biography of Barbara Kingsolver ……….. 69
C. Lesson Plan for Teaching Intensive Reading 2 ……….. 73
xii ABSTRACT
Nariswari, Anis. 2010. Taylor Greer’s Motivations in Adopting the Indian Child as Seen in Barbara Kingsolver’s The Bean Trees. Yogyakarta: Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
Many people have different reasons in adopting children. They may adopt a child because they cannot have a child after such a long time. Even they want to help poor people by adopting children. In the novel The Bean Trees, Taylor, the main character of the story, has different motivation in adopting an Indian child. Taylor has not married yet, however, she adopts Turtle, the Indian child.
There are two problems discussed in this study. They are: (1) How is Taylor Greer, the main character, described in the novel? (2) What are Taylor’s motivations in adopting the Indian child?
The method of this study was library study. The primary source was the novel, The Bean Trees by Barbara Kingsolver. The secondary sources were books and articles on the theory of Character and Characterization, theory of Psychological Approach and theory of Motivation. As this study analyzed one’s motivation, then psychological approach is applied as the approach.
There are two findings based on the analysis. The first finding describes Taylor’s characteristics. Based on the theory of Character, Taylor is a major and round character. Moreover, Taylor is described as a responsible, brave, optimistic, sensitive, loving and caring woman according to the theory of Characterization. Taylor’s characteristics are analyzed through her character as seen by another, speech, thought and reactions.
The second finding reveals Taylor’s motivation in adopting an Indian child. There are five motivations on why Taylor adopts the Indian child. The first motivation is Taylor’s approach motivation. The second motivation is Taylor’s avoidant motivation. The third motivation is Taylor’s achievement motivation. The fourth motivation is Taylor’s affiliation motivation. The fifth motivation is social facilitation between Taylor and Esperanza.
xiii ABSTRAK
Nariswari, Anis. 2010. Taylor Greer’s Motivations in Adopting the Indian Child as Seen in Barbara Kingsolver’s The Bean Trees. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Banyak orang memiliki alasan yang berbeda dalam mengadopsi anak. Mereka mungkin mengadopsi anak karena memang tidak bisa mempunyai anak dalam waktu yang lama. Bahkan mereka ingin menolong orang yang tidak mampu dengan mengadopsi anak mereka. Di novel ini, The Bean Trees, Taylor, sang tokoh utama, memiliki motivasi yang berbeda dalam mengadopsi anak Indian. Taylor belum menikah tapi dia mengadopsi Turtle, seorang anak Indian.
Terdapat dua masalah yang dibahas dalam skripsi ini. Masalah pertama adalah bagaimana Taylor Greer, tokoh utama, digambarkan dalam novel ini? Kedua, apa motivasi Taylor dalam mengadopsi seorang anak Indian?
Metode yang digunakan pada skripsi ini adalah penelitian perpustakaan. Sumber utamanya adalah novel The Bean Trees karya Barbara Kingsolver. Sumber-sumber lainnya adalah buku dan artikel tentang teori Karakter dan Karakterisasi, teori Pendekatan Psikologi dan teori Motivasi. Karena skripsi ini menganalisa motivasi seseorang, maka pendekatan yang digunakan adalah pendekatan psikologi.
Ada dua hasil berdasarkan analisis yang dilakukan. Hasil analisa pertama adalah karakteristik Taylor. Berdasarkan teori Karakter, Taylor adalah tokoh utama dan komplek. Taylor juga digambarkan sebagai seorang wanita bertanggung jawab, berani, optimis, sensitif, penyayang dan perhatian berdasarkan teori Karakterisasi. Karakteristik Taylor dianalisa melalui karakternya dilihat dari tokoh lain, ucapan, pikiran dan reaksinya.
Hasil analisa kedua menyatakan motivasi Taylor dalam mengadopsi seorang anak Indian. Ada lima motivasi mengapa Taylor mengadopsi Turtle, anak Indian. Motivasi yang pertama adalah motivasi mendekat. Motivasi kedua adalah motivasi menjauh. Ketiga adalah motivasi pencapaian. Motivasi keempat adalah motivasi afiliasi. Motivasi yang kelima adalahsocial facilitationantara Taylor dan Esperanza.
1 CHAPTER I INTRODUCTION
This chapter consists of six chapters, namely background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms. The background of the study presents the description and reason on the importance of discussing Kingsolver’s The Bean Trees. The problem formulation states the problems discussed in this study. The problem limitation describes the focus and the scope of the study, in relation to the problem formulation. The objectives of the study state the purpose of why the study is important to discuss. The benefits of the study identify the expected benefits of the study for the readers and the other parties. The definition of terms elaborates some key words or terms in order to avoid such misunderstanding and misinterpretation.
A. Background of the Study
someone. A person may be influenced by internal factors derived from his own self or external factors which come from one’s surrounding such as family, society or environment.
Basically, a person does something since he/she wants to reach a goal. They will not do anything which is not in purpose. It shows that a person always has motivation though sometimes it is not really clear. However, still many researchers study about one’s motivation because it is exciting to understand people’s motive to an action.
… a motive is an internal factors that arouses, directs, and integrates a person’ behavior. Motivation is distinguished from other factors that also influence behavior, such as the past experience of the person, his physical capabilities, and the environmental situation in which he finds himself, although these other factors may influence motivation. (Murray 7)
Different motivations arise as well in adopting children. The most common motivation of a person in adopting children is to regenerate their heredity. This motivation is usually found in people who have married but they have not had children yet. However, there are also some people who have not married and they adopt children. They might have different motivation in adopting children. Another case is when someone adopts a child who is put by someone else in front of one’s house or even in one’s car. There must be different motivation why one decides to adopt the child.
take care of the child as if she is her own daughter. Moreover, she tries to adopt the Indian child legally, though it is very difficult since the child has no legal documents. This study discusses Taylor’s motivations in adopting the Indian child since Taylor actually has some possible options, such as leaving the Indian child in the cafeteria she just finds the child.
B. Problem Formulation
This study intends to analyze two problems found in the novel, as follows: 1. How is Taylor Greer, the main character, described in the novel?
2. What are Taylor’s motivations in adopting the Indian child?
C. Objectives of the Study
The study aims to answer the questions stated in the problem formulation. The first one is to describe Taylor’s characteristics in the novel. The second objective of the study is to find out Taylor’s motivations in adopting the Indian child. Those two objectives are related to each other. The first one helps to answer the second one.
E. Benefits of the Study
theories of character and characterization. Besides, I learn a lot about human motivation. From this study, I would like to introduce Barbara Kingsolver’s novel as well especially since this novel inspires me that life is choices. We have to choose the best option in our life and be responsible on what choice we have taken.
Students of English Department may also obtain benefits from this study. Hopefully the discussion and the finding of this study can improve their knowledge about studying literary works. Furthermore, I hope this study can encourage them to learn more about literature. This study gives some benefits for teacher and lecturer as well. This study provides some materials which can be used in teaching or as a reference for teaching English.
F. Definition of Terms
There are some terms which need to be clarified in order to avoid misunderstanding, as follows:
1. Motivation
past experience of a person, his physical capabilities, and the environmental situation in which he finds himself (Murray 7). In this study, motivation is factors within Taylor Greer (such as needs, desires, and interests) that activate, maintain, and direct behavior on why she thinks, feels and behaves as she raises a child who is not hers, and the other factors that influence behavior, such as her past experience, her physical capabilities and the environmental situation.
2. Adoption
6 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts; they are review of related theories and theoretical framework. The first part discusses theory of critical approaches, theory of character and characterization, and theory of motivation. In the theory of motivation, I present the definition, the kinds of motivation, and also social facilitation. The second part discusses theoretical framework.
A. Review of Related Theories
This part contains three sub parts, namely critical approaches, character and characterization, and motivation.
1. Theory of Critical Approaches
Analyzing a literary work cannot be based only on individual preferences, whims, or prejudice. This will lead to be subjective in nature. In fact, it needs a standard reference which is called a critical approach. Instead of helping us in analyzing a literary work, an approach will lead us to understand the nature, function and the possible values of literary work.
derivation of meaning from the structure and the consideration of technique towards the structure for the sake of the integrity. Therefore, this approach is said to be concentrated on esthetic value.
The second is biographical approach. It is an approach that considers the author’s personality development and life as a guidance to understand his or her literary works. It is correlated with a belief that the author’s ideas and personality might be reflected into his work of art. Sociocultural-historical approach is the third one. It is an approach that is used to analyze the literary works by referring to the social, cultural, and historical environment in the literary work.
Mythopoeic approach, which is an approach that uses a particular recurrent pattern of human thoughts such as myths and folk rites in order to understand the literary works, is the fourth approach. It also concerns with the concept of death and rebirth, guilt, and sacrifices, primitive rites and theological aspect of Christian doctrine. The last one is psychological approach. It is an approach that uses psychology to explain human motivation, personality and behavior patterns written in literary objects in analyzing the literary works (Rohrberger and Woods 13-17).
2. Theory of Character and Characterization
useful for the readers to know and understand the theory of character. It aims to invite the readers to be involved in the whole story of the novel.
According to Milligan, there are two kinds of character. They are major and secondary characters. Major characters are those who appear more often in the story than the other characters, while secondary characters are those who appear less in the story (Milligan 195). Different from Milligan, according to Abrams, the two types of character are flat and round character. Flat character is one-sided or it can be said as characters who are built without much individualizing details (Abrams 20-22). In addition, according to Forster, flat character is easily recognized and remembered by the readers, and the author describes him as the same sort of person at the end of the story as he was at the beginning (Forster 46-48). In other words, flat characters are introduced from beginning until the end of the story in a stable description.
describe, and often evaluate, the nature of dispositional qualities of the character (Abrams 21-22).
In analyzing characters in the novel, it is important to know how the author presents the character. That is why this is called characterization. According to Rohrberger and Wood, they define characterization as the process by which an author creates character, the devices by which he makes us believe a character is the particular type of person he is (Rohrberger and Wood 20). To describe the characterization in the novel, I need a theory to support my idea. Then I use Murphy’s theory of characterization in his book Understanding Unseen: An Introduction to English Poetry and The English Novel for Overseas Students. This theory includes nine ways of characterization in order to understand characters in the novel. The first way is from personal description. In this method, the author describes a person’s appearance and clothes (Murphy 161). From such description, the reader can imagine what kinds of person the characters are by imagining their physical appearance.
can give us a clue to events that have helped to shape a person’s character (Murphy 166).
Then the fifth way is conversation of others. The author can also give us clues about a person’s character through the conversations of other people and the things they say about him. People are talking about other people and the things they say often give us a clue to the character of the person being spoken about (Murphy 167). The sixth way of characterization is reactions. The author gives the readers a clue about a person’s character by letting the readers know how that person reacts to various situations and events (Murphy 168). The seventh way is from direct comment. The author describes or comments on a person’s character directly (Murphy 170). The eighth way is from thoughts. The author gives the readers direct knowledge of what a person is thinking of (Murphy 171). The last way is mannerism. The author describes a person’s mannerism, habits, or eccentricity, which may also tell the readers something about the character (Murphy 173).
3. Theory of Motivation a. Definition of Motivation
distinguished from the other factors that also influence behavior, such as the past experience of a person, the physical capabilities, and the environmental situation in which a person finds himself (Murray 7). This indicates that determining motivation needs many factors to consider. While Abrams (23) says that the ground in the characters’ temperament, desires, and moral nature for their speech and actions are called their motivation. This definition is applied in literary terms meaning motivation in literary works can be analyzed from the characters’ speech and actions.
Huffman, Vernoy and Vernoy (392) say motivation refers to factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal. This indicates that the way a person did some behaviors is guided by some purpose and that it leads to a goal or the satisfaction of some need. Huffman, Vernoy and Vernoy (392) also states that research in motivation attempts to answer ‘why’ questions about human and animal behavior. That is why to answer the question of why people behave as they do, psychologists study motivation from one or more basic principles of behavior, such as “people strive to fulfill their potential” or “people strive to satisfy their aggressive and sexual urges.” (Weiner 4). The following is how to observe motivation according to Bootzin, Loftus and Zajonc:
From the definitions above, it can be concluded that motivation is factors (such as needs, desires, and interests) that activate, maintain, and direct behavior on why one thinks, feels and behaves and the other factors that influence behavior, such as her past experience, her physical capabilities and the environmental situation. Motivation can be determined by answering ‘why’ people behave as they do to reach their goal.
b. Approach and Avoidant Motivation
There are many theories of motivation offered by some theorists, some of them are already mentioned above. Moreover, there are many types of motivation stated by theorists. According to Franken (3), “motivation theorists start with the assumption that, for every behavior, there is a cause”. Their goal is to identify those causes. Higgins in Franken’s Human Motivation (3) states that psychologists distinguish between approach causes and avoidant causes. In approach behavior, people do things because of something they want, desire, or need. This is often conceptualized in terms of a specific goal object. For example, people will eat if they are hungry or people will study hard if they want to get an A, and there are still many examples. In avoidant behavior, people do things to avoid something. For example, people who are afraid of snake will not come or stand near a snake in the zoo.
activities is enough to make them feel anxious. They may avoid eating certain foods because they fear they will get sick, they may avoid traveling for fear of injury, or they might avoid meeting new people in the hope of avoiding conflicts of opinion. In contrast, according to Zuckerman in Franken’s Human Motivation (5) states “extraverts and sensation seekers spend more time in approach behaviors”. They see the world as a source of opportunities and excitement. They might go to new restaurants to savor different foods, they might talk to strangers in case to see how other people think, or they might take risks, such as hang gliding or traveling the world.
Franken (7) explains that “the distinction between approach and avoidant motivation is based on the idea that feelings are an important determinant of behavior”. It indicates that one’s feeling can determine what they will do or their behavior. Higgins in Franken’s (8) states the difference of avoidant and approach motivation. “Higgins has talked about the need to understand the role of self-focus in helping humans to achieve goals (approach motivation) and to keep themselves safe and out of harms way (avoidant motivation).” (Franken 8). However, some growth theories do not fully agree about whether it is best to account for growth motivation through approach or avoidant mechanisms (Franken 21).
While McClelland (136) says the difference between avoidant and approach motives according to the sign stimulus:
In the case of avoidance motives, the sign stimulus differs from the consummatory experience sought. Inconsistency, conflict, and pain are sign stimuli that produce negative emotions and release acts designed to produce the consummatory experience of consistency, relief, or fear reduction. In the case of approach motives, the sign stimulus that sets up the natural incentive sequence initially may be the consummatory experience itself. (McClelland 136)
It can be concluded that approach motivation is motivation in which people do things because of something they want, desire, or need. In approach motivation, people try to achieve their goals. While avoidant motivation is motivation in which people do things to avoid something and keep themselves safe and out of harms way.
c. Human Motives
McClelland (224) states there are four human motives, including achievement motive, power motive, affiliative motive and avoidance motive. However, I only discuss achievement and affiliative motive since these two motives are appropriate to this research.
To accomplish something difficult. To master, manipulate, or organize physical objects, human beings, or ideas. To do this as rapidly and as independently as possible. To overcome obstacles and attain a high standard. To excel oneself. To rival and surpass others. To increase self-regard by the successful exercise of talent. (McClelland 46)
While in Beck’s Motivation (317), Murray defines “need for achievement as a desire or tendency ‘to overcome obstacles, to exercise power, to strive to do something difficult as well and as quickly as possible’. Though it seems there are different definitions of achievement motives, actually they have the same meaning. In this study, achievement motives can be defined as motive to master challenging task, to accomplish something difficult as well and as quickly as possible, to strive to do something as rapidly and as independently as possible, and to overcome obstacles.
Stipek (9) says achievement motivation theorists try to explain the initiation, direction, and intensity of an individual’s behavior in situations in which performance can be evaluated according to some standard. The standard may be personal (i.e., achieving some goals) or it may be made by another individual, such as parents or society. The standard can encourage an individual to do something better. According to Weiner (189), individuals high in achievement needs are conceptualized as ‘hope’ rather than ‘fear’ oriented. It indicates that individuals with ‘hope’ oriented will accomplish performance better than individuals with ‘fear’ oriented.
Spence and Helmreich in Franken’s Human Motivation (138) hypothesized that three factors are linked to achievement:
Achievement scale, indicated that, contrary to their initial hypothesis, work and mastery predict achievement in various situations, but competitiveness does not. In fact, having a competitive orientation seems to undermine achievement. (Franken 138)
As stated above, those three factors are linked to achievement, but not all of them are good enough for achieving something. Competitiveness can undermine the purpose of achievement. While Weiner (363-364) clarifies that mastery might be important for achievement, but it does not guarantee that you will achieve your goals. Being an optimist, for example, might be the most important factor in achieving goals. Achievement often asks us not only to master a certain set of skills but also to learn how to deal with our emotions, including self-doubt. However, if people have a mastery and achievement orientation, they will have a sense of agency as Bandura’s statement in Weiner (364). A sense of agency means that they take action so that they get what they want from life.
McClelland in Stipek’s Motivation to Learn (9) claimed achievement motivation as a consequence of parents’ behavior toward children in achievement situations.
McClelland (1961, 1971, 1978) claimed that achievement motivation is an unconscious trait that develops early in life as a consequence of parents’ behavior toward children in achievement situations. Experiences in early childhood are assumed to play a continuing and pervasive role in individuals’ responses to achievement situations. (Stipek 9)
It can be summed up that achievement motives is to strive to do something difficult as well, rapidly and independently as possible. Achievement can be evaluated according to some standards which can be personal or from others. There are three factors which are linked to achievement; they are mastery, work and competitiveness. However, emotion also takes part in achieving something. Parents have roles in children’s achievement, especially if parents have built achievement situation in early childhood.
According to Illustrative List of Murray’s Need, affiliation is:
To draw near and enjoyable cooperate or reciprocate with an allied other (an other who resembles the subject or who likes the subject). To please and win affection of a cathected object. To adhere and remain loyal to a friend. (McClelland 46)
This definition shows that affiliation motives have something to do with human relationship. As what Beck (354) says that the term affiliations refer just to associating with others, apart from the question liking them or loving them. It indicates that affiliation consists of all kinds of relationship, not only because of liking or loving someone but also hating or confronting someone.
Beck’s Motivation (356) suggests three ways by which the presence of others may reduce responses:
Epley suggests three ways by which the presence of others may reduce responses to aversive stimuli (or conditioned aversive stimuli). First, the other person may serve as a ‘calm’ model for the anxious person to imitate. Second, the companion may do something to distract the subject. Third, the mere physical presence of another might be fear reducing, even though the other person does nothing. (Beck 356)
The presence of others may have good and bad side. When it can calm down the other, it can be said that it is good. However, if it distracts one’s concentration then that must be the bad one. While due to the presence of others can reduce fear, it can be very helpful.
It can be summarized that affiliative motives defines as to be cooperated with others and to be remained loyal to others. The need for affiliation also called the need to be with people. When we are with others, we can reduce fear. The presence of others can calm down an individual, distract, and reduce fear.
d. Social Facilitation
According to Weiner (124), when two people act together, the intensity of their individual behavior is often increasing. Social facilitation among both humans and infrahumans is well documented in the experimental literature. Weiner (125) also states three distinctive paradigms in social facilitation.
The three paradigms give different reactions. The last three paradigms can increase motivation to people compared to the two paradigms. Triplett gives an example in Bootzin, Loftus and Zajonc (609), which noted that bicycle racers do much better in competitive races than when racing alone against the clock. He decided that the presence of others performing the same task increases a person’s motivation and thus improves performance.
The presence of another person apparently has this sort of motivational effect. When we are in the presence of another, our arousal increases and dominant responses are enhanced (Bootzin, Loftus and Zajonc 610). The other example is when people work on a task in the presence of others or observers. They may work more carefully and avoid making mistakes. Weiner (127) also states that social facilitation occurs because others are potentials evaluators and individuals experience apprehension or anxiety in situations in which evaluative judgments about them may be made. It shows the presence of others has big influence to person especially to motivate this person to perform better. The role of the presence of others might be evaluators, though it seems judging what one’s do but it is effectively support this person.
in which others in the same setting are independently engaged in the identical task as the performer and the last is an interactive paradigm, in which numerous individuals are working together on a task.
B. Theoretical Framework
To support the analysis of the study, the theories presented above are really helpful. In this chapter, I present some theories related to critical approaches, character and characterization, and motivation. These theories become the basis to help me in analyzing the novel. First, I use theory of critical approach to help me in analyzing the novel.
Second, theory of character and characterization are used to support the analysis of Taylor Greer’s character. This is also to answer the problem formulation on how Taylor Greer is described in the novel. I use the theory of character by Milligan, Abrams and Forster. Meanwhile, the theory of characterization by Murphy is used to analyze what sort of character Taylor is described in the novel. I apply the theory of characterization by Murphy to obtain the description of Taylor’s character. Murphy explains that an author has various ways to make the characters understandable. Those are personal description, character as seen by other, speech, past life, reactions, conversation with others, direct comment, thoughts, and mannerism.
22 CHAPTER III METHODOLOGY
This chapter is divided into three sections, namely object of the study, approach of the study, and method of the study. In the object of the Study, I discuss the physical description of the novel and the brief summary of it. Then I present the approach and the reasons for choosing it in the approach of the study. In the last section, method of the study, I describe the method conducted in the study and the steps taken in analyzing the work and the sources instead.
A. Object of the Study
arrived in Tucson, she struggles to earn money for herself and the child. Taylor names the child Turtle. At first, Taylor is not comfortable to be a mother. Her relationship with Turtle then grows along the experiences they spend together. Over the course of time and some unsettling incidents, Taylor comes to grip her feeling and decide that she must keep taking care of the child. She tries her best to adopt Turtle legally.
B. Approach of the Study
In analyzing the research problems of this study, I applied psychological approach. Psychological approach deals with human motivation, personality and behavior patterns written in literary works in analyzing the literary works. The reason why I choose this approach is because studying motivation can be revealed by psychological theories. That is why this approach is the most appropriate tool in discussing one’s motivation. It is helpful to understand Taylor’s motivation as the main character in adopting a child who is not hers.
C. Method of the Study
In the process of analyzing the novel, this study has taken some steps in order to find out the answer to the research problems. There are four steps which I have done during the process.
is also necessary to underline some important quotations to support the analysis of the research problems.
The second step was compiling as many information as possible. To analyze this novel, I need to collect some information about the novel, the author, and the criticism towards the author and the novel. The information can be found in books, thesis, internet and dictionaries. The third step was trying to find out the answer of the research problems by quoting some important information from the related books and data from internet as references. The fourth step was analyzing the novel using the chosen approach, focusing on the research problems.
25 CHAPTER IV
ANALYSIS
This chapter aims to find out the answer of two questions in the problem formulation stated in Chapter 1. This chapter is divided into two parts. The first part is going to discuss the description of Taylor’s character. The second part concerns with the analysis of Taylor’s motivation in adopting the Indian child.
A. The Description of Taylor’s Character
In the novel, The Bean Trees, Barbara Kingsolver presents Taylor as one of the major characters in the story. As stated by Milligan, the major characters are those who appear more often in the story than the other characters (Milligan 195). Taylor appears almost in every chapter, except on two certain chapters. The two chapters are told by another major character, and the rest are by Taylor. In order to tell the story, Kingsolver uses first-person narrative in which the identified speaker relates everything from her own point of view (Landow).
motives and nature are behind what they say and do than the second one (Abrams 21-22).
As stated by Murphy, there are several ways used to find out the description of certain character in a story. Those could be from personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thought and mannerism (Murphy 161-173). In this discussion, those ways are supporting each other to analyze the character of Taylor.
1. Physical Description
Before going to such deeper discussion about Taylor’s character, it is better to explain how Taylor’s physical appearance is described in the story. As written in the novel The Bean Trees, Taylor is a skinny and flat-chested woman. It is stated when she put Turtle, the Indian child, in her T-shirt.
After I washed and dried her I put her to bed in a T-shirt that one of Mama’s people had brought me one summer from Kentucky Lake. It was tight on me, and said ‘Damn I’m Good’. I am skinny and flat-chested like a model, and always looked great in that T-shirt if I say so myself. (23) According to Lou Ann, her best friend and housemate, Taylor is also skinny, nice and smart. Taylor’s personal description, which refers to Murphy’s theory, is depicted in the conversation between Taylor and Lou Ann when Taylor wants to share Lou Ann’s house and become Lou Ann’s housemate.
In a minute Lou Ann came back with the baby. “Dwayne Ray, here’s some nice people I want you to meet. Say hi.”
…
“Why wouldn’t I want to?”
“Well, my gosh, I mean, here you are, so skinny and smart and cute and everything, and me and Dwayne Ray, well, we’re just lumping along here trying to get by. When I put that ad in the paper, I thought. Well, this is sure four dollars down the toilet; who in the world would want to move in here with us?” (75-76)
Moreover, Taylor is about 25 years old, as it is seen from her opinion about a woman she met in a store. “She was about my age, no more than twenty-five anyway, and had no reason I could see being so snooty” (48).
2. Personality Description a. Responsible
Taylor’s being responsible can be analyzed through Murphy’s theory of characterization, which is derived from her thought (Murphy 171). At the beginning of the story, Taylor gives an introduction on how she and her mama live in Pittman. There are some cases of premarital pregnancy in Taylor’s area, for instance, their neighbor, the Hardbines who has a lot of children. The condition is reflected in Taylor’s thought.
My mama said the Hardbines had kids just about as fast as they could fall down the well and drown. This must not have been entirely true, since they were abundant in Pittman County and many survived to adulthood. But that was the general idea. (1-2)
Newt Hardbines, who used to be Taylor’s friends in high school, is married in early age. “He was setting tobacco alongside his half-crippled daddy and by that time had gotten a girl in trouble, too, so he was married” (3).
outstanding but I was there and staying out of trouble and I intended to finish” (3). Her mama also believes that Taylor will not disappoint her. “Mama always said barefoot and pregnant was not my style. She knew.” (3). Taylor’s responsibility can be seen by her mama. It refers to Murphy’s theory, which is character as seen by another (Murphy 162).
Another theories of characterization used to analyze Taylor’s being responsible are viewed from his speech with another character (Murphy 164). After being together with Turtle for several months, Taylor’s responsibility towards Turtle is getting bigger. It is stated in the conversation between Taylor and a nurse when she brings Turtle to examine Turtle’s health.
“I can’t answer these questions,” I said. “Are you the parent or guardian?” “I’m the one responsible for her.”
“Then we need the medical history before we can fill out an encounter form.”
“But I don’t know that much about her past,” I said. “Then you are not the parent or guardian?”
This was getting to be a trip around the fish pond. “Look,” I said. “I am not her real mother, but I’m taking care of her now. She’s not with her original family anymore.” (121)
Taylor sticks to her argument that she is the one who is responsible for Turtle for this time. The other conversation which proves Taylor’s responsibility towards Turtle is seen from her speech with Estevan when they spend the night together in Taylor’s house.
“It seems like, if you get to know them well enough, everybody has had something awful happen to them. All this time I’ve been moping around because of having the responsibility of Turtle forced on me, and now I feel guilty.”
The last statement is told by Estevan, Estevan implicitly conveys that Taylor is such a responsible person as she wants this terrible responsibility that she will raise Turtle.
When Taylor doubts her in being a decent mother for Turtle, she asks Mattie, her friend and also her boss, for some opinion.
“Tell me the honest truth. Did you think I seemed like any kind of a decent parent?”
“I thought you seemed like a bewildered parent. Which is perfectly ordinary. Usually the bewilderment wears off by the time the kid gets big enough to eat peanut butter and crackers, but knowing what I do now, I can see you were still in the stage most mothers are in when they first bring them home from the hospital.”
…
“You knew, didn’t you? I didn’t know the first thing about how to take care of her. When you told me that about babies getting dehydrated it scared the living daylights out of me. I realized I had no business just assuming I could take the responsibility for a child’s life.”
“There is not a decent mother in the world that hasn’t realized that.” “I’m serious, Mattie.”
She smiled and sipped her coffee. “So am I.” (177)
This conversation indicates that though Taylor hesitates whether she is a decent mother or not, she is still responsible for Turtle’s life.
b. Brave
Taylor’s being brave appears since she was a child. It is showed from her mama’s encouragement when she is waiting for the decision whether or not she is accepted to be a lab assistant in Pittman County Hospital. Taylor’s bravery is analyzed based on Murphy’s theory of characterization, character as seen by another (Murphy 162).
of them Candy Stripers either.” Still, I believed that’s who he would choose, and I told her so. (4)
Taylor’s mama is always proud of her and she never stops encouraging Taylor, her only daughter.
Besides Taylor’s bravery in childhood, she is still brave when she grows up. On the way traveling to leave her hometown, Kentucky, to Arizona, she met many kinds of people. One of them is a guy whom she met when she needs a place to protect her and Turtle from rain, but unfortunately they met a tarantula. Taylor’s conversation with the guy reflects Taylor’s being brave. It is analyzed by using Murphy theory, which is from Taylor’s speech.
“I’ve seen worse,” I said, although to tell you the truth I hadn’t. It looked like something that might have crawled out of Midnight Creature Feature.
“That’s tarantula,” he said. “You got to watch out for them suckers. They can jump four feet. If they get you, you go crazy. It’s a special kind of poison.”
This I didn’t believe. I never could figure out why men thought they could impress a woman by making the world out to be such a big dangerous deal. I mean, we’ve got to live in the exact same world every damn day of the week, don’t we?
“What’s it coming around here for?” I said. “Is it your pet, or your girlfriend?” (38)
What Taylor said to the man is such a brave thing. Actually, the time when she decides to leave Kentucky and start her trip also shows one of her bravery.
a few days ago. The process makes Taylor nervous, but due to her bravery, she keeps going on. Taylor’s being brave can be seen from her thought.
By this point we had run out of small talk. I was over my initial nervousness, but without it I felt drained. Just sitting in the small, crowded office, trying to look the right way and say the right thing, seemed to take a great deal of energy. I couldn’t imagine how we were all going to get through this. (214)
However, it is such a hard process though finally they can overcome it and Taylor gets the official document that Turtle belongs to her from that moment on.
c. Optimistic
Taylor’s being optimistic can be analyzed from her speech and thought. Taylor is an optimistic person even since she was in high school. When she applies for part-time job in Pittman County Hospital, she is very optimistic that she will be accepted.
After two days passed with nothing more said about it, I stayed after class and told him that if he didn’t have his mind made up yet he’d just as well let me do it, because I would do a right smart job. I had stayed out of trouble this long, I said, and didn’t intend to let my effort go to waste just because I was soon going to graduate. And he said all right, he would tell Lynda, and that I should go up there Monday afternoon and she would tell me what to do. (5-6)
Taylor is optimistic that she will be accepted, and she is really accepted to work in hospital lab then. Her optimism is also shown through her belief that even bad luck brings good things. She believes that everything brings such good things. She states her belief to Estevan.
first half of my life avoiding motherhood and tires, and now I’m counting them as blessings?” (137)
Taylor said that at first she thinks motherhood and tires are bad things, but because she feels optimistic that even bad luck can bring good things, she then realizes that being a mother and working with tires is blessings.
Taylor’s optimism also comes from her mama’s speech. “Even a spotted pig looks black at night. This is another thing Mama used to tell me quite often. It means that things always look different, and usually better, in the morning.” (141). She is always optimistic that whatever problems she encounters, if morning comes, everything will be better.
As Lou Ann was finishing her job interview and she told Taylor that the owner always called her ‘sweetheart’ while sometimes looking at her boobs during the interview, Taylor tells Lou Ann that something better will come along her and she can face it (149). Taylor’s being optimistic is not only helpful in purpose to encourage others, but it also helps her to pass her life when she finds such difficulties or problems. This case is specifically seen as she has miserable time after having consultation with a social worker about Turtle’s trauma and the social worker tells her that if Turtle has no legal guardian, she becomes a ward of the state. Before going to sleep, she thinks about the thing she has said to encourage Esperanza.
Even though such situation makes her depressed, yet she is still optimistic that if she keeps being patient and doing her best, she can handle the problems.
To adopt Turtle legally, Taylor makes a plan to find Turtle’s relatives. Therefore, she can ask them to sign the legal document which declares her as Turtle’s guardian. She goes to Oklahoma to find Turtle’s relatives and also drives Estevan and Esperanza to a safe house. While she is trying to tell Lou Ann about what she will do, Lou Ann doubts her plan. Lou Ann feels hesitate that Taylor can find Turtle’s relatives, but Taylor keeps saying that they have to think positive and she feels optimistic that she is going to find Turtle’s relatives.
“Damn it, Lou Ann, you’ve been telling me till you were blue in the face to do something, take action, think positive, blah, blah, blah. I’m trying to think positive here.”
“Sorry.”
“What other choice have I got than to go? If I just sit here on my hands, then they take her.”
“I know. You’re right.”
“If her relatives want her back, then I’ll think of something. We’ll cut that fence when we come to it.”
“What if you can’t find them? Sorry.” “I’ll find them.” (183)
Having realized that she cannot find Turtle’s relatives, she tries another plan. She seeks another way to adopt Turtle legally. She told herself that she cannot give up as it is only a half way to get Turtle officially.
But it also occurred to me to wonder why I had come this far. Generally speaking, I am not a fool. I must have wanted something, and wanted it badly, to believe that hard in snipes.
“I can’t give up,” I said as I turned the car around. I smacked my palms on the steering wheel again and again. “I just can’t. I want to go to Lake o’ the Cherokees. Don’t even ask me why.” (203)
The group, which consists of Taylor, Turtle, Estevan and Esperanza, then reach Lake o’ the Cherokees. They admire the beauty of the lake and mountain. Once more Taylor shows her optimism by thinking that she hopes she will find something better behind the next hill and she feels sure about that. “I still would have to say it’s stretching the issue to call the Ozarks mountains, but they served. I felt secure again, with my hopes for something better tucked just out of sight behind the next hill.” (206).
Finally, as Taylor cannot find Turtle’s relatives, she makes a promise to Turtle that she will not let Turtle stay away from her. Taylor said that she will try as hard as she can to keep staying with Turtle (211). That statement merely shows Taylor’s being optimistic that she can adopt Turtle legally.
d. Sensitive
thumb on its inner arm.” (22). She becomes more upset as she finds more bruises then.
When I pulled off the pants and the diapers there were more bruises. Bruises and worse.
The Indian child was a girl. A girl, poor thing. That fact had already burdened her short life with a kind of misery I could not imagine. I thought I knew about every ugly thing that one person does to another, but I had never even thought about such things being done to a baby girl. (23) From the way she thinks about Turtle’s bruises, it clearly describes Taylor as a sensitive woman. She feels upset if there is someone doing such bad thing to a baby.
Taylor shows her sensitivity when she and Estevan spend the night in Taylor’s house, while Lou Ann visits her husband’s family. Estevan tells her about Ismene, his daughter, who is left in Guatemala to save seventeen people. Taylor is very surprised to know that Estevan and Esperanza can do such thing, and she thinks it is not unfair for them.
I felt numb, as if I had taken some drug. “And you picked the lives of those seventeen people over getting you daughter back?” I said. “Or at least a chance at getting her back?”
“What would you do, Taylor?”
“I don’t know. I hate to say it, but I really don’t know. I can’t even begin to think about a world where people have to make choices like that.” “You live in that world,” he said quietly, and I knew this, but I didn’t want to. (137)
Taylor thinks that the world is so unjust when Mattie said that Estevan and Esperanza should move to a safe house farther from the border. It may be Oregon or Oklahoma (158-159). Taylor asks what if they keep staying there, and then Mattie replies that only legal immigrant can still stay there. Taylor cannot believe that she faces such unfairness of the world. “I didn’t want to believe the world could be so unjust. But of course it was right there in front of my nose. If the truth was a snake it would have bitten me a long time ago. It would have had me for dinner.” (159). She is sad that she cannot do anything to help them.
However, Taylor can finally help them though she can only drive them to Oklahoma, and at the same time she is going to look for Turtle’s relatives. On the way to Oklahoma, Estevan tells about the condition in Guatemala where police is everywhere and the whole villages of Indian are forced to move again and again. “As soon as they planted their crops, Estevan said, the police would come and set their house and fields on fire and make them move again. The strategy was to wear them down so they’d be tired or too hungry to fight back.” (195). Taylor is wondering why people do such a thing to Indians, why everybody always tries to get rid of the Indians. She is not really asking for an answer, she just wants to say that (195).
The way people used to call Estevan, Esperanza, and other people in Mattie’s house as ‘illegals’ also makes Taylor getting upset. She does not understand why people call them in such a way; while in fact human can be good or bad.
human being can be good or bad or right or wrong, maybe. But how can you say a person is illegal?”
“I don’t know. You tell me.”
“You just can’t,” I said. “That’s all there is to it.” (195)
Both Taylor and Estevan think that everybody knows the answer, yet they just cannot say it.
In this novel, Taylor’s being sensitive is seen from her perception about the world which looks so unjust to people who cannot fight back. She feels really upset about it. One time as she goes home, Lou Ann told her that someone will kidnap Turtle when Turtle is playing in the park with Edna Poppy, a blind woman, and her neighbor who help to take care of Turtle and Lou Ann’s son while they are working. Taylor becomes very upset then. She tells her feeling to Lou Ann.
“I don’t know where to start, Lou Ann,” I told her. “There’s just so damn much ugliness. Everywhere you look, some big gut kicking some little person when they’re down-look what they do to those people at Mattie’s. To hell with them, people say, let them die, it was their fault in the first place for being poor or in trouble, or for not being white, or whatever, how dare they try to come to this country.”
“I thought you were upset about Turtle,” Lou Ann said.
“About Turtle, sure.” I looked out the window. “But it just goes on and on, there’s on end to it.” I didn’t know how to explain the empty despair I felt. “How can I just be upset about Turtle, about a grown man hurting a baby, when the whole way of the world is to pick on people that can’t fight back?” (170)
As a woman, Taylor is so sensitive that she can easily get upset or sad, especially when she is facing such unfairness.
e. Loving
parents and siblings and what they do to her, she will look for the way to recreate similar experience in her family. She may model her mothering upon her mother’s example (Pikunas 61). That’s what Taylor does to Turtle. She is a loving mother, knowing that her mama loves her so much and so does her. When she comes home after working all day long and feels tired, she wants her mama to be home. “I wanted Mama to be home when I got there, so I could bawl my head off and tell her I was quitting.” (9).
After they meet each other, mama gives her the biggest hug and they prepare for dinner. This routine shows that her mama loves her so much.
She gave me the biggest hug and said, “Missy, I have never seen the likes of you.” We didn’t talk too much more about it but I felt better with her there, the two of us moving around each other in the kitchen making boiled greens and eggs for dinner while it finally went dark outside. (10) Her mama’s love is also shown through Taylor’s opinion about her.
There were two things about Mama. One is she always expected the best out of me. And the other is that then no matter what I did, whatever I came home with, she acted like it was the moon I had just hung up in the sky and plugged in all the stars. Like I was that good. (10)
Taylor also inherits her mama’s characteristic as loving. Taylor loves Turtle so much though she has just met her. When Taylor bathes Turtle, she shows her love from her reaction while Turtle smiles. As she hands her a washcloth, Turtle hugs that washcloth and smiles. Taylor is very happy till she swears to God (23). She likes Turtle’s smile because after Turtle’s relative left her in the car, she is very quite.
Turtle’s first word, which is ‘bean’, makes Taylor proud of her. She gives compliment to Turtle that she is the smartest child alive, just like the way her mama used to give compliment to her.
I scooped a handful of big white beans out of one of Mattie’s jars. “These are beans. Remember white beans soup with ketchup? Mmm, you like that.”
“Bean,” Turtle said. “Humbean.” I looked at Mattie.
“Well, don’t just sit there, the child’s talking to you,” Mattie said.
I picked up Turtle and gave her a hug. “That’s right, that’s a bean. And you’re just about the smartest kid alive,” I told her. Mattie just smiled. (97) While Taylor and Estevan are talking about Estevan’s daughter and the injustice happened to him and Taylor cries, Turtle, who is supposed to sleep, suddenly shows up in the doorway and looks at her. “Come here, pumpkin,” I said. “I’m okay, just sprung a leak, don’t you worry. Do you want a drink of water?” She shook her head. “Just want to cuddle a few minutes?” She nodded, and I took her on my lap.” (137-138). Taylor shows her love and it seems that Turtle can feel what Taylor feels. That is why Turtle wakes up in the midnight.
in Turtle’s dream so that she can talk much with Turtle. “Whoever she was talking to in her dream, she told them a whole lot more than she’d ever told me. I would have paid good money to be in that dream.” (182).
f. Caring
Besides loving, Taylor is also a caring woman. She cares about Turtle’s need; for example, she buys a book for Turtle. ” I decided that after work I would go down to one of Sandi’s New To You toy stores and find a book for Turtle.” (79). Although Turtle’s first sound is only a laugh, but it makes Taylor feels much relieve. “Knowing that Turtle’s first uttered sound was a laugh brought me no end of relief.” (96). Moreover, due to her care to Turtle, Taylor plans to make a navy-bean soup every time she speaks a new word.
I had originally planned to make navy-bean soup, in celebration of Turtle’s first word, but by the end of the week she had said so many new words I couldn’t have fit them all in Hungarian goulash. She seemed to have a one-track vocabulary, like Lou Ann’s hypochondriac mother-in-law, though fortunately Turtle’s ran to vegetables instead of diseases. (100)
Taylor also brings Turtle to a doctor to check her health. Taylor really cares about Turtle’s health both physically and mentally. “The reason I brought her in is I’m concerned about some stuff that happened to her awhile ago. She wasn’t taken care of very well.” (122).
home and asks for divorce. Taylor, who cares about her best friend, encourages Lou Ann.
“He said there would be papers to sign for the divorce,” Lou Ann said. “So what’s the problem, exactly?” I didn’t mean to be unkind. I really didn’t know.
“Well, to be honest, I don’t think it much matters what you do. It probably doesn’t make any difference what kind of a divorce you get, or even if you get one at all. The man is gone, honey. If he stops sending checks I don’t imagine there’s anything to be done, not if he’s out riding the range in God’s country. I guess you’ll have to look for a job, sooner or later.” (126) Taylor encourages Lou Ann and asks her to find a job because she will need some money for her life and Dwayne Ray, her son.
When Estevan comes to Taylor’s house as Esperanza tries to suicide but then she is brought by Mattie to the clinic, Taylor shows her care to him. She knows that it must be hard for him facing the reality.
“Can I get you something? Did you eat?” I opened the refrigerator door, but he waved it shut. “At least a beer, then,” I said. I opened two beers and set one on the table in front of him. From my earliest memory, times of crisis seemed to end up with women in the kitchen preparing food for men. “I can see right now that I’m going to do one of two things here,” I told Estevan. “Either shove food at you, or run off at the mouth. When I get nervous I fall back on good solid female traditions.” (132)
Taylor then encourages Esperanza to never give up, like her name, Esperanza, which means ‘hope’. Taylor wants her to hope that she will get better than before.
“I guess the main thing I came up here to tell you is, I don’t know how you go on, but I really hope you’ll keep doing it. That you won’t give up
esperanza. I thought of that last night.Esperanzais all you get, no second chances. What you have to do is try and think of reasons to stick it out.” She had tears in her eyes, but that seemed better somehow than nothing at all. “It’s terrible to lose somebody,” I said, “I mean, I don’t know firsthand, but I can imagine it must be. But it’s also true that some people never have anybody to lose, and I think that’s got to be so much worse.” (148)
Taylor is a loving woman; she is also caring to other people around her. She wants them all are always happy.
B. Taylor’s Motivation in Adopting the Indian Child
This study discusses human motivation. As we know, people do something because they are motivated by some reasons. According to Huffman, Vernoy and Vernoy (392), motivation refers to factors within an individual (such as needs, desires, and interests) that activate, maintain, and direct behavior toward a goal. It is clear that people do something because they want to reach a goal. Furthermore, Murray (7) states motivation is distinguished from the other factors that also influence behavior, such as the past experience of a person, the physical capabilities, and the environmental situation in which a person finds himself. That is why people may have different motivations according to some factors above.
of other motivations. Some people who adopt a child may have not married yet. The reason may be that they want to help the child financially or they need someone as their family. In this novel, Taylor Greer tries hard to legally adopt an Indian child who is left by a woman in Taylor’s car. Taylor has not married yet, but she has some reasons beyond her decision in adopting Turtle, the Indian child.
1. Taylor’s Approach Motivation in Adopting the Indian Child
According to Higgins in Franken’s Human Motivation (3), in approach motivation, people do things because of something they want, desire, or need. This is often conceptualized in terms of a specific goal object. Adopting Turtle is one of Taylor’s goals in life. She really wants to adopt Turtle. Taylor is very optimistic that she can achieve her goal. She cannot give up in finding a way to adopt Turtle.
But it also occurred to me to wonder why I had come this far. Generally speaking, I am not a fool. I must have wanted something, and wanted it badly, to believe that hard in snipes.
“I can’t give up,” I said as I turned the car around. I smacked my palms on the steering wheel again and again. “I just can’t. I want to go to Lake o’ the Cherokees. Don’t even ask me why.” (203)
Her mother has also ever said about how Taylor is. When Taylor takes her time getting started, but once she did there was nothing can stop her (110). Once she wants something, she will try to get it.
how other people think, or they might take. In this study, Taylor can be classified as an extravert and sensation seeker. She leaves her hometown and travels alone (10). She takes risks in both raising and adopting Turtle. When a woman put Turtle in her car, Turtle has no legal document. It is risky because people might think she steals Turtle from her parents.
“Look,” I said, “even if you wanted to, you can’t just give somebody a kid. You got to have the papers and stuff. Even a car has papers, to prove you didn’t steal it.”
“This baby’s got no papers. There isn’t nobody knows it’s alive, or cares. Nobody that matters, like the police or nothing like that. This baby was born in Plymouth.” (18)
Moreover, when Taylor decides to find Turtle’s relatives to get the sign and also pick up Esperanza and Estevan, she takes a risk being caught by the officer because she brings two illegal immigrants in her car.
Over the next few days Mattie asked me about fifty times if I was sure I knew what I was doing. She told me that if I got caught I could get five years in prison and a $2,000 fine each illegal person I was assisting, which in this case would be two. To tell the truth, I couldn’t even let these things enter my head. (183-184)
After they come to the border line, there is a patrol check. However, they can pass it.
Every eastbound car on the highway was being stopped by the Border Patrol. The traffic was bottled up, which gave us time to get good and nervous. This kind of check was routine; it had not been set up for the purpose of catching us, but it still felt that way. To all of us, I believe. I was frantic. I rattled my teeth, as Mama would say. (190)
They can be caught in prison for telling untrue story. However, Esperanza can act well since she has ever lost her daughter. Therefore, Mr. Armistead believes their story.
It can be concluded that Taylor has approach motivation in adopting the Indian child. She adopts Turtle, the Indian child, because she really wants. Taylor also classified as an extravert and sensation seeker which is one of characteristics of one who has approach motivation. She is so brave and optimistic that she can achieve her goal which is adopting Turtle legally.
2. Taylor’s Avoidant Motivation in Adopting the Indian Child
Higgins in Franken’s Human Motivation (3) states that in avoidant behavior, people do things to avoid something. Taylor’s avoidant motivation in adopting Turtle legally is that she avoids Turtle’s being taken by the state home. Everything starts after Turtle is almost kidnapped when Turtle is playing in the park with Edna Poppy, Taylor’s neighbor and she is blind (165), Then a police and a social worker named Cynthia come to ask about the incident (166). For a few weeks, Cynthia and Taylor have spent time talking about Turtle’s earlier trauma. Cynthia also told some bad news. The first one is about the kidnapping happen to Indian and maybe one out of every four little girls is sexually abused by a family member (173).
Another bad news is told after the following three weeks. Cynthia tells Taylor that she has no legal claim to Turtle.
