PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · Bahasa Inggris. Departemen ... apa makna dari kehidupan tragis ... yaitu nasib buruk yang berasal dari orang lain dan nasib

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THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE

SETTERFIELD’S THE THIRTEENTH TALE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Angela Costarica Kusumaningtyas

Student Number: 111214011

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI



iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare this thesis, which I have written, does not contain the works or

parts of other people’s works except those cited in the quotation and in the

references, as a scientific paper should.

Yogyakarta, 13 August 2015

The writer


111214011


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Angela Costarica Kusumaningtyas

Nomor Mahasiswa : 111214011

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE MEANING OF ADELINE’S TRAGIC LIFE AS SEEN IN DIANE

SETTERFIELD’S THE THIRTEENTH TALE

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal 13 Agustus 2015

Yang menyatakan



vi

ABSTRACT

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’s The Thirteenth Tale. English Language

Education Study Program, Department of Language and Arts Education, Faculty

of Teachers Training and Education, Sanata Dharma University, Yogyakarta.

This study analyses a novel entitled The Thirteenth Tale written by Diane

Setterfield. The focuses of the study are the description of Adeline’s

characteristics and the meaning of her tragic life as seen in the novel.

In order to reveal the meaning of Adeline’s tragic life, this research has

formulated two problems. The problems of this research are “1) how is Adeline

described in the novel? and 2) what is the meaning of Adeline’s tragic life?” The

objective of this research is to find the meaning of someone’s tragic life as seen in

Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth

Tale.

The method employed in this research is library study. The main source of

this research is the novel written by Diane Setterfield entitled The Thirteenth Tale.

The secondary sources of this research are some books and sources from

electronic sources about adolescence theory, personality theory, motivation

theory, and character theory. This research applied psychological approach to

identify the characteristics of Adeline and the meaning of Adeline’s tragic life.

After conducting the research, the researcher found two findings related to

the research problems. The first finding is the description of Adeline’s

characteristics. Adeline is described as an introvert, insecure, ignorant, and

uneducated person. The second finding is the meaning of Adeline’s tragic life

which means bad luck. Adeline experienced bad luck in her life. Her first bad luck

is when she is ignored by her mother since the beginning of her life. Second bad

luck is when the teacher put more attention to Emmeline than to Adeline. The

third bad luck is when the one whom she loved finally chose Emmeline.

Therefore, the researcher concludes that Adeline is having four

characteristics namely introvert, insecure, ignorant, and uneducated. Moreover,

the meaning of Adeline’s tragic life is bad luck. There are two kinds of bad luck

in Adeline’s life namely the bad luck that comes from others and the bad luck that

comes as a consequence of the action she takes.

Keywords: thirteenth, tragedy, tragic life


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ABSTRAK

Kusumaningtyas, Angela Costarica. (2015). The Meaning of Adeline’s Tragic

Life as Seen in Diane Setterfield’s The Thirteenth Tale. Yogyakarta: Pendidikan

Bahasa Inggris. Departemen Pendidikan Bahasa dan Seni. Fakultas Keguruan dan

Ilmu Pendidikan. Universitas Santa Dharma, Yogyakarta.

Studi ini menganalisa sebuah novel yang berjudul The Thirteenth Tale

karya Diane Setterfield. Fokus studi ini adalah menganalisa makna dari

kehidupan tragis yang dialami oleh Adeline dan karakter Adeline seperti yang

tampak dalam novel.

Untuk menemukan makna dari kehiduan tragis Adeline, studi ini

merumuskan dua permasalahan. Permasalahan yang dirumuskan dalam studi ini

adalah “1) bagaimana karakter Adeline? dan 2) apa makna dari kehidupan tragis

yang dialami oleh Adeline?” Tujuan dari studi ini adalah untuk menemukan

makna dari kehidupan tragis seseorang seperti yang dialami oleh Adeline, satu

dari beberapa karakter utama dari novel The Thirteenth Tale karya Diane

Setterfield.

Metode yang digunakan dalam studi ini adalah studi pustaka. Sumber

utama dari studi ini adalah sebuah novel karya Diane Setterfield yang berjudul

The Thirteenth Tale. Sumber lain dari sudi ini adalah beberapa buku dan sumber

lain yang berasal dari internet mengenai teori adolescence, teori kepribadian,

teori motivasi, dan teori karakter. Studi ini menggunakan pendekatan psikologi

untuk mengidentifikasi karakter dari Adeline dan makna dari kehidupan tragis

yang dialami oleh Adeline.

Setelah melakukan penelitian, peneliti menemukan dua hasil. Hasil yang

pertama mengenai bagaimana Adeline digambarkan dalam novel ini. Peneliti

menemukan bahwa Adeline dapat dideskripsikan sebagai sosok yang tertutup,

tidak percaya diri, tidak penurut, serta tidak berpendidikan. Hasil yang kedua

adalah makna dari kehidupan tragis yang dialami oleh Adeline. Kehidupan tragis

ini bermakna sebagai ketidakberuntungan atau nasib buruk bagi Adeline.Adeline

mengalami nasib buruk yang pertama ketika ia ddiabaikan oleh ibunya sejak

lahir. Nasib buruk yang kedua ketika gurunya lebih memperhatian Emmeline

daripada dirinya. Nasib buruk yang ketiga ketika seseorang yang dicintainya

akhirnya memilih Emmeline daripada dirinya.

Peneliti menyimpulkan bahwa Adeline memiliki empat karakter yaitu

tertutup,tidak percaya diri, tidak penurut, dan tidak berpendidikan. Selain itu,

kehidupan tragis yang dialami Adeline bermakna sebagai ketidakberuntungan

atau nasib buruk. Terdapat dua macam nasib buruk yang dialami oleh Adeline

yaitu nasib buruk yang berasal dari orang lain dan nasib buruk yang berasal dari

konsekuensi dari setiap perbuatan yang dilakukan oleh Adeline.

Kata kunci: thirteenth, tragedy, tragic life


viii

“What you get by achieving your goals isn’t as important

as what you became by achieving your goals”

- Asley Benson -

“He hath made everything beautiful in his time”

- Ecclesiastes 3:11 -

“It’s not until you lose everything that you can truly

appreciate everything”

- Princess Belle -


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I dedicate this undergraduate thesis to

My beloved mother and father

My beloved little brother

My beloved grandfather in heaven


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ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessing so that I can

finish my thesis. I believe that He always makes everything beautiful in His time.

I also would like to thank my advisor, Dr. Ant. Herujiyanto, M.A. for his

guidance, ideas, and support during the thesis writing. He always supports me in

the process of writing the thesis. He teaches me to believe in myself and

encourages me that I can pass every hard time in the process of thesis writing. I

also give my great gratitude to all lecturers and staff of English Language

Education Study Program for their supports, help, and guidance during my study

in this university.

I dedicate my thesis for my parents, Drs. Dominicus Suharsana and

Dra. Yohana Indiyaningsih, my little brother Yoseph Kurniawan Prasetyo, my

aunt Dhiana Rachdyawati, my uncle Ancelmus Sulardiantomo, and all of my

cousins. I thank them for the lifetime support, love, caring, and laughter. They

make me believe that I can reach my dreams. They also motivate me to stand

strong under the heavy rain.

I would like to thank my best friends Stefani Seravina, Alfi Fatima

Yudani, Sekarrini Widyastuti, Catherina Apriliana, and Novianti Sistalia,

who support me and entertain me when I am tired. Thanks for every prayer for

me, for every silly thing we did, and for every laughter and tears. I would also

thank my friends in 2011 Cila, Yohanna, Nana, Tina, Ginong, Agung, Malik,

Shasa, Ana, and others whom I cannot mention one by one. I thank them for the


xi

togetherness on Sanata Dharma University. They always support me to finish my

study.

I would like to thank Andhika Bayu Sis Swa Bhuwana, for always

standing right beside me. I thank him for the love, support, companion, and

patience. I also thank him for the togetherness, laughter and tears. I thank him for

the support and motivation during my study in this university. He always reminds

me to be thankful for everything I face and he makes me believe that everything

happens for a good reason.

Last but not least, I would like to thank my second family Kos Melati;

Serra, Cila, Bertha (who always supports me from Leiden), Dita, Eni, Yesi. I

thank them for every warm moment when I am tired and almost give up. I love

them very much.

Sincerely,



xii

TABLE OF CONTENTS

TITLE PAGE ..................................................................................................... i

APPROVAL PAGES ......................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ................................................ iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................ v

ABSTRACT ........................................................................................................ vi

ABSTRAK ............................................................................................................ vii

DEDICATION PAGE ........................................................................................ viii

ACKNOWLEDGEMENTS ............................................................................... x

TABLE OF CONTENTS ................................................................................... xii

LIST OF APPENDICES ................................................................................... xiv

CHAPTER I. INTRODUCTION ....................................................................... 1

A. Background of the Study ............................................................ 1

B. Objective of the Study ................................................................ 4

C. Problem Formulation ................................................................. 4

D. Benefits of the Study .................................................................. 4

E. Definition of Terms .................................................................... 5

CHAPTER II. REVIEW OF RELATED LITERATURE ............................. 6

A. Review of Related Literature ..................................................... 6

1. Psychological Approach ....................................................... 6

2. Theory of Adolescence ....................................................... 7

3. Theory of Personality .......................................................... 10

4. Theory of Motivation .......................................................... 14

5. Theory of Character ............................................................ 17

B. Theoretical Framework .............................................................. 22


xiii

CHAPTER III. METHODOLOGY ................................................................. 23

A. Object of the Study ..................................................................... 23

B. Approach of the Study ............................................................... 24

C. Research Procedure .................................................................... 24

CHAPTER IV. ANALYSIS ............................................................................... 26

A. Characterization of Adeline ....................................................... 26

a. Insecure ............................................................................... 27

b. Introverted ........................................................................... 29

c. Ignorant ............................................................................... 31

d. Uneducated .......................................................................... 33

B. The Meaning of Adeline’s Tragic Life ...................................... 34

a. Surface Meaning of Adeline’s Personality in Dealing

with Her Tragic Life ........................................................... 34

b. Deeper Meaning of Adeline’s Personality in Dealing

with Her Tragic Life ........................................................... 44

CHAPTER V. CONCLUSIONS, SUGGESTIONS, AND

REFLECTIONS ........................................................................ 50

A. Conclusions ................................................................................ 50

B. Suggestions ................................................................................ 51

C. Reflections .................................................................................. 52

REFERENCES ................................................................................................... 56

APPENDICES .................................................................................................... 58


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LIST OF APPENDICES

Appendix 1: Summary of Diane Setterfield’s The Thirteenth Tale ..................... 59

Appendix 2: Diane Setterfield’s Biography ......................................................... 63


1

CHAPTER I

INTRODUCTION

This chapter provides five parts, namely the background of the study, the

problem formulation, the objective of the study, the benefit of the study, and the

definition of terms. The background of the study contains the reason of why the

researcher conducts this study. The problem formulation states the problems

which are discussed in the study. The objective of the study presents the aim of

the study. The benefit of the study identifies the contribution of the study for the

development of knowledge. Then the definition of terms describes the keywords

used in the study to avoid misunderstanding.

A. Background of the Study

Literary work is one of the most interesting topics to be discussed. Another

way of defining literature is to limit it to great books. The great books are the

books which, whatever their subject, are notable for literary form or expression

(Wellek, 1956). One example of literary work is novel. It can be a fiction novel or

a reality-based novel. It is interesting for readers because they can find enjoyment

in it. The readers can grab the enjoyment from the feeling of the author,

characters’ story of life, and problems. Moreover, a novel can teach life lessons to

the reader in the various ways. The criterion of literature is either aesthetic worth

alone or aesthetic worth in combination with general intellectual distinction.


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A literary work such as a novel may bring the reader to have a break from

their daily routine. By reading a novel which has plot, characters, problems, and

conversations may relax the mind of the readers. Thus, they seem to go to another

world, following the life of others. There are some benefits of reading literature,

such as opens doors to our inner and outer worlds, access to knowledge and power

and can provide a lifetime of enjoyment (Rumbold & Clark, 2006).

The researcher takes the novel entitled The Thirteenth Tale as the object of

analysis because the researcher is attracted to the characters of the novel, Adeline

and Emelline. They are twin sisters who have the different personalities.

Moreover, the researcher is attracted to the unique characteristics of one of

Adeline and her tragic life. The setting of the story is in Angelfield, England in a

certain era in the past when the landlord still has a big influence to the sphere

where he lives. This novel gives an example about the treatment of children in a

rich family which has a less value of caring. The Angelfield family has a son and

a daughter with the silent characters. The older son named Charlie who is very

silent and loves to live in his own world. Her younger sister, Isabelle is a girl who

lives with the full affection from her father. Their mother passed away when she

gave birth of Isabelle. Those children are living in the imperfect world in the old

Angelfield. When they grow up, it can be seen that they are having a different

personality. Charlie grows to be a silent yet cruel person. He is very silent but on

the other hand, he loves to hurt other people including his own sister, Isabelle. He

always finds a new technique to hurt others from a day to another. In contrast,

Isabelle is an active and pretty girl. She loves to go out and finds something new


3

for her. Isabelle is different from the girls in her sphere. She is brave and

confident. Even, she is brave enough to face her own brother and his strange

hobby to hurt other people.

She has twin babies named Adelline and Emelline. These girls are living in

a hand of the house keeper of the family. Isabelle does not give them enough

attention and affection for them. Then, she is considered as mad because of many

things she has done in her whole life. The twin girls are growing up in the strange

condition of the family. They grow up without the presence of parents and full

family who loves them. They are living in the big house of Angelfield family with

an aged house keeper and a gardener only. They do not learn on how to speak and

behave properly. The twin girls always talk to each other with the language they

made. They communicate by using the language which no one understands. A

teacher then called to teach them how to speak and behave in a proper way.

The teacher has done various ways of teaching but the result is nothing. It

is hard because only one of the twins who start to understand the teacher’s

instruction and follow the rules. Emelline could change her habit, to be a little

better. However, her twin, Adeline, seems to hate the teacher and still lives in her

own world. One day, when the teacher resigns and decides to go from the house,

Emelline cannot forget the teacher’s impact on her and makes Adeline do

everything she wants. When Adeline is already satisfied with her life, someone

comes and takes Emmeline from her side. It puts Adeline in a deep depression.

The fact that Adeline lives in agony is the interesting part of the story

which makes the researcher curious and wants to analyze. Furthermore, through


4

the novel entitled The Thirteenth Tale by Diane Setterfield, the researcher would

like to discuss the meaning of Adeline’s tragic life. In order to solve the problems,

this research is using the psychological approach

B. Objective of the Study

This research attempts to find the meaning of someone’s tragic life as seen

in Adeline, one of the main characters of Diane Setterfield’s novel The Thirteenth

Tale.

C. Problem Formulation

This study is conducted in order to answer these two formulated problems:

1. How is Adeline described in the novel?

2. What is the meaning of Adeline’s tragic life?

D. Benefits of the Study

Based on the objectives above, this study attempts to find the meaning of

Adeline’s tragic life. Therefore, there are two benefits of this study. The first

benefit is for readers who learn psychology. This study can be used as a reference

to analyze someone who experiences a tragic life as seen in Adeline. This study

can be their comparison if they conduct a research or analysis with the other

theories. The second benefit is for the other researchers who are interested in the

same field and object, this study can be the reference for their research.


5

E. Definition of Terms

These are some keywords which used in this study in order to avoid

misunderstanding.

1. Thirteenth

The word thirteenth (13) here has the relation with Western superstition of

the number 13. Thirteenth is the age when the character of the novel, Adeline, is

left by her mother. The thirteenth tale is the agony story told by the novelist.

2. Tragedy

According to Moody (2006), tragedy means a very sad event or situation

which involving death or suffer. Tragedy is the imitation of an action which is

serious, complete, and of a certain magnitude. It tells of a person who is highly

renowned and prosperous and who falls as a result of some error or frailty because

of external or internal forces. Furthermore, it also means a play about death and

suffers with a sad ending. Those sad ending can be in a form of death, chaos, and

destruction. In this study, tragedy is referred to Adeline’s life events.

3. Tragic Life

Tragic life is a life with the sad and suffering events experienced by a

person. According to Murphy (2007), tragic is an event that shows terrifying

aspects of existence, but an existence that is still human. Tragic life in this study is

the illustration of Adeline’s sad life which revealed from every phase of her life.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of theories which are used to analyze and solve the

problems in this study. There are two main parts in this chapter which are review

of related theories and theoretical framework. In the review of related theories, the

researcher reviews theories related to the study and directly relevant with the

study. In the theoretical framework the researcher clarifies the theories used to

answer the problem.

A. Review of Related Theories

1. Psychological Approach

The approach used in the study is psychological theory. The psychological

approach is used because it has much to contribute to the understanding of

literature and that it permits a conceptual clarity that cannot be derived from

literature alone (Paris, 1997). The use of this approach is to look and analyze the

personality of Adeline when she faces problems and situations in her life. In this

part, Adeline is facing the agony where she never finds the affection from anyone

around herself. Moreover, this approach is chosen to help the researcher to

understand the character easier. The basis of this approach is the idea of the

existence of human consciousness, impulses, desires, and feeling about which a

person is unaware but which influence emotions and behavior.


7

Psychoanalysis is a branch of psychology which deals with an unconscious

mind. It was introduced by Freud. It argued that literary works express the

author‟s secret unconsciousness and anxiety. It is also a manifestation of the

author‟s own neuroses. Psychoanalysis seeks the evidence of unresolved

emotions, psychological conflicts, and ambivalences (Barry, 2009).

2. Theory of Adolescence

Today, adolescence refers to a transitional period between childhood and

adulthood that typically begins with the onset of puberty and lasts until the ages of

18 to 21, when the individual enters young adulthood. Originally, the term

“adolescence” was made popular by psychologist, Hall in his 1904 study

“Adolescence,” in which he formally defined the developmental (Zarrett &

Eccles, 2006). Based on Ruffin‟s (2009) theory, there are three kinds of

development occur in adolescence.

a. Physical Development

There are some signs of physical development of Adolescent. Those signs

are rapid gains in height and weight, continued brain development, and

development of secondary sex characteristics such as growth of pubic hair,

menarche, voice changes, and growth of underarm hair.

b. Cognitive Development

Besides physical development, there is a cognitive development which

occurs in adolescence. This development is the thinking skills of adolescent.

Adults may recognize that adolescent is having better thinking skills. There are


8

some areas in advance thinking skills, which are developing advance reasoning

skills and developing abstract thinking skills. First, developing advanced

reasoning skills is including the ability to think about multiple options and

possibilities. It includes a more logical thought process and the ability to think

about things hypothetically. Second, developing abstract thinking skills means

thinking about things that cannot be seen or touched such as faith ad truth.

c. Psychosocial Development

There are some social issues which adolescent deals with their adolescence

life. The first issue is establishing identity. In this stage, teens begin to integrate

the opinion of influential others into their own likes and dislikes. The second issue

is establishing autonomy. Autonomy refers to becoming completely independent

from others. Autonomous teens have gained the ability to make and follow

through with their own decisions, live by their own set of principles of right and

wrong, and have become less emotionally dependent on their parents. The third

issue is establishing intimacy which refers to the close relationship in which

people are open, honest, caring, and trusting such as what they find in friendship.

The fourth issue is becoming comfortable with one‟s sexuality. The teen years

mark the first time that young people are both physically mature enough to

reproduce and cognitively advanced enough to think about it. The last issue is the

achievement. Because of the cognitive advances, the teen years are a time when

young people can begin to see the relationship between their current abilities and

plans and their future vocational aspirations.


9

3. Theory of Personality

This part tells about the theory of personality of children in general and the

aspects which influence the development of children‟s personality. The aspects

are divided into two main groups which are internal and external aspects. Internal

aspects are self-theories, family, and experience while the external aspect is social

intervention.

a. Definition of Personality

According to Dweck (2008), personality is the consistent pattern of

experience and action that are evident across multiple situations or life contexts.

This pattern contains much more than temperament and habitual behavior.

Importantly, it also includes the way one perceives self, others, and events.

Children personality is just as the general personality all people have. The

difference is only at their temperament. Child psychologists have focused on

temperament traits, the behavioral consistencies that appear early in life, that are

frequently but not exclusively emotional in nature, and that have a presumed

biological basis (Caspi, Robert, & Shiner 2005).

However, one individual and others are different in personality. Therefore,

their temperament traits are different also. Caspi, Robert, & Shiner (2005) also

said that behavioral genetic studies have established that individual differences in

temperament. It is measured even during the first few years of life. Those

differences are only partially heritable and are influenced by environmental

experiences.


10

b. Aspects of Personality

Each person may have different types of personality because it is affected

by many aspects in their life. There are two main aspects which influence the

development of children personality. The first aspect is internal aspect and the

second aspect is external aspect.

1) Internal Aspect

The internal aspects are the self-theories, experience, and family. Self-

theories are the individual belief of people about themselves. Dweck (2008) says

that beliefs play a critical role in how well people function. These are people‟s

self-theories. Some people have a fixed (or „„entity‟‟) theory, believing that their

qualities, such as their intelligence, are simply fixed traits. Others have a self

theory, believing that their most basic qualities can be developed through their

efforts and education. In the other word, it is the way how a person sees and

appreciates himself.

Experience plays an important role to build and develop someone‟s

personality. According to Dweck (2008), experience is including the effect of

domestic violence, abuse, or maternal depression on the development of

subsequent depression in children. Experience is having the close relationship

with the family factor. Family is the first thing that the children know and have.

They determine the development of the children, both physically and mentally.

Based on Yusuf‟s (2010, p. 42) theory, the family factors which influence the

development of children‟s personality are: first, the function of the family;

whether they are normal or abnormal. The normal family is the family which is


11

really implementing the natural function such as giving affection each other, open

and honest each other, want to listen to their children and appreciate their opinion,

sharing, and having good communication. In the contrary, the dysfunction family

is the family which cannot implement the natural function of the family. The

characteristics of dysfunction family are the poor relationship between children

and parents, high tension and low warmth, and the absence of one parent; divorce

or died. It can be also a family which comes up from the poor marriage; one or

both parents are having personality or psychological disorder. The poor

interpersonal relationship of the family contributes to the mentality disorder of

someone.

The second factor is the relationship pattern between parents and children

or the parenting style. There are seven styles which are overprotective,

permissiveness, rejection, acceptance, domination, submission, and over

discipline. Each of them is having their own benefit and deficiency. For example,

the acceptance style will construct a good personality of children. The children

will be cooperative, friendly, loyal, honest, optimistic and cheerful, trusted,

having a good vision to reach their future, realistic, and having a stable emotion.

Whereas, the rejection style will generate children whose characteristics are

aggressive, submissive, silent, sadistic, and difficult to socialize (Yusuf, 2010).

The rejected children will have regular and pleasing facial feature, their eyes are

“soulful” and seem to express deep and desperate experience, paired with a

resignation which children should not have (Erikson, 1950). Furthermore, this


12

conviction has the less explicit outcome that the child has been in the wrong

hands, and in fact has every reason to mistrust his “rejecting” parents.

The third factor is the social and economic class of family. There are three

classes in this factor. First, the lower class family is often to use physically

punishment to educate their children. This technique generates children whose

characteristics are aggressive, independent and having early sexual experience.

Second, the middle class family gives attention and control to their children. They

feel responsible to their children‟s development. They have an ambition to reach

the better status and push their children to achieve the status by education and

professional training. Third, the high class family tends to make use of their down

time to do certain activities. They have higher reputation of education and love to

develop their skill in art. Their children are usually having the high self esteem ad

tend to manipulate realistic aspects.

2) External Aspect

Another important aspect which influences the development of children‟s

personality is the external aspect. This aspect is come up from the outside of the

children. The external aspect is social intervention. Since the social aspect is the

aspect which comes up from the outside of the children and their family, so, this

aspect may seem less important yet big impact. This aspect has the relation with

self-consciousness of the children. For the first time, children will be attracted to

anything new in their social life that they do not find in their family life;

differentiation of persons and objects. McDougall (1960, p. 159) says that as the

differentiation of persons and inert objects, persons continue to be the more


13

interesting to the young child, for they continue to be the main sources of his

pains, pleasures, and satisfactions. His attention is constantly directed towards

them, and he begins to imitate their behavior.

Besides the personal interest of the children, there is another factor that

generates the personality of children which is how the social treat them. Boys and

girls are socialized differently to some extent in all societies. They receive

different messages from their parents and other adults as to what is appropriate for

them to do in life. They are encouraged to prepare for their future in jobs fitting

their gender. Boys are more often allowed freedom to experiment and to

participate in physically risky activities. Girls are encouraged to learn how to do

domestic tasks and to participate in child rearing by baby-sitting. If children do

not follow these traditional paths, they are often labeled as marginal or even

deviant. Girls may be called "tomboys" and boys may be ridiculed for not being

sufficiently masculine (O‟Neil, 2006). If children experience and listen to the

social opinion regularly, it is not impossible that the treatment from the social will

define the personality of the children. Since then, the child‟s self-consciousness is

nourished and molded by the reflection of himself that he finds in the minds of his

fellows (McDougall, 1960).

4. Theory of Motivation

Motivation is the study of why people think and behave as they do. People

usually have reasons or goals of why they think or do something. These reasons

and goals are what we called as motivation (Graham & Bernard, n.d.). Everyone


14

has their own motivation on doing something and reaching their goals. There are

two kinds of motivations that human have in their life.

The first type is intrinsic motivation. This motivation comes from

themselves. They do something because it is inherently interesting and enjoyable

(Ryan & Edward, 2000). When someone is intrinsically motivated to do or to act

something, he does it with fun and challenge. Thus, the result will be great and

better than when someone do something because of the extrinsic motivation.

Intrinsically motivated activity is the one which the reward is the activity itself

and provides satisfaction of innate psychological needs.

The second type is extrinsic motivation. This motivation comes from

others. Most of people do something based on this kind of motivation. In this kind

of motivation, people do the activity simply for the sake of enjoyment of the

activity itself rather than for the instrumental value (Ryan & Edward, 2000).

There are some categories of the extrinsic motivation. The first category is

external regulation. In this category, behaviors are performed to satisfy the

external demand or obtain externally imposed reward contingency. The second

category is introjected regulation. It is the internal regulation which controlling

because a person performs an action based on the feeling of pressure in order to

avoid guilt or anxiety. The third category is the regulation through identification.

This type is the phase when a person has identified the personal importance of

behavior and has accepted the regulation as his or hers. The last category is

integrated regulation. This type occurs when identified regulations have been fully

assimilated into the self.


15

Motivation has a relation with personal construct theory which deals with

how an individual organizes the perceived world (Weiner, 1980). The way how

they organize their world can be seen from their behavior. The behavior is

completely determined by the preceding thought process or the manner where the

experience is understood. There are some fundamental postulate and behavior

concepts in human motivation. The first concept is fundamental postulate where

someone is anticipating events. The person uses his senses and analyzes his

psychosocial to predict the future events.

The second concept is individual outcome which means that persons differ

from each other in their construction of events. It has the relation to the respond of

objective stimulus situation that given to them. Although some people will get the

same objective stimulus, their responses will be different. It is based on the

difference manner of the stimulus which comes to them. That is why one

motivation and others can be different although the stimulus is the same.

The third concept is dichotomy outcome. This situation is where a person

is considered as honest and sincere or dishonest and insincere because all

constructs are bipolar or dichotomous. The range outcome is the condition where

a construction is not appropriate to all events. The focus of convenience refers to

the area in which the construct is maximally useful. The last is experience

outcome. This is the phase where a person‟s construction system varies as he

successfully construes the replication of events (Weiner, 1980). A construct is

akin to a hypothesis and the confirmation or disconfirmation may result in

changing the constructs.


16

a. Human Motivation

Human nature is the intrinsic aspect of humanity which is influenced by

biological factor as the major determinants and followed by the social and cultural

factors that exist. According to Weiner (1980), there are some human needs which

affect the motivation:

1) Attachment

It is necessary that human infants receive sufficient attention from parents.

A child will always follow and duplicate his parents‟ behavior, especially his

mother. Later, as long as they come to the high dependency period, children will

form a bond with their mother or caretaker and it may influence their social

responsibility.

When separation occurs, whether it is temporary or permanent, it may

cause depression to the children because they will lose the presence of their

caretaker and it is understandable. During the separation survival, there will be

anxiety because children will feel insecure about many things they face. There

also will be a stranger anxiety which means the fear to meet strangers when their

mother is absent.

2) Emotional expression

There is possibility that emotional expression served to communicate

intentions and emotional states survived through natural selection. However,

threat or glare at rivals is the expression of communication of threat and may have

been adequate to insure the group.


17

3) Language

Language is species-specific behavior in communication. Here, in human

language there are rules of expressing relationships among words and it involves

syntax which is not merely vocabulary or sets of labels representing objects.

4) Phobias

According to Weiner (1980, p. 68), phobias involve associations that are

often learned in one trial but are extremely resistant to elimination or extinction.

There are strong fears that probably involve stimuli related to situations or object

associated with threats to survival such as strangers, darkness, and uncertainty.

Phobias are probably fears of stimuli for which our biological make-up

predisposes us.

5) Social bonds

Bonding is the species-specific tendency that had survival value in hunting

societies and this is the consequence of evolution in human society, bonding is the

tendency to feel safe in the group.

5. Theory of Character

Allers (1951, p. 17) stated that character is a unity and a whole, not a mere

aggregate. The physic life of early childhood affects the character of someone. All

human conduct can be summed up as the relation between the ego and the non-

ego, between the person and his environment, and is essentially dependent on the

second number of the relation. According to Allers (1951), there are four

fundamentals of this theory:


18

1) The child‟s smallness

The feeling of being small is always direct his gaze upwards, and

undoubtedly implants a sense of inferiority. This feeling is the representative of

the early year experiences. The child‟s smallness does not attain to a clear or

rational understanding of the child‟s part.

2) The child‟s physical weakness

Children will realize that they are weak and this is the consequence of

which the world‟s resistance to all efforts of the little ones to carry out. Children

will realize that their wishes are immeasurably greater than those encountered by

adults. This weakness is brought home to the child‟s consciousness especially by

the behavior of the adults in his environment, who are do not want them to be the

part of their talk to stress things more than is necessary or useful.

3) The unreliability of the child‟s knowledge

Children attempt very early to frame general laws and to develop

comprehensive conceptions of things. The confidence of the child in the

completeness of his understanding added to the variation in the meaning of words,

and the diversity of their syntactical usage, which soon strikes many children.

4) The universe gives them the impression of being unaccountable

Children‟s confidence in the regularity of events is small. Therefore, it is

easy for children to believe in miracles. The laws of cause and effects which for

adults seem so obvious and infringed, do not all possess these attributes for the

child.


19

Many actions of adults must indeed seem to the child to be unintelligible

and hence unaccountable. Therefore, in this point of fact, adults are guilty of

much that, regarded even objectively. It seems quite unaccountably

inconsequential. The contention that uncertainty is an essential feature of child life

will presumably be met by reference to the many familiar sayings that speak of

the “security” in which the child lives. Security is the correlative of insecurity

(Weiner, 1980).

The insecurity is arising out from the nature of the child‟s environment. In

the other word, the insecurity is arising from the environment as experienced by

the child in virtue of his own nature, the weakness of his body, and his lack of

knowledge. This insecurity raises serious obstacles to the will to power, obstacles

which are original and inherent in it, rather than antagonistic. The will power is

needed for all striving for the good and resistance to the evil (Weiner, 1980).

a. Fantasy and the necessity for compensation

“Play” is important in this way as imaginary compensation. Play is an

active expression of the tendencies directed towards pleasure of right function and

that is also of the great importance as a gradual preparation for the serious

activities of life, it must also be acknowledged that most games represent an

imaginary compensation for the child‟s position; for all the motive of almost all

games is “being grown up”. Fantasy broadly provides an imaginary world for the

day dreamer, which all the factors which troubled him in the world of reality are

either eliminated or converted into their opposites.


20

As with adults, the only realm I which all their unsatisfied desires for

power, authority and greatness can be satisfied – artificial as that satisfaction

admittedly is – is that of fantasy. Oppressed and weighed down by their inferiority

or their belief in it, they take refuge in fantasy, which, in addition to correcting the

unsatisfactory realities of the moment and providing a better world in their place

also enable them to picture a happier future is the stead of the present that has

proved so incomplete.

If the child experiences situations that he interprets in terms of prejudice,

oppression and inferiority, the mechanism of over-compensation proportionately

raises his future aims to inordinate height. Otherwise, these aims are hardly ever

confided to adults by children and young people.

b. Fear in childhood

Fear is a factor of great character logical importance. It is such an emotion;

as a character-trait, the tendency to be afraid in every possible situation and

termed as timidity. The mental attitude of timid man is such that the most various

events, situations and happenings appear to him to fall into the category of

“danger”. Fear is the correlative of the feeling of insecurity as the feature of life in

childhood. An individual experiences fear whenever the general situation is either

actually, objectively or only subjectively insecure or threatening to his physical or

moral existence. If a child is afraid, it is because he feels he is not equal to the

world. One will never able to convince him that he is as well qualified as others

for the struggle of life by chiding him for being a coward or a weakling.


21

It is quite easy to fathom the kind of fear occurring in situations in which

possible for others to concur with or confirm one‟s own self-judgment. Such

forms of fear are shyness, embarrassment, fear of strangers, or of unusual

situations fear often attaches to conditions whose immediate significance escapes

the child‟s inexperienced mind. Intelligible enough are the fears evoked by the

unusual, the uncanny and the like, which by themselves are calculated to increase

an already existent sense of security.

c. Motherhood

The relationship between mother and the child is possibly the most

intimate of all the forms of association between two persons, its closeness not

being equaled even by the greatest love between man and woman. The unique

nature of the mother: child relationship finds reflection in the fact that the term

“mother-love” is current in speech whereas the term “father-love” is unusual and

sounds strangely. With the fact of the allocation to woman of the function of

motherhood – and in this respect it is irrelevant whether this potentially is realized

or not – there is connected.

d. The forces that shaped character

An adolescent who has met with discouragement will certainly not gain in

courage by experiencing insecurity in later years; his receptivity to external

influences, however sympathetic and tactful, will always remain at low level.

There are three groups of forces which do not seem to be of importance in years

preceding adolescence.


22

1) The directly discerned motives of action

2) The demands coming from the outside world which are felt to e more less

binding, though the reason for them is not always entirely discerned

3) The un-discerned, unreflective motives which are largely bound up with

vital values and on account are frequently regarded as “impulsive”.

Underlying the attitude we have in mind, at the very kernel of the person‟s

being, there is an affirmation of something that one not only does not understand

but does not seek to understand.

The years of adolescence are characterized, on the one hand, by doubt

magnified to the point of extreme skepticism, and on the other by a marked need

for support, by lively desire for clearness, and by a struggle to get a hold of

reality, which is felt to be unavoidable and at the same time incomprehensible.

B. Theoretical Framework

This study adopts psychological approach. The theories of character by

Rudolf Allers, theories of adolescence by G. Stanley Hall and Ruffin, and theories

of personality by Carol S. Dweck, Caspi, Roberts, & Shiner, Yusuf, and Erikson

are used to analyze and explain the characteristics of Adeline.

The theories of motivation by Graham & Bernard, Ryan & Edward, and

Weiner are used to find the meaning of Adeline‟s tragic life and her action in

facing it. These theories help the researcher to examine the tragic life experienced

by Adeline and find the meaning of it.


23

CHAPTER III

METHODOLOGY

This chapter consists of three parts. They are object of the study, approach

of the study, and research procedure. Object of the study is the explanation of the

novel which analyzed. Approach of the study discusses the psychological

approach which is used in this study. Research procedure explains the step of

analyzing the novel.

A. Object of the Study

The object of the study is the novel entitled The Thirteenth Tale written by

Diane Setterfield. The researcher attracted to the novel because of the unique

characteristics of Adeline, one of the main characters in the novel. Adeline is a

girl who left by her mother at the age of 13. Adeline experiences the agony life.

She tries to change her luck by being good to her sister, but still, she experiences

the unpleasant life. This novel was first published in New York in 2006. This is

the first novel from Diane Setterfield. This novel consists of 406 pages and 41

chapters which are divided into three parts; Beginnings, Middle, and Ending. It

was published in 38 countries and it has sold more than three million copies.

The Thirteenth Tale was adapted for television by Christopher Hampton. It

was filmed in 2013 in North Yorkshire for BBC2. The genre of the novel is

mystery. The writing style of the novel is affected by the author’s educational

backgrounds which are literature and biographical structures. Diane Setterfield’s


24

interest of gothic motivates her to write the novel. Her interest also affects the

ambiance of the novel which are tragedy and mystery. Moreover, her cultural

belief of number 13 affects the plot of the novel. There are three aspects which

affected by the belief of number 13. The first aspect is the title of the novel which

represents the agony content of the novel. The second aspect is that the story of

the twins is the story number 13 which written by one of the characters in the

novel. The third aspect is that the age of the twins when they are left by their

mother is 13. The novel The Thirteenth Tale is the result of her imagination and

interest in writing.

B. Approach of the Study

The psychological approach is used to analyze and answer the problem

formulations in this study. The psychological approach is the most appropriate in

this study because it is easier to understand and analyze the character by using this

approach. Moreover, the character’s characteristics and behavior is seen from the

psychology side. In addition, the character, tragic life and its meaning will be

analyzed using this approach because they have a relation with the psychology.

are affected by the family and social factor. This approach is using psychological

view and theory to analyze and solve the problem.

C. Research Procedure

In conducting the research, the researcher used library study or collecting

data from various references as the method to get primary and secondary data.


25

The researcher also used various references from the online sources. In the other

word, the data were gathered from books and online research or journals.

First, the novel The Thirteenth Tale by Diane Setterfield is the primary

data in this study. The researcher read the novel for more than once to understand

the content and find interesting and important items to be discussed. The

researcher decided to analyze the characters’ characteristics which means

Adeline’s personality and Adeline’s tragic life by using the psychological point of

view. Second, the researcher tried to find the other references and relevance

sources to support the study and help the researcher to analyze the problem.

Third, the researcher determined the theories and approach to be applied in

this study. The approach used was the psychological approach. The study adopted

theories about aspect of personality which were intrinsic and extrinsic aspect,

character and characterization theory, adolescence theory, and motivation theory.

The researcher used some books and theories to support the ideas to analyze and

solve the formulated problem.


26

CHAPTER IV

ANALYSIS

There are two parts in this chapter which aimed to answer the problem

formulations in this study. The first part analyses the description of Adeline’s

character using the character and characterization theory and personality theory.

This part is aimed to answer the first problem formulation. The second part of this

chapter analyses the meaning of Adeline’s tragic life by using the personality and

the motivation theory. This second part is aimed to answer the second problem

formulation.

A. Characterization of Adeline

There are some characters in the novel entitled The Thirteenth Tale by

Diane Setterfield. They are George Angelfield, Charlie, Isabelle, Ronald March,

Hester, dr. Mauldsley, Missus, and John. The main characters of the novel are

Adeline and Emmeline.

Adeline was born as the twin sisters of Emelline. She is considered as a

girl who has the naughty character of two persons. She has an introvert, insecure,

uneducated, and an ignorant character. Those characteristics were identified after

the writer read and analyze of how Adeline reacts to problems and direct

description of her.


27

1. Insecure

Adeline is a girl who is left by her mother at the age of thirteen. In that

age, a child should be educated and accompanied by the caretaker, especially a

mother. As Allers (1951) concludes that the relationship between mother and the

child is possibly the most intimate of all the forms of association between two

persons.

They were thirteen; it was not an age to be left unattended; they need a

woman’s influence (p. 148).

This situation affects Adeline’s motivation in her teenager’s life. The

normal children will need affection from the family. They need to be taught and to

be loved. Moreover, they need to be introduced to the society where a lot of

people live and they must be able to differentiate those who are good and those

whom they must avoid. Adeline is a girl who loves to live in her comfort zone.

She avoids new things which try to enter her comfort zone.

"Does she appreciate these lessons?"

"If only I knew how to answer that question! She is quite wild, Dr.

Maudsley. She has to be trapped in the room by trickery, or sometimes

I have to get John to bring her by force. She will do anything to avoid

it, flailing her arms or else holding her whole body rigid to make it

awkward to carry her through the door. Seating her behind a desk is

practically impossible. More often than not John is obliged to simply

leave her on the floor. She will neither look at me nor listen to me in

the classroom, but retreats to some inner world of her own" (p. 167).

Adeline feels anything new as an enemy which tries to take her out of her

comfortable life. She does not know yet understand of which people and thing are

good or bad for her because no one ever taught it to her. Moreover, she is afraid of

being alone because the only thing that she knows is that Emmeline is the only


28

person who lives with her. Emmeline is the only person to share everything and

communicate with.

What you must bear in mind," she had told him, "is that in the absence

of any strong parental attachment, and with no strong guidance from

any other quarter, the child's development to date has been wholly

shaped by the experience of twins. Her sister is the one fixed and

permanent point in her consciousness; therefore her entire worldview

will have been formed through the prism of their relationship (p. 177).

Everything is fine when she has her twins next to her and as the opposite,

everything seem to be scary when she is alone. Adeline does not have a chance to

enjoy her childhood, she never hears any amusing children stories, went to the

park, and played with other girls in her age. What she knows is only live her life

as usual with her twin sister. She always put an eye to something suspicious and

tends to avoid new things. On the other hand, she just an ordinary little girl who

wants to be loved. Hester; the twins’ teacher wanted to show her love to Adeline

and she showed it by telling children stories.

It is as if her involvement with the story has captured her attention and

in doing so undermined her defenses, so that she relaxes and forgets

her show of rejection and defiance (pp. 168-169).

In spite of all of her naughtiness, Adeline is a little girl who seeks for affection.

Although she always shows her rejection of Hester, but there is a moment when

Hester is succeed to take Adeline’s heart. However, Adeline never shows her

interest of the stories explicitly. Adeline has an insecure personality because she is

left by her mother who should be her caretaker. When separation occurs; whether

it is temporary or permanent, it may cause depression to the children because they

will lose the presence of their caretaker. During this phase, children will feel


29

anxious to anything in their life. In Adeline’s case, she is ignored by her mother

since the beginning of her life. Although Adeline and her mother still live in the

same house, but her mother never takes care of her. However, Adeline still feels

safe because she knows that her mother is there, near her. When she is thirteen,

her mother is brought to the asylum and they never see each other anymore.

Adeline felt depressed. Although Adeline never expresses the feeling explicitly,

but it is inside her heart. She starts to feel anxious because her mother is not there

anymore. There also will be a stranger anxiety which means the fear to meet

strangers when their mother is absent (Allers, 1951). She is afraid of her life. She

has the big fear to pass through her life. Fear is the correlative feeling of insecure

as the feature of life in childhood.

2. Introverted

Living without people who love Adeline and care about, makes Adeline to

have an introvert personality. Adeline does not have any close friend except her

twins and herself. She never talks to other people except her twins. It happens

because she does not know how to talk by the normal language. Even, she and her

twins have a special language which can only be understood by them. When a

new person enters Adeline’s life, it is not easy for her to trust the person.

Any warmth I show her is met by utter indifference. She seems

incapable of all the normal range of human emotion (p. 167).

Of course a child who never knows about the affection cannot utter her emotion.

In all situations where Hester tried to build a communication with Adeline, it


30

seems useless because Adeline always refuse it. Adeline seems to have her own

world which cannot be disturbed by others.

It is as though there is a mist in Adeline, a mist that separates her not

only from humanity but from herself. And sometimes the mist thins,

and sometimes the mist clears, and another Adeline appears. And then

the mist returns and she is as before (p. 168).

It seems that Adeline lives in her own world, acts like another girl, and

back to be herself. This is a phase where no one can ever understand. Hester tries

to give her attention to Adeline and she does many things to grab Adeline’s heart.

However, it is not as easy as she thought. Adeline is different. Adeline never

shows her acceptance and interest to Hester. When Hester is telling stories in the

classroom, Adeline sit at the corner of the room and acts as if she is sleeping.

Although she acts like that, but between her lashes, she is watching and listening

to Hester’ stories. Adeline does not want Hester to know it.

Still her head rested on her arm, still her eyes appeared closed, yet I

had the distinct impression she was listening to me. I continued to

look as if I was reading only to Emmeline. But all the time I was

keeping an eye on Adeline. And she wasn't only listening. I caught a

quiver of her lids. I had thought her eyes closed, but not at all—from

between her lashes, she was watching me! (p. 322)

Adeline’s introvert personality is the effect of the rejection parenting

system. Rejection style will generate children whose characteristics are

aggressive, submissive, silent, sadistic, and difficult to socialize (Yusuf, 2010).

Adeline is rejected by her mother. That is why she is difficult to socialize and

have the introvert personality. Moreover, Adeline realizes that Hester loved

Emmeline more than she loved Adeline. Hester appreciates Emmeline but she


31

never shows her effort to make Adeline interested in the class. Then, Adeline

decides to lock herself in an empty hall inside her mind.

3. Ignorant

Adeline is never taught how to behave and act to face things in her life.

She loves to react based on her own willingness. In the family, there is no such a

role model who is able to teach her. There is only one person who cares to

Adeline. She is Missus, the housekeeper of Angelfield family. However, she is

not capable to train the twins to be discipline.

She had a plan. Under their noses, in the heart of all their chaos, she

meant to raise two normal, ordinary little girls. Three square meals a

day, bedtime at six, church on Sunday.

But it was harder than she thought (p. 81).

Despite of all of Missus’ effort to discipline the girls, it always gives no

result. This situation is going on as the time goes by. There is a teacher who called

to educate the girls. One night, she finds rooms open while they are not in use.

She sets a rule that every room which is not in use should be locked. It is difficult

because the twins always find the way to play in the rooms.

"What need is there," she asked,

"For rooms to be left open when they are not in use? You can see what

happens: The girls go in as they please and make chaos where there

was order before. It makes unnecessary work for you and for me"

(p. 162)

Moreover, Adeline is different from the other normal girls in her age. If a normal

girl will feel fear or worry, Adeline never feels it. There is nothing she is afraid of.

One day Adeline and Emmeline go to the village and they find a perambulator.


32

Perambulator is a strange thing and new for them. Because of their curiosity of its

function, they take it and play with it. They do not care that there is a baby. When

the villagers cornered her and angry to her, Adeline does not afraid to them but

she makes them for fun. The teacher who called to educate Adeline finds

difficulties also because Adeline always refuses her order and efforts.

Adeline is a hostile and aggressive child. She resents my presence in

the house and resists all my efforts to impose order. Her eating is

erratic; she refuses food until she is half starving, and only then will

she eat but the merest morsel. She has to be bathed by force, and,

despite her thinness, it takes two people to hold her in the water

(p. 167).

Adeline only thinks that she lives by and only for herself. That is the reason of

why she never obeys the rules. She is not used to appreciate others. This is the

reason of why she becomes heartless. She does not even know herself well.

I doubt she knows herself. Most of the time she is governed by

impulses that appear to have no conscious element. Whatever the

reason, the result was devastating for John. His family has tended this

garden for generations."

"Heartless. All the more shocking coming from a child."

"Heartless indeed. Though children are capable of great cruelty. Only

we do not like to think it of them." (p. 165)

The core of Adeline’s ignorant character is the condition that she never

had someone to guide her through her adolescence life. Adolescence is the phase

when children develop their psychosocial ability. In this phase, adolescent

establishing their identity and live by their own self and rules which is known as

autonomous (Ruffin, 2009). Adeline already has her own set of rules of life and

no one can ever control her. When the teacher come to the house and tries to

control Adeline, she shows her rejecting action. It has been too long for Adeline


33

to live without the presence of the caretaker. Therefore, it is difficult for her to

revise her own rule and to live under someone else’s rules.

4. Uneducated

Since there is no one who can accommodate the twins’ education, thus, it

is rationale that they do not know how to act. They never talk to people and it

makes Missus doubt whether they can talk or not. One day she hears voices,

giggling, and laughing from the twins. When she asks them to talk, they just keep

silent and this frustrates her. When the twins enter the house, they do not notice

that Missus is in the kitchen. It is the first time for Missus to hear the twins.

However, they do not use the proper language which is English to talk, they use

their own language.

Sounds flew backward and forward between them, like tennis ball in

some game; sounds that made them smile or laugh or send each other

malicious glances. But he heart sank. It was no language she had ever

heard. Not English, and not the French that she had got used to when

George’s Mathilde was alive and that Charlie still used with Isabelle.

They did not talk properly (pp. 82-83).

Knowing that their mother left to the asylum, a teacher sent to the house to fix the

twins’ lack of manner and education. The teacher thinks that it will be an easy

thing to do with the twins. Her expectation is wrong. She realizes that the twins

are not as normal as other children; they are odd. Adeline cannot appreciate any

warmth the teacher showed. In the class, the twins cannot appreciate the lesson

because they know nothing about it. Adeline is a big problem for the teacher

because when she tells a story, Adeline chooses to sit in the corner of the room or

to sleep.


34

You appreciate of course with the girls like these the classroom is not

what it might be for normal children. There is no arithmetic, no Latin,

no geography. Still, in the interests of order and routine, the children

are made to attend for two hours, twice a day, and I educate them by

telling stories (p. 167).

Adeline is uneducated because she has no one to accommodate her

cognitive development. She knows nothing about the world outside her house.

She is very small compared to the wide world. According to Allers, this smallness

is always direct the gaze upwards and implants a sense of inferiority (Allers,

1951). When she is adolescence, her teacher cannot accommodate her intelligent

also. Her teacher gives up because Adeline is resistant to any warmth and effort

she shows. On the other hand, adolescence is the phase where children developing

their cognitive ability. Adolescent who are taught and accommodated usually

have better thinking skill.

B. The Meaning of Adeline’s Tragic Life

There are two parts in this section. The first part is the surface meaning of

Adeline’s personality in dealing with her tragic life. The second part is the deeper

meaning of Adeline’s personality in dealing with her tragic life.

a. Surface meaning of Adeline’s personality in dealing with her tragic

life

Adeline’s tragic life is divided into three stages. Stage one starts from the

beginning of her life until the moment when her mother leaves her and her sister;

Emmeline. Stage two is the period where a teacher comes and lives with them.


35

Stage three is the period when a new gardener comes to the house and works for

them.

1. Stage one

Adeline and Emmeline were born from a mother named Isabelle

Angelfield. On the first day they arrive at the old Angelfield house, their mother

treats them not as daughters but as carriages. She places the twins in a basket of

parcel. From that moment on, their mother never takes care of the twins. She

never realizes that the twins are her own daughters. The twins are taken care by

the house keeper; Missus, and the gardener; John.

When she woke in the morning it would be as if her marriage had

never been, and the babies themselves would appear to her not as her

own children – she had not a single maternal bone in her body – but as

a mere spirits of the house (p. 76).

Living without affection from parents makes the twins uncontrolled. They do not

know how to treat other people, how to behave, and how to speak properly. They

only know how to live by their own willingness and how to please themselves.

Adeline and Emmeline are motivated to do anything they like because they find it

enjoyable. This motivation is called as intrinsic motivation because it comes from

themselves and they do something because it is inherently interesting and

enjoyable (Ryan & Edward, 2000).

Although the twins seem to enjoy their life, but they never be able to enjoy

their parents’ love. Parents’ love is irreplaceable. It is the only and most sincere

love in the world and no one can ever replace it. Since Isabelle ignores them,

Missus tries to take care of the children. However, it is not an easy thing to do.


36

Handling two children with different personalities are not easy for an old lady like

her. Missus cannot control the twins at all.

―The twins were odd, there were no two ways about it. They were

very strange through, right into their very hearts.‖

―From that day on, Missus revised her expectations. Regular

mealtimes, bath times, church on Sunday, two nice and normal

children – all these dreams went out of the window. She had just one

job now. To keep the girls safe.‖ (pp. 82-83)

Adeline grows to be a naughty girl and always hurts her sister. On the

other hand, Emmeline does nothing as a respond to her sister. Missus says that

Emmeline has the goodness of two children. Meanwhile, Adeline has the

wickedness of two children. Moreover, the twins do not know the limitation in

neighborhood living. They go everywhere they like and do everything they want

to do. The twins go to the village and enter the house they desire. They do

anything there such as eating the tasty meal they find in the pantry, sleep on the

bed upstairs, and take the saucepan and spoon away to scare the birds in the fields.

Yet, the twins do not have any ethic that they make the villagers angry and corner

them. Surprisingly, the twins are laughing at the villagers instead of feeling afraid.

On several occasions they cornered the girls red-handed and shouted.

Angry pulled their faces all out of shape, and their mouth opened and

closed so quickly, it made the girls laugh. For a time the girls watched

the villagers’ anger, then they turned their backs and walked off

(p. 90).

That event makes the villagers angry. When they come to their husbands and tell

them about the girls, their husbands ask their wives if they forget that the girls are

the children of the big house. In that era, common villagers are afraid of the

landlord or a rich family. This is why the men from Angelfield village only do


37

nothing to face Adeline and Emmeline. The climax is when the twins steal a

perambulator from the villager’s house. What make it a big problem is because

there is a baby inside the perambulator. The incident starts when a lady named

Merily is washing her baby’s clothes in the backyard and left the perambulator

near the house. She forgets to lock the gates and do not keep an eye of the baby.

In the other place at the same time, the twins, Adeline and Emmeline are happily

playing with the perambulator. They do not know what is it but they think it is

fancy to play with. A villager see them playing and reports it to the family.

They lifted out the baby and put in on the ground, and Adeline heaved

herself into the carriage (p. 94).

The villagers are afraid that the girls will hurt the baby. They begin to

think that an action should be taken for the twins. They know that entering

someone’s house without any permission is not allowed and walking off with

someone’s baby in its perambulator, without permission is a big trouble. Instead

of visiting the Angelfield house, the villagers choose to visit Dr. Maudsley and

ask for his help on this problem. Dr. Maudsley then sends his wife to come to the

big house and talk to the parents of the twins. When she comes to the house, she

meets no one. She enters the house and sees the condition is so chaotic. She enters

the music room upstairs and examines it. When she tries the piano, a white figure

approaches her and throws a violin into her. Mrs. Maudsley is shocked and falls

on the floor.

She had not the time to appreciate that the white-robed figure was

brandishing a violin, and that the violin was descending very quickly

and with great force toward her own head. Before she could take in

any of this, the violin made contact with her skull, blackness

overwhelmed her and she fell, unconscious to the floor (p. 105).


38

Hearing the noise, Missus goes upstairs to see what had happened. When she

meets Mrs. Maudsley, Missus asks her about what was happened and Mrs.

Maudsley says that someone just approaches her. Missus does not believe her

because she sees no one else in the room. However, she sends John to call Dr.

Maudsley. When the doctor comes, he asks his wife but she does not know what

creature it was. Suddenly, Isabelle appears in the doorway wearing a pale lemon

dress. Dr. Maudsley asks his wife whether Isabelle is the person who approaches

her or not and she admits it.

Isabelle appeared in the doorway. Slim and willowy, she was wearing

a pale lemon dress; her haphazard topknot was unkempt and her eyes,

though beautiful, were wild. ―Could this be the person you saw?‖ Mrs.

Maudsley measured Isabelle against the picture in her mind. She

wavered, then, seeing the emerald eyes and finding an exact match in

her memory (p. 108).

Because of the situation, Dr. Maudsley decides to talk to Charlie. When it is done,

the doctor says to Missus that he will make an arrangement with the asylum for

Isabelle. At two o’clock, three men come to the house and lead Isabelle out to the

asylum. The twins do not care about Isabelle because they never have any contact

with her. Things are different for Charlie, from that day on, he locks himself in a

room and never come out from it.

2. Stage two

As the time goes by, Adeline and Emeline grown up to be a teenager in

their thirteenth age. They love to make noise and play with anything they find.

Many people in the village report them to the governor because of their naughty

habit. Moreover, the fact that Isabelle is gone made the villagers think that


39

something must be done for the children. They think that the twins still need the

presence of a woman. Finally, the governor sent a doctor to observe them and a

teacher to teach them to behave properly.

A teacher, named Hester Barrow comes to the old Angelfield house and

starts to explore the condition. Step by step she does to manage the house. The

house begins to look alive while the children seem to hate her. Hester starts to set

rules for the mealtime, bath, study, bedtime, getting-up time, and the most

important thing is to lock the door when the room is not in use.

Within few days there were mealtimes, bedtimes, getting-up times. A

few days more and there were clean shoes for indoors, clean boots for

out (p. 155).

At first, the children hate Hester so much because she takes the control of

the house. Hester knows it and she set the strategy to manage the children. She

forces the children to follow her rules. When the bath time came, it seems difficult

for both Hester and the children. Hester has difficulties to control the children

while the children think that it is difficult to escape. Hester looks like a monster

for Adeline but not for Emmeline. Emmeline is easier to control because she

always attracted to the keys of the house. Under Hester’s regime, Emmeline is fed

at regular hours, allows to play, and she looks clean. At first, Emmeline hates to

take a bath because she is not accustomed to, but after she sees herself in a mirror,

she sees a clean and neat girl and she loves it. Emmeline seems to be easier to

learn anything. She opens herself to absorb new things.

Whenever Emmeline was in Hester’s presence she used to study her

face on the sly, on the lookout for a smile. When Hester did a smile –

it was not infrequent – Emmeline gazed at her face in delight. Before

long she learned to smile back (p. 155).


40

Hester knows that Emmeline may be a naughty girl before but with the warmth

she shows her, Emmeline starts to change. When Emmeline is with Adeline, she

seems hard to control but when she is not with her twins, she changes her habit

into good.

Emmeline should not give up unruliness for good and become

permanently the sweet girl she knows how to be at her best. She will

not be clever but still, I see no reason why she should not one day lead

a satisfying life separately from her sister (p. 166).

It will be different for Adeline, she seems to avoid Hester. She is jealous to

Hester because she controls anything in the house. Hester is a threat for Adeline

because she always tries to control them. Moreover, Hester has taken Emmeline’s

attention. Adeline often gets angry when she looks Emmeline is following Hester.

At one night she is hungry but she cannot take the meal from the kitchen because

the door is locked. When Hester comes down from the upstairs, Adeline hides

herself behind the curtain while watching Hester meets Emmeline. In that

situation, she is angry because Emmeline does not follow her to hide under the

curtain but said ―yum‖ to Hester as a sign that she wants to eat. Hester opens the

door with her key and they go to the kitchen.

In the folds of the curtain my hunger pangs gave away to anger.

Hester and the key! Emmeline! It was like a perambulator all over

again. It was love (p. 153).

Adeline cannot accept anything that Hester did in the house because she is not

used to have it and she does not want anything to disturb her comfort. She is hurt

because she loses her sister. Emmeline used to play with her, followed her, and

did everything under her influence. Seeing that Hester is able to take Emmeline’s


41

heart, it burns Adeline in jealousy. Adeline hates Hester because she is afraid that

Hester will take Emmeline away from her side. Based on human motivation

theory, Adeline’s age is the age of high dependency period where she forms a

bound with her mother or caretaker. Since her mother never give the affection and

Missus is not capable to take care of her, Adeline forms a bound to Emmeline.

Thus, Hester arrival is a threat for Adeline.

The twins are uneducated because in their age they should already have

their thinking skill. Ruffin (2009) concludes that adolescence should have

cognitive development and in their age, they are developing their ability to think

about thinking in a process known as meta-cognition. In Adeline and Emmeline’s

case, they do not have these skills. In their adolescence, they still get the

introduction of skills by Hester. Hester uses the story telling to educate them

because she assumes that story telling is the best way to grab the twins’ attention.

With girls like these the classroom is not might be for normal

children. There is no arithmetic, no Latin, no Geography. Still, in the

interests of order and routine, the children are made to attend for two

hours, twice a day, and I educate them by telling stories

(p. 167).

In the normal education, educating students by using story telling is

conducted in kindergarten or lower class of elementary school. Hester uses this

method because grabbing the twins’ attention is not an easy thing to do. However,

getting Adeline’s attention is harder than Emmeline’s. Adeline is difficult to

appreciate the lesson. Someone should bring her by force to the room. When

Hester starts the story, Adeline tends to sit on the floor neither looks nor listens to

the teacher. She seems to retreat to some inner world of her own. Because of the


42

curiosity of the situation, Dr. Maudsley and Hester agree to separate the twins

with the purpose that they will be able to observe the development of the twins.

One night, Hester moves Emmeline to her room without awakening her. On the

other hand, Adeline feels the absence of her sister from the other side of the bed.

From that night on, Adeline stays with Dr. Maudsley and Emmeline stays with

Hester. Adeline feels the worse nightmare in her life. She just realizes that she

lose her own half. She is nothing without Emmeline.

She awoke at once to her sister’s absence. She sank to the floor,

collapsed into a litte heap against the door, and that is where she

stayed at night. She felt nothing. She was broken (p. 182).

Emmeline is slower to realize her sister’s absence. The next morning when she

wakes up, she is surprised to find that her sister is gone. She is longing for

Adeline everywhere around the house but the result is nothing. All night long she

is crying as if she lost something forever. The next day, the twins’ life is just as a

rag doll; lifeless. Dr. Maudsley and Hester’s hypothesis is wrong. The twins do

not show any responses at all. When they are alone, Adeline and Emmelie

whisper something in their own language. They imagine the presence of each

other. One day a trouble comes to Hester and the doctor’s family that makes the

experiment over. John takes Adeline from the doctor’s house and places her in her

bedroom. Emmeline is in the garden when Adeline arrives. She feels the presence

of the sister and runs inside the house. She finds Adeline in their bedroom.

3. Stage three

Because of the separation which experienced by Adeline and Emmeline,

the twins forms the stronger bond each other. They do not want to be separated.


43

Adeline remembers the conversation between Dr. Maudsley and Hester. Hester

says that Emmeline can be permanently a sweet girl and she may even marry

someone.

Emmeline should not give up unruliness for good and become

permanently a sweet girl she knows how to be at her best. She will not

be clever but still I see no reason why she should not one day lead a

satisfying life separately from her sister. Perhaps she might even

marry. All men do not seek intelligence in a wife, and Emmeline is

very affectionate (p. 166).

That conversation worries Adeline because she is afraid to lose the only person

she has. Moreover, Emmeline is comfortable with her new habit as the effect of

Hester. Adeline feels worry because she realizes that someday Emmeline will be

able to live without her and leave her alone. She starts to think and set a strategy

to win Emmeline’s heart. She decides to treat Emmeline as she wants to. Adeline

findd it is amusing to take care of Emmeline because she gets Emmeline’s

attention. Adeline’s motivation is called as intrinsic motivation whereas the

motivation comes from themselves without any force by anyone else (Ryan &

Edward, 2000). Soon, Adeline knows that Emmeline is attracted to their new

gardener, Ambrose. Emmeline always give her attention to Ambrose and it makes

Adeline angry.

Emmeline, who never rose before lunchtime, sometimes spent the

afternoons outdoors looking on as the boy did his work. I scolded her

about it. ―You’re the daughter of the house. He’s a gardener. For

God’s sake, Emmeline! (p. 286).

She tells Emmeline that she cannot be that close to Ambrose because he is only

the gardener of the house while Emmeline is the daughter of the house. Adeline

thinks that it is not appropriate. Adeline worries that someday Emmeline will


44

marry him and leave Adeline alone. On the other hand, she is afraid that Ambrose

would hurt Emmeline because she is the only one that Adeline has. Moreover,

Adeline realizes if Emmeline leave her, it will break her heart and she does not

want it happen to her.

b. Deeper meaning of Adeline’s personality in dealing with her life

1. Stage one

Adeline and Emmeline were born in a hospital in London. Their father,

Roland March died before they were born. Their mother, Isabelle Angelfield then

takes them back to her old house in Angelfield. Since that day on, the twins live

with their mother, uncle; Charlie Angelfield, housekeeper; Missus, and a

gardener; John. On the first day they arrive at the house, Isabelle brings them as a

parcel. In the next morning, she acts as if she never got married and has babies.

―When she woke up in the morning it would be as if her marriage had

never been, and the babies themselves would appear to her not as her

own children – she had not a single maternal bone in her body – but as

mere spirits of the house.‖ (p. 76)

However, the twins do not have the enough affection from their mother and uncle.

Isabelle and Charlie tend to ignore them and choose to live as how they were.

Missus knows how children should to be brought up and it is her chance to take

care of them. Although Missus loves the babies but her heart is broken by Isabelle

and Charlie’s behavior.

Isabelle and Charlie had grown up overindulged and neglected at the

same time, and it broke her heart to see how they turned out. Their

neglect of the twins was her chance (p. 81).


45

Missus thinks that she can manage the twins, but it is harder that she thought. She

is too old and unable to control the twins all the time. Moreover, she is unable to

teach the twins how to speak and behave.

2. Stage two

Although the twins do not have their mother’s affection, but they always

be together. No one can ever separate them. They play and do everything together.

When a teacher named Hester comes to the house, Adeline seems to hate her.

Hester tries to grab the twins’ attention but Adeline resists it. When Hester

succeeds to grab Emmeline’s attention, Adeline gets angry to them. Adeline is a

kind of destructive person. She tends to destroy anything she meet and to hurt her

sister. It is not the effect of anger, but seems to be her only motive. Hester

existence seems to improve her destructiveness. As long as Hester’s attention that

addressed to Emmeline, Adeline’s intention to hurt her sister is increasing.

Whenever she tries to hurt Emmeline, Hester always be able to minimize it and

this action makes Adeline jealous because she thinks that Hester gives her

attention only to Emmeline. Although Hester realizes this situation, she cannot

change Adeline’s perspective and behavior.

Where Adeline’s viciousness to her sister is concerned, she might be

surprised to know it, but I have seen it all before. Jealousy and anger

between siblings is commonplace, and in twins rivalries are frequently

heightened. With time I will be able to minimize the aggression, but in

the meantime constants vigilance is required to prevent Adeline

hurting her sister, and this slows down progress on other fronts, which

is a pity (p. 321).

It is clear that Adeline has a tension on jealousy. She is jealous to Hester because

she takes Emmeline’s attention. Emmeline is fond of Hester. Adeline’s action to


46

hurt Emmeline is her weapon to take Hester’s attention but Hester translates it

different. When they are in the classroom, Emmeline never takes her eyes off

Hester. Hester educates them through stories and Emmeline is attracted to it.

Adeline assumes that Hester only tells the story to Emmeline.

I did not want her to see that I noticed anything. I continued to look as

if I was reading only to Emmeline. But all the time I was keeping an

eye on Adeline. And she wasn’t only listening. I caught a quiver of

her lids. I had thought her eyes closed, but not at all – from between

her lashes, she was watching me (p. 322).

Hester does not do anything to make Adeline interested to her class. She lets

Adeline to sit on the floor instead of replaces her on the chair. One more thing that

makes Adeline hate Hester, when they are separated, Hester choose to take care of

Emmeline and let Dr. Maudsley to take care of Adeline. This separation leaves a

depression in Adeline. She already forms a bond to Emmeline but then they are

separated, it hurts Adeline. Based on human motivation theory by Weiner (1980),

separation caused depression to the children because they would lose the presence

of person they trust. At some events, Adeline thought that she just like an outsider

of the house because almost everyone was upset about her.

3. Stage three

Adeline’s life is nearly perfect. She already has her sister’s heart.

However, nothing is perfect in this world. When she is enjoying her role as a

loving and caring sister, there is someone else who enters the twins’ life. That

person is Ambrose; their new gardener after the death of John. He has helped the

twins to provide food. One day Ambrose tells Adeline that he likes her and she


47

feels it the same way. However, she thinks that she is bound to Emmeline and she

does not want someone else separate them, thus, she refuses him.

I knew he liked me and I was not indifferent. But I hardened my heart.

I was bound to Emmeline (p. 363).

Adeline cannot accept Ambrose. She is afraid that someday she must leave

Emmeline. She is worried that no one will take care of Emmeline. That is her

reason for refusing Ambrose. Unfortunately, Emmeline puts her attention at

Ambrose and he does not refuse it. Adeline often sees Emmeline talking to

Ambrose. Ambrose and Emmeline are laughing and Adeline sees love in

Emmeline’s eyes.

I saw her lolling on the grass, head on hand, supported by her elbow.

It showed the rise from her waist to her hips. He turned his head to

answer something she said and while he looked at her, she rolled onto

her back, raised a hand and brushed a stray lock of hair from her

forehad. It was a languorous, sensuous movement that made me think

she would not mind if he did touched her (p. 286).

Once, Adeline tells her sister that she is not supposed to have a special

relationship with their gardener. She says that it is not appropriate for the daughter

of the house to have a relationship with their gardener. Actually it is not her

reason to warn Emmeline, she just afraid that Ambrose will give harm for

Emmeline. Although she tries to warn her, Emmeline never listens to Adeline.

Adeline is angry at Emmeline because she does not obey her warn and choose to

show her interest to Ambrose. When she meets Ambrose in the kitchen, she tells

him for not to touch Emmeline and he replies that he does not want to. Then

Adeline asks him why he does not resist when Emmeline tries to be closer to him.


48

Ambrose says that Emmeline is better than Adeline. From that moment on,

Ambrose stops coming to the kitchen to drink his tea.

Ambrose’s words hurt Adeline very much. He says the reason of why he

walked away. ―She’s kinder than you are. Be kind, Adeline‖ (p. 287). Adeline

already gives her best to be a good sister for her twins. She just cannot accept the

condition in front of her eyes. The man who ever utters that he likes her, turns to

like her sister. The most hurting part is the reality that her sister; the only person

she took care, loves Ambrose. She is jealous to Emmeline and Ambrose. Adeline

is jealous that almost everyone says that Emmeline is better than her. She feels

lonely. Few months later she finds that Emmeline is pregnant. Adeline is worried

about Emmeline because she knows that Emmeline will understand neither her

current condition nor the consequences. Adeline is afraid to lose Emmeline

because she remembers that her grandmother passed away when she gave birth to

their mother. Adeline is angry to Emmeline when she askes her about Ambrose

because Emmeline gives an answer that breaks her heart.

I questioned her about Ambrose. It was hard to make her understand

the sense of my questions, and she quite failed to see why I was angry.

―He was so sad‖ was all she would tell me. ―You were too unkind.‖

She spoke very gently, full of compassion for the boy, velveting her

reproach for me (p. 364).

Adeline is sad because Emmeline does not understand her reason to refuse

Ambrose. Adeline does it for the sake of Emmeline’s, but Emmeline thinks that

Adeline is too unkind. On seventh January, Emmeline’s baby is born. The baby is

lovely but he took all of Emmeline’s attention.


49

Adeline hates the baby very much because she had never got the affection

from their mother. Seeing Emmeline’s affection for the baby makes her angry.

The baby takes Emmeline’s affection and it irritates her.

Adeline was jealous of the baby. More jealous than she had of Hester.

It was only to be expected; Emmeline had been fond of Hester. But

the baby was different, the baby usurped all (p. 371).

The jealousy blinds her eyes. One night she takes the baby from Emmeline and

places it on the table in the library, while she makes fire beside it. She is not good

at making fire, so she takes everything she saw in the room. The fire starts to burn

everything. Because of the odor and realizes that the baby is gone, Emmeline runs

out to find it and she sees the baby with Adeline. For the first time in her life,

Emmeline fights against Adeline for the sake of the baby.

For Emmeline, the passive, docile Emmeline, is returning blow for

blow, kick for kick, bite for bite, she has never retailed against her

sister before, but now she is doing it. For her child (p. 377).

People come to the house at that night. They try to suppress the fire and save the

twins. A woman sees Adeline is standing outside the house and they save her.

Then suddenly a few men come outside and bring Emmeline. They place Adeline

and Emmeline in an ambulance and drive it to the hospital.

Motivation is the study of why people think and behave as they do. People

usually have reasons or goals of why they think or do something. These reasons

and goals are what we called as motivation (Graham, n.d.). In this case Adeline

has a motivation to love and show her affection to her sister. She wanted to be

loved back, to felt the affection which she dreamed about. When she had already


50

comfortable to be a lover sister, someone else came to the twinss’ life and took

Emmeline attention. Adeline was jealous that Ambrose took Emmeline’s love

from her. She hated for being ignored and this time the only person she had just

ignored her for the sake of anyone else. Adeline was fragile; she was too broken

hearted to realize her condition. When Emmeline had a baby, Adeline hated the

baby more than anything. She was tired of being good and very frustrated that she

finally decided to burn the baby and the house down.

Furthermore, the character; Adeline experienced bad luck or being

disappointed in her life. Her first bad luck was when she was ignored by the

mother and uncle. Second bad luck was when the teacher; Hester put more

attention to Emmeline than to Adeline. The last bad luck was when the new

gardener; Ambrose finally chose Emmeline. He liked Adeline and so did her, but

she refused him for the sake of Emmeline. Finally Ambrose chose Emmeline

because he thought that she was better than Adeline.

Although Adeline had to be the good person, there is still someone who

thought that she was still unkind and chose her sister. In the other word, she still

experienced bad luck in her life. That was an agony.


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CHAPTER V

CONCLUSIONS, SUGGESTIONS, AND REFLECTIONS

This chapter consists of three sections which are conclusions, suggestions,

and reflections. The first section is the conclusions of this study. The second

section is the suggestions for the future researcher. The third section is the

reflections of the researcher related to the study.

A. Conclusions

There are two points that can be concluded from this study. The first

finding is the characteristics of Adeline as described in the novel. The second

finding is the meaning of Adeline’s tragic life.

The character of Adeline in the novel The Thirteenth Tale is described as a

twin girl who lives in the old big Angelfield house. There are four characteristics

of Adeline which are described implicitly in the novel. Those characteristics are

insecure, introvert, ignorant, and uneducated.

The insecure characteristic is show from her responses in facing events in

her life. When she met new things or people, Adeline saw them as an enemy.

Thus, she avoided new things. Her introvert characteristic is revealed from her

habit for keeping anything as her own secret. Adeline never shared her feeling to

anyone. When others were asking for her opinion or feeling, she could not utter

her emotion. On the other hand, Adeline set herself freely. She never obeyed the

rules in the house or even noticed that anyone else live in the house. She is never


51

afraid of anything. When the villagers got mad at her, she just laughed to see their

facial expression. This is the third characteristic of Adeline which is ignorant.

Furthermore, Adeline is uneducated. It is shown as the fact that she could not

speak and behave properly. Moreover, she always faces everything in a rude way.

Adeline’s tragic life means bad luck for her. There are two kinds of bad

luck in her life. There are the bad luck that comes from others and the bad luck

that comes as the consequence of the action she take. The event that her mother

abandoned her is the bad luck that comes from others and she cannot do anything

with it. The situation when Hester puts more attention to Emmeline is the bad luck

that comes from others and the consequence of the action which Adeline takes. At

first, Hester wants to show her affection to Adeline but Adeline always ignores it.

Then Hester ignores Adeline and pays attention to Emmeline only because she

knows that Emmeline is fond of her. The event when Ambrose chooses Emmeline

is the bad luck that comes from Adeline as the consequence of her refusal to

Ambrose.

B. Suggestions

After conducting the research, there are two suggestions which the

researcher can propose. The first suggestion is for the future researchers. This

study only analyses one of the characters named Adeline. Meanwhile, there are

other characters who have interesting personality to be discussed. Therefore, the

future researchers may conduct the same study on the other characters.


52

The second suggestion is for the readers of this thesis. Since the main topic

is about a life of twin sisters who have a tragic life, the readers may take a lesson

from this study. The example is on how to treat twin sisters. This study can also

give lesson for the readers that the role of family, especially a mother is very

important for children’s growth.

C. Reflection

The character of Adeline in the novel The Thirteenth Tale written by

Diane Setterfield experienced an agony life. Adeline is an ordinary girl who does

not get the affection from her family and she is craving for it. Adeline is

characterized as ignorant, insecure, introvert, and not well-educated girl. Those

characters are the effect of the lacking of affection. A child is a child; she has her

own childish way of thinking and behaves. Thus, the parents’ task is to educate

the child and to control her. Since the parents’ role is disappear, the

accommodation of the child is in a doubt. There is no child who was born with an

excellent behavior as adults’ deserve them to have. Children still need the

presence of adult to guide them.

Adeline’s life is like an agony because she sees it as it. She lives in a big

house and wealthy but she does not get the affection from the family or everyone

in her world. Everyone will end up choosing Emmeline to be loved and labeled

Adeline as the naughty one. It blinded her heart and makes her think that she is

bad and no one wants to be her friend. Adeline does not think that actually she


53

could change the situation. She can love everyone as the way she loved

Emmeline. Adeline does not know how to show her love.

Agony life or a happy life is a matter of perspective for people. It depends

on how they see the situation. Adeline may see her life as an agony one but other

people may see it as the lucky one. Adeline focuses on the affection she does not

get and forgets the fact that she is the daughter of the big house with the

undoubted wealth. There is no perfection in this imperfect world. Everyone seek

for the things they do not have.

This character’s life is the reflection of people’s life. Adeline seeks for the

love from her family and she is suffering from many events happened in her life.

Life is like a wheel; it has its ups and down. Some things which happened in life

are heartbreaking. The researcher realized that life is not all about the sad things

or the happy things. It is about the combination of both elements; sad and happy.

Everything in life should be balance.

The character of Adeline teaches the researcher that every child is just a

child and the researcher and adults cannot expect them to behave like an adult.

They need the presence of adult. Every child is brilliant and they just do not know

how to show it or work on it.

This study enlightens the researcher and it has three benefits for the

researcher. The first benefit is the benefit for the researcher as a future teacher.

Through this study, the wrier understand that there are no stupid students. Teacher

cannot label the students without knowing the background of each of them.

Remember, all students are good and their family and social background affect


54

them. Such as Adeline, she does not behave properly because there is no one who

able to teach her. If in the future, the researcher find a student who is not obedient

and not behave properly, the researcher cannot directly label the student as stupid.

The researcher as a teacher should understand the background of the student and

set the right strategy to educate the student. Although the students are having the

low intelligence, it is not appropriate to label them as stupid. Every student has

their own brilliance and the teacher’s task is to reveal it from the deepest of their

ability. Teacher must understand that education is not only in the term of teaching.

The real education is beyond knowledge. Educating students is not just telling

them about the knowledge or train them to the practical academic things, but also

help them to develop their psychosocial ability so that they can socialize with

others.

The second benefit is the benefit for the researcher as a future mother. The

character of Adeline gives the example that a child needs the presence of her

parents especially the mother. Allers (1951) stated that the relationship between

mother and the child is the most intimate at all. Mother has the biggest role in

developing her children’s ability. It makes the researcher aware that being a

mother is all about the responsibility, caring, and love. Every mother wants the

best for their child, and the compensation is the mother must love them and win

their heart.

The third benefit is for the researcher as a human being. By this study, the

researcher understands that life is not monotonous. Life has its bad and good

times. Everything is only the perspective of the people. The researcher realizes


55

that life is too short to crave n things the researcher does not have. Yet, life is too

precious to cry on every single thing in life and make it as agony. Life is not

always about things we like and does not like or things we have and does not

have. Life is all about the flow of every single events and how we live in it.

Perspective exists in the mind of people. Thing the researcher must remember is

that we cannot choose the life we live in. If we cannot like the situation, then

change it if we can. However, if we cannot change the situation, set the strategy to

live in it until the end.

.


56

REFERENCES

Allers, R. (1951). The psychology of character: A practical guide to character

development for parents, teachers, doctors, and the clergy in the up-

binging children. London: Purnell and Sons

Barry, P. (2009). Beginning theory: An introduction to literary and cultural theory.

Manchester: Manchester University Press

Caspi, A., Roberts, B.W., & Shiner, R.L. (2005). Personality development: Stability

and change. Retrieved 2 May 2014, from http://academic.udayton.edu

Dweck, C.S. (2008). Can personality be changed? : The role of beliefs in personality

and change.Retrieved 2 May 2014, from http://stanford.edu

Erikson, E.H. (1950). Printing history of childhood and society. Toronto: George J.

McLeod Limited

Graham, S. & Bernard, W. (n.d.). Theories and principles of motivation. Retrieved 5

November 2014, from http://www.unco.edu

McDougall, W. (1960). An introduction to social psychology. London: Methuen &

Company.

Moody, A.D. (2006). The cambridge companion to T.S. Eliot. Cambridge: Cambridge

UP

Murphy, R. E. (2007). A literary reference to T.S. Eliot’s life and work. New York:

Facts On File

Zarrett, N., & Eccles, J. (2006) The passage to adulthood: Challenge of the late

adolescence. Retrieved 15 July 2015, from http://deepblue.lib.umich.edu

O’Neil, D. (2006). Personality development. Retrieved 9 June 2014, from

http://anthro.palomar.edu

Paris, B.J. (1997). Imagined human beings: A psychological approach to character

and conflict in literature. Retrieved 5 May 2014, from http://plaza.ufl.edu

Ruffin, N. (2009). Adolescence growth and development. Retrieved 18 April 2014, from

https://ubs.ext.vt.edu


http://academic.udayton.edu/

http://stanford.edu/

http://www.unco.edu/

http://anthro.palomar.edu/

http://plaza.ufl.edu/

https://ubs.ext.vt.edu/

57

Rumbold, H., & Clark C. (2006). Engaging and exploring reading for enjoyment. Retrieved from http://decd.sa.gov.au on 9 June 2014

Ryan, R.M., & Edward L.D. (2000). Intrinsic and extrinsic motivations: Classic

definitions and new directions. Retrieved 5 November 2014, from

http://www.ideals.illinois.edu

Weiner, B. (1980). Human motivation. Philadelphia: Press of W.B. Saunders

Company

Wellek, R., & Austin, W. (1956). Concept of literature. Retrieved 10 June 2014, from

http://blogs.uni-osnabrueck.de

Yusuf, H.S. (2010). Psikologi perkembangan anak dan remaja. Bandung: PT Remaja

Rosdakarya


http://decd.sa.gov.au/

http://www.ideals.illinois.edu/

http://blogs.uni-osnabrueck.de/

58

APPENDICES


59

Appendix 1

The Synopsis of Diane Setterfield’s The Thirteenth Tale

The story begins when a biography writer named Lea received a letter

from the famous writer named Vida Winter. Vida Winter asked Lea to write her

biography before she passed away. Lea agreed and went to Miss Winter’s house

in Yorkshire. Lea asked Miss Winter of why she just found twelve tales while the

title of the book is The Thirteenth Tale. She answered that her biography is the

thirteenth tale itself. It was about the life of Wida Winter.

The story of Vida Winter begins when Isabelle Angelfield was born in the

old Angelfield house. Her mother; Mathilde passed away when she gave birth to

Isabelle. Isabelle has an older brother named Charlie Angelfield. They live with

their father; George Angelfield, their gardener named John Digence, and their

housekeeper named Misus. George Angelfield loved his daughter so much but not

with his son. Charlie was jealous and he loved to hurt anyone to express his

emotion. On the other hand, he could not live separated from his sister; Isabelle.

When Isabelle married to Roland, he was very upset and locked himself in his

room. George Angelfield felt the same way; he locked himself in the library and

never came out to meet people. He was there when finally he passed away.

Some month has been passed and Isabelle was back to her house in

Angelfield. She said that her husband was passed away. She brought something in

her picnic basket and it was a baby, twin babies. They are Adeline and Emmeline,

the daughters of Isabelle. Isabelle never took care of her babies. She acted as if

she was not a mother. Adeline and Emmeline grew under the caring of Misus and


60

John. Missus thought that she could manage the kids but she was wrong. The kids

were wild. Misus was upset to see the twin because they have a very different

personality; Emmeline was kind and her kindness is a kindness of two person,

meanwhile, Adeline was naughty and she has the naughty of two person. They

could not speak in a proper language. They spoke by using their own language

and no one could understand it. They loved to play together in the village and

stole everything they saw. Their action made the villagers angry but they did not

have the bravery to express it because the twins were the girls from the big house

which means that their family is rich.

The doctor of the village; Dr. Maudsley heard it and sent his wife to meet

the parents of the twin. When Mrs. Maudsley came to the house, she met no one.

Then she heard a voice upstairs and she went to check it. She entered the music

room but there was no one. When she took a look to the room, a creature

approached her and hit her by a violin. Mrs. Maudsley was scared. Missus heard

the noise and went upstairs. She sent John to call Dr. Maudsley. Dr. Maudsley

came and asked his wife. When he saw Isabelle, he asked his wife whether this

person was the one she saw or not. Mrs. Maudsley admitted that Isaelle was the

peron who hit her. Then he sent Isabelle to the asylum.

After Isabelle went away, the teacher came to the house to educate the

twins. He was Hester. Hester made a difference in the house; she cleaned the

house and set new rules to be obeyed. There was no normal lesson for the twins.

There were no Geography, Math, Biology, and others. Hester found difficulties to

handle the twin. Then she educated the twin by telling stories. As the time went


61

by, Emmeline made a good progress. She was able to talk, write, and loved bath.

Emmeline was attracted to Hester and it made Hester believe that someday

Emmeline could be a good girl, live without her sister, and married to someone. It

was different with Adeline. She hated Hester so much. She never paid attention to

Hester and obeyed her rule. Adeline lived in her own life. Hester separated

Adeline and emmeline to see their progress. She took Emmeline while Dr.

Maudsley took Adeline. Emmeline’s progress was amusing; she was accustomed

to live without Adeline and obeyed Hester’s rules. Adeline was the passive one;

knowing that she lived separated from Emmeline, Adeline never made a positive

progress. She chose to be quiet all the time. Hester then gave up and left the

house.

Adeline and Emmeline were reunited. However, Emmeline could not

forget her love at warm water and soap. She started to play alone or stay inside the

house when Adeline asked her to play together outside the house. Adeline was

very angry to Emmeline. Then she realized that Emmeline loved to take a bath.

Adeline prepared the hot water and let Emmeline spent an hour in the bathroom.

Adeline provided everything that Emmeline’s need. The result was Emmeline’s

attention; Adeline got it back. After Missus and John Digence passed away, a new

gardener named Ambrose came to the house to help the twins. This man was nice.

Adeline realized that Emmeline put her attention at Ambrose and it made Adeline

angry.

One day Ambrose told Adeline that he loved her. Adeline has the same

feeling too but she refused him. Adeline thought that she was bound to Emmeline


62

and she was not supposed to take this man. Emmeline’s love grew bigger to

Ambrose. She spent more time to talk to Ambrose and to accompany him lying on

the green grass. Adeline was upset and then she told Emmeline that it was not

appropriate to love the gardener because Emmeline was the daughter of the big

house. Emmeline said that Ambrose was sad and she also said that Adeline was

unkind. Adeline asked Ambrose not to touch Emmeline. Ambrose said that he

never wanted to touch her. He said that Emmeline was better that Adeline.

Adeline sent him away when she found that Emmeline was pregnant. She

knew that it was Ambrose’s baby. Adeline was very angry. When the baby was

born, she took it from Emmeline’s side and decided to burn him. Emmeline woke

up realizing that her baby was gone. She found Adeline in the library with the

baby. Emmeline fought to Adeline for the baby. It was the first time she fought

against her sister. The house burned down and the villagers came to help. Adeline

ran outside when she finally realized that her sister was still in the house. When

the villagers came outside bringing Emmeline, Adeline saw her sister’s face. Her

beautiful face destroyed by the fire she made.


63

Appendix 2

Diane Setterfield’s Biography

Diane Setterfield is a British author

whose debut novel The Thirteenth Tale became a

New York Times number one best seller and

published in 38 countries worldwide. She was

born in Englefield, Yorkshire, United Kingdom

on August 22nd

, 1964. She studied French

Literature at the University of Bristol. Her PhD

was on autobiographical structures in André

Gide’s early fiction. She taught English at the

Insttitut Universitaire de Technologie and the

Ecole nationale supérieure de Chimie, both in Mulhouse, France, and later

lectured in French at the University of Central Lancashire in the UK. She left

academia in the late 1990s to pursue writing. Her writing is mostly in a gothic

style. Now she lives with her husband and four cats. Her books were The

Thirteenth Tale (2006) and Bellman and Black (2013).

Source:

Setterfield, D. (2008). Diane Setterfield: Biography.

Retrieved from http://www.dianesetterfield.com on July 23rd

, 2015


http://www.dianesetterfield.com/

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