THE INFLUENCE OF HER MOTHER S LIFESTYLES ON LIZA S LIFE AS SEEN IN RENDELL S THE CROCODILE BIRD

Transcription

1 THE INFLUENCE OF HER MOTHER S LIFESTYLES ON LIZA S LIFE AS SEEN IN RENDELL S THE CROCODILE BIRD A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By METTY CAHYANINGRUM Student Number : ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2007

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4 Because I never know where life is gonna take me and i can't change where i've been. But today, I have the opportunity to choose. And I choose to be the best that I can be. I choose to be authentic in everything I do. My past doesn t dictate who I am. I choose. I ve been done through some painful things that I thought I would never make it through. Filled up with shame from the top of my head to the soles of my shoes. I put myself in so many chaotic circumstances, but by the grace of God I've been given so many second chances. Today I decided to let it all go. I'm dropping these bags, I'm making room for my joy. I used to have guilt about why things happen they way they did Life is gonna do what it do. I realize everyday I have the opportunity to choose. From this day forward I'm going to be exactly who I am. I don't need to change the way that I live just to get a man. (NO!) I even had a talk with my mama and I told her the day I'm grown, "from this day forward, every decision I make will be my own." Growing up without retiring for the battle is on, Going on without relenting till the final victory s won (Adapted from India Arie s songs) I dedicate this thesis to my family, especially my mother who always protects me iv

5 STATEMENT OF WORK S ORIGINALITY I honestly declare that the thesis I wrote does not contain the works or part of the works of other people, except those cited in the quotations and the bibliography, as a scientific paper should. Yogyakarta, January 25, 2007 The writer Metty Cahyaningrum v

6 ABSTRACT Metty Cahyaningrum The Influence of Her Mother s Lifestyles on Liza s Life as Seen in Rendell s The Crocodile Bird. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University. This thesis discusses Ruth Rendell s novel entitled The Crocodile Bird. The novel pictures the life of a young woman named Liza who is secluded for almost all her life by her mother, named Eve, in an isolated place in Britain called Shrove. This study discusses the lifestyles that her mother chooses and how those lifestyles influence Liza s life. There are two problems to discuss in this study: (1) What kinds of lifestyles does Eve, Liza s mother, choose? (2) How do the lifestyles influence Liza s life? This study is conducted by using a library research. There are two kinds of sources employed in this study: primary and secondary sources. The primary source is the novel The Crocodile Bird itself which becomes the object of the study. The secondary sources are books on literature, psychology and internet sources that provide information related to the study. This study utilizes theory of character and characterization and theory of motivation and lifestyles. The approach used is the psychological approach because this study deals with the main characters motivation, their lifestyles, and how those lifestyles can influence someone s life. The analysis of the main characters in the story shows that Eve employs some lifestyles in her life. They are simple living, environmentalism, serial monogamy, and secularity. She chooses those lifestyles because of some reasons. They are because of her horrible past experience, her love to Shrove, her love to Liza, and her criminal acts that she has done. The analysis also shows that Eve s choice of lifestyles influence Liza in many ways. The influences on Liza are on her curiousity on new things, her meaning construction of some things like marriage, death and love, her appreciation to the nature, her view about woman, and the way she sees her life. This thesis also provides some suggestions for future researchers related to other possible studies on The Crocodile Bird. Future researches may focus on other topics, such as a close relationship between the mother and the daughter. Additionally, the study also provides the implementation of the novel as a material in teaching English in speaking class. vi

7 ABSTRAK Metty Cahyaningrum The Influence of Her Mother s Lifestyles on Liza s Life as Seen in Rendell s The Crocodile Bird. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma. Skripsi ini membahas novel karya Ruth Rendell yang berjudul The Crocodile Bird. Novel ini menggambarkan kehidupan seorang wanita muda yang bernama Liza yang hampir selama hidupnya dipingit oleh ibunya yang bernama Eve di sebuah tempat terpencil di Inggris yang bernama Shrove. Skripsi ini membahas gaya-gaya hidup yang dipilih oleh sang ibu dan bagaimana gaya-gaya hidup tersebut mempengaruhi kehidupan Liza. Ada dua permasalahan yang dibahas dalam skripsi ini: (1) Apa saja gaya hidup yang dipilih oleh Eve, sang ibu? (2) Bagaimana gaya-gaya hidup tersebut mempengaruhi kehidupan Liza? Studi ini menggunakan studi pustaka. Ada dua macam sumber yang digunakan: sumber utama dan sumber kedua. Sumber utama adalah novel The Crocodile Bird itu sendiri yang juga menjadi objek studi. Sumber-sumber kedua diambil dari buku-buku literatur, buku psikologi, dan sumber-sumber dari internet yang menyediakan informasi yang berkaitan dengan studi ini. Studi ini menggunakan teori tokoh dan penokohan serta teori mengenai motivasi dan gaya hidup. Pendekatan yang digunakan adalah pendekatan psikologi karena studi ini membahas mengenai motivasi dari para pemeran utama, gaya hidup mereka, dan bagaimana gaya hidup tersebut dapat mempengaruhi hidup seseorang. Analisis dari para karakter utama di dalam cerita menunjukkan bahwa Eve memiliki beberapa gaya hidup dalam hidupnya. Mereka adalah gaya hidup sederhana, cinta lingkungan, monogami berseri, dan gaya hidup sekuler. Dia memilih gaya hidup tersebut karena pengalaman masa lalunya yang buruk, kecintaannya pada Shrove, kecintaanya pada Liza, serta perbuatan kriminal yang telah dilakukannya. Analisis juga menunjukkan bahwa pilihan Eve akan gaya-gaya hidupnya mempengaruhi kehidupan Liza dalam banyak hal. Pengaruh pada Liza tersebut antara lain pada keingintahuannya akan hal-hal baru, pembentukan maknanya akan beberapa konsep seperti pernikahan, kematian, dan cinta, pengharaannya terhadap lingkungan, pandangannya mengenai wanita, dan bagaimana dia melihat kehidupannya. Skripsi ini juga memberikan beberapa saran untuk para peneliti yang akan datang berkaitan dengan studi-studi yang mungkin pada The Crocodile Bird. Peneliti yang akan datang bisa berfokus pada topik-topik lain seperti kedekatan hubungan antara ibu dan anak. Selain itu, studi ini juga menyediakan penerapan novel ini sebagai salah satu materi dalam mengajarkan bahasa Inggris dalam kelas berbicara. vii

8 ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to Allah SWT for making everything possible. He is the power beneath every ease and luck. He also becomes my power whenever life brings me down. I would like to thank Drs. L. Bambang Hendarto, M.Hum for being very kind, patient, and helpful during my thesis writing. I know I kept on disturbing him with my phone calls and my paperwork which was always returned back to me with red marks. I also thank Paul Hooper for correcting my grammar and diction very quickly. He has been very kind and supportive. I thank all lecturers of English Education Study Program of Sanata Dharma University for being the best teachers ever. I thank Ms Lanny Anggawati and Ms Wigaty for inspiring me so much. I also thank all English Education Study Program secretary staff, especially mbak Dani and mbak Tari, for helping me a lot. I thank my mother Tri Harjanti for her daily grumbling, her financial and material support, and her willingness to be my only sanctuary. I also thank my father Mulyadi for his humble life and warm smile, my brother Dedhy for his mocking on my study, my sister in law Lisa for her kindness and support, and the little angel in our family Farrel for always being the cure of my fatique. I also would like to present a bunch of thanks to the people in my home, Cahaya crew, Dewi, mbak Amik, mbak Fe, my neighbours who keep on asking Sudah lulus belum to Met?, my Grandmother, my beloved aunty Koes Harmanti, and my wisest uncle Om Karno for their relentless support. I wish I had better expressions to express my gratitude to them. They are the best people in my life. viii

9 ix I would like to thank my friends for always encouraging me. I thank Emenina for being a real friend. She always helps me without me asking for it. I hope we can be friends forever no matter what happened, what happens, and what will happen. I thank Kristian for always inspiring me. I miss the crazy wild moments we have shared in Jogja. I am waiting for him to come back. I thank O ok for being such a wonderful friend. He helps me through my joy and my pain. I also thank Mawar, Echi, Liza, Nek Sha-sha, Udjo, Dedy, Vivi and all Kijang Tiada Duanya crew for the wonderful mystical moments we have shared. I also thank Esta for sharing fear and worry of examination. I thank all my PBI friends for giving me great life lessons. I also give my gratitude to my friends in Communication Department UGM, Ratna, Mega, Towok, and Fury, for critizising my thesis, helping me to prepare my exam, and sharing beautiful moments. I thank to PR Manager in ibis Malioboro hotel Ms Nike for encouraging me to finish my thesis soon, and all my friends in ibis Malioboro for sharing wild moments. I thank Bajoe for giving me great time and sharing dreams, Seno for sharing crazy and romantic moments, and Isaac Davis for offering love and dreams everyday. The way they make me feel inside is amazing. Last but not least, I thank all my cyber friends in solo and siswa channels for their smart jokes. Competing with them in scramble words quizes helps me a lot to refresh my mind and sharpen my knowledge. I wish the best for everyone. Metty

10 TABLE OF CONTENTS Page TITLE PAGE..... i APPROVAL PAGE.... ii PAGE OF BOARDS EXAMINERS iii PAGE OF DEDICATION iv STATEMENT OF WORK ORIGINALITY.... v ABSTRACT. vi ABSTRAK... vii ACKNOWLEDGEMENTS.... viii TABLE OF CONTENTS. x CHAPTER I INTRODUCTION..1 A. Background of the Study B. Objectives of the Study C. Problem Formulation... 5 D. Benefits of the Study E. Definitions of Terms CHAPTER II THEORETICAL REVIEW... 8 A. Review of Related Theories Character and Characterization Critical Approach Motivation a. Definitions b. Major constructs in motivation x

11 xi 4. The Hierarchy of Needs Lifestyle a. Definitions b. Perspectives on Lifestyles c. Kinds of Lifestyles d. Elements of Lifestyles B. Critisism on The Crocodile Bird C. Theoretical Framework.. 24 CHAPTER III METHODOLOGY A. Subject Matter.. 25 B. Approach.. 26 C. Procedure.. 26 CHAPTER IV ANALYSIS A. Eve s Unique Lifestyles Liza and Eve as the Main Characters Eve s Lifestyles a. Simple Living b. Environmentalism c. Serial Monogamy d. Secularity Eve s Motivation in Choosing Her Lifestyles a. Eve s Horrible Past Experience b. Eve s Love to Shrove c. Eve s Love to Liza d. Eve s Criminal Acts... 44

12 xii B. The Influence of the Lifestyles on Liza s Life Liza s Curiousity to New Things a. To New People b. To New Environments Liza s Curiousity a. About the difference between men and women b. About the little room Liza s Concept of Marriage Liza s Concept of Death Liza s Concept of Love Liza s Appreciation to the Nature Liza s View about Woman Liza s View about Her Life CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusions B. Suggestions Suggestion for Future Researches Suggestion for Teaching-Learning Activities The Implementation in Teaching Speaking.. 64 BIBLIOGRAPHY APPENDICES Summary of The Crocodile Bird Biography of Ruth Rendell Lesson Plan for Teaching Speaking Material..76

13 CHAPTER I INTRODUCTION In the first chapter, I will present four sections that form the introduction of my thesis. They are background of the study, problem formulation, aims of the study, and definition of terms. The background of the study is a brief description of the reasons for choosing the topic. The problem formulation shows the problems that I want to explore further. The objectives of the study describe the aims of this study. Finally, definition of term contains the description of some significant terms that I use in my analysis. A. Background of the Study Life is all about choice and everybody has their own choice of how they should live their life. Some people choose to be hippies and some choose to be part of the jet set community, some prefer to be atheists and some decide to be religious persons, some prefer to be soldiers and some would rather be ordinary citizens. This is what makes this world colorful. Smith and Pergola (1991:1) label lifestyle as personal behaviours and habits. It includes exercise, eating habits, cigarette smoking, alcohol and drug use, safety, stress management, fashion, or relationships. Since it is defined as personal behaviours and habits, lifestyle comes in many forms depending on personal interest. A lifestyle is the way a person or a group lives. It includes patterns of 1

14 2 social relations, consumption, entertainment, and dresses. A typical lifestyle also reflects an individual's attitudes, values, or worldview. When a girl decides that she wants to be a nun, automatically her choice echoes the values she is inline with: the values that a certain religion brings. Even in sociologists perspectives, religion itself is a lifestyle; it carries options for individuals to choose. A person may have different lifestyles in over a period of time. Lifestyle has its own effects on people. What an individual chooses as the best value may influence other individuals. MTV, for example, which regards itself as a music lifestyle mover, has the widest influence on the youth all over the world. It spreads values through its video jockeys and shows and makes those values absorbed by young people. A certain preacher in a church may also succeed in affecting hundreds or maybe thousands of people to follow the values he wants to spread through the spiritual lifestyle. The questions are how far lifestyle influences an individual and what the major influence is. Before trying to answer those questions, first thing to know is who the closest people to a particular an individual are. If this individual relates mostly with his family, then the family is the group that influences him most. However, if he relates mostly with his friends then it is the friends who bring the major influence. Generally, an individual interacts primarily with his family. To be more specific, every individual intermingles initially with his mother. We all know that mothers always influence their children in many ways, because it is their nature to be the earliest persons who interact with their children. For nine months and ten days, mothers and their babies are one. After they are born, babies begin to know others. The first individuals they are acquainted

15 3 with after they see the world are their mothers. This mother-children relationship continues for some time. Even busy modern career women have to go through this stage when they have children. In some families, a close relationship continues and is maintained until the children are considered big enough to live independently. Since a mother is the closest person to an individual, her lifestyle will influence her children considerably. Socially, a mother should be the first person for her children. Medinnus and Johnson (1969: 342) write Society dictates that she provides physical care for the children feed them, keep them healthy and, if possible, clean. She must comfort and console them when necessary and in general nurture them and provide emotional support. The above statement shows that society has its own model for the women to be a perfect mother. A mother is considered as a good mother if she can take care of her children, physically or emotionally. Since the society has its own stereotype of a good mother, an unusual mother will be considered bad. Society believes that a good mother gives good treatment to her children, and that good treatment will shape good children. If a mother does not give the treatment that the society expects, then it is feared that the children will becomes bad ones too. Literature as a work of art can portray such life experiences: how a mother s lifestyle influences her children s ways of life later, how the children adapt to such a relationship, or how children see the world. Since a novel can portray such life experiences as close to what appears in the actual world, people can learn much about life from reading literary works. The novel entitled The Crocodile Bird by Ruth Rendell portrays how a

16 4 girl of sixteen years old named Liza lives secluded with her mother in an isolated place in Britain. It seems that Liza s life is much influenced by her mother s choice of lifestyle. The way her mother and Liza live is unique. There are not many people who want to live cutting themselves off from others with minimum amenities when in fact they could have them. Since Liza is still considered a child and not independent enough, she has to follow her mother s choices. Considering those facts we can see that Liza in fact is under the control of her mother. Hence, she is truly influenced by her. Besides, Liza rarely communicates with others. She interacts mainly with her mother and her boyfriend. The story begins when Liza s mother is taken by the police. Liza, who has never seen the outside world before, is sent by her mother to go to a friend s house in London. Instead of leaving for London, Liza goes to her boyfriend s caravan in the wood. There, Liza tells him the murders her mother has done to men who come to their house. Liza s character is very interesting to discuss since her ideas are very complex. In her childhood, she has to face some events that a child should not see. The bewilderment and dilemmas which she has to cope with are not something easy for someone like her who is just sixteen. She does not know what to say knowing her mother has murdered three men in their own home. Should she protest to her mother, should she runaway from the house, and should she always follow what her Mother says, are some questions that got mixed up in her mind, not to forget how she tries not to be promiscuous on her dillema to kill her boyfriend or not. In this novel, we can also see that Liza s mother tries hard to educate

17 5 Liza to be her twin. Liza grows up into a young woman who in some ways becomes cold and independent like her mother. She is not afraid to see blood and dead bodies because her mother never teaches her that blood is a scary thing. She also becomes an independent young woman like her mother who does not want to be dependent on men. It is interesting to see how Liza can direct herself the way she thinks it will be, to learn from what happened in her past, and to realize that she has to make choices to make her life better. Liza has to face many choices in her life which are often difficult. These are the things Liza should overcome by herself. Her struggle to face new things that lead her to her decisions is something interesting to understand. This study will try to know how certain choices of lifestyles can influence other s view and attitude in life. The aim of this study is to analyze the motivation for choosing her lifestyles by Liza s mother and how that unique lifestyles influence Liza s life. B. Objectives of the Study There are two objectives in this study of Ruth Rendell s The Crocodile Bird. The first one is to get a better understanding of how the author illustrates Liza s mother s lifestyles. The second one is to identify how that lifestyles influence the way Liza faces the new things in her life and faces her hard life. C. Problem Formulation Based on the previous parts, I formulate the problem as follows: 1. What kinds of lifestyles does Eve, Liza s mother, choose? 2. How do the lifestyles influence Liza s life?

18 6 D. Benefits of the Study Hopefully, by doing this study, I will be able to know the factors that force people to do things in their life. The first benefit is for me myself. I expect to make this study as a reflection of life so that I can make improvements in my own life. The second benefit is for the readers. It is hoped that this study can assist the readers to gain their knowledge about literature, motivation, lifestyles, and a mother-daughter relationship because the supporting theories can somewhat facilitate them in improving the knowledge about those mentioned. The novel itself is also an example of how a small girl can survive in a world which is extremely strange and new for her. It may become a lesson for them to review whether they have tried hard enough to struggle for their life or not. The last one is for the future researchers who plan to work on the same topic. Hopefully, this thesis can be helpful as a supporting resource for them in completing their study. E. Definition of Terms 1. Lifestyle Smith and Pergola (1991:1) define lifestyle as personal behaviours and habits. It includes exercise, eating habits, cigarette smoking, alcohol and drug use, safety, stress management, fashion, or relationship. Since it is defined as personal behaviours and habits, lifestyle comes in many forms depended on the personal interest. Taylor (2002:1) writes that at the local level, lifestyle is replacing the traditional way of life. The shifting of way of life to lifestyle happens because of the rise of media which has brought many new choices to the audience.

19 7 She also puts an emphasis on television which she considers as the biggest influence on lifestyle choice. 2. Survival In Oxford Advanced Learners Dictionary (1974:871) survival is defined as the state of continuing to live or exist, often despite difficulty or danger. White in Franken (2002:6) writes that humans interact with their environment in two basic needs; the need to master the environment on one hand, and looking out for their survival on the other. In addressing these needs humans usually put their survival needs first over the mastery. From that explanation, we can see that survival has a higher degree of substance than any other need in most situations. 3. Character Abrams (1981: 20) defines a character as a person who is presented in a dramatic narrative work. The person is interpreted by the readers as being gifted with moral and dispositional qualities that are expressed in what the say the dialogues- and by what they do the actions. From this definition we can say that in a literary work, character is a figure that has certain characteristics.

20 CHAPTER II THEORETICAL REVIEW This chapter consists of three sections. The first section is a review of related theories, the second section presents some criticisms about the novel analyzed, and the third section presents a theoretical framework that describes how the theories reviewed are used in analyzing the novel. A. Review of Related Theories 1. Character and Characterization Pickering (1986:26) explains that the term character pertains to any individual in a literary work. A major or central character of the plot can be the protagonist; his opponent is the antagonist. He describes that it is usually easy to identify the protagonist since he or she is the essential character whose fate becomes the readers focus of attention. However, the term protagonist and antagonist do not imply a judgement about the moral worth of either since many protagonists and antagonists represent a complex mixture of both positive and negative qualities. Forster in Pickering (1986:27) distinguishes two types of character to describe the relative degree to which the writer develops them. These are flat and round characters. Flat characters (or also referred to as type characters or onedimensional characters) are those who embody or represent a single characteristic, trait, or idea, or at most a very limited number of such qualities. They are usually minor actors in the novel or stories in which they appear, although it is not always so. While round characters are the opposite. They represent a number of qualities 8

21 9 and traits. They are usually described as complex multidimensional characters. They also often have considerable intellectual and emotional depth as well as the capacity to grow and change. Major characters are usually round characters. Pickering (1986:29) also explains that characters in fiction can also be distinguished on the basis of whether they demonstrate the capacity to develop or change as a result of their experiences. Dynamic characters exhibit a capacity to change while static characters do not. Dynamic characters include the protagonist in most novels, and the readers usually can distingush the process of change. On the other side, static characters do not change or change a little. In presenting characters in fiction, Pickering (1986:30-35) notes two basic techniques used by an author. The first one is by telling (or the direct method), which relies on exposition and direct commentary by the author. The other one is by showing (or the indirect method) which involves the author s stepping aside. By this means, the author allows the characters to reveal themselves directly through their dialogue and their actions. With this method, much of the weight of character analysis is given to the reader to interpret. The readers require to infer the characters on the basis of evidence provided in the narrative. However, those methods do not stand alone, they can be used in a complementary way. While Pickering mentions the basic technique, Murphy (1972: ) mentions the techniques in a more specific way. They are personal description, character as seen by another, speech, past life, conversation of others, reactions, direct comment, thoughts, and mannerism. In personal description, the author can describe a person s appearance and clothes, what he is like and in what social class he is. A person who is described

22 10 as wearing inappropriate clothes shows that he is poor or comes from the lower social class. Character as seen by another is another way in which an author uses other persons to build a certain character. In this case, the author describes him through the eyes and opinions of another. Thus, the reader gets a reflected image from other persons perspectives. Speech is a way in which the author gives us the insight into the character of one of the persons in the book through what the person says. In this way, the character is directly presenting to the reader clues to his character. Another way to know a certain type of character is through past life. By doing this, the author allows the readers learn something about a person s past life and recognize the events that have shaped certain characters to become such unique figures. An author also can use other method, that is conversation of others. Here, the author gives us clues to a person s character through the conversation of other people and the things they say about him. It means that what the other people say and discuss about that person in the story can contribute to the reader s understanding about the character of that person. Readers can also get clues from a person s reactions in the novel. The character of a person in the story can be seen from how he reacts to various situations and events happening in the story. One other effective way in characterization is direct comment. Here, the author describes and comments on a person in the story directly. In this way, the author can show that person s character as he wishes.

23 11 An author can also describe his character through character s thoughts. The author gives us direct knowledge of what a person is thinking about. Here, the author has total authority over the people in the novel since he can show what a person is thinking about through his description. The reader can accept those descriptions as a clue to understand the characters of the person. The last way is through mannerisms. A person s character is described through the person s mannerisms, habits, or idiosyncrasies. From these explanations, we can conclude that a character in the novel is a stereotype of a living person in the real life. This character brings certain traits, as well as moral values, which can be analyzed through the character himself and other elements surrounding and affecting him. 2. Critical Approach In analyzing a work of literature, Rohrberger and Woods, Jr. (1971:3) mention that we can use five approaches. The first one is the formalist approach; this approach suggests that in analyzing a work of literature, we should only deal with the idea of the work itself. It is not necessary to do study the author s life, the social background, the psychological aspects, or any sources related to the work. The second one is the biographical approach; it puts an emphasize on the author s life and background to get a good understanding about literary works because sometimes a writer writes literary works based on their life experiences. The third one is the sociocultural-historical approach; it uses sociocultural-historical evidence to support the readers in analyzing a work of literature. Literary works can often be a proof of an historical event or can be a portrait of events at a certain moment in time. The fourth one is the mythopoeic approach; this approach deals

24 12 with the universal recurrent patterns of human thoughts such as the ancient myths and folk rites to understand the literary works. And the last one is the psychological approach; it emphasizes the use of psychology theories to analyze the personality and behaviour patterns shown in the literary works. The last approach is the approach that I would like to use in my thesis. 3. Motivation a. Definitions There are many things that force us to do something. Franken (2002:3) explains that the basic assumption of all motivation theory is that for every behaviour, there is a cause. It is a logical way of thinking because human must have a basis for doing an action. Petri (1981:3) defines motivation as the concept we use when we describe the forces acting on or within an organism to initiate and direct behaviour. This concept is also used to explain differences in the behaviour intensity; more intense behaviour is considered as a result of higer motivation. b. Major constructs in motivation There are several major constructs frequently used in motivational theory. Each of them will be explained as follows: 1) Energy This first idea about motivation construct comes from the assumption that there is some source of energy that drives behaviour. The idea is that the energy behind behaviour is general (Petri, 1981:5). 2) Heredity The basic assumption of heredity is that motivation is genetically

25 13 programmed in the human mind even before the human is born. This is what most people call the instinct (Petri, 1981:5). 3) Learning Motives are often drawn through observation. This process is called modeling. That is why as a person gets older, his motivations become more complex. Finnbogason and Guillaume in Piaget mention the role of imitation in the learning proccess (Piaget, 1962:87-88). In child development, imitation continues into assimilation. It is also often related with the children s intelligence; the brighter the children are, the more complex their play is. 4) Social interaction Our behaviour is frequently motivated by the presence of other alters. They are family, friends, or acquintances (Petri, 1981:6). In some cases, even strangers influence our behaviour. Without other people around us, we will be lonely. Paloutzian and Janigian (1989: 32) write that there are two kinds of loneliness: emotional loneliness and social loneliness. Emotional loneliness is a state where someone feels lonely though he or she is surrounded by many people, while social loneliness is a state where a person is lonely because of social isolation. Socially, loneliness is hard to overcome, but it can be reduced by having someone to love (Hojat, 1989:93). Social isolaton may reduce one s sense of dignity perception. 5) Cognitive processes The cognitive processes within ourselves cause significant difference in the foundation and development of motivation. The process of thinking, for example, has a significant role in the way we direct our behaviour (Petri, 1981:6).

26 14 6) Hedonism Hedonism comes from the assumption that we are motivated by pleasure and pain; we learn to approach situations that are pleasurable and learn to avoid situations that are painful (Petri, 1981:7). 7) Growth of Motivation Growth of motivation stresses the idea that humans are motivated to reach their full potential-physical, psychological, and emotional needs. Rogers (1961) calls it as the fully functioning individual while Maslow (1970) uses the term selfactualization (Petri, 1981:7). From those explanations we can see that there are many things that can force us to do something. However, in reality, there are two things That are dominant. They are learning and social interaction. Learning is a motivation that is gained from inside a human, that is human thinking. We can say that it is the inner factor. While social interaction is the outer factor that a person gets from his acquaintance with others. However, both factors do not stand alone, they influence each other. 4. The Hierarchy of Needs Maslow in Franken (2002: 14-15) groups needs in a hierarchical arrangement, with the more basic or primary needs at the bottom. Only when the needs at the most basic level are satisfied does the next set of needs become relevant; people will concern themselves with safety needs only when their physiological needs have been met. Those needs are:

27 15 a. Physiological needs The first level of the hierarchy is the physiological needs such as hunger and thirst. Since human is a living being, he is motivated to fulfill his first biological need that is to avoid hunger. b. Safety needs These needs represent the need for safety or security in our environment. Higher needs become unimportant when one s life is endangered. c. Love and belongingness needs These needs involve a hunger for affectionate relationships with others, a need to feel part of a group, or a feeling that one belongs. d. Esteem needs These are the needs for a positive, high evaluation of oneself. There are two categories of this need; a need for self-esteem and a need for esteem from others. e. Cognitive needs Cognitive needs consist of the wish to know, to understand, and to explore others and the surroundings. f. Aesthetic needs They are the needs of order, beauty, and so forth. g. Self actualization needs Self actualization needs are the highest needs one an individual where he or she search for self-fulfillment and realize his or her potential. The following is the diagram of Maslow s hierarchy of needs taken from Franken (2002:15):

28 16 From the above explanations, we can conclude that human has many kinds of needs. Basically, most people will put physiological needs first, because it is part of human instinct to do that. However, since the society demands more, nowadays people are looking more toward esteem needs, that is how to gain the approval and recognition of others. 5. Lifestyle a. Definitions As mentioned in the previous chapter, Smith and Pergola (1991:1) define lifestyle as personal behaviours and habits. Lifestyle includes exercise, eating habits, cigarette smoking, alcohol and drug use, safety, stress management, fashion, or relationship. Since it is defined as personal behaviours and habits,

29 17 lifestyle comes in many forms depending on the personal interest. However, Taylor (2002:1) suggests that firstly we have to compare the term lifestyle with the term way of life. He writes that at the local level, lifestyle is replacing the traditional way of life. The shifting of way of life to lifestyle has happened because of the rise of media which brings many choices to the individual. In her explanation, way of life means the way an individual is living his/her life in the aspect of class/ economy and society issues as far as the logistics of making a living. While lifestyle means the moral and way of life that an individual chooses or possibly the herritage or traditions and ethnic ways of life. A way of life is generally something imposed on a person by his/her circumtances, while a lifestyle is generally the choice by those people, who can afford it and make their own manner of living. One can be poor or lonely and make that his/her lifestyle if he or she chooses to live out of it and is not forced into it by his/her situation. b. Perspectives on lifestyle Lyons and Langille (2000:20) explain some perspectives on lifestyle choice. The first perspective shows us that opportunities and limitations for choice vary considerably. It refers to the fact that although we do make choices, the choices are limited. They explain that the range of choices available depends on one s education, relationships, socialization, personality, physical and mental ability, situational factors and goals, financial, and other material resources. This means, of course, that the higher income or education is, the greater the degree of choice. The second perspective explains that some people maintain lifestyles

30 18 which they know are harmful because they meet certain immediate needs. An example of this perspective is shown by many educated people who know the danger of smoking or alcohol but they still use it as part of their lifestyle. One of the reasons that forces them to choose this is socializing. Finnally, the third perspective shows that there are important linkages between lifestyle choice, determinants, and health. The perfect example is smoking. The choice to smoke brings effects on the health of the person. c. Kinds of lifestyle There are many kinds of lifestyles. They are classified as follows: 1) General: activism, asceticism, modern primitivism, back to the land, bibliophilia, clothes free, comunal living, groupie lifestyle, hippie, nomadism, quirkyalone, rural lifestyle, simple living, traditional lifestyle. ( In this study, I will likely employ one of them, that is simple living. Simple living is a lifestyle where an individual chooses to live more simply for reasons of personal taste, a sense of fairness, or for personal economy. ( 2) Income or occupation based lifestyles: criminality, farming, jet set, piracy, poverty, prostitution, sarariman, workaholic, yuppie. ( 3) Consumption-based lifestyle: conspicuous consumption, digital lifestyle, straight edge (punk), voluntary simplicity, homelessness. ( 4) Lifestyle based on social and political issues: social liberalism which consist

31 19 of vegetarianism, veganism, freeganism, environmentalism, and feminism, social conservatism which consist of nationalism, fundamentalism, and moralism, political independence and hedonism. ( In this thesis I will use environmentalism. Environmentalism is a lifestyle of those who concern for preservation, reservation, or improvement of the natural environment, such as the conservation of natural resources, prevention of polution, and the proper land using ( 5) Lifestyle classifications used in marketing: achievers, affluent, belongers (joiners), early adopters, empty nesters, emulators, opinion leaders, over consumers, young singles, yuppies (Mitchell:2006) 6) Military lifestyles: guerrilla, child soldier, mercenary, survivalism, soldier, terrorist ( 7) Sexual lifestyles: celibacy, chastity, free love, leather virginity, monogamy, polyandry, polygamy, polygyny, serial monogamy, swinging, transvestism, transsexualism, zoosexuality ( This thesis will likely employ one of them, that is serial monogamy. Serial monogamy is a form of monogamy in which the participants have only one sexual partner at any one time. What makes it different with true monogamy is the true monogamy suggests having one sexual partner in a lifetime while serial monogamy proposes to have more than one sexual partner in their lifetime regardless they are married or unmarried (

32 20 8) Lifestyle based on spiritual or religious preferences: Agnostics, Secularity, Ahimsa, Hinduism, Baha I Faith, Breatharianism, Buddhism, Christianity, Cults, Evangelicalism, Eremitism, Islam, Judaism, Missionary, Preisthood, rasta, Zen, Thelema, Yoga This thesis will use one of the lifestyles based on spiritual preferences, that is secularity. Secularity is the state of being free from religious or spiritual qualities ( Secularity has two distinct meanings. The first one is it asserts the freedom of religion, and freedom from religion, and the second one is it refers to a belief that human activities and decisions should be based on evidence and fact, not superstitious beliefs and religious domination. 9) Musical subculture lifestyles: Beatnik, Emo, Goth, Hip-hop, Mod, Punk, Rave ( 10) Lifestyle based on recreation: Surfer, Athleticism, Hunter, Extreme Sport, Artist, golf, Recreational drug use ( d. Elements of lifestyle Frolich and Potvin in Lyons and Langille (2000:22-27) write that there are several determinants or elements of lifestyles. They are: 1) Personal life skills Here, life skills are the abilities for adaptive and positive behaviors that enable people to deal effectively with the demands of everyday life. They consist of personal, interpersonal, cognitive, and physical skills that enable people to control and direct their lives. Some of personal life skills are literacy and numeracy, decision making and problem solving, creative and critical thinking,

33 21 empathy, mutual support, self-help and advocacy, communication, and coping (2000:23). 2) Stress The ways people choose their lifestyle are also strongly influenced by stress (2000:23). 3) Norms and Culture It is undoubtable that all human behaviours reflect, to some extent, the culture and values of a given society. Community norms and standards of behaviour also limit personal choice (2000:23). 4) Control and coherence A sense of life control and coherence are other important components of lifestyle choice. It includes the control over anxiety, insecurity, and depression (2000:24). 5) Belonging Belonging refers to the social relations and support from family, friends, and communities. It is clear that people who have a tight relationship with their friends or family have different lifestyles compared to those who live alone or do not have a firm affiliation with others (2000:25). 6) Pleasure Pleasure comes from the assumption that humans are motivated to seek pleasure and avoid pain. This pleasure seeking often leads human to the type of lifestyle that offers them a kind of contentment. Since one s satisfaction differs from others, then the choice of lifestyle varies too (2000:26).

34 22 7) Personality Lyons and Langille also explain that personality traits such as optimism and self-efficiency contibute to the lifestyle choice. Those who have optimism have different choice of lifestyle than those who are pesimists (2000:26). From the explanations we can conclude that there are many things that influence a person to choose certain kinds of lifestyles. Nowadays, people are influenced mostly by the culture and norms of their society. The culture that is obtained from mass media affects people most in their social life and consumption patterns. B. Criticism on The Crocodile Bird The author of this novel, Ruth Rendell, is one of most prolific crime writers. Some critics say that she is The Queen of Crime after Agatha Christie. She was born on February 17 th 1930 in London. She studied in Essex University, where there, she also started her writing career by working at Essex newspaper as a reporter and subeditor in She started her first novel with the character of Chief Inspector Reginald Wexford, the protagonist of her police procedural novel ( Not only famous with her novel series of Wexford, she has been known for her psychological crime novels wherein she explores themes such as sexual obsession, the effects of misperceived communication, chance and the humanness of criminals. The novel analyzed in this thesis, The Crocodile Bird (1994) is one of Rendell s psychological crime novels. It brings the theme of the side effects of secrets kept and crimes done. To support the data about the novel and the writer, I attach some critiques

35 23 about the novel taken from Bird.htm. Stuart Whitwell from BookList writes that Rendell is doing a sort of resemblance when the readers are told about the story of a child named Liza who is brought up in an idyllic setting. She is given the attention she needs and an oldfashioned but thorough education. He calls it a resemblance because Liza s life story is similar to Rousseau s book, one of the books Liza s reads. He also shows another resemblance on showing how Liza is similar to Scheherazade, the princess who tell stories to the King. Whitwell also adds that this novel is a cunning, subtle, and extraordinary book. He writes that Rendell, who has already been one of the bests, seems to get better and better. Patricia Craig, a critic from The Times Literary Supplement also gives her praise to this novel: She says that the novel is a picturesque novel which has considerable suspensions of disbelief. The readers have to accept that a mother can keep her daughter (born in 1975) from contact with all but a few human beings. That same mother also, in most ways an intelligent and agreeable young woman, is secreting a murderous impulse. She says that Rendell is presenting a kind of fairy-tale unreality informs her narrative, since the description seems impossible to present-day thinking. She states that this novel is written in careful, straightforward, almost childlike prose; and it keeps the readers addicted to it, once they have surrendered to the atmosphere of the novel. Susan R. Farber, from Chappaqua Public Library New York, believes that readers, especially teens, will be intrigued by this dark and multilayered story. The brainteaser is whether Liza is someone to be pitied because she have been raised in total isolation by a half-mad mother, or is she the feminist ideal-

36 24 intelligent, independent, and resourceful? She states that The Crocodile Bird provides much food for thought for mature teens who have a taste for the unexpected. Rendell is also said to be one of the finest practitioners of the craft in the English-speaking world by The New York Times Book review. She also writes under the pseudonym Barbara Vine. As Barbara Vine, she also writes crime and psycological novels. C. Theoretical Framework In conducting the study, I utilize some references for analyzing the novel. I employ the psychological approach proposed by Rorhberger and Woods. Jr. to analyse the main character in the story. Pickering s and Murphy s theories of character and characterization are going to be employed in this study. The theory of characterization is needed to determine the characters type. It is important for me to understand the ways of characterization because they are the basis of all literature analysis. The theory of motivation is used to know the motivation of the main characters in choosing their lifestyles. Since characters in the novel are similar to those in real life, we can employ this theory. While the theory of motivation deals with the forces behind the choosing, the theory of lifestyles is employed to analyze the types of lifestyles that the characters choose. It is also employed to find out the determinants of lifestyles that the characters in the novel have chosen.

37 CHAPTER III METHODOLOGY This chapter consists of three sections. The first section subject matter, that is the explanation of the subject discussed, the second section is the description of the approach that I employ in this thesis, and the third section is the description of procedure conducted in working on the thesis. A. Subject Matter This thesis analyzes a novel entitled The Crocodile Bird published by Arrow Books in This novel consists of 359 pages, printed in paperback. The author is Ruth Rendell, a reporter, journalist, editor, and writer. She has published many best selling mystery and psychological crime novels. She also has earned many awards for her works, like the Silver, Gold, and Cartier Diamond Daggers from the Crime Writers' Association, three Edgars from the Mystery Writers of America, The Arts Council National Book Awards, and the Sunday Times Literary Award. She is famous for her elegant prose and sharp insights into the human mind, as well as her ability to create intricate plots and characters. She has also given contribution to the society through her works which reflect the social changes and bring awareness to such issues as domestic violence and the change in the status of women. Liza and Eve are the main characters in The Crocodile Bird. Liza is a seventeen year old girl who lives with her mother, isolated in the gatehouse of a 25

38 26 country mansion, Shrove. Before her seventeen birthday, Liza is forced to leave the gatehouse because her mother, Eve, has killed a man. This is not the first one. Liza has seen her mother kill three men but the police only accuses Eve for one murder that she commits. Instead of going to Eve s bestfriend s address, Liza goes to her boyfriend s caravan in the wood. There, she describes her lonely life for almost seventeen years and what Eve has done. Here, Liza is analogized as the crocodile bird, a creature that can live safely in the mouth of a predator, a crocodile, and even gives a sign of dangers to the crocodile. B. Approach The thesis will use the psychological approach. Using the psychological approach means that we use the psychology theories to analyze the work of literature (Rohrberger and Woods, Jr., 1971:3). The thing that is being analyzed is human behaviour pattern appears in the novel. It means that literature is closely related to psychology because characters and stories in literary works are a reflection of human relationship in the real world which is often examined from the perspective of psychology. By this means, I will use theories of psychology to analyze the characters in the novel. C. Procedure The study on Ruth Rendell s The Crocodile Bird was conducted by applying the library research. I used the novel itself as the primary source and collected some books as the secondary sources, the study on Rendell s works, and also the critics to her works.

39 27 First step was reading the novel several times in order to get the topic for the study. After getting the idea that was considered proper to write in this study, I formulated some problems that I considered significant. Consultations with my sponsor helped me a lot to get the best problem formulation. After getting the best topic, I searched some literature from the library and internet that could support my analysis. To get a better understanding about the novel, I had to re-read many times and chose some evidence that could support my analysis later. After writing the analysis, I made conclusions of what I have written. I also wrote some suggestions for future researchers and for the teaching learning activities.

40 CHAPTER IV ANALYSIS This chapter consists of two sections. The first part of the analysis will discuss why Eve, Liza s mother, chooses her unique lifestyle. The second part will discuss how her mother choice of lifestyle influences Liza s life. A. Eve s Unique Lifestyles There are many reasons why an individual chooses certain lifestyles. Lyons and Langille (2000:20) write that although we do make choices, the choices are limited. They explain that the range of choices depends on one s education, relationship, socialization, personality, physical and mental ability, situational factors and goals, financial, and other material resources. Before discussing Eve s choice of lifestyles, I will try to reveal the characterization of both characters. 1. Liza and Eve as the Main Characters Refering to the theory of characterization mentioned by Pickering (1986:26-35), Liza is considered as the major character. It is shown plainly because the story of the novel is focused on Liza s character as she passes her childhood at Shrove until she finally decide s to live her own life. Furthermore, Liza is catagorized as the protagonist. Though she has some negative sides in her traits, like selfish and cold, she is still be catagorized as protagonist character because the protagonist is not always s be the good one since it does not carry any moral values in its categorization. It is similar to a person in real life who has some 28

41 29 positive and negative sides. Besides, it is Liza s fate that becomes the focus of attention in the novel which makes it clear that her character is the protagonist one. Both Liza and Eve are categorized as main characters. In contrast, Eve is described as an antagonist Based on the relative degree mentioned by Forster in Pickering (1986:27), Both Liza s and Eve s characters can be categorized as the round ones since they have a number of qualities and traits. However, Liza s character is more dynamic than Eve s character because her character grows and changes. Although Eve also brings some complexities in her characteristics, she is likely more static than Liza. 2. Eve s Lifestyles As mentioned before, life is all about choices, and what we choose is what we call as our lifestyle. In the novel we can see that Eve has some lifestyles choice. Actually, there are many options that can be chosen by Eve as her lifestyles. She can live normally as other women in her age in the city and raises her child easily with the help of her friend, or finds a better job than just a servant in Shrove. However, she chooses to live a hard life at Shrove with her daughter. She chooses to live with minimum facilities though in fact she has some money to live decently. In the novel, we can see that Eve employs some unique lifestyles. They are: a. Simple Living Simple living is a lifestyle where an individual choose to live more simply for reasons of personal taste, a sense of fairness, or for personal economy

42 30 ( An individual may pursue this kind of lifestyle for a variety motivation, such as spirituality, health, ecology, social justice, and even because of rejection of consumerism. Those who choose this kind of lifestyle mostly live in conditions of poverty or do not focus on wealth although they actually own more. In the novel, we can see that Eve employs this kind of lifestyle. We can see it from the way she chooses to live in poor condition though actually she has much money in her savings. However, she is rather to live in a simple life by avoiding to get in touch with the outer world which she considers consumptive (p.86). Her simple life is also shown by her restricted interaction with people as she does not want to start arguments with people. Mother said she didn t want to see the world. She had seen enough of it for a lifetime, enough for ever, it was all horrible. Nor did she want the gate-house done-up and bathroom put in. she didn t want him wasting his money on her. Luxuries of that kind meant nothing to her and Liza. (p.86) Eve refuses to use many kinds of facilities which can make her life easier. She has rather live what she has for years and does not have any intention to renew or to make any changes. Life had never been soft. They made their own pleasures with the minimum of aid, without toys, television, videos, CD players, external amusements. (p.336) Based on the description provided in the novel, we can see that Eve chooses to live a simple lifestyle. She chooses this kind of lifestyle mainly because of her bad past experiences that later she judges that the world is all horrible.

43 31 b. Environmentalism Environmentalism is a lifestyle of those who concern for preservation, reservation, or improvement of the natural environment, such as the conservation of natural resources, prevention of polution, and the proper land using ( In the novel, we can see that Eve s biggest ambition is having Shrove as hers. She spends her childhood there, grows up there, and spends her teenage there. She witnesses the beauty of Shrove since she is born and she falls in love with it (p.151). She will never let Shrove is contaminated by anything that might harm the purity of the nature. We can say that Eve is an environmentalist. She adores nature and tries to live with the nature. She utilizes what the nature provides her to use. The woods, the garden, and all that Shrove has are her immense love. She teaches Liza to act the same way as her, I hate shooting birds. I hate people shooting anything, rabbits, squirrels, anything, it s wrong. And I thought Eve - my mother - I thought she did. She said so, she taught me to think like that (p.22-23). Liza also knows that her biggest love is Shrove, and not her, Yes, I expect that s the word. The dogs would have been destroyed like the ones in Bruno s story. Mr Tobias loved his dogs and he d have blamed Eve and given her the sack and turned us out of the gate-house. Or that s what she thought. Maybe he would and maybe he wouldn t but she thought he would and that was the important thing. She couldn t leave Shrove, you see, she couldn t, that was the most important thing in the world to her, Shrove, more important even than me. Well, Mr Tobias was important to her too but only in special sort of way. (p. 56) From the description in the novel, we can see Eve as an environmentalist because she has a big concern to Shrove. The reason is because Eve considers

44 32 Shrove as the most important thing in her life. c. Serial Monogamy Serial monogamy is a form of monogamy in which the participants have only one sexual partner at any one time (adopted from website page What makes it different with true monogamy is the true monogamy suggests having one sexual partner in a lifetime while serial monogamy proposes to have more than one sexual partner in their lifetime despite the fact whether they are married or unmarried. Recently, this is the sexual lifestyle that is commonly applied in the world. For years Eve has a kind of relationship with Jonathan Tobias, although they do not claim themselves as lovers. However, everytime he spends his holidays at Shrove, Jonathan always stays with Eve. This guy Tobias, he slept with your Mum? I mean, they was in the same bed? They were lovers, they were like us. That wasn t right, Sean said very seriously, not with you in the house, not with a little kid. (p.104) Eve is a person who employs this kind of lifestyle. She chooses to have her domestic partners. Her domestic partners are Jonathan Tobias and Bruno Drummond. When she is with Jonathan Tobias, she is not interested in building a relationship with other men. She starts to have a new relationship after Jonathan Tobias gets married to someone else. But he married someone else and that was the end of her love life. Oh, no, you could say it was the beginning of it. That was when Bruno came. Now I m grown up I think I know what went through her mind. She thought, I ve lost Jonathan, I can t waste my whole life mooning over him, so I might as well cut my losses and have

45 33 a new lover. She was only a bit thirty, Sean, she was young. She couldn t give up everything. (p.131) From the description we can conclude that Eve employs a serial monogamy lifestyle. When Jonathan Tobias leaves her for another girl, she develops a relationship with a man named Bruno. However, when Bruno is gone, she is back again to Jonathan who is divorced. d. Secularity Secularity is the state of being free from religious or spiritual qualities. Secularity has two distinct meanings. The first one is it asserts the freedom of religion and freedom from religion, and the second one is it refers to a belief that human activities and decisions should be based on evidence and fact, not superstitious beliefs and religious domination (taken from the website Eve is not a religious person. She knows and understands the philosophy of some religions in the world but she does not follow any of them. It is Shown in how she never goes to church and never prays. However, she does not compel her view to her daughter. She is quite liberal to her child in the way she teaches her to know religions in the world and let her daughter to judge. Eve is actually comes from a devoted Christian family. Her parents always go to church when they are still alive. However, Eve is different and she does not want to be compared with anyone else, even her parents. The lady said, Oh, my dear, I haven t seen you for an age. Don t you ever come down to the village anymore? I must say I ve expected to see you in church. Your mother was such a regular at St Philip s. I am not my mother, said Mother, very coldly. (p.70)

46 34 Eve s secularity is illustrated plainly in her statement that she does not believe in any god. However, she teaches her daughter some religions of the world equally. The Tobiases sent a Christmast card, as did Heather and the aunt. Did we send them cards? Liza wanted to know. Mother said no, certainly not. It was absurd celebrating Cristmast if you didn t believe in the Christian God, or indeed any god at all, but she gave Liza a lesson on Christian religion just as she taught her about Judaism and Islam and Buddhism. (p.188) From Liza s description and Eve s statement, we can see that Eve employs secularity lifestyle because she does not want to be tied to any kind of religion. Her acts also show how she does not wish to be part of any religious community. 3. Eve s Motivation in Choosing Her Lifestyles There are many things that force us to choose our lifestyles. To avoid misunderstanding, it is important to know the motivation behind one s deed. In Eve s case, the motivations behind her choosing of lifestyles are: a. Eve s Horrible Past Experience In the beginning of the novel, we may feel odd about Eve s choice of lifestyles, especially the simple living, because not many people choose to live this way. As the story in the novel develops, we can see that Eve chooses her unique lifestyles because she has some bad things of her past that cause trauma on her. From Liza s speech we can see that Eve has trauma in her past. This is what Frolich and Potvin (2002:23) call as stress. They write that the ways people choose their lifestyle are strongly influenced by stress. In the novel, since Eve has experienced horrible experiences with many kinds of people before, she chooses to avoid people.

47 35 Mother said she didn t want to see the world. She had seen enough of it for a lifetime, enough for ever, it was all horrible. Nor did she want the gatehouse done-up and bathroom put in. she didn t want him wasting his money on her. Luxuries of that kind meant nothing to her and Liza. (p.86) When Liza is still a little girl, she sometimes asks her mother about the world outside Shrove. However, she is not too interested in seeing it herself because she never has a picture of it. Have you seen everywhere in the world? Liza asked, carefully combing Annabel s hair. Near enough, Mother said mysteriously. I have seen more than enough of people. Most people are bad. The world would be a better place if half the population were to perish in a huge earthquake. I have seen more than enough places. Most places are horrible, I can tell you. You have no idea how horrible and I m glad you haven t. that is the way I want to be. One day, when you have grown up the way I want you to, you can go out and have a peep at the world. I guarantee you ll come running back here, thankful to be restored in heaven. (p.92) When Liza asks Eve why Jonathan Tobias does not have the same thinking as Eve does about the outworld since he loves to travel a lot and move from one place to another, Eve replies in a short answer that Perhaps because I have seen more dreadful things than he has or just that I m wiser. (p.92). Liza still does not understand why her mother chooses to live a simple life, even until she is grown up and able to think more clearly. However, she knows that her Mother has a bad experience in the past. You said the world had treated her bad. I mean, like what? What had it done to her? You won t believe this but I don t know. That is I don t know the details. She d had me without her husband, there was that, she hadn t got Shrove when she thought she was going to, she told me a lot more about that later but she never told me what made herwell, bury herself and me down there. When she took me out of that room and locked the door again I hadn t any idea why she didn t explain. I only knew it had something do with the box with the glass front. (p.116)

48 36 Learning is the motive that is learned through observation (Petri, 1981:5). In Eve s case, she learns a lot through her experiences. Her bad incidents in her past teach her a great life lesson. From her parents life she learns about the difficulties of being poor. Then, she finds ways to get out from poverty. From her experience of being a single parent in big city, she learns that modernity is not everything that a child needs, and from her raping exeperience she learns not to trust strangers and these what lead her to her solitary life. Petri (1981:6) explains that our behaviour is motivated by our interaction to other people surround us. We are motivated by the presence of other alters. Family, friends, acquintances, and even strangers influence our behaviour. In this case, the way Eve chooses her lifestyle is obviously influenced by many persons, especially those who appear in her past. The three strangers who rape her apparently influence Eve s life. If she never meets them, her life would not be the same. The next person who influences her choice most is Jonathan Tobias, the man to whom she is in love with. The other person who influences Eve significantly is Liza. Her appearance to the world changes everything in her life. Trevor Hughes, the man who tries to rape her, is also one of the persons who make her choose her lifestyles. Bruno, her boyfriend, and people in the town whom she does not know well also have roles in her life. Safety needs correspond to a need for safety or security. Higher needs become unimportant when one s life is endangered (Maslow in Franken, 2002: 14). Thus, in the novel, the basic motive of her choosing this kind of lifestyle can be rooted from her sociogenic motive; that is the competence. Her wish to fulfill

49 37 her safety need that leads her to feel secure makes her select this alternative. The learning factor also plays a role here. Since Eve has experienced some horrible events in her past that cause a trauma in her, she does not want to interact intensely with other people. Also, the ways Eve chooses to live isolated from others, to bring up Liza sheltered from the world, not to allow Liza to go school, not to allow Liza to visit the town, not to allow any meeting other people or keep down meeting others to the minimum, and to bring Liza up in a totally protected childhood and youth become her revenge to all what has happened to her. She feels that the world has treated her so badly. Eve s decision obviously brings some consequences for herself since she has a daughter who needs to socialize and get knowledge. Because she does not want other people to come to her and her daughter s life, she chooses to teach her daughter at home and avoid others to get involve in their life. The bad incidents in her life also make Eve not to be tied in a certain religion. Eve s parents are devoted Christians when they are still alive. They use to take Eve to the church. However, the raping incident that happens in her past, makes her think that God never helps her when she is down. She clings to the fact that God does not help her family when they are poor, when she is raped, and when she has to survive in the city. Her hard life makes her never trust anyone, including God. She only trusts herself. From the description in the novel we can conclude that among other things that motivate Eve in choosing her lifestyles are her experiences in her past: her bad experience in interacting with many people and how people bring her down. However, Eve is certainly a bright woman who has the capability to use her

50 38 cognitive abilities. She learns a lot from her life and tries to make her life change. b. Eve s Love to Shrove Eve loves Shrove very much. She grows up there and spends her life from childhood until teenage at Shrove. She feels that there is a tight feeling between her and Shrove. Eve wants to live at Shrove only with her daughter. Her dream is to live a peaceful life with her daughter forever. She manages to live a hard life at Shrove and be responsible for her only daughter. Because she only wants the life for her and her daughter, Eve tries hard to make herself and her daughter s life separated from other people. Eventhough the owner of the house, Jonathan Tobias, is willing to pay some money for another person to clean the house, Eve rather chooses to clear up Shrove by herself. She even makes an imaginary person to deceive Jonathan Tobias so that he thinks there is a woman who cleans the house there (p.121). She makes her life difficult by acting as two persons in a same time. The same way happens when Mr Frost, the gardener of Shrove, dies because of old age. Eve does not want to find a successor of him. She would rather do all the garden-work by herself: mowing the grass, planting the seeds, or cutting the flowers (p.269). When Liza finnaly succeess in persuading her to get a successor of Mr Frost, still, Eve chooses a very old and unintelligent person to be the gardener. She chooses the same type of person because she thinks he will not disturb her with the questions about the way she chooses her lifestyle. The way Eve teaches herself and her daughter a hard life, of course, brings something in the future: for her and her daughter. Life has never been easy for

51 39 them. They learn to make their own pleasures without toys, television, videos, CD players, or other external amusements (p. 336). Eve s choice automatically becomes Liza s single option, since Liza knows her mother as her only family. Liza never knows that their life is so hard until she finds out how other people live their life after she sees it on television. Now that Liza was older she was beginning to see that Eve had made her life hard of her volition, had made all kinds of difficulties for herself where there might have been ease and pleasantness (p. 272). As she is growing up, Liza realizes that her mother loves Shrove more than anything in the world. At first she is dissapointed with the fact. However, later on, she learns to accept it. When Sean, her boyfriend, tells her that the reason behind Eve s grief is because she is in love with Jonathan Tobias, and Jonathan Tobias chooses another woman, Liza is not sure about that. I don t know about being in love, Liza said. Maybe a bit. She wanted Shrove House, that was what all that was about. She wanted Shrove House for herself, to make sure she d never been parted from it. That was the only way. If she married Mr Tobias it d have been hers. He was shocked. That s not right. I can t help it. It s the way it was. It was always like that. She wanted that place, to be there all the time and sure she could be, more than anything in the world. It was all she wanted. (p.105) Liza is sure that her mother loves Shrove much. It comes from the fact that she always leaves her at Shrove alone and does not feel worried about it. Sean tells Liza that what her mother does is wrong: to leave her only child at home alone. That was wrong. Sean was in censorious mood. Suppose something had happened to you. It didn t.

52 40 Maybe not. Just as well for her. You might have hurt yourself or the place caught fire. She thought but didn t say, the place burning down would have been a bigger tragedy for Eve. Shrove on fire would be worse than Liza dying in it. (p.106) Sean never really believes that Eve only thinks about Shrove and nothing else. So he tries to find information to make sure that what Liza is thinking is wrong. He asks Liza whether Eve tries to contact Tobias or not. This is to see whether Eve is actually loves Tobias or Shrove. Well, she never did, no. At least, so far as I know she didn t. she didn t get a chance, did she, with him so far away and we weren t on the phone, we hadn t a car, we were trapped down there in a way. But wasn t that was what she wanted? Oh, yes, it was what she wanted. She wanted to be at Shrove and be undisturbed and isolated but what she d wanted most was to own Shrove. I think she gave up that idea when he got married. I mean, she gave it up for a while. It was very hard for her, she d counted on it for so long, but she had to give it up. Of course I don t know what went on in her mind, I was only a child, but I think she regretted a lot of things, she had bitter recriminations. (p.130) Maslow (2002:14) writes that one of the needs that motivates someone to do something is his or her love and belongingness, that is a feeling that one belongs. Based on the descriptions we can see that one of the reasons behind choosing her lifestyles is Eve s love of Shrove. Eve feels that she belongs to Shrove and Shrove belongs to her. She isolates herself and her daughter at Shrove because she loves Shrove much. It is the only place she considers as the best place to live because of the beauty of the nature and the location which is far from anywhere. She also considers Shrove as her sanctuary since it is the place where she grows. c. Eve s Love to Liza It is true that every mother should love their children because it is the

53 41 nature of a mother. As a woman, Eve has a parental force that leads her to do something to protect her child. It is not a duty but a need. As previous analysis, this is what Maslow calls as love and belongingness needs (2002:14). In this case, Eve s mother instinct directs her to choose her unique lifestyle in order to guard her daughter from the contamination of the world by employing the simple life. Also, the cognitive processes within ourselves make significant different in the development of motivation (Petri, 1981:6). That is why intellectuals gain more than those who do not taste education. In choosing her lifestyle, Eve is somewhat influenced by her thought. Her consideration about having a baby and leaving her study makes her choose her unique lifestyle. She does not want to have an abortion and even never thinks about that. Her experience of seeing the babysitter who leaves the children in front of television and does not take care of them makes her choose to raise her child by herself. Her bad experiences in outer world make her think that the best place to grow for her child is at Shrove. She thinks a lot and her thinking leads her to choose the simple life lifestyle. To keep her and her daughter isolated, she tells lies to everyone but Liza. The ways she tells Liza about her dishonesty shows her closeness to her daughter. It is showed in this quotation: And didn t you never go to school? No, I never did. Mother taught me herself at home. It s against the law, that. I expect it is. But you know where Shrove is, the back of beyond, far away from just about everywhere. Who would know? Eve told lies about it. She was very open with me. She said it was important not to tell lies unless you had to, but if you had to the important thing was to know they were lies. She told some of the people that asked that I went to the village school and the other people that I went to a private scdakhool. We met

54 42 Diana Hayden in the lane and Eve told her we were in a hurry because she was taking me to catch the bus for school. (p. 88) Lies are repeatedly told, whether they are apparent or hidden. When Matt, the bricklayer, wants to know why Liza is not at school, Eve says coldly, It s Easter. The schools have broken up for Easter (p. 97). Liza, who never knows what Easter holiday is, realizes the vital fact about the statement that her mother has made years after it. She realizes that Eve has not told a lie because it is the Easter holidays. However, the impression she has given Matt is the false one. Later on, Eve s habit on telling lies is learned by her daughter; Liza becomes acquinted in telling lies too. Her love to Liza is also the reason why Eve does not try to find a boyfriend or a husband to live with. She wants to protect Liza from anything that can pollute her purity. When she has Bruno as her boyfriend, it is not her who tries to find him but it is Bruno who finds her. Since Eve does not have a husband, it creates her hunger of affectionate relationships with a man. However, Eve s close relationship with Liza can reduce a lonely feeling that comes to her. Weiss in Paloutzian and Janigian (1989: 32) writes that there are two kinds of loneliness: emotional loneliness and social loneliness. Emotional loneliness is a state where someone feels lonely though he or she is surrounded by many people, while social loneliness is a state where a person is lonely because of social isolation. Since human is social animal, he needs to have social relationship with his social surroundings. In the novel, to be isolated physically in a remote area apparently causes loneliness to her, emotionally and socially. Hojat (1989:93) says that loneliness is hard to

55 43 overcome, but it can be reduced by having someone to love. Socially, Eve s loneliness of course cannot be healed since she is far away from everyone. However, by having another person near, especially a family member, Eve can trim down the emotional loneliness that she has. A close relationship between Eve and her daughter creates a tight bound between them. The way Eve chooses an isolated life influences Liza s way of thinking. This mother-daughter relationship is so strong until it makes the same perspective in both persons; Liza never feels bothered with her condition. Didn t you want to go to school? I mean, you know, kids wants friends. I had Eve, Liza said simply, and then, I didn t want anyone else. Well, I had Annabel, my doll. She was my imaginary friend and I used to talk to her and discuss things with her. I used to ask her advice and I don t think I minded when she didn t answer. I didn t know, you see. I didn t know life could be different. (p. 88) Liza thinks that there is nothing to complain about the way her mother treats her. However bad it is, she does not feel that her mother should be blamed. You poor kid. Bloody awful childhood you had. Liza wasn t having that. She said hotly, I had a wonderful childhood. You mustn t think anything else. I collected things, the gate-house was full of my pressed flowers and pine cones and bowls with tadpoles in and caddises and water beetles. I never had to dress up. I never ate food that was bad for me. I never quarreled with other children or fought or got hurt. He interrupted her and said perpicaciously, But you know about those things. Yes, I know about them. I ll tell you how, but not now, not this minute. Now I just want you to know my childhood was all right, it was fine. She s not to blame for anything that happened to me, she was a wonderful mother to me. (p. 89) Based on the descriptions we can see that actually Eve loves Liza much, although Liza thinks that she only loves Shrove. Her love to Liza is so big that she

56 44 wants Liza to be pure, not to be contaminated by the bad things that often come from the outworld. d. Eve s Criminal Acts Eve s choice of lifestyles is also obviously influenced by her wish to avoid punishment of the crime she has done. Frolich and Potvin (2002:24) call this lifestyle determinant as control and coherence, that is a sense of life control and coherence over anxiety, insecurity, and depression. Having killed three people automatically creates insecurity to Eve. It causes fear of being caught or sent to jail. Although the reason why she has killed them is forced by the situations, still killing someone is a crime. She didn t mean me to think she d killed him. She didn t know I d been watching. I didn t tell her. I was only four but somehow I knew what that I d seen the man come and heard the shot. She got into the bed with me and I liked that. I was always wanting to sleep I the same bed with her but she d never let me. She was so nice and warm and young. D you know how old she is now? (pp ) Eve is not the type of person who likes to get involved in other people s business. She would rather choose the term mind your bussiness. The way she isolates herself and her daughter shows her reluctance to be part of other people s matter. Thus, she does not want anyone else get in to their life or mind their business in her life. Whenever Eve feels that her safety needs are threatened, she can do anything to keep them safe, even the most risky ones. There are some ways she uses to protect her safety needs. The first one is by telling lies. She keeps telling lies about the way she lives her life to anyone who wants to know about it. She does not want her wish to live in a pure

57 45 environment distracted by others. The second one is by arguing. She does it often to Bruno and Jonathan Tobias. They are the ones who persuade Eve most to leave Shrove and have a good life with them. However, arguments with Eve always end in failure since Eve is a tough person to argue with. She never lets herself fail in every argumentation because she thinks that she is smarter than anyone else. She has a high view about her own intelligence. The third way is by hurting anyone who wants to disturb her life. She has done it to the man who comes to the gatehouse and tries to rape her. Her self-defense forces her to do such things. She even lets the dogs bite the man until he is dying. To satisfy herself of her own safety, she also shoots the man to death. The same way happens to Bruno, who also disturbs he life by keep on telling her to move in with him in his new house and persuading her to send Liza to a boarding school. When her safety need is menaced because Bruno threatens her to tell the police and the Children Protection Department about what she has done to Liza, Eve also murders him and burries him in the woods. Finnally when Jonathan Tobias tells her that he would like to sell Shrove House because he is bankrupt, Eve also feels that her safety is threatened because she feels she will loose her home: her only sanctuary. That is why she also murders Jonathan Tobias by shooting him with the shotgun. Unfortunately, this action is seen by Matt who tells the cops right after that. Eve s choice of lifestyles is apparently forced by her self defense, that is her reactions to her needs to protect herself. Maslow calls this as safety needs (2002:14). He says that higher needs become unimportant when one s life is

58 46 endangered. From those descriptions we can conclude that another reason that forces Eve to choose her lifestyles is her criminal acts that she has done. To protect her and her daughter s safety, she chooses to live isolated from anyone so that no one will suspects them. B. The Influence of the Lifestyles on Liza s Life As Eve has the authority to control what kind of life for herself and her daughter to live, all that Liza can do is just follow her mother s preference. Eve s choice of lifestyles certainly brings some influences on Liza s life. I analyze them from her reactions to new things, her curiousities, her concept of marriage, death, and love, her appreciation to the nature, her view about woman, and her view about her life. 1. Liza s Reactions to New Things Liza has her own reactions to new things in her life. In this part, I will divide her reactions into two parts, that are her reactions to new people and her reactions to new environments. a. To New People Petri (1981:6) writes that one of the constructs behind motivation is social interaction with others. It fits appropriately with Maslow s third hierarcy of needs, that is the needs of belongingness and love needs. Since human is a social being, he needs other people in his life. Liza s childhood life is monotonous because she only interacts with her mother. The way her mother chooses to live simply in an isolated place limits Liza s social life. The isolated life actually makes Liza become frightened of meeting people. Like a baby who sees a stranger for the first time, Liza is

59 47 scared of new people. It happens when a policeman comes to their house to find a missing person. Since Liza never sees any man who has a big posture before, she becomes afraid. She didn t have to pretend to cry. I don t know, I don t know, I don t know, she screamed and burst into tears. The fat man went away, apologising to Mother, shaking hands with her and holding her hand a long time, and when he had gone Mother roared with laughter. She said Liza had been excellent, quite excellent, and she hugged her, laughing into her hair. For all that she loved Liza and cared for her, she hadn t really understood that she had been really frightened, really shy of people, really bewildered. (p. 66) Liza is only accustomed to the people who regulary come to their house, like the mailman or the milkman. When there is a new gardener in Shrove, she is also shy to see him. He looked arround suddenly and saw her. She was seized with shyness, with shame almost, and felt the blood rush into her cheeks. He put up one hand in a salute and grinned. This made her retreat at once and run out of the bedroom. (p.287) From the description we can see that the way Liza never meet people cause fear and shyness on her, especially to strangers. b. To New Environment Being far from any places makes it difficult for Liza to go, even to the nearest village. It is always her mother who goes regulary to the village to buy daily needs for them. Liza is always kept at home, she is never allowed to come with her. After Bruno, a painter who later becomes Eve s boyfriend, comes to their lives, some things change in Liza. It is Bruno who succeeds to persuade Eve to take Liza to town although Liza does not ask for it. Nothing happened for a while that Liza hadn t expected. There was the lane and then the bridge, the village and at last the bigger road.

60 48 Cars passed them and once they overtook a car, a very slow one because Bruno s car couldn t go fast. Most of the things Liza saw she had seen before or else seen them on television, if not in colour. It was different in the town, mainly because there were so many people. The numbers of people staggered her so that she was afraid. (p.151) Liza who never sees a town before, is amazed by the new environment she sees. In the same time she is scared because of it. Thus, she gets dizzy. The boy walking along in front of her stuck out his leg and tripped up the boy beside him so that the second one staggered and nearly fell into the road in front of an oncoming car and a girl screamed and another one started shouting. Liza felt herself shrink back against Mother and hold on to her hand more tightly. She had realized what was making her feel dizzy: the noise. (p.153) As meeting new people, Liza is also afraid of facing completely new environments. New things cause fear to her, especially those which are noisy because she has always been living in a quiet place. This happens because she has to meet gaps suddenly. Thus, she experiences a culture shock. 2. Liza s Curiousity Typically, human has curiousity to new things. However, curiousity generally fades away as human gets into those new things habitually and not considers them as amazing things. Petri (1981:6) writes that one of the construct behind motivation is learning. Learning provides answers to every human s curiousity. Maslow in Franken (2002:15) calls it as the cognitive needs. Since her mother choice of lifestyles limits her experiences in life, she has her own curiousity in facing things. Here, I analyze two things that Liza is curious to know: the difference between men and women and the little room in Shrove House.

61 49 a. The Difference Between Men and Women Her isolated life limits Liza s interaction with people. She does not have much understanding about the difference between men and women. It also makes her lack of people names. When Jonathan Tobias gives her a doll, she gets confused in giving a name to it. What shall you call her, Liza? Said Mr Tobias in his softest sweetest voice. Jonathan, said Liza That made them both laugh. Jonathan is a man s name, Lizzie, and she s a girl. Think again. I don t know any girls names. What were the ladies called who stayed with you? Last weekend? They were called Annabel, and Victoria and Claire. I shall call her Annabel, said Liza (p.84) For years she has the understanding that every man is fair-haired and every woman has dark hair. It is because men she has seen are fairhaired. The milk man is fair-haired, the mail man is fair-haired, and Mr Frost, the gardener, is also fair-haired. Jonathan Tobias is fair-haired, Matt is also fair-haired. While the women she has seen have dark hair. Her mother has dark golden-brown hair, her hair is just the same as her mother, and Annabel, Victoria, and Claire have dark hair too. However, when she meets a lady while walking with her mother in the lane, she gets confused. That is when Liza has to revise her ideas on her hair colour-sex-linkage theory, for the lady s hair is blonde (p.70). Liza s lack of understanding about men and women is basically caused by her mother s choice of lifestyle. Her mother who chooses to live a simple life, far from any places, causes Liza not to have any friends. This means she will not have a standard of comparing one person to another. Learning is gained through

62 50 observation (Petri, 1981:6). Liza learns by observing her environments of new things in her life. b. The Little Room For almost ten years living in isolation, Liza never asks her mother to take her to the village or town. She never demands anything from her mother. In fact, she only wants to know about one thing, that is the little room next to the morning room. Once Liza ever asks her mother about the room, Why is the little room next to the morning room always locked up? (p.64). Her mother just says that she must have misled the key. However, Liza knows that her mother is hiding something from her since her voice tone is often full of hesitation and worries whenever she asks about the room. Everytime she follows her mother, she always re-checks the room. While Mother is running the vacuum cleaner over the bedroom carpets Liza goes into the morning room and looks at the door that is always locked (p.86). Until one day, she finds the room unlocked. However, she is regretful because what she finds is completely different from what she thinks she will see before.there are no bodies nor dead brides as she thinks before (p.114). What was it? Sean asked, A TV? Yes, but I didn t know that then. I couldn t think what it was. The extraordinary thing was that I wasn t very interested in it. I was dissaponted. You see I d given that room such a terrific build-up in my mind, I thought there d be at least some amazing wild animal in there or a box of jewels, treasure really, or even a skeleton. I d seen a picture of a skeleton in one of the books in the library. And all there was this box thing with a mirror that didn t even work like mirrors are supposed to. (p.115) From the description we can see that Liza has a high imagination about things that she is curious to know more about. However, her obidience to her

63 51 mother stops her to act further. Although finally she can go into the room, the process to go there takes a long time. Petri s theory of learning (1981:6) fits to what happens to Liza. Liza learns from her environment to get the answer of her curiousity. 3. Liza s Concept of Marriage When Liza is a little girl, she does not know what marriage is since she never has a father and never attends any wedding party. She does not understand when her mother looks so unhappy talking about Jonathan Tobias marriage, Mr Tobias is getting married today. This is his wedding day. Liza who cannot think about anything just asks, What s wedding? said Liza (p.108). That is when her mother starts to teach her about marriage. Were you ever married? Liza asked. No, I never was, said Mother. At a quarter past twelve she said it must all be over now and they were man and wife. Liza said, wasn t he a man before, and Mother said she was quite right, it was just an expression and not a very good one. They were husband and wife. (p.109) Liza builds her own understanding about marriage. As her mother acts as a teacher for her too, she asks Liza to write stories about marriage. Mother had said she must start writing compositions-well, stories really- and asked her to do one about getting married. Liza was already working it out in her head. She was going to have a girl called Annabel getting married to a man called Bruno who brought her home to his big house in the country by a river. Annabel found the locked room while Bruno was out riding on his horse and then she found the key to the door in the posket of his dressing gown. Next time he went out she unlocked the door and inside she found the dead bodies of three women that he s killed before he married her because only Moslems could have more than one wife. Liza didn t know what would happen next but she d think of something. (p.110)

64 52 Liza s understanding about marriage is just limited only to what her mother has explained to her. She does not understand that marriage is part of social norms. She does not know what is the difference between what can be done before marriage and what cannot be done. Since her mother employs serial monogamy lifestyle, Liza considers that what her mother has done is just like what others do in their lives. This guy Tobias, he slept with your Mum? I mean, they was in the same bed? They were lovers, they were like us. That wasn t right, Sean said very seriously, not with you in the house, not with a little kid. Why not? She didn t know what he meant and she could tell he found it hard to explain. Well, it s just not. Everyone knows that. They wasn t married. Your Mum should have known better, an educated woman like her. It s one thing just the two of them but not with a little kid in the house. You got to have principles, you know, love. She said no, she didn t know, but she tok no notice. D you reckon she thought he d marry her? (pp ) As she is growing into a young woman, Liza s concept of marriage is growing too. She understands that marriage is a bond between a man and a woman who has the intention to live together and raise a family. She knows that to get married needs a lot of things to prepare. That is why she considers Sean s intention to marry her as an unwise thing to do because they do not have anything yet. Oh, Sean, don t look like that, don t be so silly. Silly! Well, of course it s silly talking about marrying and having children and one of those things a what-d you-call-it, a mortgage. We ve got our lives to live first. I m not even grown-up really. In the law I can t sign a contract or make a will or anything. (p.330) From the description we can see that Liza s concept of marriage is

65 53 influenced mainly by her mother s choice of lifestyle. Her mother who employs serial monogamy lifesyle in her life causes a lack of understanding about marriage to Liza. It happens because Liza s observation is restricted only in their limited life. Besides, Liza only has her mother as her model that she fails to build a good undertanding about marriage. Petri (1981:6) writes that social interaction is one factor that motivates one s actions. Here, Liza who does not have a wide social interaction fails to build a positive concept of marriage because she does not have many people to be her models. 4. Liza s Concept of Death As Liza lives with no other people, she knows little about the cause of death. She sees death only when she sees birds dead because Jonathan Tobias shoots them in his hunting at Shrove and when she sees Eve shoots the man who is trying to attack her with a shotgun. She does not have any idea that it is a dreadful thing to do. So when Jonathan Tobias explains to her how Rudi dies, she makes a remark that might be shocking for others. Liza said, Where are Rudi and Heidi? I m afraid Rudi s dead, he said. He looked more awkward than ever and tried to explain it away., as if it wasn t important., a dog dying. Rudi was old, he lost his appetite, he s got a thing called a tumour growing inside him, and the kindest thing was for him to die a peaceful death. Did you shoot him with a gun? Liza asked. Mrs. Tobias screamed out when she said that. Oh, my God, where does the child get these ideas? (p.112) It is proper to say that children tend to immitate adults near them. Finnbogason and Guillaume s theory of imitation (1962) fits to what happens to Liza. Children are learning unconsciously from her environment. Sometimes what

66 54 they learn is showed in the form playing of their toys. Children love creating plays. They pretend to be people they like, most likely to be their parents because parents generally be the first idols and models for children. Sometimes they pretend to be like someone they like best. For example a little girl loves to pretend as a mother taking care her baby, a fruitseller selling her goods, or a pop-singer singing in the podium. Liza does it too. She does plays with the dolls she has got from Jonathan Tobias. However, the play she does is far from what is called as a good-happyending story. Instead, she works on a play that is violent for a girl as her age. That was the week Mother smacked her, for the first and the last time this happened. Mother found her playing with the husband and wife dolls and came upon her just as the rag doll was killing Annabel with a gun made from a twig. (p.114) When Liza finds the dead body of Bruno, she is not afraid at all. She tells Sean about it as if she finds a toy in the wood. Liza tells Sean that she is not afraid. Although she smells something bad from the dead body, she does not think it is a disgusting thing. It was Bruno? Sean said. She nodded. You poor kid. A kid might never get over something like that. She wished he wouldn t say somefink but there was nothing to be done about it. Well, I did. I got over it. I didn t even dream about it. It s a funny thing, you know, but you can t help being sick. It s not what your mind does, it s your body. I was curious, I really wanted to know, I suppose you could say I was interested. I knew it was Bruno s hair, I knew it was Bruno dead in there, and I hadnt liked Bruno, I d hated him, I was glad he was dead, but I threw up just the same. Weird, isn t it? (p. 242) Liza s statement makes it clear that she does not feel troubled with dead bodies. She thinks it is normal for her because she is never conditioned to feel

67 55 disgust to anything since she never learns that from her mother. Her environment does not show that also because she does not socialize with others who might show her that some things are good and some are bad. She smiled at him. I suppose it is normal for me. Dead bodies don t upset me. I know I was sick when Bruno s hair came off in my hand but that wasn t me, it was a sort of reflex. I expect even doctors do that when they first start. (p.261) And when she thinks about the dead body of Bruno, she expresses what she thinks to Sean logically. She does not feel anything, while Sean feels troubled with her statements. They talked for hours about his marriage. They forgot I was there, I didn t have to listen outside the door. She was always asking him about Victoria and the divorce but I never heard him say a word about Bruno. And all the time Bruno s car was up in his stables and Bruno s dead body was lying in his wood. Rotting in his wood and the worms eating him. Liza, said Sean warningly. Do you mind? (p. 256) From the description we can see that Liza builds a rational concept about death. She considers deaths nothing but a creature losing his soul. A human s death and an animal s death sound the same to her Dogs died, so why not people? (p.128). She is influenced by her mother s view of seeing things logically. Petri s theory of learning and social interaction also fits here. Since she has witnessed people die before because of her mother s criminal acts, she is not afraid of dead bodies. 5. Liza s Concept of Love Liza grows with only her mother s love and she does not have a good perspective about her mother s love to her. She only thinks that her mother loves Shrove, not her. This is what makes her think that her mother loves Shrove more than her.

68 56 She loved him and she thought she d lost him, you got to pity her. I don t know about being in love, Liza said. Maybe a bit. She wanted Shrove House for herself, to make sure she d never be parted from it. That was the only way. If she married Mr. Tobias it d have been hers. (p.105) Liza s negative concept about love remains until she is growing into a young woman. Her mother s way of educating her influences her way of thinking. She becomes used to think logicaly and reasonably. She can not accept Sean s way of thinking that lovers property belongs to both of them. They were my books. They were ours, love. We ve been through that before. OK, so you bought them with the money you earned. How would you like it if i said that Coke you re drinking was mine because it was my money paid for it? It s the same thing. It was illogical and Eve had taught her to be logical, to be reasonable. Eve must have felt like this when Bruno pretended to have social conscience to cloack his need to possess her utterly. She must have felt like this when, after seventeen years of striving and repudiation, of hope and humiliation and desertion, Jonathan had at last asked her to marry him. (p.333) From the description we can see that Liza builds a negative concept about love. It is because she has witnessed her mother neglects of love and she learns from it. Besides, her mother s way of educating her to always to think reasonably makes her think more with her logic than her heart so it causes a negative concept of love to her. Again, Petri s theory of learning and social interaction fits in Liza s life. She is influenced much by her mother s lifestyle and way of thinking. 6. Liza s Appreciation of the Nature As her mother employs an environmentalist lifestyle, Liza is also an environmentalist, that is a person who takes concerns about the nature. She has a big admiration of the nature. She is used to living close to the nature. She feels hurt if the nature that she always accustomed with is broken. Her love of nature

69 57 and its content is showed in the way she disagrees with what rich people always do with the animals. She does not like the way they have fun by killing animals in the hunting session. Next day Jonathan started shooting and Victoria did too. There was a pair of partridges used to strut about. I d got fond of them, red legs and a beautiful pattern on their backs. She shot them both. I wish I d had a gun, I d have shot her (p. 172) Since she is used to living in a poor situation, she knows how to survive in the worst condition. When the hurricane comes and destroys many things in Shrove, she can handle it by herself. Liza is not scared although no one who helps them. Her hard life at Shrove also teaches her to be strong in a way that she can survive over any minimum facilities she has had. After moving with Sean, things are not even better. Sean, who is poor, cannot afford any luxurious things for them. However, she never complains because she is used to such a situation where anything is less at the gate-house. Though life is still not easy for her, she can survive. When they find out that the place to park Sean s caravan is only a piece of waste ground which has no water supply near, Liza does not loose her ways. She goes far up the lane to find a stream which tumbles over rocks. Liza who never joins any scouts before knows how to survive in such situation. Her hard life at Shrove teaches her to do so, because She was full of plans. Of much the world she might be ignorant, but she know how to manage (p. 131). Petri writes (1981:6) that we learn through observing, and observation leads to assimilation. From the description, we can see that Liza has a good appreciation of the nature because her mother always teaches her to love the

70 58 nature. Her life at Shrove with lack of facilities also teaches her to be able to make use of the nature wisely. Hence, Liza is able to survive even in the worst condition of environment. 7. Liza s View about a Woman Liza grows with her mother who becomes her mother as well as her father. Eve is a strong woman who is able to live alone without the help of a man. This is what Liza learns from. Since Liza does not have other people to be compared with, she only knows that every woman shall be strong just like her mother and her. She does not have any understanding about the social myths about a man who should be strong and a woman who should act gently. Liza has the positive view about a woman that women and men are equal. That is why she finds it odd when Sean forbids her to swear since he does it too. I m hungry, she said. I m so bloody hungry. Don t swear Liza. You do. Who d you think I got it from? It s different for me. You re a woman. I don t like to hear a woman swear. (p.25) She also gets confused when Sean judges negatively to her mother after Liza tell him that Eve does know who Liza s father is. She gets irritated because Sean judges Eve s deed negatively, especially because she is a woman. It was as if Sean hadn t heard a word since she said that, about not knowing who her father was. She must have had one bloke after another, he said, one one night and another the next or even the same day. That s really disgusting. That s terrible what d you-call-it to bring a child up in, especially a girl? Environment, she said. Why especially a girl? Oh, come on, Liza, it s obvious. Not to me, she said (p.138)

71 59 Liza s view about a man and a woman develops as she has been raped by her own boyfriend, Sean. She understand that women are not like men. Physically, women are weaker than men, But she was afraid just the same, of his strength and her own weakness, knowing now something she d never realized and would once have refused to believe: that a woman, however young and vigorous, is powerless against a determined man. (p.347) From the description we can see that Liza has a positive view about women that women and men are equal, because she is not influenced by what society thinks. Petri (1981:6) writes that social interaction influences our life. Since Liza does not live in a society, she is not influenced by what society thinks about men and women. However, her bad experience of being raped changes her view a bit about women. She realizes that physically women are weaker than men. 8. Liza s View about Her Life Liza s solitary life makes a dreary feeling to her. When she has built her own thought she begins to think about her own life. It comes to the moment when she realizes the fact about her own life. Now, although Liza still knew very few people, she knew more than she ever had before. She could make comparisons. She could begin to question their way of life at the gate-house, particularly her own. Why did Eve never want to know anyone or go anywhere? Did other people have such a passionate attachment to a place as she had at Shrove? What was the purpose of doing such a lot of lessons, doing them all the time, on Saturdays and Sundays as well, Eve teaching and she learning for hours on end day in and day out? Why? (p. 259) As Liza grows older, she imagines what is going to become of her. She often imagines her future in the blackest way. She imagines when she is thirty or more and Eve is a really old woman, the two of them are going on just the same.

72 60 She keeps on asking herself, Would she become the Shrove gardener when Eve was too old to do the work? Or the successor to Mrs Cooper? She would be sent to town with the shopping baskets and the list, to cross the bridge and wait for the bus (p.284). She questions and questions herself about her future. Maslow (2002:14) calls this process as the esteem and identity seeking. It also can be the self actualisation of her own being. Therefore, it is described in the novel, She was fourteen before she began asking herself, what will become of me when I grow up? Shall I live here with Eve for ever? When she has taught me all the English there is to learn and all the history and French and Latin, what will we do then? What shall I do with all of it? Be me, Eve had said, me as I might have been if I had stayed here, happy and innocent and good. Did she want to be Eve? Did she want to be those things? (pp ) Based on the description, we can see that Liza experieces a process of an identity seeking in her life. Through her own perspective she questions about what she is going to be. Her reflections about her life lead her to think more about how she should live her life. Liza is a girl who has a high imagination. However, before she leaves Shrove, she does not have any dreams since she does not have any models except her mother. After she is out of Shrove and sees what outworld is, she builds many dreams. Her first dream is becoming a doctor since she is not afraid of dead bodies. However, after she knows that her the process to free her mother is very complex, she wishes to learn law and wishes to be a lawyer, I d like to be a lawyer. One day I ll be a lawyer (p.279). Liza has a high optimism that she can be a lawyer one day. That is why

73 61 she asks for a help to Jane Sprudell, the daughter of the family she works for, to send her to school since she has a lot of money from Eve s savings. Please can you arrange for me to go to school? It was relief that Jane felt. Liza could tell that. Whatever she had expected it hadn t been that. She had anticipated begging, request for money, time, attention even perhaps, affection. (p.358) Liza does not want to be weak. She does not want to make trouble of anyone. She is optimistic about her future, Liza gave a great sigh. She was going to be all right and she wasn t going to burst into tears or relief or make confessions. A good time was beginning and she was going to think of that and be a Stoic. (p.359) From the description in the last part of the novel, we can see that Liza is able to build her optimism of her future. She decides she will not cry or make any regrets of her life and start a new life by going to school. Petri (1981:6-7) writes that human has what is called a cognitive process that causes significant difference in the foundation and development of motivation. He also writes that human motivation can also grow to reach their full potential-physical, psychological, and emotional needs. The way Liza chooses to start a new life shows that she experiences a cognitive process in her that later she is motivated to live a better life.

74 CHAPTER V CONCLUSIONS AND SUGGESTIONS This chapter consists of two sections. They are the conclusions that present the answers of the questions stated in the problem formulation and suggestions for future researchers and for teaching-learning activities. A. Conclusions Based on the analysis, we can see that Liza and Eve are the main characters in the story. It can be seen from how the story focuses only to them. They are also considered as round characters because they have a number of qualities and traits. However, Liza s character is more dynamic than Eve s character because her character grows and changes until the end of the story. It also can be concluded that Eve employs several lifestyles in her life. They are simple living, environmentalism, serial monogamy, and secularity. Simple living is shown through the way she lives simply although actually she has more money. Environmentalism is shown in the way she loves Shrove. She also employs serial monogamy lifestyle in the way she changes her sex partner more than one in her lifetime. Another lifetyle analyzed in this thesis is Eve s secularity. Eve s choice of secularity is shown in how she does not want to be tied in any certain religion. Besides, Eve employs those lifestyles because of some reasons. One of her reasons is because of her horrible past experience. She experiences some bad things in her life that leads her to choose her solitary life. Her love to Shrove and Liza also becomes the force that leads her to choose her lifestyles. She also lives 62

75 63 such life because she is motivated by her criminal acts that she has done. Living isolated makes her feel safer from the prisoning threats. However, for Liza her mother s choice of lifestyles brings some influences on her life. It influences her curiousity on new things, her understanding of some concepts like marriage, death and love, her appreciation to the nature, her view about woman, and the way she sees her life. Basically, Eve s lifestyles influence Liza. Liza has been overtaking hard things in her life and receiving bad consequences of her mother s choice of lifestyles. However, she finally finds her own way to make her life better through her own thoughts. B. Suggestions I present two suggestions in this part. The first suggestion is for future researchers who will conduct studies on the same novel, and the second suggestion is for English teaching-learning activities to use this novel. 1. Suggestion for Future Researchers The Crocodile Bird is an interesting novel to discuss because it shows how certain kinds of lifestyle can influence a person s life. The novel also illustrates how a mother can raise her child in a unique way of living that other people may think as a deviant way to live. However, the deviant way of life is unexpectedly able to shape the child s thinking so that she has the capability to survive in her life. This study focuses only to the lifestyle that has been chosen by the mother and how that lifestyle influences the child s life. Future researches may focus on other topics, such as a close relationship between the mother and the daughter, the

76 64 personality development of the child, or focuses on the mother character, since she might suffer from some kind of personality disorder. 2. Suggestion for Teaching-Learning Activities Since a novel potrays such life experiences as close to what appears in the actual world, people can learn much about life from reading literary works. Literary works, especially novels, always bring moral values for the readers to learn. It also often brings moral values in the story. Since language is a very broad subject, it can take many kinds of source. Here, novels are good sources to learn language because of the wide variety of themes we can find in them. In this part, I suggest this novel to be used in teaching Speaking V for the fifth semester students of English Education Study Program. The Implementation in Teaching Speaking Since The Crocodile Bird has many interesting topics to discuss, we can use this novel to teach English, especially to teach speaking. One of the topics that is interesting to discuss is the topic of killing in self-defense. The topic of killing in self-defense is a critical issue in nowadays world which is full of threats. The students can practice their critical thinking as well as practice their speaking ability and learn from other s opinion. Some activities for the debate are: 1. The teacher already distributes the literary text for the debate a week before the class. In this case, I choose chapter three of The Crocodile Bird because it contains a plot when Eve has a rape trial and kills her assailant. Then, the teacher asks the students to find and read more information about the topic given and tell them to be ready for the next week debate.

77 65 2. The teacher divides the class into two major groups and divides those two majors into several smaller groups. The first major group agrees with Eve for killing the foe, and the second group disagrees about the killing. Then the teacher explains the rules of the debate and assigns the groups to prepare their arguments and opinions. 3. The teacher starts the debate by choosing a group randomly from the pro groups to present their arguments and opinions in three minutes. 4. The teacher gives the same turn to a group from the con groups to present their ideas and arguments in three minutes and to disprove the previous pro group. 5. The pro groups disagree the con s arguments by giving logical reasons 6. After all groups have a chance to speak, the teacher stops the debate. The teacher leads the students to make a conclusion of the debate. However, the teacher does not choose any winner. The aim of this class is to practice speaking. In the end of the class, the teacher gives suggestions for the students performance.

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81 69 Appendix 1 Summary of The Crocodile Bird The Crocodile Bird is a story of a girl named Liza and her mother named Eve. Liza and Eve live secluded from modern world for almost seventeen years. They live in a gatehouse of a country mansion, Shrove House. Liza is never allowed to get connected to the world outside Shrove. Inside Shrove, Liza is forced to study hard. The story begins when Eve is taken by the police. Liza, who never sees out-world before, is sent by Eve to go to a friend s house in London. Instead of leaving for London, Liza head towards her boyfriend s caravan in the wood. There, Liza tells him her life and the murders her mother has done. Liza tells her boyfriend, Sean, that her mother has done the three murders. The first victim is a man who comes to the Shrove and tries to rape her. The second victim is Bruno, her boyfriend who tries to persuade her to get Liza a good education. The third victim is Jonathan Tobias, who makes her fail to get Shrove as hers. Liza knows her mother do those murders, but she keeps silent because she does not know what she has to do. She is never accustomed with other people except her mother. Besides, she can not tell anyone because it is her mother who has done the murders. Liza s mother used to be a beautiful clever girl. She studies in Oxford with the funds of old Mr Tobias, the grandfather of Jonathan Tobias. However, she fails to finish her study because she has a traumatic experience in her study time. She is raped by three men and gets pregnant. She is ashamed by her pregnancy. Thus, she isolates herself from society. After she delivers her daughter, Liza, she

82 70 starts her isolated life in Shrove. Liza goes out of Shrove to live with Sean. However, she does not want to depend on Sean. Thus, she tries to find a job. Liza gets a job as a maid for Mr and Mrs Sprudells. Mr Sprudell is a headmaster. He has many books in his library. Since Liza is accustomed to read books at Shrove, she sometimes reads Mr Sprudell s books secretly. One day, Mr Sprudell catches Liza reading his book. He is surprised to see Liza can read books which are quite tough to read. From that moment, he knows that Liza is a clever girl. In Sprudell s house Liza meets Jane Sprudell, the daughter of Sprudells. Unlike Mrs Sprudell who is very aristocratic, Jane Sprudell is nice and warm. Liza likes her because she is independent. In Sprudell s house Liza follows her mother s criminal case. She does not tell anyone that her mother is in prison as a murder suspect. Liza has a wish to free her mother. However, she does not know how. In newspapers Liza sees her mother is charged for a murder on Trevor Hughes and a murder on Jonathan Tobias. From his picture, Liza knows that Trevor Hughes is the man who tries to rape Eve. Liza gets confuse because there is no charge on Bruno since she knows that Bruno is her mother s victim too. Hence, she decides to go to Shrove secretly to see whether Bruno s dead body is still there or not. At Shrove, Liza not only finds Bruno s corp, but also her mother s saving which is more than a thousand pounds. Meanwhile, Sean gets a new job in other town. He has a plan to move and he wants to take Liza with him. Sean wants to marry Liza. However, Liza does not want to be married. She still has many dreams to reach. Her biggest dream is

83 71 to let her mother free. This different orientation creates arguments between the twos. Liza is mad to Sean. She does not want communicate with him. One night, Sean wants to have sex with Liza. Liza, who is still mad to him, refuses to do. That is when the rape happens and that is the time when Liza realizes the power of a man. Liza does not speak to Sean for days. She hates Sean. She even has a wish to kill him, just like when her mother kills the man who tries to rape her. However, she cannot do that because she loves him. Sean asks for apologize to Liza. He says that he understands that Liza does not want to come with him. So he will let Liza to decide what she wants to do. Liza decides to stay. Sean accepts her decisision. He gives the caravan to Liza so that she has a place to live in. Soon after Sean goes, Liza head towards Jane Sprudell s house because she thinks Jane can help her. To Jane, she asks her to arrange things so that she can go to school with the thousand pounds from her mother s saving. This is the moment when Liza decides to start a new life. Adapted from The Crocodile Bird (Rendell, 1994)

84 72 Appendix 2 Biography of Ruth Rendell Ruth Rendell was born on February 17, 1930 in London. Her father and mother were teachers. Her father had come from a poor background. He was a labour in Plymouth dockyard, before acquiring a university education and becoming a science and mathematics teacher. Rendell s maternal grandparents were a Dane and a Swede, who came to England from Copenhagen in 1905 After completing her education at Loughton County High School, Rendell continued her education in Essex where she also worked as a reporter and sub-editor on several local newspapers ( ). However, in 1950, at the age of twenty, she married journalist, Donald Rendell, and stopped working for two years following the birth of their only son in For almost ten years she was a housewife and unpublished writer. Finally, in 1964, her first crime novel was published. It was From Doon with Death. She introduced the character of detective Inspector Reginald Wexford. He works in the small town of Kingsmarkham. Wexford s serials were always success. Her success established her as a talented new writer. Rendell divorced Donald in 1975 and remarried him in From then on, until his death, they continued living together on a remote estate near the Suffolk village of Polstead. By the mid 1990s she had produced, in addition to a non-fiction book about Suffolk and a great deal of journalism, nearly fifty crime novels and collections of short stories. Her works can be divided into three types: police procedurals featuring Inspector Wexford; studies of abnormal psychology, and the novels she began