a sarjana pendidikan thesis - repository.usd.ac.id filenomor mahasiswa : 081214140 demi pengembangan...

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DAWAN’S MOTIVATION IN GETTING EDUCATION

IN MINFONG HO’S SING TO THE DAWN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Richard Ferdinand Keto

Student Number : 081214140

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A Sarjana Pendidikan Thesis on



Advisor Date

Henny Herawati, S.Pd.,M.Hum. June 29th

, 2012


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A Sarjana Pendidikan Thesis on



By

RICHARD FERDINAND KETO

Student Number : 081214140


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.


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So often times it happens that we live our lives in chains And we

never even know we have the key.............

performed by the Eagles for their 1974 On the Border album


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Richard Ferdinand Keto

Nomor Mahasiswa : 081214140

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul :

DAWAN‟S MOTIVATION IN GETTING EDUCATION

IN MINFONG HO‟S SING TO THE DAWN

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

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 17 Juli 2012


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ABSTRACT

Keto, Richard Ferdinand. 2012. Dawan’s Motivation In Getting Education In

Mingfong Ho’s Sing To The Dawn. Yogyakarta: Sanata Dharma University.

This study discusses a novel entitled Sing To The Dawn. The objective of

writing this thesis is derived from the writer‟s curiosity to find out the motivation

of Dawan, a young girl, in getting better education in City. There are two

problemsr related to the topic of this thesis (1) What are the conflicts faced by

Dawan in getting a better education? (2) What motivates Dawan to struggle to get

education despite the conflicts?

In order to answer the problems, the writer uses the psychological

approach because this study focuses on the main character‟s motivation, which is

a psychological aspect. Moreover, the approach employs the psychological

theories, especially Abraham Maslow‟s theory of motivation, which supports the

analysis towards the main character, Dawan. There are two sources used: primary

and secondary sources. Sing To The Daw, the novel, is the primary source in this

study. The secondary sources are obtained from books on literature, psychology,

and education.

From the application of theory of conflict by Richard A. Kalish (1973) and

Walter Johnson (2011), the writer can infer that Dawan faces both the internal and

external conflict. The internal conflict faced by Dawan is the conflict of Dawan

with herself related to her ability. Meanwhile, there are four external conflicts

faced by Dawan. They are, Dawan‟s conflict with her father, Dawan‟s conflict

with her brother, Dawan‟s conflict with her aunt, and Dawan‟s conflict with a

monk.

By applying Jung, Grace Fleeming‟s theory of motivation (2010) and

Abraham Maslow theory of need as cited by Herbert Petri (1981), the writer can

infer that Dawan‟s motivation in getting education is divided into two parts,

internal and external motivation. There are five internal motivations of Dawan to

get a better education. The first is she wants to be a responsible individual. The

second is she wants to be an independent individual who can make a right

decision for her goodness. The third is she wants to be an appreciated individual

by other people. The fourth is she wants to play a significant role in society. The

last is she wants to change the villagers‟ mind about women. The external

motivation is the support of her grandmother to Dawan in getting education. This

support encourages Dawan to get her dream.


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From the analysis in chapter 4, the writer sees that the way of Dawan in

getting education matches with charateristics of two categories proposed by

Abraham Maslow in his theory of needs. They are Self-Esteem need and Self-

Actualization need. Therefore, the writer concludes that the Dawan‟s motivations

in getting education are parts of the way of Dawan to get Self-Esteem and Self-

Actualization.

Keywords: motivation, need, self esteem, self actualisation, conflict.


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ABSTRAK

Keto, Richard Ferdinand (2012). Dawan’s Motivation In Getting Education In

Minfong Ho’s Sing To The Dawn. Yogyakarta: Universitas Sanata Dharma.

Penelitian ini membahas sebuah novel yang berjudul Sing To The Dawn.

Tujuan penulisan ini bermula dari keingintahuan penulis untuk mengetahui

motivasi Dawan, seorang gadis muda, di dalam usahanya untuk mendapatkan

pendidikan yang lebih baik di Kota. Ada dua permasalahan sehubungan dengan

topik dari tulisan ini. (1) Apa saja konflik yang dihadapi Dawan dalam usahanya

mendapatkan pendidikan yang lebih baik? (2) Apakah yang memotivasi Dawan

untuk berjuang untuk mendapatkan pendidikan meski berhadapan dengan

berbagai konflik?

Untuk menjawab permasalahan itu, penulis menggunakan pendekatan

psikologi karena penelitian ini terfokus pada motivasi karakter utama, yakni

aspek psikologi. Terlebih lagi pendekatan tersebut menggunakan teori-teori

psikologi khususnya teori motivasi oleh Abraham Maslow, yang mendukung

analisis terhadap karakter utama, Dawan. Ada dua sumber yang digunakan,

sumber utama dan sumber tambahan. Novel Sing To The Dawn, adalah sumber

utama penelitian ini. Sedangkan, sumber-sumber tambahan diperoleh dari buku-

buku kesusastraan, psikologi, dan pendidikan.

Berdasarkan penerapan teori konflik dari Richard A. Kalish (1973) dan

Walter Johnson (2011), penulis dapat menyimpulkan bahwa Dawan mengalami

baik konflik internal maupun konflik external. Internal konflik yang dialami oleh

Dawan adalah konflik dengan dirinya sehubungan dengan kemampuan dirinya.

Sementara itu, ada empat konflik external yang dihadapi oleh Dawan. Konflik-

konflik tersebut adalah, konflik Dawan dengan ayahnya, konflik Dawan dengan

saudara laki-lakinya, konflik Dawan dengan bibinya, dan konflik Dawan dengan

seorang pendeta.

Dengan menerapkan teori motivasi dari Jung, Grace Fleeming (2010), dan

teori kebutuhan dari Abraham Maslow yang dikutip oleh Herber Petri (1981),

penulis dapat menyimpulkan bahwa motivasi Dawan dalam memperoleh

pendidikan terbagi dalam dua bagian, yakni internal dan eksternal motivasi. Ada

lima motivasi internal dari Dawan untuk memperoleh sebuah pendidikan yang

lebih layak. Pertama adalah Dawan ingin menjadi pribadi yang bertanggung

jawab. Kedua, Dawan juga ingin menjadi pribadi yang merdeka yang dapat

membuat keputusan yang tepat bagi dirinya. Ketiga adalah dia juga ingin menjadi

pribadi yang dihargai oleh orang lain. Keempat Dawan juga ingin berperan secara

lebih dalam kehidupan bermasyarakat. Terakhir adalah Dawan ingin mengubah

cara pikir masyarakat setempat akan wanita. Motivasi eksternal dari Dawan


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adalah adanya dukungan dari neneknya. Dukungan ini mendorong Dawan untuk

mewujudkan mimpinya.

Dari analisa bab 4, penulis melihat bahwa cara-cara Dawan dalam

usahanya mendapatkan pendidikan sesuai dengan karateristik dari dua kategori

yang diusulkan oleh Abraham Maslow dalam teori kebutuhannya. Dua kategori

itu adalah kebutuhan akan harga diri dan kebutuhan akan aktualisasi diri. Oleh

sebab itu, penulis berkesimpulan bahwa motivasi Dawan dalam mendapatkan

pendidikan adalah bagian dari cara Dawan untuk mendapatkan penghargaan diri

dan usaha pengaktualisasian diri.

Kata kunci: motivasi, kebutuhan, harga diri, aktualisasi diri, konflik.


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ACKNOWLEDGMENTS

Above all, my supreme gratitude goes to my Lord, Jesus Christ for His

assistance and eternal love in giving me inspiration to finish my thesis. Without

Him, I can do nothing.

My gratitude and tribute go to Henny Herawati, S.Pd., M. Hum, as my

major sponsor, for her patience, criticisms, and contributions in assisting my

thesis writing. My endless thanks go to all PBI lectures. I thank them for

criticizing my work.

I do will bestow my life for people I love to whom I share my thoughts in

completing my study. My next deepest gratitude goes to my beloved father and

mother who have looked after me. I thank for their prayer, love, patience,

understanding, trust, and everything they have given to me. Thanks also to my

beloved, my brothers and my sister for their support and spirit. They all are the

best thing I have ever had. I thank my institution, The Makassar Arch Diocese,

especially, The Arch Bishop of Makassar Diocese and all fathers and brothers of

Anging Mammiri Community who always support me to accomplish my study.

A friend is someone who will do anything to cheer you up. I do not only

have a friend, but many friends beside me who always cheer my thesis writing

days with their encouragement, smiles, and laughter. I especially bestow my

gratitude to Selvi, Angga, Frangky, Kristin, Grace, Bhe, Mike, Bella, and Zaka for

their helpfulness and friendship, Ms. Tina, Baruna and Ayu for sharing and

inspiration for all the times, along with the other PBI. The last but not the least, I

present my truly thanks to all people, whose names cannot be mentioned, who


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have ever come into my life. Thanks for all the special moments we share and for

the encouragement in the last minutes. They all will be always noted in the history

of my life.

My God bless them all!!

Richard Ferdinand Keto


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TABLE OF CONTENTS

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

PAGE OF APPROVAL ..................................................................................... ii

PAGE OF BOARD OF EXAMINERS .............................................................. iii

STATEMENTS OF WORK‟S ORIGINALITY ................................................ iv

MOTTO ............................................................................................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI .............................................. vi

ABSTRACT ....................................................................................................... vii

ABSTRAK ........................................................................................................... ix

ACKNOWLEDGEMENTS ............................................................................... xi

TABLE OF CONTENTS ................................................................................... xiii

LIST OF FIGURE .............................................................................................. xvi

LIST OF APPENDICES .................................................................................... xvii

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

1.1 Background of the Study ................................................................. 1

1.2 Problem Formulation....................................................................... 5

1.3 Objective of the Study ..................................................................... 5

1.4 Benefits of the Study ....................................................................... 5

1.5 Definition of Terms ......................................................................... 6


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CHAPTER II REVIEW OF RELATED LITERATURE ......................... 9

2.1 Theoretical Review ......................................................................... 9

2.1.1 Theory of Psychological Approach .......................................... 9

2.1.2 Theory of Conflict .................................................................... 11

2.1.3 Theory of Motivation...................................................... ......... 11

2.1.3.1 Internal Motivation Theory .......................................... 12

2.1.3.2 External Motivation Theory ......................................... 12

2.1.4 Theory of Needs ....................................................................... 13

2.2 Theoretical Framework ................................................................... 15

CHAPTER III METHODOLOGY .............................................................. 17

3.1 Object of the Study .......................................................................... 17

3.2 Approach of the Study..................................................................... 20

3.3 Method of the Study ........................................................................ 20

CHAPTER IV ANALYSIS............................................................................. 22

4.1 The Conflicts Faced by Dawan ....................................................... 22

4.1.1 The Internal Conflict Faced by Dawan .................................... 22

4.1.2 The External Conflict Faced by Dawan ................................... 23

4.1.2.1 The Conflict between Dawan and Her Father ................ 24

4.1.2.2 The Conflict between Dawan and Her Brother .............. 26


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4.1.2.3 The Conflict between Dawan and Her Aunt, Noi........... 27

4.1.2.4 The Conflict between Dawan and a Monk ..................... 29

4.2 The Motivation of Dawan to Get Education in City ....................... 30

4.2.1 Internal motivation of Dawan .................................................. 32

4.2.1.1 She wants to be a Responsible Individual ...................... 32

4.2.1.2 She wants to be an Independent Individual .................... 33

4.2.1.3 She wants to be an Appreciated Individual ................... 35

4.2.1.4 She wants to play a Significant role in society ............... 37

4.2.1.5 She Wants to Change Villager‟s Mind about Women.... 38

4.2.2 External Motivation of Dawan ................................................. 40

CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................... 42

5.1 Conclusions ..................................................................................... 42

5.2 Suggestions...................................................................................... 43

REFERENCES ................................................................................................... 46

APPENDICES.................................................................................................... 49


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LIST OF FIGURE

Figure 2.1. Maslow‟s Hierachy of Needs............................................................. 14


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LIST OF APPENDICES

Appendix Page

Appendix A. Short Summary of Minfong Ho‟s Sing to the Dawn…................ 49

Appendix B. Mingfong Ho‟s Biography............................................................ 51

Appendix C. The Cover of Sing to the Dawn………………............................ 53

Appendix D. Lesson Plans……….…................................................................ 55

Appendix E. An Example of Learning Material ………….……..................... 61


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CHAPTER I

INTRODUCTION

This chapter consists of five parts, they are background of the study,

problem formulation, objectives of the study, benefits of the study, and definition

of terms. The first is background of the study. It presents the description of the

topic and the reason of choosing this topic. The second is the problem

formulation. This part formulates problems to discuss and analyze. There are two

problems discussed in this study. Next is the objective of the study. This part

focuses on the purposes of the study which have relation with the problems

formulated in the study. The fourth is benefits of the study. Here, the writer

identifies the parties who can get the benefits from this study. The last is

definition of terms. To avoid misunderstanding and misconception of this study,

the specific terms in this study are defined.

1.1 Background of the Study

Education is one of the important aspects for people to develop and to

actualize themselves. Moreover, by getting education, people can express

themselves as a free and educated individual. According to Spencer, in Philosophy

of Education compiled by Moore (1982), the educated person means someone

who has good knowledge, can help and sustain their family‟s life, can play a

significant role in the society, and can use their time wisely (p. 12).


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According to Rosseau, a philosopher, as cited by Noddings (2003),

education is established to produce an individual who can do something for

herself or himself. An individual existence is not for their country only but also

for fostering themselves (p. 83). Further, in Happiness and Education, Noddings

(2003) says that the aim of education is to educate someone to be responsible to

their lives toward themselves and others. Education enables someone to think

locally and globally. Education achievement is not just shown by a given

certificate or good marks of the student but how they apply the received education

into the real world (pp. 95 & 195).

The problem of education today is that not everyone can experience it.

This situation might happen to the students in elementary level or in secondary

level such as senior high school and university. Many excuses can be addressed as

the cause why some young people, especially women, cannot get education. Some

reasons are stated by Moore (1982), the first is their families cannot afford to pay

their school fee because they are poor. The second is they cannot get education

because of the social reason (p. 56).

These reasons are strengthened by Putri with her statement. In Jakarta Post

April 22, 2012, she wrote an article entitled ‘Neng Koala’ seeks to inspire women.

She stated that “It is unbelievable that more than a century after Kartini, many

women are still faced with personal and institutional circumstances that force

them into „sacrificing‟ their dreams”. Sing to the Dawn presents one of those

reasons mentioned above as a major issue for women in getting the education.

This situation is stated by Moore (1982) as “justice” and “freedom” in education

field (pp. 56-57).


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As a Thai girl who did not get proper education, Dawan had a chance to

continue her study after winning the scholarship just through an oral examination.

However, it is not easy for her to continue her study because her father and

brother do not agree. Meanwhile, she was personally covered by worry and doubt

of her position in society.

At that time, people in Dawan‟s village had to give half of their crops to

the landlords. The landlords controlled the villagers with their power and

authority. This situation had happened for years and people did not do anything to

find the way out from this situation. What happened in the village became teacher

interest. The teacher gave the question to the students based on their life

experience in facing the landlord‟s existence and all the consequences of

landlord‟s influence in their village. The students never expected that it would be

teacher‟s question in the examination.

The teacher wanted the students to think harder about the future of the

village than just to fill the blank paper and then pass it with the good mark.

Someone, who passed the examination, should be a good student who thought

widely. The students should understand why they really want the scholarship.

Someone had to have the obvious purpose to continue his or her study. Dawan did

not miss the opportunity. She was active in answering teacher‟s questions. When

the question and answer session was over, the teacher announced that Dawan won

the scholarship.

Knowing the result from her teacher, Dawan was very happy because she

had a chance to study in the City and could do something for her village someday.

Her dreams to help her family and the villagers could come true. Some students


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congratulated her for her success in obtaining the scholarship. However, her

success in passing the exam and getting the scholarship was not responded by her

family. Her father and her brother, Kwai, could not accept her success. It should

be Kwai‟s chance. It was only her grandmother who supported her to continue her

study in City and congratulated her achievement. Getting the obstacles from her

father and brother, Dawan shared the problems to her aunt, a monk, and to a

vendor girl to look for a support. Her big problem was to convince herself that she

really wanted to study. She had to have the right motive to continue her study.

Meanwhile, she needed her father and brother‟s blessing to let her go to study.

Getting education is still a big problem for many people until now.

However, some people do not stop fighting to get education although they face

some conflicts to achieve it. In this study, the writer analyzes the conflicts

happened in the novel Sing to the Dawn on Dawan‟s character. The significance

of conflicts in a story is to make the story interesting to read by the readers.

Besides, in a story, a conflict is important to create a character who can reflect

human life. By conducting an analysis toward the conflicts faced by the character

in this novel, the character‟s struggle in obtaining her goal can be revealed.

According to Vaux (2011), “without conflict, there is no story. Moreover, without

conflict, the characters themselves would not grow or change. It helps stories

mirror the human condition, by which all of us grow and change as we move

through life”. This thesis intends to find out the conflicts faced by Dawan to get

education. Further, the focus of this study is to reveal Dawan‟s motivation to get

education in City after winning the scholarship.


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1.2 Problem Formulation

This study is aimed to answer two questions:

1. What are the conflicts faced by Dawan in getting a better education?

2. What motivates Dawan to struggle to get education despite the conflicts?

1.3 Objective of the Study

There are two objectives of this study. The first objective is to describe the

conflicts faced by Dawan in getting education in City. The first objective is the

basis for achieving the second objective that is to reveal Dawan‟s motivation in

getting education in City.

1.4 Benefits of the Study

The writer hopes that the findings of this study will be useful for many

parties. The first benefit is for the writer himself. By conducting this study, the

writer can understand someone‟s struggle and determination in getting better

education, particularly, from the character of Dawan. Moreover, the writer can

learn how important someone‟s motivation to achieve her or his dream and to be

someone who is needed by others.

The second benefit is for the students. The writer hopes that this study will

help the students to find the model of person determination in the character of

Dawan. The students can get a better understanding about woman‟s motivation in

getting education in Thailand and the conflicts faced to get a better education. By

doing so, the students are able to see the educational situation in the past to the


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educational situation in this time. Besides, this study will help the students,

especially, in analyzing the literary works more critically through this study.

The last, hopefully, this study can encourage other researchers, students or

lecturers, to analyze another aspect in Minfong Ho‟s Sing to the Dawn. The writer

hopes this study can give meaningful contribution to other researchers who want

to conduct further studies on the human‟s motivation. The writer also hopes this

study can provide a new paradigm on how to change the conservative mind of the

society toward education world.

1.5 Definition of Terms

In order to avoid misunderstanding, it is important to explain the meaning

of some terms used in this study. They are: motivation, needs, and self-

actualization, self-esteem and conflict.

According to Maslow as cited by Petri (1981), Motivation is the action

taken by someone in order to fulfill their needs. This action is encouraged by

unfulfilled human needs that needed to fulfill (p. 302). Further he explains that

motivation is the first response to act or to behave (p. 4). In this study, motivation

is the action conducted by Dawan driven by her needs to fulfill.

Motivation directs people to behave in their action to get some

achievement in fulfilling their needs. The needs drive someone‟s motivation in

obtaining her or his goal. Motivation in this study is depicted as the motive of the

Dawan to get her education even facing the conflicts from many parties.

According to Fleming (2010), motivation is divided into two parts; internal

motivation and external motivation. The internal Motivation means the initial


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interest of someone that comes from inside and makes someone do something to

achieve his or her goal. Meanwhile, the external motivation is depicted as human

action that emerges because of the outside factors of own brain. In this study, the

internal motivation is the motivation that derived from Dawan herself and the

external motivation is the motivation that derived from outside which forcing

Dawan to do an action.

The second term is need. According to Maslow as cited by Petri (1981),

need is described as the motive of human to take specific action (p. 4). In this

study, needs are the Dawans‟ motives to act. Dawans‟ motives to act are to

achieve her self esteem need and self-actualization need.

The third is Self-Esteem. Self-Esteem is the term used by Abraham

Maslow. According to Maslow as cited by Petri (1981), self-esteem can be

divided into two parts. First is “a need for self esteem” and the second is “a need

for esteem from others” (p. 303). In the self-esteem, “Someone is motivated to

strive for achievement, strength, independence, and freedom” (p. 304). In the need

of esteem from others, it involves a desire for “reputation, status, recognition,

appreciation by others of one‟s abilities, and feeling of importance” (p. 304). In

this study, self-esteem need is Dawan‟s desire to be an independent, confident,

important and responsible person by getting education.

The fourth term is Self-Actualization. Self-Actualization is the term used

by Abraham Maslow. According to Maslow as cited by Kalish (1973), self-

actualization is defined as the tendency to “become more and more what one

uniquely is, to become everything that one is capable of becoming” (p. 34). In the

theory of motivation of Maslow as cited by Petri (1981), self-actualization is the


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ultimate purpose of behavior (p. 302). In this study, self-actualization need is the

ultimate purpose pursued by Dawan through education.

The fifth term is conflict. According to Kalish (1973), conflict is defined

as “someone‟s action based on two or more needs, and the satisfaction of one

causes the denial of the other” (p.137). In this study, conflict is depicted as

Dawan‟s will to continue her study collided with her family‟s reaction who does

not want Dawan to get education.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two major topics; they are Theoretical Review and

Theoretical Framework. A theoretical review contains several theories used by the

writer to reveal Dawan‟s motivation. Theoretical Framework is the picture of how

all of those theories applied by the writer in finding Dawan‟s motivation, the main

character in Sing to the Dawn.

2.1 Theoretical Review

In this part, the writer discusses the literary theories. They are; a theory of

psychological approach, a theory of conflict, a theory of motivation, and a theory

of needs to guide the analysis toward the novel. Those theories are used to find

out the motivation behind Dawan‟s effort to achieve her goal. Some other theories

used by the writer are Internal and External motivation theory. Theory of needs

from Maslow as cited by Petri (1981) is the main theory used to reveal the great

efforts of Dawan to get her goal. Self-Actualization need and Self-Esteem need

are the focus of writer in revealing Dawan‟s motivation. Meanwhile, a theory of

conflict is used by the writer to identify the conflicts faced by Dawan herself

2.1.1 Theory of Psychological Approach

According to Bressler (1999), literary works have much nuance to

interpret. A reader can view one novel from many angles. This situation needs


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special ability from the reader who wants to analyze or to judge one literary work.

It is not easy for the reader to decide which angles will be analyzed; the author,

the character or another angle. The question from Bressler‟s opinion is what is

needed by the reader to analyze one novel? One suggestion addressed by Charles

is the readers have to be „a good literary critic’ (p. 3). A literary critic means the

reader should master the concept of formal literary criticism. This way can result

critical readers who are able to understand the literary works fulfilled by various

ideas (p. 3-4).

In 2011, Guerin, Labor, Morgan, Reesman and Willingham stated that

various ideas in a novel will get various responses from the readers. The readers,

sometimes, face their life experience in the novel in order to get the message.

However, sometimes, the experiences which got by the readers were not suitable

to what delivered in a literary work (pp. 389-392).

To reveal the fascination and appreciation of a literary work, someone can

use many perspectives. These kinds of perspectives are what later called as critical

approach. In A Handbook of Critical Approaches to Literature, Guerin et al.

(2011), mention five approaches. They are: traditional, formalist, mythological,

historical and psychological approaches. Psychological approach is used by the

writer to study the main character on Sing to the Dawn’s novel.

According to Daiches (1981), psychology comes into criticism in two

ways, “in investigation the act of creation and in the psychological study of

particular authors to show the relation between their attitudes and states of mind

and the special qualities of their work” (p. 329). According to Guerin et al.

(2011), “psychological approach has been one of the most controversial


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approaches, the most abused and for many readers, it is least appreciated. But

even more difficult in its application, the psychological approach can be

fascinating to appreciate a literary work” (p. 201).

According to Maslow as cited by Petri (1981), “a psychological approach

focuses on human motive as an individual to strive and to fulfill one‟s full

potential” (p. 301). Maslow sees the striving for perfection or self-actualization as

the ultimate purpose of behavior. To find out human motivation or why someone

is motivated, Maslow prefers to study human as an individual rather than animal.

His research to an individual as a whole directs him to a finding of human‟s

motivation driven by needs.

2.1.2 Theory of Conflict

Kalish (1973) stated that conflict is “someone desire of two or more needs,

and the satisfaction of one causes the denial of the other. A conflict will occur

when the alternative goal are fairly equal in importance” (p. 137). Kalish adds

that conflict can happen when people have difference view of values.

According to Johnson (2011), there are two types of conflicts. They are

“Internal conflict” and “External conflict”. Internal conflict is conflict that occurs

inside a person and influences her or his goal. The external conflict is conflict that

comes from outside of the self that influences the progress toward a purpose.

2.1.3 Theory of Motivation

Jung (1978) stated that the motivation involving these words, “desires,

wishes, plans, goals, intents, impulse, and purposes” (pp. 4-5). Some of these


12

words indicated the process engaging a reason to do and some are spontaneous in

someone‟s action. Briefly, these terms refer to what is called as motive. For Jung,

motives point to the causes or reasons which highlight a specific behavior.

According to Maslow‟s theory as cited Petri (1981), motivation is human‟s

action that driven by a need to fulfill in order to achieve “Self-Actualization” (pp.

301-302). The done action is not only grounded in human needs but also grounded

in a reality, so that human has a purpose or a goal in this life.

2.1.3.1 Internal Motivation Theory

This theory stated that all motivation comes from inside of someone.

According to Fleming in her article External and Internal Motivation (July, 06,

2010), internal motivation is “the driving force that comes from inside and causes

someone to do something. This action is intended to fulfill someone‟s values”.

Moreover, Fleming continues that it is important to recognize a drive that stirs

someone‟s action.

2.1.3.2 External Motivation Theory

The external motivation is the term used to describe external factors that

stimulate our internal motivation. According to Fleming in her article External

and Internal Motivation (July, 06, 2010), external motivation is “the drive that

comes from outside of our own brain”. From Fleming‟s statement, it can be

inferred that the concept of externally motivating someone is a situation or an

environment outside which will influence someone‟s motivation. This means that

the stimulation from outside can be a motivator for someone to do an action.


13

2.1.4. Theory of Needs

A theory of needs is derived from some findings of human motivation. It is

formulated by Maslow to give an answer upon a question of what is actually

human motive in doing something. Through his research of human, Maslow

believed that the motive power of human to act is based on human need. A need

drives human to do an action in order to achieve a goal. Maslow describes human

needs in a picture of need‟s hierarchy. Human is motivated from the lowest need

up to the highest level of need. Human is always directed to get accomplishment

or perfection in life. The perfection or self-actualization is the primary goal

according to Abraham Maslow. In Maslow‟s pyramid of needs, self-actualization

exists in the highest level. This model was created and developed by Abraham

Maslow in 1940 – 50‟s USA, and the Hierarchy of Needs‟ theory remains valid

today for understanding human motivation.

According to Nauert (2010), Abraham Maslow‟s Hierarchy is to describe

human needs from the lower up to the highest. In 1970 the Maslow‟s Hierarchy of

needs was revised and was added two other needs from fifth needs which had

already existed. Below is the picture of Maslow‟s diagram based on Nauert. What

pictured by Nauert about Abraham Maslow‟s Hierarchy is the same with Petri

(1981) explanation of Abraham Maslow‟s Hierarchy of Needs but it is more

detail. Some detail charateristics of needs based on Maslow‟s pyramid are stated

by Petri are included Self-Esteem need and Self-Actualization need.


14

Nauert (2010) describes The Hierarchy of Needs from Abraham Maslow

as follows:

Figure 2.1. Maslow’s Hierarchy of Needs

Someone must satisfy each need in turn and start with the first of the most

needed. Only when the lower needs of physical and emotional well-being are

satisfied, someone can concern to the higher needs. Conversely, if things that

satisfy our lower needs are swept away, someone is no longer concerned to the

maintenance of our higher order needs.

However, This theory should not be rigid but it should be flexible in its‟

application. Despite someone still find difficulty in fulfilling his or her needs in

the lowest level or he/she still fulfill needs in the higher levels, someone still

Self-actualization

Personal growth/fulfilment

Esteem needs

Achievement, status, reputation

Belongingness and Love needs

Family, affection, relationships, work group. etc

Safety needs

Protection, security, order, law, limits, stability, etc

Biological and Physiological needs

Basic life

needs, air, food, drink, shelter, warmth, sex, sleep, etc.


15

concern with both the lower needs and higher needs. For example, “self-

actualizers” (level 5 in hierarchy of needs) who are mainly focused on self-

actualization is still motivated to eat (level 1) and socialize (level 3) and finding

security for the night (level 2).

Petri (1981), describes more detail about this hierarchy, especially Self-

Actualization and Self-Esteem. He describes Maslow theory of Self-Actualization

as the final goal of human action. This level is known as level of personal growth

or fulfillment. There are some characteristics of Self-Actualization, i.e., more

efficient and more comfortable with it, acceptance of self, others and nature,

problem centering, independence from culture and environment, sympathy for

humankind, and creativity. Self-Actualization motivates people to examine their

abilities and to explore their insight (pp. 302-303).

According to Maslow as cited by Petri (1981), “When the self-esteem need

are satisfied, one has feelings of self-confidence and self-worth and sees oneself

as having a purpose in the world” (p. 302). This quotation shows that someone in

this level will have self-confidence and it helps her or him to achieve their goal.

The self-esteem need must be fulfilled by someone before step up to the self-

actualization need.

2.2 Theoretical Framework

In doing this study, the writer uses three main theories and two supporting

theories in order to guide writer‟s analysis. Those theories are theory of conflict,

theory of motivation and theory of needs. The supporting theories are internal

motivation, external motivation, internal conflict and external conflict.


16

Since the focus of writer‟s study is analyzing someone‟s motivation in the

novel, the writer uses a theory of motivation and a theory of needs. In doing this

motivation analysis, the writer adopts a theory of needs from Maslow as cited by

Petri (1981) in order to reveal the character‟s motivation, Dawan, in getting

education. Meanwhile, the internal and external motivations as supporting theories

will guide the writer to find out Dawan‟s motivation. For the conflicts faced by

Dawan, the writer only identifies all the conflicts based on the novel by using a

theory of conflict by Kalish (1981).


17

CHAPTER III

METHODOLOGY

This chapter is divided into three main parts namely object of the study,

approach of the study and method of the study. In the object matter, the writer

discusses the object of the study, Minfong Ho‟s novel Sing to the Dawn. In the

approach of the study, the writer mentions the approaches for analyzing the novel.

While in the method of the study, the writer discusses the steps in analyzing the

novel.

3.1 Object of the Study

The main object of this study is the novel of Minfong Ho‟s Sing to the

Dawn. This novel tells about social realistic problems and education in Thailand.

The setting of place and time of the novel is in a rural village in Thailand in the

1970s. It has thirteen chapters and consists of 125 pages. This novel is written by

Minfong Ho when she continued her study in Cornell University, Ithaca, New

York. The story of Sing to the Dawn was adapted from the original story of

Minfong Ho herself who won the scholarship in rural schoolgirl in Thailand

where she lived. She faced resistance from her families. The writer was born in

Ragoon, Burma on January 7, 1951. Ho grew up in both Singapore and Thailand.

She got married in 1976 then she returned to the United States and settled in

Ithaca, New York.


18

Sing to the Dawn was the story published in 1975 by Lothrop, Lee &

Shepard Co. In 2005, Marshall Cavendish International (Asia) published this

novel for the second time. Reprinted was conducted five times in 2005, 2006,

2007, 2008. The final reprinted was conducted in 2009.

This novel won the first prize of the unpublished story held by the Council

of Interracial for Children, 1975. After published, Sing to the Dawn’s novel got

full attention by public, especially, in Singapore. In 1996, Sing to the Dawn was

made as a musical drama and performed by Singapore Repertory Theater in

Singapore Arts Festival.

Sing to the Dawn is Ho‟s first story written without any intention to

publish. At first, that story was not intended to be a reading book. The

homesickness to Thailand inspired her to write this novel. Unexpectedly, after

submitting her work, Sing to the Dawn at the Council for Interracial Books for

Children, she got the readers for her writings. Ho won the award for the Asian

American Division of unpublished Third World Authors and it encouraged her to

enlarge the story into a novel.

Sing to the Dawn presented a story of human‟s struggle. Like other novels

written by Ho, Sing to the Dawn presented realistic depiction of native Southeast

Asia. Ho did not only created the face of Asia controlled by old custom and the

controlling influence to the family but she also presented the real situation of Asia

such as, a world of poverty, drought, injustice, starvation, and death. The

resistance of someone to the ancient customs and families was shown much. This

situation was like one coin with two sides. One side was the faded face of Asia

and the other side was the hopeful face of Asia. The prominent figure was


19

described as the character existing in these two sides. However, the figure still

played a role as a lovable, determined, and struggling person in her land. In Sing

to the Dawn‟s novel, a woman named Dawan was presented as an individual who

fought against the ancient customs in her village, moreover, she had to strive

against her families to achieve her dream.

The problem emerged since Dawan, the main character in this story, won

the scholarship in her school. As a Thai girl, Dawan was a subordinate in her

community. Woman was considered as the second class in the community. The

chance to study belonged to her brother, Kwai. Knowing Dawan won the

scholarship, Kwai left her alone and started to take a distance from Dawan. As

brother and sister, their relationship was critical.

Kwai did not believe the result of the test. The winner should be him

instead of Dawan. He was the cleverest student in class and he was the figure

expected to support his family needs. Moreover, He did not believe that her sister

could survive in City because she was a girl. She could not keep herself in City.

Dawan realized it that not only her brother but also her father would not

support her to study in the City. Rejected by her father and unsupported by her

brother, Dawan met her aunt to get support. Unfortunately, her aunt did not

support her decision to continue her study in City. He met the monk then,

hopefully, the monk would sustain her aim but even a monk did not support her.

In her efforts to have a support, she went to the public market and met a girl

selling the birds. She talked to that girl about her unsolved problem. She won the

scholarship and was ready to study but her father and her brother disagreed. The

last meeting with the vendor girl gave her courage to take any risk upon her


20

decision to study. She met her father once more and delivered her desire to study

in City. She argued with her father and her brother to let her go. She tried to

overstep people‟s opinion about women.

3.2 Approach of the Study

The approach of the study was psychological approach. The reason why

the writer used this approach was because it studies human‟s thinking, feeling and

behaviour. Human is unpredictable and more complex than other creatures and

psychology helps people gain more understanding obout themselves.

Pyschological approach is used to find out Dawan‟s motivation in getting

education in the City and to understand what motives pushing Dawan‟s action for

getting a better education. By using this approach, the writer can learn human‟s

behavior, especially, in getting her or his dreams. Moreover, by using this

approach, the writer can understand why someone wants to achieve her or his

dream and what the motives behind of someone‟s untiring action.

3.3 Method of the Study

The writer used library study as the method to research Dawan‟s

motivation in Sing to the Dawn novel. Conducting this study, the writer used two

kinds of sources, namely the primary source and the secondary sources. The

primary source was the novel itself, Sing to the Dawn, written by Mingfong Ho;

the secondary sources were the books of literature, education, and psychology.

The human psychology study more focused on the Maslow theory. Some other


21

sources related to the writer‟s study would be used in this study like, education

and several novels related to the woman‟s struggle.

In order to analyze Sing to the Dawn there were some steps done by the

writer. First, the writer began to read the novel many times and highlighted the

important idea in the novel. These were conducted by the writer to have deep

understanding of the novel. Second, the writer looked for the point that should be

studied. It took many times to read and to understand the novel. From these steps

conducted, the writer was interested in analyzing the motivation of the main

character in this novel, Dawan. Afterwards, the writer searched for theories

needed. They are: the theories of psychology and the theories of literature in

analyzing the motivation of Dawan, the main character.

Fourth, since this thesis focused on the psychological aspects of a novel,

the writer chose the psychological approach to analyze the novel Sing to the

Dawn. As a reference, the writer used psychological theory proposed by Abraham

Maslow that is the theory of needs. This theory was used to understand the motive

of Dawan to get her education. Some theories from scientists like, Petri, Kalish,

Fleming, and Johnson were used as well to support the writer‟s analysis.

Fifth, the writer tried to identify the aspects that motivated Dawan to

continue her study in the City. Moreover, the writer tried to relate some evidence

found in the novel in order to know what was behind her action. The last step was

drawing a conclusion. The conclusion contained the statement of the findings

presented in this thesis.


17

CHAPTER IV

ANALYSIS

This section is to analyze and answer the problems formulated in chapter

one. The first problem deals with internal and external conflicts faced by Dawan.

The second problem focuses on Dawan‟s motivation to get education. The aim by

analyzing and answering those two problems, the writer can learn human‟s

struggle and determination in getting education.

4.1 The Conflicts Faced by Dawan

Based on the novel Sing to the Dawn, there are some conflicts faced by

Dawan after she wins the scholarship in school. Based on Kalish‟s theory (1973)

and Johnson‟s theory of conflict (2011), the writer could group Dawan‟s conflicts

into two groups. They are: internal and external conflict.

4.1.1 The Internal Conflict Faced by Dawan

According to Kalish (1973), “conflict occurs when an individual is

motivated by two or more needs, and the satisfaction of one causes the denial of

the other” (p. 137). Based on Johnson (2011), internal conflict is a conflict

existed within an individual. In this study, the internal conflict within Dawan is

her worthiness as a girl to get education. The more frightening reason for Dawan

is the fact that she is a girl. The existed gender difference in society has made a

big difference for someone to play a role. She asks herself, “What could she do?

22


23

She was just a girl? Wouldn‟t she grow up just to be a wife and mother? What she

could do with more learning” (p. 56)? This quotation shows us how Dawan is

worried about her difficult position in society. A girl will be a wife and a mother

for her children and do household task. There is no room for a girl to do

something valuable for society. Another quotation can show Dawan restlessness

of her difficult position in society in the conversation below.

„How about you, Sister? You could win.‟

„Me?‟ Dawan flushed. „ But I am a girl.‟

„You‟re older than I am. Maybe they want older students.‟

„Kwai, don‟t be silly.‟ Dawan said wistfully, „I won‟t get the prize.‟

„I‟m not being silly,” Kwai retorted. „You alwasy get good marks, and you

study harder than I do. Why shouldn‟t you have done better that me in

the examination?‟

„You know why,‟ Dawan said without looking at her brother, her hand

clenched tight over the edge of the wooden bridge, „I am a girl, Kwai.‟ (p.

14)

From this quotation, it can be seen that Dawan is not interested in

becoming a scholarship winner even though her brother says that she can win it.

The one thing she concerned is the fact that she is a girl. She knows what will

happen to young girl in her village at that time. A girl is considered as a second

class in society. As the result, a girl will not have much opportunity to play a role

in society or getting education. She wants to continue her study but she is doubtful

with her ability because she is a girl.

4.1.2 The External Conflicts Faced by Dawan

According to Johnson (2011), external conflict is a conflict derived from

outside but it influences someone‟s goal. In this study, the external conflicts of

Dawan are the conflicts between Dawan with her father, brother, aunt and a monk.


24

These four conflicts are representing the trouble faced by Dawan after winning the

scholarship. This quotation below shows it.

Dawan felt a strong need to struggle for her rights but knew this new will

and determination would count for very little, without some outside source

of support. Her father would not listen to her argument; Noi, out of

conviction, and her mother, out of fear, had refused to act on her behalf.

And now even her brother was threatening to speak out against her for

himself. To whom could she turn to seek help? (p. 56)

Dawan‟s conflict with her father comes from father‟s hesitation to Dawan‟s

ability to get education. Dawan‟s conflict with her brother comes from Kwai‟s

doubt whether she is able to fulfill her responsibility as a winner of the

scholarship. In addition, Dawan also has a conflict with her aunt. Her aunt is

afraid if Dawan is influenced by terrestrial pleasure offered by the City. The last

is her conflict with a monk. Dawan disagrees with monk‟s perception that

happiness only comes from Buddha‟s Teaching.

4.1.2.1 The Conflict between Dawan and Her Father

The hardest conflict faced by Dawan is with her father. He is so doubtful of

Dawan to get education. As a farmer and patriarch, he has a big responsibility for

viability of all family members and has an absolute right for a final decision.

There is no one can change his conviction.

According to Dawan‟s father, a woman do not have right to get education.

There is no need for a woman to study and gets higher education. Her father says

to Dawan, “Because you‟re only girl, because there‟s nothing you can do, even

with fancy education, because...” (p.105). Another quotation shows how Dawan‟s

father does not support Dawan to continue her study. He prefers to give his


25

permission to Kwai, his son, rather than to Dawan, her daughter. Her father says

to Kwai, “If you‟d won, of course it‟d be different,”....”You‟re a boy, and more

schooling would have been useful for you” (p.55).

Those quotations above depict Dawan‟s father thinking is covered by a

traditional concept about a woman. This concept very influences her father‟s

decision of Dawan for getting education. Realizing this situation, Dawan chose to

fight against her father decision by explaining and convincing her father that she

can do more in education if her father let her go willingly. This quotation shows

it.

„There‟s a wide, wide world out there, Father, and so many things I want

to learn and see and do. .... Don‟t keep me caged in now, let me have

my chance to fly out too!‟„So, you want me to open your cage door,

Dawan, and you think you‟ll soar off and do great things for us all, for

the village, and the country, even the world?‟ „I can try father,‟ Dawan

breathed, her heart pounding. „I can try.‟ (p. 106)

From this quotation above, it is clear that Dawan really wants to study.

However, before going to City, Dawan needs her father‟s permission as well. That

is why, she just not convinces him to let her go but she also begs her father‟s

permission. Dawan says to her father, “I won the prize. I can go to the City and

study more now.... “Can‟t I” (p. 28)?

Conflict with her father has led her to an inconvenient situation. On one

side, she wants to continue her study in City in order to get better education. In the

other side she still needs her father‟s permission to let her go which it is difficult

to get because of her father‟s hesitation.


26

4.1.2.2 The Conflict between Dawan and Her Brother

The second conflict faced by Dawan is derived from her brother named

Kwai who doubts that Dawan can bear huge responsibility as a student. This

conflict depicts the real situation of human life, where sadness and happiness,

belief and doubt, dreams and brotherhood mixed together. This is the picture of

human who struggles to realize her dreams but still haunted by sweet memories of

hometown and relationship as brother and sister.

Winning scholarship does not make Dawan feel better. After winning the

scholarship, some students tell her not to wait to tell this good news to her family.

She, immediately, remembers Kwai and when she thinks about Kwai, she is soon

aware of what the meaning of „good news‟ is. It is not good news for Dawan‟s

family, especially, for Kwai. Dawan says, “and he hates me for it” (p. 25). This

quotation shows that Dawan feels guilty of winning the scholarship. From the

very beginning, Dawan knows that Kwai really wants this scholarship and gets

education in City by his sharing in the way to school. Getting education will give

him an opportunity to do more for their village, help their father, and make a new

better world but now those all are gone. Now, Kwai must burry his dream deeply

because of Dawan‟s winning.

This situation is getting worse when Kwai and Dawan are involved further

in incisive argument. Kwai cannot accept the fact that Dawan wins the

scholarship. For Kwai, he must be the winner, he is the smart student in class, and

he is the last hope to sustain the family life. The main reason why Kwai cannot

accept Dawan as the winner is because he is doubtful of Dawan‟s ability to

shoulder this responsibility. The quotation below shows it.


27

„Look, Kwai, we‟ve talked about all that before. Teacher said it just this

morning. I know what you mean. I know what the importance of education

is. I‟ll learn what will be helpful in creating change for our village, and...‟

„It‟ fine for you to spout off ideals like that. But what can you do to bring

them about? You are only a girl. You won‟t be able to fight, or to argue

loudly, or to lead people in times of crisis. All you‟re goo at is studying –

that‟s how you got the scholarship in the first place.‟ (p.51)

From the quotation above, it can be inferred that getting education does

not mean like, you just go to school, sit and follow the lesson, write some

materials given by the teacher, and when the bell rings you go home. According to

Kwai, Dawan as a winner of the scholarship must have higher concept about

getting education, must have capability to convey her opinion or to criticize some

problems discussed in class with other students.

4.1.2.3 The Conflict between Dawan and Her Aunt, Noi

Firstly, For Dawan, visiting her aunt, Noi, is intended to find out the

reasons why she goes to City. Secondly, this visit is also intended to look for a

support from her relative who has experienced living in City. Thirdly, Dawan and

her mother can learn something from Noi how to survive in City.

However, what Dawan expects from Noi is not achieved. In fact, Dawan

finds a woman who lost her reliance to City and a woman who never expects to

live in City any more. Therefore, Noi will not support any women who want to go

to City. She will fight against their dreams about City as everything. Her image of

City is ugly, cruel and unfair. People there always live for fun and pleasure. The

city is made for the have and not for the villagers. Noi says, “The City is made for

the rich people and the foreigners...” (p. 41).


28

The pictures of happiness, success, glory and pride of City are just

nonsense. Many young people go to City with many dreams to realize but, finally,

they are failed to get their dreams because they are sunk in the City life filled by

temptation. Noi says, “All you people wanted to hear about was some fairy tale

about The Big City. Who was I to start telling you things you didn‟t want to

hear..” (p.39). This quotation shows that Noi wants Dawan to understand the City

situation. The City is not appropriate for a village girl. Noi says, “She doesn‟t

have to go to the City, does she? She can go to school here” (p.35). Another

quotation shows Noi‟s objection of Dawan‟s desire to study in City.

„I could tell you some things about the young girls in the City that would

make your teeth fall out, my Aunt,‟ she said bitterly.

„Huh, my teeth are not so loose yet that they would fall out from anything

you youngsters have to tell me.‟

„I never told you, did I, how I was attracted to the dim dance houses when

I first arrived? There were lights and music trailing from them at all

hours of the night, and I was drawn to them like a moth to some candle

flame. Thinking I could find a nice job in one of them, I walked into one

late one night. Then I saw how brittle and ugly the women who worked

there had become from offering whiskey and themselves to the swarms of

white soldiers. I stumble out of that place and sobbed in the streets for a

long, long while. And they were just healthy young women from villages

like ours, good hand-working women.‟ (p. 41)

From the quotation above, it is clear that City is not appropriate for the

girls. The City offers the beauty and the luxury which makes women forget their

initial goal. The City offers them various ways to get money and pleasure easily.

Everyone wants to be a rich person instantly and the City gives it to people. The

easiest way for women to earn money is not only by offering whiskey to the

customers but also by offering themselves to customers. If they cannot control

themselves they will fall deeply into it and cannot rise again. These images make


29

Noi refuse Dawan‟s desire to go to City. She is doubtful that Dawan can survive

in City and realize her dream.

4.1.2.4 The Conflict between Dawan and a Monk

The conflict between Dawan and a monk is about their opinion of the true

purpose of life. Their final purpose of life is to get the happiness but they have

different views to get it. Dawan believes that happiness can be achieved in this

world even though it is temporary. On the contrary, the monk believes that

whatever done by human in this world is useless. The happiness is only got in

Buddha teaching. In the unity with Buddha, the human will have everlasting life.

„When a man reaches nirvana, he is freed from the wheel of life, of being

born, of suffering, of dying and of being born all over again. In nirvana

there is no suffering, no pain, no rebirth only nothing. „No happiness or joy

either?‟ the schoolgirl asked. „That‟s the point, child. What‟s the sense of

being happy? In the end you only lose the thing that makes you happy

anyway. Nothing lasts forever, you know.‟ (p.73)

From these quotations, the monk hopes that Dawan realizes that her aim to

study is not a big thing. In this life, people have to look for a thing that brings

them to nirvana. People should not bother themselves for nothing. The excessive

desire will bring suffer to someone. The monk says, “You will just be wasting

your time and spirit” (p.75). The unity with Buddha in nirvana for good is the

ultimate purpose of human in this world.

However, Dawan wants something real in this life. Everything will vanish,

everyone will die, but before everything is gone she has to do something for this

world and human kind. There is no mistake if someone can do something for a

better life in this world. This statement shows Dawan‟s perception on it.


30

Not daring to look up at him, she faltered, „I didn‟t mean that, sir.‟ ..., „I just

meant that I wanted to know how to cure sick people, or to help set up a

new order where farmers would own their own land – we have to pay much

rent now sir – or...” (p.72)

From the quotation above, it is clear that Dawan wants to do something for

others and to create a better life. She knows that Buddha‟s teaching is valuable to

learn because it can bring someone to nirvana to get eternal life. For now,

however, the happiness is achieved in this life when we give our entire life to the

people who need.

4.2 The Motivation of Dawan to Get Education in City

The analysis is divided into two parts. The first part is about Dawan‟s

internal motivation and the second is about her external motivation. According to

Jung (1978), motivation is the desires, wishes, plans, goals, intents, impulse, and

purposes that drive human to do or to behave (p. 4-5). People conduct an action

because they have a motive to act. This motive leads them to act and get some

attainment. Based on Fleming (2010) there are two types of motivation. They are

internal and external motivation.

There are some motives why people want to do something. According to

Maslow as cited by Petri (1981) motivation is human‟s action that driven by a

need to fulfill in order to achieve “self-actualization”. The action done by

someone is not only grounded by human needs but it is grounded in a reality that

human has purpose or goal in this life as well. According to Maslow as cited by

Petri (1981) describes these needs into a hierarchy of need (pp. 301-302). This


31

theory becomes the main theory to find out the motives of Dawan to get

education.

Before the writer comes to an analysis, the writer needs to review about

this novel briefly. This novel tells us about a Thai girl named Dawan who

struggles to get education. She lives with her parents, her grandmother and her

brother named Kwai. She comes from a farmer family. The landlords at that time

have more power to control the land and the harvest. Every day, she and her

brother always go to school together to study. However at school, Dawan and

Kwai have different places to stay. Dawan stays outside of the classroom while

Kwai sits inside the classroom. This year is the last chance for Dawan to study

because afterwards her father will stop her school fee forever. However, Dawan

still needs to get a higher education. By getting higher education, she believes that

she can do something for others although it is insignificant.

Dawan‟s desire to continue her study will vanish soon, the school holds a

test with the scholarship from government as the prize. Having no faith to pass the

test, Dawan follows the examination. She does not want to compete with her

brother, Kwai. Besides, she believes her brother is the one who will win the prize.

After the exam is done, teacher announces that Dawan is the winner of the

scholarship. She is happy with this announcement because it means that she will

get more opportunity to study. Suddenly, she realizes that her brother will not be

happy with her winning. Besides, her father will be against her will. He will not

allow her to continue her study. Not only her father and brother but also some of

her family members will against her wish. Encouraged by her strong desire to get

education, Dawan attempts to find out the support from some parties.


32

4.2.1 Internal Motivation of Dawan

According to Fleming (July, 06, 2010), internal motivation is a motive

coming from inside of someone. According to Maslow as cited by Petri (1981),

someone is motivated to act in order to fulfill her or his needs. In this study,

internal motivation of Dawan is her need to be a responsible individual, an

independent individual, an appreciated individual, and can play a significant role

in society. Dawan also is motivated to change villager‟s thinking about women.

4.2.1.1 She wants to be a Responsible Individual

According to Maslow as cited by Petri (1981), responsibility can be

categorized as a need for Self-Esteem from others involving someone‟s desire to

appreciate (p. 303). This categorization is the same with Nauert‟s picture of

Maslow needs diagram (2010). Responsibility here is Dawan‟s will to take all the

consequences of being a scholarship winner.She is ready to study in City.

By getting education, Dawan wants to be a responsible person. According

to Stipek in Motivation to Learn (1993), responsibility is the picture of students‟

struggled value and the picture of individuals‟ self esteem (p. 22). What Dawan

will be later is on her hand. Therefore, she will learn to bear all the consequences

of her decision to get education.

The quotation below gives us the important meaning of being a student

who wins the scholarship. Her brother, Kwai, says, “Getting the scholarship isn‟t

just winning a prize”,...,“It is also means that the student will be bearing heavy

responsibilities” (p.24). The pertinent student should understand all the

consequences which will be faced. The knowledge received is not only for her or


33

him, freezing in mind but it should be shared and applied in the real world. In

order to get the best education, the student should study hard and do his or her

best in all classes. For Dawan, it is a big duty but she is ready to shoulder it.

„It‟s fine for you to spout off ideals like that,‟ her brother interrupted

rudely, his voice growing louder and sharper at every sentence. „But what

can you do to bring them about? You‟re only a girl. You won‟t be able to

fight, or to argue loudly, or to lead people in times of crisis. All you‟re

good at is studying – that‟s how you got the scholarship in the first place.‟

Dawan‟s hands were clenched so tightly that they were shaking. „Shut up!‟

She felt like screaming. „I‟m every bit as good as you are! Shut up!‟ But

she only said coldly, „And you think you can take on these

responsibilities? You can fight and argue and lead, and help make a better

place for the rest of us to live in?‟

Kwai struck his chest with his hand. „Yes, I can!‟ he claimed brashly.

Dawan stood stock-still and glare up at her brother. „Well so can I, little

brother,‟ she said acidly (p.51).

From this quotation, it can be said that Dawan is ready to endure this duty.

She really understands what the meaning of a student is and what she should do as

the winner of the scholarship. It is not easy to do but she promises to his doubtful

brother that she can do it and she is ready to shoulder this responsibility.

4.2.1.2 She wants to be an Independent Individual

According to Maslow theory as cited by Petri (1981), someone‟s desire to

be an independent individual can be categorized as characteristic of the Self-

Actualization need (p. 304). Dawan‟s desire to be an independent individual is

shown by her action to be free from her village custom and traditional mind. Her

independence is shown by her effort to make a very brave decision to get

education in City.

Dawan is a girl who wants to make a good decision for her herself freely.

According to Dawan, the system and traditional mind adherented by villagers


34

which do not bring improvement should be changed. Dawan says, “And change it

for fairer rules” (p. 24). Since the chance to get education comes to her life, she

will not let it go away. The world outside is not good to live in but it is a

promising place for someone who has determination to realize her or his dreams.

For Dawan, it is a big chance for her to make her dreams come true through

education, even though she realizes that it is not easy to achieve. Dawan says,

“There is a wide, wide world out there, Father, and so many things I want to

learn” (p. 106).

From the quotation, it can be said; the City as outside world offers so

much beauty and enchantment which cannot be rejected by anyone. If people

cannot take care of themselves, they will be drawn to that enchantment. For some

young girls, they may lose their dreams. The City brings so much expectation but

it brings much disappointment for those who cannot control themselves. This

situation is interesting to see by Dawan. She seems ready for those difficulties.

She says, “I want to see for myself” (p. 46). The challenges in City do not make

her give up realizing her dreams. She is ready to face harsh situation in City

although her family doubts. She wants to escape from the situation in village by

getting education in City, which enable women free from manacle of men and

traditional rules existed in village.

Another quotation shows how deep Dawan‟s will to study in City and

release herself from village‟s old custom which does not give her and the other

women choices to improve their life. She says, “There‟s a wide world out there,

Father, and so many things I want to learn and see and do. Don‟t keep me caged in

now, let me have my chance to fly out too” (p.106). There are beauty, hope, and


35

light outside given by City through education for people who believe in their

capability. What Dawan needs is only a chance, one opportunity to get better

education.

4.2.1.3 She wants to be an Appreciated Individual

Based on Moore‟s statement in his writings Philosophy of Education

(1982), the education is not only needs equality but also justice. He describes

justice here as the opportunity for everyone to experience the same thing or get

the same right, especially, in education (pp. 54-56). What is stated by Moore as

justice in education is fought by Dawan as well.

According to Maslow theory as cited by Petri (1981), the desire to

appreciate by others is categorized as a characteristic of Self-Esteem need. This

appreciation is given by people who believe someone‟s ability in doing something

(para. 304). Dawan‟s desire to get education is also intended to get an appreciation

from her father and brother. By getting education, she hopes that she can change

her father and brother‟s mind of her and not underestimate her any more.

After winning the scholarship, Dawan gets resistance from her father and

her brother. They do not agree if Dawan continues her study in City. Her father

has thinking that a woman should stay at home and does household works. A

woman will be a mother of her children feeds and raises them. It is useless for a

woman to study.

Meanwhile, her brother does not believe that Dawan can bear this duty.

The education is not only writing or hearing the knowledge from the teachers and

then working the test on the final paper. It needs more. She must have the


36

capability in receiving the materials, giving meaningful input, improving

erroneous thing, and applying all materials studied in education. Those are called

by Kwai as a responsibility. The quotation below stated it.

„But what can you do to bring them about? You‟re only a girl. You

won‟t be able to fight, or to argue loudly, or to lead people in times

of crisis. All you‟re good at is studying – that‟s how you got the

scholarship in the first place‟. (p. 51)

From the quotation above, it is clear that her father and brother hesitate

Dawan‟s ability in getting education. Facing this situation, she talks to her father

and her brother that she can do more. They do not need to worry of her ability to

get better education. She promises to her father and brother if a chance to study is

given to her, she will try to do the best in education. Dawan says, “Only that I

hope you will be as fair and kind towards me as my brother has been, Father”

(p.105).

From the quotation above, Dawan knows well that as a girl, she is

underestimated by her father and brother. However, she hopes that her father and

brother appreciate her as an individual who has right, dreams, and will to realize,

who is able to shoulder responsibility same as a man. The women are not second

class people in society but they have to be regarded as same as men at any levels.

4.2.1.4 She wants to Play a Significant Role in Society

As a girl in family, Dawan has not much chance to actualize herself in the

society. She does not want to be like ordinary women in her village who work as a

householder, stay at home, get pregnant, and give birth. They really have no right

and chance to fight and gain their right in order to live properly. She wants to


37

change the image of the women by getting education which gives her much

opportunity to play a role and advance her village. Indeed, a girl can realize her

dream to her society and play a significant role for this world.

According to Maslow theory of need as cited by Petri (1981), playing a

role in society is the picture of individual who has sympathy toward humankind.

This desire, to play a role in society, is can be categorized as one of the Self-

Actualization characteristics (p. 309). Dawan has many dreams to realize, for her

family, for people outside and for the world. Education is the way out to make it

come true. This statement shows it.

„After a while, you get so discouraged that you‟ll learn to shrug it off and

just live with things the way they are.‟

„I don‟t think I will ever learn just to shrug it off,‟ Dawan objected. Noi

muttered something under her breath, but her husband silenced her and

told Dawan to go on. The young girl hesitated, then continued, „I mean,

that‟s why I want so badly to go to school in the City. As it is now, all

we ourselves know about are the little bits and pieces of unfairness that we

have experienced. It‟s hard to change things, even the smallest thing,

without changing the overall pattern that these things are a part of. I

keep thinking that there must be a whole order to this, a system with rules

and laws all mapped out in it. And I want to study how the system

works and moves, and then I think I could help to find a better one.‟ (pp.

42-43)

Another quotation shows Dawan‟s will to help others. Dawan says, “I just

meant that I wanted to know how to cure sick people, or how to help set up a new

order where farmers would own their own land..”(p.72). This quotation is based

on the conversation between Dawan and a monk. In this conversation, Dawan

hopes that, someday, she can give herself to cure the sick people or to help the

farmers with new order.


38

4.2.1.5 She wants to Change Villagers’ Mind about Women

Dawan‟s determination in getting education in the City gives the society a

new perception of equality among villagers, especially, in having education.

People in Dawan‟s village think that men have to play significant roles both in the

community and in the family. They think women do not have to have a chance to

study higher. The women have to stay at home, take care of family, raise and feed

the children or keep the house clean. There is no chance for them to actualize

themselves in the community. Dawan, however, in one good occasion gives a new

perception that girls have a chance to be „someone‟ who can do great things. Her

opinion of it can be seen below.

„Because you‟re only girl, because there‟s nothing you can do, even with a

fancy education, because...‟

„Father, stop it!‟ Dawan screamed in a hoarse voice, above the noise of the

peasant‟s shouting.

„Father,‟ she continued shakily, „if you keep thinking that I‟ll never be

capable of doing anything worthwhile, then of course I really won‟t.‟ She

paused struggling to find the words to explain herself. „Because I won‟t

ever have a chance to, don‟t you see? It‟s like thinking a caged sparrow

can‟t fly, and then refusing to open the cage door to give it a chance to

even try (p. 106).

From the quotation above, it‟s clear that Dawan wants to change the image

of woman. To change society view, she starts from her father as the main figure in

family and the representation of the society authority. It is not only her father

paradigm but it is also her brother and a monk paradigm. What woman need is

only a chance. The women can do more than men if they have a chance to try.

That is why when her father gives her a permission to try, Dawan burst into a

wide smile (106). Her father‟s permission can be said as a change paradigm of

women in family and society.


39

Another quotation shows Dawan‟s resistance toward the view of women in

her village. In the one occasion, in the market where people gather for selling and

buying, Dawan criticizes her brother who aims to block her way to have a chance

in getting education. This situation can be seen in quotation said by Dawan in

market.

„You‟re just a bully after all. Go ahead, use your strength, knockdown the

people who get in your way!‟.... „Why, Kwai? Why did you talk and talk

to me of helping poor people and weak people, and then turn around and

try to grab from me the one chance that was meant for me?‟ (p.85).

From this quotation another angle can be said as well. This quotation

expresses Dawan‟s intension to change people thinking of women. Dawan‟s

statement above is not only pointed out to her brother but also pointed out to the

people in the market. The people who already know that she wins the scholarship

but still do not support her because of their traditional mind. The people who keep

thinking of those women can do nothing. In her anger with loudly voice, she yells

out her wish to study in the City to her brother and to the people around the

market. She wants everyone in the market hear her wish. She wants every people

can change their image about women, especially in getting education.

Finally, her will to change people‟s image about women gets a good

response from the villagers. Her grandmother says to Dawan before she is leaving,

“..., look at all the people here to see you off..” (p. 115). The villagers escort

Dawan to the station before leaving the village. This event can be assumed that

the villagers may have changed their mind about women role even though this

needs a long process to make it happen.


40

According to Maslow‟s theory of need as cited by Petri (1981), someone

who is motivated to strive the falseness happened in society and ,sometimes, has

to judge people and events correctly is considered as someone existed in Self-

Actualization level (p. 305). This characteristic is called as “More Efficient

Perception of Reality” (p. 305). Dawan‟s desire to correct villagers‟ mind of a

woman is motivated by Self-Actualization need.

4.2.2. The External Motivation of Dawan

According to Fleeming (July, 06, 2010), external motivation is the force

that comes from outside. This force encourages someone to achieve her or his

goal. In this study, external motivation comes from her grandmother who supports

her granddaughter, Dawan, to get education. She is the only one in family who

dares to give a support to Dawan.

Dawan‟s grandmother can be described as a loyal woman in this novel

because she is the only one in family who supports Dawan after winning the test

until leaving the village to study in City. She is the first in family who

congratulates Dawan as the winner of the scholarship that supports her

granddaughter to study in City, and feels so proud of her. Her grandmother says,

“..., I‟m proud of you” (p.30).

Support from her grandmother brings her a belief that her aim to study is a

right choice, despite she conflicts with her father and brother. She will face and

take all the consequences of her choice to study in City. That is why when her

grandmother asks her to meet her aunt in order to know the City condition, she

accepts her grandmother wish. She says to her mother for permission before it,


41

“Mother, I am going now” (p. 32). Then, before leaving the village and still

covered by hesitation, her grandmother strengthens, pushes and gives another

light. Her grandmother says, “Go now, child (p. 120).” She now is ready to face

everything blocking her way. Her grandmother support is more than enough to

stick on her decision to study in City.


42

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter includes two parts, namely conclusions and suggestions. The

conclusions examine the answers of the formulated problems based on the

analysis. The suggestions contain two sections. The first section is the suggestions

to the future researchers of literary works, especially those who concern with the

Minfong Ho‟s literary works. The second section is the suggestion to use literary

works, especially a novel, in English teaching learning process.

5.1 Conclusions

From the application of the theory motivation by Fleming (2010) and

Maslow‟s theory as cited by Petri (1981), the writer can draw a conclusion that

Dawan‟s motivation in getting education are divided into two forms. The first is

the motivation derived from herself. She wants to be a responsible individual. She

also wants to be an independent individual who is free to decide her life in the

future. She also wants to be an appreciated individual. She wants to play a

significant role in society. She wants to be useful and meaningful for others by

helping poor people from the landlords‟ policy, helping farmers fertilize their

plants, and helping villagers get prosperity in this life. She also wants to change

villagers‟ mind about women. In Dawan‟s opinion, women must have same right

as men in education field. Education is for everyone. Another motivation is

derived from outside which comes from her grandmother who supports her from

42


43

the very beginning after Dawan wins the scholarship until Dawan will leave the

village.

The way Dawan motivates herself to get education is corresponding with

the characteristics of Self-Esteem need and Self-Actualization need proposed by

Maslow‟s theory as cited by Petri (1981). The Self-Esteem need is represented

with some characteristics like, responsibility and appreciation. Meanwhile, the

Self-Actualization need is represented by some characteristics like, independence,

sympathy, and perception of reality. Therefore, the writer concludes that the

motivations in getting education are parts of the way Dawan wants to fulfill her

need of Self-Esteem and Self-Actualization need.

5.2 Suggestions

A literary work, a novel in this matter, does not only give pleasure and

enjoyment to its readers, but also the moral teaching which the novel has.

Moreover, it is also a source of knowledge to have a better understanding about a

literary science. Therefore, teachers may use it as a material for their teaching

learning process in class. The basic intention in a teaching learning process is in

the literary study.

Implementing literature in teaching of English is quite necessary because

the students can enrich their vocabulary mastery and language skills: listening,

speaking, reading, and writing. Literary work, like a novel, offers potential

benefits of high order for English as a second or foreign language. It can be used

to reach the goal in teaching English that is the language mastery.


44

Furthermore, literature provides the goals where teachers should be aware

of students‟ development. Learning literature will help students to understand

human life in reality and reflect it. Teachers must not only help to develop

individuals‟ personal and intellectual potentials, but also their capacity to be more

aware to this life and its problems.

Based on Short Description of the course KPE 245 Prose,

Prose class is aimed to develop students‟ ability in appreciating prose fiction

by reading and analyzing World short stories and novels. In this course,

students will read at least five (5) short stories, one (1) novella as

intermediary between the short story and the novel, and (2) two novels. It is

expected that students will be able to write a critical analysis on the literary

works read by using literary theories. Students will also give responses, such

as in a form of reflective writings or art works that aim to encourage students

to be more empathic, sensitive, and mature (see Appendix D)

Therefore, the writer suggests using this novel in the teaching of literature,

especially prose for the fouth semester student of Sanata Dharma University.

There are many literary elements can be taught by using this novel in

Prose Class. Several items can be taught by lecturers and learned by students in

Prose Class, like character and characterization, conflict happened on novel, plot,

setting or symbolism. Those can help students to learn and appreciate literary

works in a whole.

Learning symbols, for example, on the novel is one element that can be

used by the teacher. Symbolism is a mode of literary expression that is designed to

extend meaning. A symbol is a thing that can be represented through a person, an

object, an action, or an idea which has a more complicated meaning. Here, the

students are asked to get the meaning of one symbol which may reflect specific

things with ideas, values, persons or a way of life.


45

Another element can be taught is a conflict. Conflict is dramatic struggle

between opposing forces or points of view in a novel. Finally, in prose class, the

students can use their understanding based on the learned novel to write a deeper

reflection. Those items can be assigned to university students in their Prose Class,

especially for the students who are in the English Department. Below is the

procedure for teaching prose which considers many aspects in literary works:

1. The writer gives a brief explanation about some literary elements on

the story (character, characterization, plot, setting, background and

symbol).

2. The writer gives some questions to students in order to understand the

novel itself.

3. The writer asks student to identify litterary elements on the novel in a

group.

4. The writer asks the students to discuss those litterary elements based

on the novel studied.

5. The writer asks the students to write a brief report of their findings.

6. The writer gives a small test about the novel studied.


46

REFERENCES

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Carlson, N. R. (1994). Pphysiology behavior (5td

ED). Massachusetts : University

of Massachusetts.

Daiches, D. (1981). Critical approaches to literature (2nd

ED). Singapore: The

Print House Pte Ltd.

Das, K. B. (2002). Twentieth century literary criticism (4td

ED). Delhi: Mehra

Offset Press.

Eagleton, T. (1996). Literary theory: An introduction (2nd

ED). Minneapolis: The

University of Minnesota Press.

Fleming, G. (2010, July). External and internal motivation. Retrieved March 23,

2012, from http://homeworktips.about.com/b/2010/07/06/external-

and-internal-motivation.html

Guerin, W., et.al. (2011). A Handbook of critical approaches to literature (6td

ED). New York: Oxford University Press.

Johnson, W. (2011, November). Internal and external conflict. Retrieved March

23, 2012, from http://www.ehow.com/about_6680807_internal-

external-conflict.html

Jung, J. (1978). Understanding human motivation: A cognitive approach. New

York: Macmillan Publishing Co Inc.

Kalish, R. A. (1973). The Psychology of human behavior (3td

ED). California: A

Davision of Wadsworth Publishing Company Inc.

McClelland, D. C. (1985). Human motivation. Massachusetts : Scott, Foresman

and Company.

Moore, W. T. (1982). Philosophy of education: An introduction, New York:

Routledge.


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http://homeworktips.about.com/b/2010/07/06/external-and-internal-motivation.html

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http://www.ehow.com/about_6680807_internal-external-conflict.html

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Nauert, R. (2010, August). Updated Maslow’s pyramid of needs. Retrieved March

23, 2012, from http://psychcentral.com/news/2010/08/23/updated-

maslows-pyramid-of-needs/17144.html

Noddings, N. (2003). Happyness and education. Cambridge: Cambridge

University Press.

Petri, H. L. (1981)). Motivation: Theory and research. California: A Davision of

Wadsworth Inc.

Putri, A. (2012). „Neng Koala‟ seeks to inspire women. The Jakarat Post (Sunday

Ed.). April 22, p.3.

Stipek, D. J. (1993). Motivation to learn (2nd

ed). Los Angeles: Allyn and Bacon.

The Outhors Guild. (2012, March). Minfong Ho: Biography. Retrieved March 30,

2012, from http://www.members.authorsguild.net/minfong/bio.htm

Tjosvold, D. and Mary M. T. (1995). Psychology for leaders. Canada: John Wiley

& Sons Inc.

Tompkins, J. P. (1994). Reader-response criticism: From formalism to post-

structuralism. London: The Johns Hopkins University Press.

Vaux, R. (2011, September). What Is a Conflict in a Story?. Retrieved July 20,

2012,fromhttp://www.buzzle.com/articles/elements/elements-of

literature.html

Weiner, B. (1979). Human motivation. Los Angeles: W. B. Saunders Company.

Wellek, R. and Warren Austin. (1956). Theory of literature (3td

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http://psychcentral.com/news/2010/08/23/updated-maslows-pyramid-of-needs/17144.html

http://www.members.authorsguild.net/minfong/bio.htm

http://www.buzzle.com/articles/elements/elements-of%20literature.html

http://www.buzzle.com/articles/elements/elements-of%20literature.html

48

APPENDICES


49

Appendix A:

Short Summary of Minfong Ho’s Sing to the Dawn


50

SHORT SUMMARY OF MINFONG HO’S SING TO THE DAWN

This novel about a Thai girl, named Dawan, who did not get proper

education, Dawan had a chance to continue her study after winning the

scholarship just through an oral examination. However, it is not easy for her to

continue her study because her father and brother do not agree. Meanwhile, she

was personally covered by worry and doubt of her position in society.

At that time, people in Dawan‟s village had to give half of their crop to the

landlord. The landlords controlled the villagers with their power and authority.

This situation had happened for years and people did not do anything to find the

way out from this situation. What happened in the village became teacher interest.

The teacher gave the question to the students based on their life experience in

facing the landlord‟s existence and all the consequences of landlord‟s influence in

their village. The students never expected that it would be teacher‟s question in

the examination.

The teacher wanted the students to think harder about the future of the

village than just to fill the blank paper and then pass it with the good mark.

Someone, who passed the examination, should be a good student who thought

widely. The students should understand why they really want the scholarship.

Someone had to have the obvious purpose to continue his or her study. Dawan did

not miss thatt opportunity. She was active in answering teacher‟s questions. When

the question and answer session was over, the teacher announced that Dawan won

the scholarship.

Knowing the result from her teacher, Dawan was very happy because she

had a chance to study in the City and could do something for her village someday.

Her dreams to help her family and the villagers could come true. Some students

congratulated her for her success in obtaining the scholarship. However, her

success in passing the exam and getting the scholarship was not responded by her

family. Her father and her brother, Kwai, could not accept her success. It should

be Kwai‟s chance. It was only her grandmother who supported her to continue her

study in City and congratulated her achievement. Getting the obstacles from her

father and brother, Dawan shared the problems to her aunt, a monk, and to a

vendor girl to look for a support. Her big problem was to convince herself that she

really wanted to study. She had to have the right motive to continue her study.

Meanwhile, she needed her father and brother‟s blessing to let her go to study.


51

Appendix B:

Mingfong Ho’s Biography


52

Biography

Minfong Ho

Minfong Ho was born in Rangoon, Burma, and raised in both Singapore and

Bangkok, Thailand. Her parents are of Chinese origin, so she spoke fluent Chinese

in her home, Thai in the marketplace of Bangkok and English in school. She was

educated in Thailand and Taiwan, before moving to the United States to attend

Cornell University in Ithaca, New York. There, she received her BA in Economics

and History as well as her M.F.A. in Creative Writing.

While attending Cornell University, Ho began writing her first short story, in an

attempt to combat strong feelings of homesickness. She recognized that many

Americans had false notions about life in Asia and she set out to change this by

writing based on her own experience there. Her first short story eventually

evolved into her first novel, Sing to the Dawn, which received first prize from the

Council of Interracial Books for Children. Ho's later book Hush! A Thai Lullaby,

illustrated by Holly Meade was named a Caldecott Honor Book, an ALA Notable

Children's Book and The Horn Fanfare Book.

Ho's more recent children's book, published by Orchard Books in 2003, is The

Stone Goddess, one of the books in the First Person Fiction series. Ho gives a

realistic, shocking interpretation that still remains appropriate for children. After

spending three years in a Khmer Rouge labor camp, Nakri and her older brother

are reunited with their family and escape to the refugee camps on the border of

Thailand-and eventually, to America. Ho depicts the characters' adjustment

struggles and memories of comforting past experiences.

Minfong Ho currently lives in Ithaca, New York with her husband John and

children Danfung, MeiMei and Christopher.

Taken from:

http://www.scholastic.com/teachers/contributor/minfong-ho

Retrieved March 30, 2012.


53

Appendix C:

The Cover of Sing to the Dawn


54

BOOK COVER:

MINFONG HO’S SING TO THE DAWN

Taken from: http://id.images.search.yahoo.com/search/images;_ylt=A7exU8HKOtlP7QsAZQj3RQx.?p=gambar+sing+to+the+dawn&fr=&fr2=piv-web

Retrieved June 12, 2012


55

Appendix D:

Lesson Plans


56

GENERAL LESSON PLAN:

Lesson Plan for Teaching Prose

Subject : Prose

Semester : Semester of English Language Education Study

Program

Time Allocation : 3 x 50‟

Material : Sing to the Dawn

Basic

Competencies

Understand the literary basics that include knowledge of

the literary elements

Achievement

Indicators

At the end of the lesson, the students are able to:

1. Understand the literary elements 2. Identify the literary elements on the novel 3. Make a small reflection based on the meaning of story

toward real life situation

Learning

Experiences

1. The students - In the classroom, the students make a group of five at

the most, and try to identify the literary elements. - The students share in group based on their

understanding the meaning of the of the novel’s story then make a small report in a written form.

- Each group presents their finding in front of the class.

Material The material is taken from the novel of Minfong Ho’s Sing

To The Dawn.

Evaluation The students’ competence is evaluated from their written

exercises, performance and test.


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DETAIL LESSON PLAN

Syllabus and Lesson Plan For Teaching Prose

Lesson Unit Plan

KPE 245 PROSE

English Language Education Study Program

Revision 2 August, 2011

Credit : 3 credits

School : Sanata Dharma University

Subject : English

Semester : IV

Meeting : Week II

Topic : Learning the novel Sing to the Dawn

Skill : Prose

Allocated Time : 3 x 50 minutes class meeting

Course Coordinator : Henny Herawati, S. Pd., M. Hum.

Grading Policy

Assessment Aspect Percentage

Independent Reports (4 reports) 25%

Written Test 50%

Participation 25%

Total 100%

A. Description of the Course:

KPE 245 Prose (Short Story + Novel) is aimed to develop students’ ability in

appreciating prose fiction by reading and analyzing World short stories and novels.

In this course, students will read at least five (5) short stories, one (1) novella as

intermediary between the short story and the novel, and (2) two novels. It is

expected that students will be able to write a critical analysis on the literary works

read by using literary theories. Students will also give responses, such as in a form

of reflective writings or art works that aim to encourage students to be more

empathic, sensitive, and mature.

This course is compulsory and offered in Semester IV. The prerequisite course for


58

KPE 245 Prose is KPE 242 Introduction to Literature.

Goals of the course

On completing this course the students will be able to:

1. comprehend the literary basics that include knowledge of the literary

elements (Competence)

2. understand literary criticisms and theories to analyze a literary work

(Competence)

3. understand a meaningful connection between authors, readers, and works

under study and what this connection means to them (Conscience)

4. show empathic understanding that each literary work is built on different

aspects of human condition, at different times, at different places

(Compassion).

B. Competence Standard Understand the literary basics that include knowledge of the literary elements.

C. Basic Competence - Learn the symbols in the novel - Responding the material given in the symbol form correctly

D. Indicator

At the end of the lesson, the students are able to:

- Understand the symbol given in the novel - Identify the meaning of the symbol given - Identify the meaning of the symbol connected to authors, readers and events

in the novel

E. Indicator of Competent Attainment - Students are able to identify the symbols given by responding the quetions from the lecturer correctly. - Students are able to explain meaning of the symbols correctly by giving a good explanation of it. - Students are able to analyze the symbols’ meaning by discussing with the lecturer and other students. - Students are able to make a small report and reflection based on the symbol

given.

F. Assessment Material Symbol on the novel Sing to the Dawn, on pages, 9, 89, and 93

G. Approach and Method Discussion and individual work


59

H. Assesment Steps

1. Pre Activities (28’)

Duration Teacher Students Equipments

3’ Greets students Respond to teacher’s

greeting

10’ Repeat the previous

material

Respond the teacher’s

asking

15’ Introducing

the materials

(symbols)

Read and understand the

materials available in

handout

The Handout

2. Primary Activities (110’)

Duration Teacher Students Equipments

10’ Asking the students to

read and to

understand the

literary elements

available in the

handout.

Read and explain

them briefly.

The Handout of

literary

elements

45’ Asking the students to

do the exercises.

Asking them to answer

the questions by

writing down on the

whiteboard and piece

of paper.

Do the exercises

The questioning

paper

55’ Discussing the

answers orally

Respond the

discussion

3. Post Activities (12)

Duration Teacher Students Equipment

2’ Collects the result

from student

Submit the text paper

of individual works

4’ Gives feed back of the

activity that has been

done.

Pay attention to the

explanation

6’ Asking the student to

make a small

reflection

Making a small

reflection for

themselves about the


60

lesson today

I. Media and learning source - Whiteboard

Handout

J. Assesment: - The exercises of symbol based on the material

K. Evaluation

Written Exercises

1 Completeness 1 2 3 4 5

2 Content (meaning of symbols) 1 2 3 4 5

3 Language 1 2 3 4 5

Participation in Discussion

1 Ability in delivering opinion 1 2 3 4 5

2 Ability in answering questions related to symbol 1 2 3 4 5

3 Ability in stating personal reflection 1 2 3 4 5

Total

Score/grade:

L. Score Range

6 x 5 =30

Grading Policy

30 - 26 = A

25 - 21 = B

20 - 16 = C

15 – 11 = D


61

Appendix E:

An Example of Learning Material


62

A LEARNING MATERIAL:

ELEMENTS OF LITERATURE

Literary types such as short story have some elements. These include :

1. Character

2. Plot

3. Setting

4. Theme

5. Point of View

6. Conflict

7. Structure

`1. Character

Character plays a pivotal role in a drama, novel, short story and all kinds of

narratives. In drama, character reflects the personality of the protagonist and other

related characters. The method of conveying information about characters in art is

called characterization. Characters can be fictional or based on real, historical

entities. It can be human, supernatural, mythical, divine, animal or

personifications of an abstraction. There are round characters, flat characters,

stereotypical stock characters, etc.

2. Plot

Plot is the serial arrangement of incidents, ideas or events. In literature, the

plot encompasses all the incidents and provides aesthetic pleasure. The story of

the novel progresses through various plots and conflicts. Plots of dramas are

divided into "Acts" and "Scenes". Drama has five essential parts. These are:

Introduction of the story where the characters and setting are introduced

Rising action

Climax

Falling action

Denouement

3. Setting

It refers to geographical location of the story, time period, daily lifestyle of

the characters and climate of the story. In a novel, the setting plays an important

role. In short stories, sometimes it plays an important role, while for others it is

not. Settings of literary forms have been changing according to theme of the

literary piece, for example, Shakespeare's tragedies and comedies have the setting


63

of palaces, castles whereas modern and post-modern dramas have setting of

houses of common people. There were supernatural elements in earlier literature

and nowadays absurdity rules. Setting can take place in a house, school, castle,

forest.

4. Theme

Theme is another prime element of literature, which contains the central idea

of all literary forms such as a novel, drama and short story. It reflects innocence,

experience, life, death, reality, fate, madness, sanity, love, society, individual.

5. Point of View

Point of view is another element of the narrative, through which a writer tells

the story. Authors use first-person point of view or third-person point of view.

First-person point of view indicates that the main character is telling the story,

whereas the third-person point of view directs that the narrator is telling the story.

A novel can be written in the first-person narrative, third-person narrative,

omniscient point of view, limited omniscient point of view, stream of

consciousness and objective point of view. These points of view play an important

role in the distinct structure of the story or a play.

6. Conflict

Be it a short story, drama or novel, conflict is the essential element of all

these literary forms. A plot becomes interesting and intriguing when it has its

share of inbuilt conflict and twists. Conflict can be internal conflict or external. It

can take place between two men, between the character and his psychology.

Taken from Elements of Literature,

http://www.buzzle.com/articles/elements-of-literature-html

Retrieved July 21, 2012


http://www.buzzle.com/articles/elements-of-literature-html

64

SYMBOLISM

i. Symbolism in Literature Symbolism in literature is one of the many tools that writers employ in

order to generate not only interest in one’s work but also to create another

level of meaning. Symbolism has seeped into the arts in such a way that it

has become an integral part of most literary works an even general

communication. For example, rose and images have become synonymous

with love. Different colors have come to symbolize different emotions, for

example purple for royalty, green for envy and red for jealousy.

ii. What is the importance of symbolism? Symbolism is used in literature to give to the literary work meaning that

goes beyond what is evident to the reader. Symbolism helps in giving the

piece of writing feeling and mood without the writer having to actually

speel out the same.

iii. What should be Noticed about? Symbols are generally do not ‘stand for’ any one meaning, not for anything

absolutely definite. Most symbols have the power to suggest different

things to diffferent people of different cultures. Thus symbols enrich

meaning, expanding the possibilities for interpretation


65

QUESTIONS

1. Can you describe what the ‘atmosphere’ of the opening page is? Support your answer with evidence. (e.g. happy/worried/doubtful/angry/desperate) ...........................................................................................................................

...........................................................................................................................

................................................................................................

2. Why do you think Dawan wants Kwai to win the scholarship? Why Dawan is doubtful to attend the examination day? Explain it.

..........................................................................................................................

..........................................................................................................................

...............................................................................................

3. On page 25, some students congratulate Dawan and say, “Don’t forget to tell your whole family the good news!” Do you think it is a good news? Explain it. ...................................................................................................................................................................................................................................................................................................................................................

4. There are four conflicts faced by Dawan; with her father, brother, aunt and a monk. Can you describe what actually the conflicts faced by Dawan with each of them? ...........................................................................................................................

...........................................................................................................................

................................................................................................

5. What is actually symbolized through a bridge in this novel? ...........................................................................................................................

...........................................................................................................................

.......................................................................................

6. What is the theme of this novel?

...........................................................................................................................

..............................................

Your Task......

Please make a reflection based on our lesson today related to your life

experience. (submit next week)


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