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JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM IN MINFONG HO’S RICE WITHOUT RAIN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

Antonita Yuni Pramita Student Number: 071214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM IN MINFONG HO’S RICE WITHOUT RAIN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

Antonita Yuni Pramita Student Number: 071214065

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

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Like the rice, we live in wait for the rain. In times of drought, we wither in the fields. How many of us must die of hunger, Before the few of them can live in splendor? Like the rice, like the withered rice, We live in wait for the rain.

Each grain of rice is a bead of sweat. Each bead of sweat is a drop of pain. What fills the rice bowls of the rich? The sweat of our brow, the blood in our veins. (a Thai folk song)

I dedicate this thesis with much love to: My beloved father, Ign. Joko Supraptono,

my beloved mother, Caecilia Resmini, my lovely sister and brother, Patricia Risdya Pratiwi and Martinus Tegar Praditya

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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.

Yogyakarta, October 31, 2011

The Writer,

Antonita Yuni Pramita

Student Number: 071214065

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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 : Antonita Yuni Pramita Nomor Mahasiswa : 071214065

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: “JINDA’S MOTIVATION TO STRUGGLE AGAINST THE LAND-RENT SYSTEM IN MINFONG HO’S RICE WITHOUT RAIN” beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan data, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain, untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 31 Oktober 2011

Yang menyatakan

Antonita Yuni Pramita

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ABSTRACT

Pramita, Antonita Yuni. (2011). Jinda’s Motivation to Struggle Against the Land-Rent System in Minfong Ho’s Rice Without Rain. Yogyakarta: English Education Study Program, Sanata Dharma University.

This study analyzes Jinda’s motivation as a Thai young girl who was struggling against land-rent system which brought her life into poverty as seen in Minfong Ho’s Rice Without Rain. In 1973-1976, there was a land-rent system in Thailand which Thailand farmers had to pay much higher the land they used and it made Thailand farmers worked hard to struggle against it. In this novel, Jinda as the farmer headman’s daughter, wanted to help their village out of this kind of poverty condition and with her motivation, she hoped that she could struggle against the land-rent system. This study aims at answering the two question problems which are, “How does Jinda, the main character of Rice Without Rain, struggle against poverty or land-rent system?” and ”What motivates Jinda to struggle against poverty or land- rent system?”. To answer those two problems, the researcher conducted library research. There are two sources of the research, namely primary source and secondary source. The primary source is taken from Minfong Ho’s Rice Without Rain, while the secondary source includes Maslow’ theory of motivation considering the theories of human needs by some psychologists and the relationship of motivation with the theory of emotion. The findings include three major parts; they are the poor condition in Maekung, Jinda’s ways to struggle against land-rent system, and Jinda’s motivation through her behavior. The first finding describes the poor condition in that village which becomes the basic factor that supports both of the two problems. The second finding describes that there are four ways that Jinda has to do in struggling against poverty and land-rent system. Those are by asking advices to student volunteers from Bangkok, spreading the information about land-rent to the other young villagers, asking for permission to help Inthorn, and joining activities related to land-reform in Bangkok. The third finding answers the second question problem. It describes the internal and the external factors that motivate Jinda to struggle for life. The internal factor is closely related to the Jinda’s needs of life and the influence of Jinda’s emotion toward her motivation. There are five needs of life proposed by Maslow, McClelland, Jose & Lena Stevens that the researcher used. They are Maslow’s needs transcendence, McClelland’s needs of power and needs of achievement, and Jose & Lena Stevens’ needs of freedom and needs of exchange. On the other hand, the external factors are Jinda’s father’s bravery, Ned’s help, a song lyric, and Jinda’s grandmother’s motto of life. The researcher concludes that there is motivation that supports Jinda to achieve her goal which is helping the village gets out from the problems the faced. She has done many things for it and finally, together with others she can feel the life has changed better.

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ABSTRAK

Pramita, Antonita Yuni. (2011). Jinda’s Motivation to Struggle Against the Land-Rent System in Minfong Ho’s Rice Without Rain. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Skripsi ini mengkaji tentang motivasi Jinda sebagai salah satu wanita muda Thailand yang berusaha untuk melawan sistem sewa tanah yang membawa kehidupan di desanya ke dalam kemiskinan yang terdapat dalam novel Rice Without Rain karya Minfong Ho. Pada tahun 1973-1976, Pemerintah Thailand mengeluarkan aturan tentang sistem sewa tanah yang mengharuskan para petani untuk membayar mahal sewa tanah yang mereka pakai dan hal itu membuat para petani berupaya keras untuk melawan aturan tersebut. Di dalam novel ini, Jinda sebagai anak dari seorang petani sekaligus kepala desa ingin membantu desanya agar terhindar dari kemiskinan dan dengan motivasinya, dia berharap agar dia dapat membantu usaha petani untuk melawan sistem sewa tanah. Tujuan dari skripsi ini adalah untuk menjawab dua pertanyaan, yaitu “Bagaimana Jinda sebagai karakter utama dalam novel Minfong Ho Rice Without Rain melawan sistem sewa tanah yang membawa dampak kemiskinan? dan “Faktor apa saja yang memotivasi Jinda dalam upaya melawan sistem sewa tanah?”. Peneliti menggunakan studi pustaka untuk menjawab pertanyaan tersebut. Ada dua sumber yang dipakai dalam studi ini, yaitu sumber utama dan sumber kedua. Sumber utama diambil dari novel Rice Without Rain sendiri, sedangkan sumber kedua meliputi teori motivation oleh Maslow yang dengan mempertimbangkan juga teori tentang kebutuhan hidup manusia oleh beberapa psikologis dan teori tentang hubungan motivasi dengan teori emotional. Hasil analisa studi ini meliputi tiga hal utama yaitu kondisi kemiskinan yang terjadi di Maekung, upaya Jinda untuk melawan sistem sewa tanah, dan faktor-faktor yang memotivasi Jinda. Hasil analisa yang pertama mendeskripsikan kondisi kemiskinan yang menjadi landasan utama untuk menjawab kedua permasalahan di atas. Hasil analisa kedua menjelaskan bahwa terdapat empat upaya yang dilakukan Jinda untuk melawan sistem sewa tanah. Upaya-upaya tersebut diantaranya dengan meminta pendapat atau opini kepada siswa sukarelawan dari Bangkok, dengan menyebarkan informasi tentang sistem sewa tanah kepada pemuda-pemudi desa lainnya, dengan meminta ijin kepada pemerintah untuk membebaskan ayahnya dari penjara, dan dengan mengikuti berbagai aktivitas yang berhubungan dengan perjuangan kepemilikan sawah di Bangkok. Hasil analisa ketiga mendeskripsikan internal dan eksternal faktor yang memotivasi Jinda dalam perjuangannya. Internal faktor erat kaitannya dengan kebutuhan hidup Jinda dan pengaruh emosinya terhadap motivasinya. Peneliti menggunakan lima teori kebutuhan hidup yang diungkapkan oleh Maslow, McClelland, Jose & Lena Stevens. Kelima kebutuhan hidup tersebut adalah kebutuhan utama yang dicetuskan oleh Maslow, kebutuhan untuk memperoleh kekuatan dan kebutuhan untuk pencapaian tujuan yang diungkapkan oleh McClelland, dan kebutuhan untuk memperoleh kebebasan dan kebutuhan untuk

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berubah menjadi lebih baik yang keduanya dicetuskan oleh Jose & Lena Stevens. Sebaliknya, eksternal faktor yang memotivasi Jinda di antaranya keberanian ayahnya berjuang melawan sistem pemerintahan, bantuan dari Ned, lirik sebuah lagu, dan pedoman hidup neneknya. Peneliti menyimpulkan bahwa ada motivasi yang mendorong Jinda untuk mencapai tujuannya yaitu untuk membantu desanya keluar dari permasalahan yang mereka hadapi. Dia telah melakukan banyak upaya untuk membantu desanya tersebut sehingga pada akhirnya Jinda dan para penduduk lainnya dapat merasakan hidup yang lebih baik.

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ACKNOWLEDGEMENTS

I know the Lord will make a way for me. This is the way He makes for

me. Everything that has been done in my life is all because of His Grace. Because

of His Grace, I would like to give my best and greatest gratitude to my savior

Jesus Christ and Mother Mary who are always beside me.

Second, I would also like to convey my deepest gratitude to my sponsor,

Henny Herawati, S.Pd., M.Hum., for sharing a lot of knowledge about literature

and for her patience in guiding me to finish this thesis. I really thank her for

giving me supports, advices, and suggestions so that I could always be on the right

track up to the end. My best gratitude would also come to Sr. Margaret

O’Donohue, FCJ for her willingness to be my proof reader. With her kindness

she has checked the language I used and given some suggestions that are useful to

finish this thesis. I would also like to express my best gratitude to all lecturers of

English Language Education Study Program, Sanata Dharma University for

the helps, guidance, and knowledge they have shared that would be great

provisions for me to be a good English teacher in the future.

I would also like to express my never-ending honor to my beloved family:

my father, Ignatius Joko Supraptono; my mother, Caecilia Resmini; my sister,

Patricia Risdya Pratiwi; and my brother, Martinus Tegar Praditya, for their

love, trust, support, and endless prayer. I am so blessed to be born in this family.

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My gratitude goes to Antonius Dian Fibrianto Setyawan, for his support and his

greatest patience when I was so sad and gave up in the process of doing my thesis.

My gratitude also goes to Rieta, Oda, Wichan, Bertha, Nana, Beni,

Duwi, and Susi for helping me in doing my thesis with their extraordinary

support, especially to Rieta as my proofreaders. I also thank to them for bringing

back my smile when I was down. I would also like to thank Rereth, Kiki, Uci,

Putri, and Kanya for the friendship and for sharing happiness in every wonderful

day.

Finally, I would like to say thanks to all my friends in English Education

Study Program of 2007 for studying and gaining knowledge together, especially

to all my friends in “Tangled” play performance, PPL, KKN XLI 03 OYEE,

and to my seniors who have helped me a lot, and to Mbak Dhanniek and Mbak

Tari for helping and facilitating me when I studied in PBI. Thanks to all people

and families who have helped and supported me that I cannot mention one by one

for help and support that have been given during my study.

Antonita Yuni Pramita

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TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………….. i

APPROVAL PAGES…………………………………………….. ii

DEDICATION PAGE……………………………………………. iv

STATEMENT OF WORK’S ORIGINALITY…………………. v

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

ABSTRACT………………………………………………………. vii

ABSTRAK…………………………………………………………. viii

ACKNOWLEDGEMENTS……………………………………… x

TABLE OF CONTENTS………………………………………… xii

LIST OF APPENDICES…………………………………………. xv

CHAPTER I INTRODUCTION

1. 1. Background of the Study…………………………………. 1

1. 2. Problem Formulation………………………………….…. 3

1. 3. Objectives of the Study…………………………………... 4

1. 4. Benefits of the Study……………………………………... 4

1. 5. Definition of Terms………………………………………. 5

CHAPTER II REVIEW OF RELATED LITERATURE

2. 1. The Psychological Approach to Literature……………..... 7

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2. 2. Theory of Motivation.…….………………………………. 9

2. 3. Theory of Human Needs...... 12

2. 4. Theory of Emotion...... 15

2. 5. Relationship of Emotion and Motivation...... 17

2. 6. Theoretical Framework…………………………………… 19

CHAPTER III METHODOLOGY

3. 1. Object of the Study……………………………………….. 21

3. 2. Approach…………………………………………………. 22

3. 3. Research Procedures……………………………………… 23

CHAPTER IV ANALYSIS

4. 1. Poor Condition in Maekung……………………………… 25

4. 2. Jinda’s Ways on Struggling against Poverty or Land-Rent

System …………………………………………...... 27

4. 2. 1. Asking Advices to Student Volunteers from

Bangkok...... 27

4. 2. 2. Spreading the Information about Land-Rent to

the Other Young Villagers……………...... 28

4. 2. 3. Asking for Permission to Help Inthorn...... 29

4. 2. 4. Joining Activities Related to Land-Reform in

Bangkok...... 30

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4. 3. Jinda’s Motivation in Struggling against Poverty or Land-

Rent System...... 31

4. 3. 1. Intrinsic Motivation...... 31

4. 3. 2. Extrinsic Motivation...... 40

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5. 1. Conclusions………………………………………………. 44

5. 2. Suggestions……………………………………………….. 48

5. 2. 1. Suggestions for Future Researchers……………... 48

5. 2. 2. Suggestions for English Teachers………………... 49

REFERENCES....………………………………………………… 52

APPENDICES…………………………………………………….. 55

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LIST OF APPENDICES

Appendix 1 Lesson Plan for Teaching Basic Reading I………...... 56

Appendix 2 Lesson Unit Plan KPE 141 Basic Reading I……...... 58

Appendix 3 Teaching Materials…………………………………… 64

Appendix 4 The Summary of Rice Without Rain………...... 73

Appendix 5 The Biography of Minfong Ho...……………………... 75

Appendix 6 The Pictures of Rice-fields in Thailand...... ………….. 87

Appendix 7 The Pictures of Poor Condition in Maekung...... ……... 88

Appendix 8 The Pictures of Farmers’ Round Rally Against Land-

Rent System...... 89

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CHAPTER I

INTRODUCTION

This chapter deals with the background of the study, problem formulation,

the objectives of the study, the benefits of the study, and the definition of terms

used in this study. The background of the study describes the reason why the

writer chooses the topic of the study and literary work as the study. The objective

of the study includes the writer’s aims of finding the answers to the questions

stated in the problem formulation. The writer formulates two questions that

become the focus discussed in this study. The next part, which is benefits of the

study, contains some advantages from this study. The last part of this chapter

gives the description of some terms in order to avoid misconception in analyzing

this study.

1.1 Background of the Study

Over two-thirds of Thailand's populations are rice farmers. Most of them

grow rice in the regions of the central plains, the north, and the northeast. The

land in the central plains is very fertile. However, the land in the northeast is very

mountainous and there are often droughts. The people in the northeast are a lot

poorer than those in other areas of the country. Rice has an important place in

Thai history and culture.

The decades of the 1960s and 1970s were turbulent times for people in

many countries. The end result was that by the 1960s close to 30% of the 1

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households were landless. In the early 1970s university students helped to bring

some of the local protests out on to the national stage. The protests focused on

land loss, high rents, the heavy handed role of the police, corruption among the

bureaucracy and the local elite, poor infrastructure, and overwhelming poverty. It

was the same in Thailand. From 1973-1976, students in Thailand tried to gain

more rights for the poor farmers. The students in the cities were moved by the

poverty they saw around them as well as by the poverty of the rice farmers in rural

areas. They wanted to build a new Thailand which was fairer for its entire people.

Rice Without Rain is a novel written by Minfong Ho, which focuses on the

life of Thailand people where at that time there was a system of land-rent. At that

time, Thailand farmers were suffering. They could hardly get their rights because

they had to obey the rule of the Land-rent system. The rule was really adverse for

women.

There are three main characters in this story. They are Jinda, Inthorn, and

Ned. The first part of the book tells us about the story of Jinda’s life with her

father and her family. They lived in a poor condition. Two years of drought have

brought deprivations to the village in which Jinda's sister has no milk and her

baby starves to death. Still, the villagers greet these outsiders with suspicion,

especially when they encourage the men to form a rent resistance movement. So,

it makes Jinda want to end this kind of poverty condition and with her motivation,

she hopes that she can struggle against the land-rent system.

The second major character is Inthorn. It is told in the book that Inthorn

was Jinda’s father and also the headman of the village. He knew that there was a

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way to save his village from the government rules. He realized that he had to do

something, and he tried to break the rule and made it better for all the citizen.

The third is Ned. From the book, we knew that Ned was a university

student from Bangkok and he became the group leader of volunteer (student

radicals) to help people in Thailand who faced difficult problems. He, together

with Jinda, lead a organization that might help Thailand people from suffering.

They also joined with the community of guerrilas fighting the government to let

the village develop for the better.

The Thailand efforts in this story are well-developed. Jinda’s effort really

makes this novel great. She wants to have a better life. Although she was angry at

that kind of unjust situation, she still wanted to change the condition by breaking

the government rule and she hopes that someday there will be a miracle, a better

future, both for herself and Thailand. That is why I analyze Jinda’s motivation to

struggle against the land-rent system.

1.2 Problem Formulation

In analyzing MinFong Ho’s novel, the writer focuses on Thailand

women’s struggle to overcome their problems from the land-rent system that

happens in their villlage. Therefore, the writer formulates two problems of this

study that is stated as follows:

1. How does Jinda, the main character of Rice Without Rain, struggle against

poverty or land-rent system?

2. What motivates Jinda to struggle against poverty or land-rent system?

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1.3 Objectives of the Study

Based on the problem formulation stated above, the objectives of this

study are:

1. To describe the struggle of Jinda as the main character of Rice Without

Rain in order to struggle against poverty.

2. To reveal the motivation of Jinda to have strength and beliefs to change

life from poverty into a better future.

1.4 Benefits of the Study

The study is expected to be able to give some benefits for the readers,

students, and reseachers. First is for the readers. The analyses of this study are

beneficial for the readers in gaining a better understanding related to the novel. It

also helps the readers to enrich their knowledge about how Thailand women

struggle in their life and through their love to face their problems. Through the

literary works, they can adapt the concepts in the novel to be practiced in their real

life.

Second is for students. The writer hopes that this study will also be useful

for the students. By reading this study the students are gaining a lot of information

related to the way the Thailand women have to fight for their rights and finally

they hope for a better future.

The third is for the researchers. This study gives an important contribution

to the future research related to sociocultural-historical and psychological

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approach. Hence, the researcher can observe and analyze some aspects of the

novel by applying sociocultural-historical and psychological approach. The writer

hopes that this study also inspires other researchers to analyzing this remarkable

novel.

1.5 Definition of Terms

In the last part of this chapter, I explain some significant terms used in this

study. The definition of terms is aimed at avoiding misconception about this

study.

1. Land-rent system

Land-rent system or usually called Land value taxation (LVT) according

to Wyatt (2004) is an ad valorem tax on the value of land. This ignores buildings,

improvements, and personal poverty (p. 99). Because of this, land-rent system is

different from other property taxes on real estate-the combination of land,

buildings, and improvement to land. Every jurisdiction that has a real estate

property tax has an element of land value tax, because land value contributes to

overall property value.

In this study, the term land-rent system means the system in which the farmers in

Thailand have to pay higher price just to rent the land.

2. Motivation

Steers & Porter (1991) states, “motivation is a force that serves three

functions: it energizes or causes people to act, it directs behavior toward the

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attainment of specific goals, and it sustains the effort expended in reaching those

goals” (p. 24). Behavior is also influenced by a need for something. Murray

(1964) defines motivation as a desire that has a certain goal to be obtained (p.8).

In this study, the term motivation means desire or drives which stimulate Jinda as

the focus of this story to do things that are needed to achieve what she wants.

3. Struggle

Struggle according to Macmillan dictionary is the trying hard to do

something that we find very difficult.

Mao-Tse Tung (2000) has quoted when he became the key figure in China

in the 20th century, “Once all struggle is grasped, miracles are possible” (p. 289).

So, related to Mao-Tse Tung quotation, we have to use our strength to fight

against or to defeat or to stop someone having power over us. Especially in this

study, struggle has an important meaning on having a power to overcome the

poverty.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains six parts. They are the theory of psychological

approach to literature, the theory of motivation, theory of human needs, theory of

emotion, relationship of emotion and motivation, and theoretical framework. The

theory of psychological approach to literature involves the effort to locate and

demonstrate certain recurrent patterns. Theory of motivation explains the

approaches in studying motivation and the psychological aspects of human related

to the character’s motivation in the novel. Theory of human needs explains the

needs that force human beings to strive for their goals until the goals are achieved.

Next part is theory of emotion. The theoy of emotion involves someone’s emotion

to support his or her motivation in achieving his or her goals. In this part also

provides the relationship of emotion and motivation in order to know the

influence of someone’s emotion towards his or her motivation. The last is the

theoretical framework in which the writer reveals the application of the theory to

answer the research questions stated in the problem formulation.

2.1 The Psychological Approach to Literature

The writer applies The Psychological Approach in order to discuss the

research question in the problem formulation. This approach involves the effort to

locate and demonstrate certain recurrent patterns. Unlike the mythpoeic, the

psychological approach draws on a different body of knowledge.

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The theories and practices of Sigmund Freud (1972) provide the

foundation for psychoanalytic criticism. He believes that the work of literature is

the external expression of the author’s unconcious mind. The literary works must

be treated like a dream, applying psychoanalytic techniques to the text to uncover

the author’s hidden motivation and repressed desire (p. 149-153).

According to Freud, an author’s chief motivation for writing any story is

to gratify some secret desire; some forbidden wish that probably developed during

the time the author was suppressed and dumped in the unconcious. Bressler

(1974) said that by using Freud’s psychoanalytic techniques as they are used in

dream therapy, psychoanalytic critics believe the reader can unlock the hidden

meaning contained within the story. Then the reader can have an accurate

interpretation of the text (p. 159-160).

Basically, psychoanalytic criticism deals with a work literature primarily

as an expression, in fictional form, of the state of mind and the structure of the

personality of the individual author. According to Murphy (1972), the work of

literature is correlated with its author’s distinctive mental and emotional traits: (1)

reference to author’s personality in order to explain and interpret a literary work;

(2) reference to literary works in order to establish, biographically, the personality

of the author; (3) the mode of reading a literary work specifically as a way of

experiencing the distinctive subjectivity, or unconciousness, of its author (p. 263).

According to Welleck (1968), psychology and literature is the

psychological study of the writer, as type and as individual, or the study of

creative process, or the study of the psychological types and laws present within

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works of literature. It is also the study in the literature effect upon its readers

(p.81).

Psychology obviously can illuminate the creative process. Welleck added

that for some concious artist, psychology may have tightened their sense of

reality, sharpened their power of observation or allowed them to fall into hitherto

undiscovered pattern. Psychology helps to uncover the author’s do with the

literary works (p. 90-93).

One important concept of psychological analysis is relative deprivation.

This concept refers to feelings of dissatisfaction that arise from comparisons of

one’s own situation with that of certain other persons, usually similar to oneself in

some relevant way. It relates with the psychological ingredient in activating the

powerless to try to acquire greater control over outcomes affecting them.

2.2 Theory of Motivation

In general, when we speak of motives, we are referring to the causes or

reasons that underlie a given behavior. The essential features of motivated

behavior is purposive or goal-directed. The individual holds expectancies, formed

probably through past learning experiences, that specific behaviors will lead to the

attainment of certain desired incentives. The concept of motivation also implies

that energy is involved to activate the individual to a level that enables the

performance of the appropriate behavior. Motivation also involves the persistence

of behavior over time so that sustained effort can occur even if obstacles occur.

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Minfong Ho’s novel Rice without Rain reveals Jinda’s motivation as a

Thailand women to show her struggle against the land-rent system. This part will

describe the meaning of motivation based on theories proposed by psychologist.

Basically, a motive is an internal factor that arouses, directs, and integrates

a person’s behavior. According to Steers and Porter (1991) in their book

Motivation and work behavior (5th ed.), “motivation is a force that serves three

functions: it energizes or causes people to act, it directs behavior toward the

attainment of specific goals, and it sustains the effort expended in reaching those

goals” (p. 24). Other psychologist, Murray (1964), in his book Motivation and

Emotion states:

Motivation is distinguished from other factors that also influence behavior, such as the past experience of the person, his physical capabilities, and the environmental situation in which he finds himself, although these other factors may influence motivation (p. 7).

Some psychologists add that motivation must be able to include terms such

as desires, wishes, plans, goals, intents, impulses, and purposes. This is

sometimes called want. In general, when we speak of motives we are referring to

the causes or reasons that underlie a given behavior.

There are two important components of motivation. First, the term drive

that refers to the internal process that goads a person into action. It is usually

called as intrinsic motivation. The intrinsic motivation refers to factors that make

certain activities rewarding in and of them. Almost anything could potentionally

be intrinsically motivating for some individuals. Second, a motive is usually

terminated by reaching a goal, obtaining a reward or reinforcement situation.

Extrinsic reward is commonly called extrinsic motivation. The concept of intrinsic

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motivation is defined as the value or pleasure associated with an activity as

opposed to the goal toward which the activity is directed while the extrinsic

motivation emphasizes the external goals toward which the activity is directed. It

is possible for two kinds of motivation interact such that extrinsic motivation

reduce the degree of intrisic motivation for a task.

Beck (1978) in his book Motivation Theories and Principles states that

there should be an interaction of intrinsic element and external rewards. If the

individual sees himself as the causal factor for desirable outcomes, then the

behavior producing those outcomes is intrisically motivating and desirable. On the

other hand, if the individual sees his rewards as being dependent on someone else,

the activity necessary to get those rewards will be intrisically motivating (p. 145).

Motivation theories start with the assumption that there is a cause for every

behavior. The goal is to identify the causes. Psychologists distinguish between

approach causes and avoidant causes. In approach behavior, people do things

because of something they want, desire, or need. In avoidant behavior, people do

things to avoid something. All behavior represents an attempt to adapt to the

environment. Social interaction with others is one factor which construct in

motivation. Some theories have also pointed out that we are socially motivated.

Petry (1981) in his book Motivation: Theory and Research states that social

situation have a large influence on our behavior because the presence of others

alters our motivation (p. 259).

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2.3 Theory of Human Needs

All human behavior is motivated by some needs. The needs highly

influence human beings to behave in a certain way and to make decisions in

accordance with goals. The needs force human beings to strive for their goals until

the goals are achieved. In relation to this study, the writer thinks that it is crucial

to employ the theory of human needs to find out what motivates Jinda in

struggling against poverty and in addition to explain Jinda needs that motivate

her.

Need theory grew out of the idea that the energy, direction, and persistence

of behavior are due to the existence of needs. One of the most ambitious attempts

to explain need theory of motivation is Abraham Maslow’s hierarchy of needs.

Maslow’s theory is based on the belief that we all have numerous needs that

compete for expression. He argues that the basic physichological needs are

associated with deficiency and higher-order needs with growth. In Maslow’s view

(1990), needs can be grouped in categories, which are arranged in a eight-level

hierarchical of needs with basic biological and physiological needs at the bottom

and transcendence at the top.

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(taken from http://pcm.me/maslows-hierarchy-of-needs/Abraham Maslow's Hierarchy of Needs motivational model.html)

Chapman (2001) stated that Maslow overstated the imortance of

sequentially working one’s way up the pyramid. Although we fulfill basic needs

first when possible, if circumtances allow only partial satisfaction, we can still go

on to pursue higher level needs (http://pcm.me/maslows-hierarchy-of-

needs/Abraham Maslow's Hierarchy of Needs motivational model.html).

Rogers quoted in Franken’s book, Human Motivation discusses the

growth motivation in relation to the fully functioning individual, while Maslow

uses the term transcendence to describe the motivation to help others to self

actualize. Related to the environment, the psychologist uses growth motivation as

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the major construct the motivation. It is called effectance motivation by some and

personal causation by others (p. 13).

McClelland's (1985), in his book Human Motivation states:

Theory sometimes referred to as the three need theory or as the learned needs theory, categorizes the needs as follows: (1) the need for affiliation, (2) the need for power, and (3) the need for achievement. A person’s needs are influenced by their cultural background and life experiences. The majority of these needs can be classified as the needs for affiliation, achievement or power (p. 223).

According to McClelland, a person’s motivation and effectiveness can be

increased through an environment, which provides them with their ideal mix of

each of the three needs. First is the need for affiliation. This is the need for

friendly relationships and human interaction. There is a need “to feel liked” and

“accepted” by others. Next is the need for power. This is the need to lead others

and make an impact. This need can exhibit itself in two ways. The first which is

the need for personal power may be viewed as undesirable as the person simply

needs to feel that they have “power over others”. The second type of “need for

power” is the need for institutional power. People with the need for institutional

power; want to direct the efforts of their team, to further the objectives of their

organization. The last need of human needs is the need for achievement. This is

the need to achieve, excel and succeed. A person with this type of need will set

goals that are challenging but realistic. The goals have to be challenging so that

the person can feel a sense of achievement. McClelland believed that people with

a strong need for achievement, make the best leaders for a variety of reasons

including setting goals, reviewing progress and continuously looking at how

things can be done better.

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There are still the other needs that people may have to achieve. Based on

Nine Needs Material adapted from various workshops by psychologists Jose &

Lena Stevens, Pivotal Resources and JP Van Hulle, Michael Education

Foundation, it is clearly stated that there are nine needs that people may have to

achieve. Jose and Lena Stevens (1997) stated:

The nine needs are the needs of security, adventure, freedom, exchange, power, expansion, acceptance, community, and expression. Security is the need to feel safe, to feel assured that they know what is going to happen, to know ahead of time what the plans are. The second is the need of adventure. Adventure is the need for an adrenaline rush, to have new experiences, to travel, to have big experiences, to have drama in their life, to have a sense of anticipation about upcoming events. Next is the need of freedom. Freedom is the need of independence and spontaneity. It is also the need to have choices and to feel in control of making those choices. The need of exchange is the need to trade information and knowledge with others, not just to combine or socialize, but to deliver and receive something of value. Then, need of power. People with a need for power need to be in a position of authority and responsibility. They need to explore power, leadership and accomplishment. Expansion is the need to build something, to add onto, to create an empire, to expand horizons, to go where no one has gone before. Next is the need of acceptance. Acceptance is the need to accept yourself and be accepted by others. This includes a feeling of belonging. The next need is the need of community. People with a need of community like to have people around. They are highly social and will express their enjoyment of gatherings. The last need is the need of expression. Expression is the need to be artistic, to be seen, to be heard, to be felt. It is the need to express oneself through words, speech, actions, dress, art and self-creations of all types (http://www.itstime.com/jun97.htm).

2.4 Theory of Emotion

Through this theory, the writer can analyze the influence of land-rent

system towards Jinda’s emotion and also its effects towards her motivation to

struggle against poverty. In this study, the writer presents the theory of emotion

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proposed by Jung, Arnold, Leeper, Lazarus, Kleinginna and Kleinginna, and also

Worchel and Shebilske.

The theory of emotion proposed by Jung (1978), states that emotion is a

category of feeling, which includes fear, anger, hate, as well as pleasure, humor,

joy, excitement, and boredom (p. 4).

According to Arnold (1960), as stated in Murray’s book Motivation and

Emotion, says that most of the emphasis has been on the second half on the

sequence emotion, expression, action; and not enough on the initial perception (p.

50). An important feature of Arnold’s theory is that emotion is defined in a

motivational sense. This is very close to McDougall’s theory in which each

motive is thought to be accompanied by a characteristic emotion.

Another psychologist, Leeper (1970) as stated in Murray’s book, believes

that emotions organize and direct behavior just as motives do (p. 63). Just the

same with Leeper, Lazarus (1970) also has reviewed on the effects of emotional

stress on task performance. Stress was introduced by arranging the test situations

so that the subject failed or by complicating the task so that the subject was

distracted (p. 64).

Paul Kleinginna and Anne Kleinginna (1981) have proposed a definition

on emotions. According to them, emotions occur as a result of an interaction

between subjective factors, environmental factors, and neutral and hormonal

processes. Emotional reactions can be aroused innately by a number of situations,

for example fear by a loud noise and anger by frustration (p. 239).

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As Worchel and Shebilske (1989) pointed out that the first step in

experiencing emotions is appraising (judging or interpreting) the situation. It

determines whether we view the situation as threatening or nonthreatening, and it

also determines our response to the situation (p. 373-377).

Emotions, proposed by some psychologists above, can be underlined that

the major focus of emotion theory is on how people can learn to develop emotions

that sustain goal-directed behavior and to neutralize or deflect emotions that tend

to undermine goal-directed behavior. From some theories of some psychologists

above, the writer prefer to use the theory of emotion proposed by Jung supported

with theories by Leeper, Lazarus, and Worchel and Shebilske in order to analyze

the influence of Jinda’s emotion toward her motivation.

2.5 Relationship of Emotion and Motivation

The relationship of emotion and motivation is presented in order to know

the influence of someone’s emotion towards his or her motivation as seen in

Jinda’s experiences. Emotion is different from motivation in that there is no

necessarily goal orientation affiliated with it. Kleinginna and Kleinginna (1981),

as quoted by Huitt (2001), explain that emotion occurs as a result of an interaction

between perception of environmental stimuli, hormonal responses to these

perceptions, and subjective cognitive labeling of these feelings (p. 345). Based on

the definition proposed by Kleinginna and Kleinginna above, emotions give rise

to affective experiences, stimulate the individual to generate cognitive

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explanations, trigger a variety of internal adjustment, and elicit expressive, goal-

directed, and adaptive behaviors.

According to Jung (1978), emotion is related to motivation because it

sometimes operates as motivating factors, and influence motivation in the process

of response to something (p. 4). Furthermore, motivation, according to Smith

(1982), influences someone’s behavior in order to the condition or to gain

something (p. 282). The example is that a student who is going to have a final

examination feels afraid of being failed in that examination. His fear motivates

him to study hard. In that case, he spends his time for studying rather than playing

with his friends, watching television, even reading his favorite comics. His

motivation influences his behavior in order to gain his goal that is to pass the

exam. This situation is just the same with what Jinda was faced will. Her

motivation also influences her behavior to gain her goal that is to live freely

without land-rent system so that she can feel the prosperity.

Motives and emotions include a variety of important inner experiences

associated with our daily behavior. Emotions are feelings that may occur in

reaction to motivated behavior, such as when agression may be accompanied by

fear or anger. At other times emotions may serve as motivating factors in

themselves, such as when we try to escape from the unpleasant feelings associated

with dangerous situations.

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2.6 Theoretical Framework

Theories are the basis for analyzing the novel. Based on the theories that

have been explained in the preceding section, the researcher would like to draw up

the application of the theories in this theoretical framework.

Basically, there are two research questions will be discussed in this study

with the same approach for both those two research questions. Since both of the

research questions are dealing with the psychology aspect, the researchers used

the Psychological Approach to discuss it.

After deciding the approach, the approach is used as a base to choose the

theories based on the approaches. The first question is related with the way Jinda,

as the main character of Rice without Rain, struggles against the land-rent system.

The researcher uses the analysis of Jinda’s behavior in the novel. Having finished

analyzing the first research question, the researcher goes on to discuss the second

research question. The researcher wants to find out what motivates Jinda to

struggle against the land-rent system. Since the second research question is related

to the human motivation, the researcher applies the psychological approach. The

psychological approach used in the literary work will sharpen the analysis the

correlation between literature and psychology aspects.

Theory of emotion, motivation, and human needs are used to discuss and

analyze the second research question related to Jinda’s motivation to struggle

against poverty. The theories of emotion, which are used in this study, are

proposed by Jung, Arnold, Leeper, Lazarus, Kleinginna and Kleinginna, and also

Worchel and Shebilske. These will be used to explore the emotion which is

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experienced by Jinda. The writer also chooses the theory of motivation proposed

by Steers & Porter, Murray, Beck, and Petry in order to analyze Jinda’s

motivation to struggle against poverty. Based on theory of motivation, there are

the stages of needs. Therefore, the writer also uses theory of human needs by

Maslow and McClelland. In this study, needs are the reason which motivates

Jinda to do something. Besides, in order to know the influence of Jinda’s emotion

towards her motivation, the writer uses the relationship of emotion and motivation

by Huitt and Jung in analyzing Jinda’s motivation.

Based on the theoretical framework provided above, the study will be

guided to uncover the research questions in the problem formulation.

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CHAPTER III

METHODOLOGY

This chapter contains three parts, namely the subject matter, an approach,

and research procedures. The subject matter explains the novel briefly and

reviews the object of the study. An approach discusses the Psychological

approach in analyzing the study. Research procedures describe the milestones of

method which are applied to accomplish the analysis of the study.

3.1 Subject Matter

The primary subject of this study is Minfong Ho’s Rice Without Rain. The

novel used in this study was published by Marshall Cavendish Editions. The novel

is divided into 15 chapters. It contains 206 pages. It is a novel which is written by

Thailand writer; Minfong Ho. Minfong Ho spent most of her childhood in

Thailand, and then studied in Taiwan and at Cornell University in Ithaca, New

York. Now she lives with her husband and three children in Ithaca, New York.

Minfong Ho presented the tension that Thailand women experience in

best-selling novel like Rice Without Rain. Rice Without Rain crowned The New

York Times best-seller list. Minfong Ho’s novel gives an interesting and at times

absorbing glimpse of class struggle in the Thailand of the 1970s.

Basically the main theme of the novel is the Thailand woman, Jinda, with

her powerful emotions and love, heroically faces the challenges of holding on to

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who she is as the world around her revolves in what seems to be never –ending

change. Although Jinda feels anger at injustice and sometimes face sorrow, but

she still is hopeful for a better future, both for herself and Thailand. Jinda, as the

main character, is especially well-drawn, although the others are stereotypes.

However, the novel is not only about the motivation inside the main

character, Jinda. The novel can reflect the Thailand farmers’ life that lives under

government authority and they have to pay more land-rent for the land they used.

3.2 Approach

According to Mary Rohrberger and Samuel H. Woods, there are five

approaches that could be applied in analyzing literary works. They are the

formalist approach, the biographical approach, the sociocultural-historical

approach, the mythopoeic approach, and the psychological approach. However,

there is only one approach applied in this study.

The only approach applied in this study is the Psychological approach.

This approach was to analyze the research questions related to the theory of

motivation, a branch of psychology theory. This approach brought us to analyze

the novel from the psychological point of view of human beings (Rohrberger and

Woods 9). The approach guided the writer in analyzing what was the motivation

of Jinda to change the government law of land-rent system.

Since this approach involves various kinds of psychological theory, the

writer can apply the theory of emotion, theory of human needs, and also theory of

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human motivation to present the explanation of Jinda’s emotion which influence

her motivation to struggle against poverty, which becomes the focus of this study.

3.3 Research Procedures

The writer used library research as the research method to gather the

primary and secondary data. It meant that the data were gained from taking notes

and analyzing the novel from the reliable data. The writer took some stages in

order to accomplish the study.

The first stage was choosing the novel as the primary data of the study.

The writer chose Minfong Ho’s Rice Without Rain as the primary data of the

study. In order to understand the novel deeply, the writer read the novel for

several times. During the understanding process of novel, the writer could observe

the portrait of Thailand’s social life in the novel. The main character of the novel,

Jinda applied the Thailand women power in her daily life. It made the writer more

focused on the Thailand women power relied on the novel. After understanding

the novel, the writer found out the problems which could be analyzed as it was

formulated in the problem formulation. The writer was attracted to analyze what

motivates Thailand women to have strength and beliefs to change their life from

poverty into a better future and also what kind of struggle that Thailand women go

through in order to overcome their anger at injustice in that kind of poverty

situation.

The second stage was collecting some books and references supporting the

analysis and answers of the research questions. Since the subject matters of the

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study were related to the psychological approach and motivation, the writer

collected some books of Psychological Approach, Psychological Theory, and

many other related to this. The writer also found some books explaining about

human motivation in universal theory especially the theory of women motivation

in struggling against the unbreakable government rule.

In the following analysis process, the writer focuses on the theory of

motivation in order to analyze the Jinda’s motivation to face the problem that

happens which was portrayed in the novel. The writer discussed it based on the

psychological approach. This manner was applied in order to gather the accurate

portrait of the Thailand women’s motivation, especially Jinda, related to the

subject matter in the novel. This result of the analysis played important role in

how the novel conducted Thailand women’s motivation which was reflected in

Jinda a Thailand young girl.

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CHAPTER IV

ANALYSIS

This chapter is intended to answer the research problems. It consists of

two parts. The first part is the discussion on Jinda’s ways on struggling against

poverty or land-rent system. Then, the second part deals with Jinda’s motivation

in struggling against poverty or land-rent system.

Before the writer discusses those two research problems, the poor

condition in Maekung, where Jinda and her family lived, is discussed first. This

part is very crucial to be discussed, first because this is one of the basic reasons

that supports both two research problems. We should know the condition in

Maekung at that time that brings the effect on Jinda’s motivation. As we know

that the government rules of land-rent system bring Maekung into poverty and

Jinda has to struggle for it, for better life.

4.1 Poor Condition in Maekung

Maekung is one village in Thailand where most people live as farmers.

Jinda and her family lived in Maekung. Her father, Inthorn was a headmaster in

that village and was also a farmer. Her sister, Dao, had a little baby named Oi.

During that time, Maekung was a poor village. There was no rain for a long time.

Therefore, it brought bad impacts to their harvest. As stated in the novel, “It was

a silent harvest. Across the valley, yellow rice fields stretched, stopped and dry”

(p. 8, ch. 1), their rice became dry and could not be harvested anymore. This 25

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condition also brought bad effects to Jinda’s family. They lived in a poor

condition. There was no rice, no food, and no milk that could be eaten. From the

novel, we know that Jinda’s sister, Dao, had no milk for her daughter, little Oi.

Jinda knew this fact and she tried not to disturb her sister although she cared about

it. It is showed in chapter 1, “Jinda held her breath. She tried not to look, knowing

that her sister had become shy about brest-feeding ever since her milk had begun

to dry up” (p. 15).

Most people there were having the same conversation everyday. They

often talked about the dryness and poverty, even though they had tried to work

harder as farmers. Everytime they tried to look forward waiting for rains, but it

did not come. Their harvest was getting dry as showed in the conversation among

them:

“We have no meat, no fish, no milk,” she said kindly...... ”But what is there now when the fields are cracked and hard, and the mountainsides barren even of leaves? Don’t talk to us of meat and fish, child. We’re hungry, all of us-but the little ones most of all” (p. 47).

Although Maekung had already been in poverty, there was still a system

that brought Maekung into a poor condition. From the novel, the writer knows

that there was a governmental system for farmers, that is land-rent system in

which the farmers in Thailand had to pay higher price just to rent the land. This

system made the condition of farmers’ life more and more difficult. Dusit, the

government employee who had the authority to handle the land value taxation or

people in Maekung usually called him as a rent-collector, always collected the rice

which had been harvested or even money as the land-rent value from the farmers.

His arrival in Maekung really made many farmers sad, angry, and confused about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

what should they do to resist on paying the land-rent. They were afraid if Dusit

would take all of their rice as stated on the novel:

“Inextricably tied to this was the villagers’ anxiety about the rent. It was already early December, and the threshing almost finished...... and soon Dusit, the rent-collector, would be due to take half of it away...... After he had collected his rent, would there, the villagers asked each other, would there be enough rice left to last them for the coming year?” (p. 54, ch. 5)

It explains that farmers were afraid if Dusit came and took off all of their

rice as the rent so that there would not be enough rice left for them to last them for

the coming year.

4.2 Jinda’s Ways on Struggling against Poverty or Land-Rent System

The poor condition that brought poverty in Maekung made Jinda, a

daughter of a farmer, felt that she had to do something to make people’s life

better. This section is written to discuss how Jinda struggled against poverty or

land-rent system and the things that are related to her ways on struggling for life.

4.2.1 Asking Advices to Student Volunteers from Bangkok

She had done many things to help her father out of their problems. During

that time, some students from Thammasart University in Bangkok wanted to

know about the struggling of the landless farmers in a village in Thailand and had

the opportunity to come and live in Maekung village with the aim at observing the

land-rent system which demanded the farmers to pay more for the land they used.

Knowing that there were students from Thammasart University in Bangkok, Jinda

tried to talk to one of them who was the leader, as showed in chapter 5, “..... she PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

had the chance to talk to Ned directly about this” (p. 54). From that sentence, we

know that Jinda wanted to share to Ned the problems that happened. Jinda wanted

to know about Ned’s opinions or his solutions that might help her. That is the first

way she had to do because by knowing someone else’s opinion, Jinda got the idea

on what she should do and it could be the basic way for her to struggle against

poverty and the land-rent system.

4.2.2 Spreading the Information about Land-Rent to the Other Young

Villagers

One day, when many farmers had a dialog about land-rent, Jinda heard her

father’s speech about his opinion on the land-rent system. Jinda, then, repeated

Inthorn’s (her father) opinion to the other young village girls and boys to show her

symphaty and her will. It is proved in chapter 7, “She would repeat his arguments

when groups of young village girls and boys gathered to talk about the rent issue.

But no matter how convincing she sounded, even to herself, she felt an underlying

current of fear” (p. 75). This is another way that Jinda had done to struggle for her

life. She knew that her village was in a poor condition due to the land-rent; that is

why she wanted to help the farmers get out from this condition. By spreading the

information and the ideas of her father about the issue, she hoped that young girls

and boys would also think the plan or ways they had to do. Therefore, Jinda and

the other villagers could help the farmers finally get out from land-rent that

brought them into poverty.

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4.2.3 Asking for Permission to Help Inthorn

Ned’s arrival in Maekung really helped Jinda do something useful for both

herself and her village. Jinda had done many things in Bangkok together with

Ned. Actually, Ned persuaded and invited Jinda to go with him to Bangkok to

arrange a plan. During that time, Jinda faced the problem that made her powerless

to rebuild her condition. Her father, Inthorn, had to be imprisoned in Bangkok and

it made Jinda feel hard and difficult to save him. Therefore, Jinda tried to ask for

permission from the prison authorities to see her father in prison and to help him

get out of it as stated below:

“Together with Ned, she had made the long trip into town, and tried to petition for permission to see Inthorn...... the waiting seemed interminable to Jinda. It was almost three weeks later, that she finally received a letter from the prison authorities informing her that she could visit her father” (p. 91).

Besides, there is also a proof to show Jinda’s way in helping her father out of

prison as stated, “..... Ned had pretended to like her and help care for her. Ned had

made the rounds of the bureaucracy with her, trying to get permission to see her

father” (p. 99), and also in chapter 9, “Jinda decided to go to Bangkok, Jinda felt a

flash of anger. ‘I’m going to Bangkok,’ she said, ‘because I’m trying to help get

Father out of prison” (p. 108).

Jinda’s will to help her father get out of prison made her have the strengths

to struggle against the problems she had to face. By helping her father get out

from prison, she had done one of her efforts in order to struggle for life. If her

father successfully got out from prison, Jinda could help her father and the other

farmers plan to resist paying the land-rent and to fight against poverty. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4.2.4 Joining Activities Related to Land-Reform in Bangkok

It is stated in the novel that Jinda also joined some activities which were

related to her will on struggling against the land-rent in Bangkok. In chapter 8, it

is stated that, "Jinda leafed through the article. Quickly she skimmed through the

long phrases-‘symbol of the oppressed peasants,’ ‘revolutionary leader of the

farmer’s movement,’ ‘challenger of the exploitative and feudalistic land rent

system” (p. 98). Besides, Jinda had attended political meetings in many

opportunities on land-reform, visited Bangkok newspaper offices, made the

rounds rally, and many others. As the writer has explained before that Jinda wrote

an article about the farmers’ rent movement. Not only writing an article, but she

had also interviewed some people or farmers who had to speak up against the high

land rents and attended a group discussion among them. It is supported in a

paragraph in the novel below:

“...... She followed him to newspaper offices where she was interviewed by people who noted down everything she said. She visited a textile factory where workers were on strike. She made the rounds of other school active in organising the upcoming rally. She met farmer leaders from North and Northeastern Thailand who had come to Bangkok to speak up against the high land rents. Jinda came to spend most of her time at ‘The Headquarters’, a set of dingy rooms in a two-storey building near Ned’s house, across the river from Thammasart University...... At first Jinda could not get used to the constant whirl of noise ande activity at the Headquarters. If she was attending a discussion group on land- reform, she would be distracted by the news report coming from a radio which was never switched off. Or if she was helping to write an article about the farmers’ rent movement, the contact prints which the student photographers carried out from their little darkroom next door always seemed more interesting” (p. 136-137, ch. 11).

It clearly explains that Jinda had done everything when she had the opportunity in

Bangkok to help her father. Jinda was increasingly involved in the students’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

activity rally planning on land-rent. She spent most of her time at The

Headquarters, and was very much caught up in the discussions there on the

problems of land-rent. Jinda found herself more hopeful than ever that, with the

pressure generated by this rally, her father and the other rent resistence leaders

would be released from prison. Although it was hard and sometimes she felt so

bored and tired, she had done her best.

4.3 Jinda’s Motivation in Struggling against Poverty or Land-Rent System

The second part of this chapter has discussed the ways of how Jinda, a

Thailand young girl, struggled against poverty. She had done a lot of efforts to

struggle for it. Her efforts to struggle against poverty are the implementation of

her motivation. Although she knew that it was difficult to solve the problems, she

worked hard to struggle. There must be some great motivation which become the

base of her behavior. The writer discusses it in the second research question which

aims to find out what motivates Jinda, as a Thailand woman, to struggle against

poverty.

4.3.1 Intrinsic Motivation

The second research question is answered by applying the psychological

theories of human motivation. As Murray (1964) has stated in his book

Motivation and Emotion:

“Motivation is distinguished from other factors that also influence behavior, such as the past experience of the person, his physical capabilities, and the environmental situation in which he finds himself, although these other factors may influence motivation” (p. 7), PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

it is clearly stated that there are two kinds of motivation, intrinsic motivation and

extrinsic motivation. Intrinsic motivation refers to the internal process that goads a

person into action. From this novel, the writer knows that there is an intrinsic

factor that motivates Jinda to struggle for her life. At first, after knowing that her

village was so poor and the rice could not be harvested, she thought that she had

to do something useful for both her life and Maekung. She had a big motivation

from herself to change the life to be better. Everyday, everytime, every moment

she thought about what she had to do. She always heard farmers talk about the

issues that were happening. Because her father was the leader of the farmers in

that village, sometimes she joined the dialog with the other farmers although she

did not say anything. She always remembered what most of the farmers had said

about land-rent and then she thought about it. If she had an opportunity to bring

out her idea, she would do anything to help the farmers out of their problems.

However, it was not easy as she thought. She did not have enough experiences in

politic which made it a little bit difficult for her to decide what should do. As the

writer can see in the novel, a few phrases- ‘poor harvest’, ‘high-rent’, and ‘already

in debt with the money-lender’ (p. 45) - drifted over to Jinda. It shows that Jinda

actually understood their problems and she knew the issues that were going on in

their village. It is also proved by Jinda’s saying when she repeated her father’s

speech in a political meeting about land-rent with the other farmers in order to

show her will and her big motivation to help her village as seen, “She would

repeat his arguments when groups of young village girls and boys gathered to talk

about the rent issue” (p. 75). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Intrinsic motivation related to theory of human needs. The needs of life

influence human behavior to gain or to achieve their goal. Therefore, the writer

uses theories of human needs by Maslow, McClelland, and Jose & Lena Stevens.

The first need is Maslow’s needs of transcendence. Transcendence is the

highest level of Maslow’s hierarchy of needs. Maslow (1990) believes that we

should study and cultivate peak experiences as a way of providing a route to

achieve personal growth, integration, and fulfillment. Peak experiences are

unifying, and ego-transcending, bringing a sense of purpose to the individual and

a sense of integration. In other words, the individual’s own needs are put aside, to

a great extent, in favor of service to others and to some higher force or cause

conceived as being outside the personal self. Transcendence occurs when one

helps others realize their potentials. In this novel, Jinda helped farmers get out of

their difficulties. Although Jinda did not show her sympathy directly, she had

shown her willingness to help her village by repeating Inthorn’s speech about the

land-rent to the other young village girls and boys so that they could realize that

they had potentials to help farmers and to help their village as seen on page 75. By

doing such kind of action, Jinda had helped others to survive from the land-rent

issue and poverty.

According to McClelland’s (1961) theory of human motivation, there are

three needs that become the most well-known needs theory. Those are the need of

achievement, the need of power, and the need of affiliation. McClelland asserted

that a person’s needs are influenced by their cultural background and life

experiences. He also asserted that the majority of these needs can be classified as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

the needs of affiliation, achievement, or power. In this study, the writer used two

needs of them; those are the need of power and the need of achievement.

Therefore, the second need is McClelland’s need of power. The need of power

is the need to lead others and make an impact. McClelland divided the need of

power into two types. First is the need for institutional power. People with the

need for institutional power want to direct the effort of their team to further the

objectives of their organisation. It is supported by Jinda’s willingness when

students from Thammasart University in Bangkok came to help her village. She

wanted to direct the effort of people in her village and the effort of those four

students so that they had one big power to get the solutions for the problems they

faced. Jinda wanted to unite the efforts they had to struggle for life so that,

together with others, she could build Maekung with no poverty anymore.

The second type of need of power is the need for personal power. It means

the person feel that they have power over others. It is just like what Jinda had

done to help Maekung. She was also pleasant to help Sri, one of the students, who

was an expert in diseases and medicines, to cure people who were ill or were in

the process of recovery. It is proved in the novel, in the conversation between

Jinda and Sri about establishing a clinic to treat people who were sick, ”Jinda,

don’t go away. You’re so good with the children, and I... I don’t understand their

dialect sometimes. Please stay,” Sri said...... Jinda smiled. It was settled then, as

simply as that. ‘Fine, let’s start,’ she said” (p. 42). In this situation, Jinda had the

power over others to get them well. She knew that poverty brought many people

into sickness, in pain which also happened to Oi. Oi got sick because of no PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

enough food to be eaten as the source of nutrition for her body. Therefore, she had

to be treated. Jinda wanted to help little Oi together with Sri’s help. It shows that

Jinda really cared about people’s health in Maekung and she had done it.

Therefore, she wanted to help them so that they could hold on their pain and could

do their works, their activities, and their tasks in order to achieve their goals

which is resisting on paying the land-rent. The supports from the farmers for

Inthorn also made Jinda have a power to invite other people to struggle against the

land-rent system. Most of the farmers had supported Inthorn as stated below:

Most of the farmers supported Inthorn, and had vowed to resist the rent too...... “First they must feel that the land truly belongs to them, that they have right to the rice they’ve grown on their land. Then, the next step is to hold back that part of the rice which we need for ourselves, for our children.” That’s what the fight was about, after all, so that the little ones of Maekung need never go hungry again during the lean years (p. 74, ch. 7).

That support gave Jinda a power to help Inthorn and the other farmers by setting a

rally around the issue in the city with Ned, as the writer has explained before.

The third need is McClelland’s need for achievement. The need for

achievement is the need to achieve, excel, and succeed. According to McClelland,

a person with this type of need, will set goals that are challenging but realistic. He

believed that people with a strong need for achievement, make the best leaders for

a variety of reasons including setting goals, reviewing progress and continuously

looking at how things can be done better. From this novel, the writer knows that

Jinda was also motivated in the conversation between the farmers and Ned about

land-rent as stated:

“Invariably, the talk would revolve around the land rent. The harvesting was almost over, and the threshing already begun. Sometime within the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

next two weeks, the rent-collector would come in his truck, and in one day, haul of half the rice they had taken five months to grow...... where the land-rent was only one-tenth the value of the crop, or of other villages in Thailand where farmers were beginning to refuse to pay this high rent” (p. 45, ch. 4).

Therefore, Jinda set a goal to get the solution for the problems happened and to

look for something that could make her achieve her goals by going to Bangkok

and doing everything which was related to the land-rent and poverty there, for

better Maekung in the future.

There are still the other needs that people may have to achieve. Based on

Nine Needs Material adapted from various workshops by psychologists Jose &

Lena Stevens, Pivotal Resources and JP Van Hulle, Michael Education

Foundation (http://www.itstime.com/jun97.htm), it is clearly stated that there are

nine needs that people may have to achieve. Those are the needs of security,

adventure, freedom, exchange, power, expansion, acceptance, community, and

expression. In analyzing Jinda’s motivation, the writer used the need of freedom

and the need of exchange to support the analysis. The fourth need is Jose &

Lena Stevens’ need of freedom. Freedom is the need of independence and

spontaneity. It is also the need to have choices and to feel in control of making

those choices. The examples of the need of freedom are having choices and

making self choices, feeling free to move around without restrictions, refusing to

obey rules that are created by someone else, making or enforcing rules that allow

freedom and free choices for others, keeping options open by not making

decisions, feeling free to be self, regardless of what they are doing or what

situation they find themselves in, and many others. In this case, Jinda and also PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

people in Maekung needed to be freed from the land-rent they had faced. As the

writer has explained before, the condition in Maekung was very poor. People

lived there in poverty and in depression because of the government rules about

paying high land-rent. That condition made people in Maekung needed to feel the

freedom without any rules to obey. In other words, Maekung people needed to

make their own decision and their own choice for their life. It also happened to

Jinda. She needed to be freed from the land-rent system that caused her father go

to prison and brought her life into poverty.

The last need is the need of exchange. The need of exchange really

supports the writer in analyzing Jinda’s motivation. The need of exchange is the

need to trade information and knowledge with others, not just to combine or

socialize, but to deliver and receive something of value. That something of value

may be information, conversation, communication, energy, friendship, service,

money, gift, love, justice, or sharing experience. People with a need of exchange

are concerned about the flow of energy in all types of relationships. They like to

see things "moving" in some way that expresses balanced equality, integrity and

an equal exchange. This need is shown when Jinda was on her way to Bangkok.

Page 113 up to 115 explained that Jinda was attracting to one city in Bangkok that

people usually called “the City of Angels”, as a farmer said, “No wonder they call

it the City of Angels. There’s so much here, it must be like living in Heaven” (p.

114). Jinda had the conversation with the farmer from another city who also came

to the town looking for prosperity and better life. Both Jinda and the farmer were

sharing their knowledge, opinion, and information about their own village, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

experiences in struggling for life, and much other information they need to change

their own life.

Emotion can also become an intrinsic motivation. Based on Jung’s

(1978) theory of emotions, emotion is related to motivation because it sometimes

operates as motivating factors, and influence motivation in the process of response

to something. Therefore, the writer discusses the influence of Jinda’s emotion

towards her motivation to struggle for life. According to Leeper (1965) as stated

on chapter two before, emotions organize and direct behavior. Lazarus (1964) also

agreed with Leeper. He has reviewed the effects of emotional stress on task

performance. The differences of opinion between Jinda and Ned about the land-

rent made Jinda depressed, but it did not make her surrender. Jinda had more

motivation to face the problem although she was arguing with Ned at once as

proved below:

“Paying half the harvest as rent is far too high!” Ned said. .... “Even after a good harvest, it’s too high. But in a drought like this, it’s a crime! How can you give so much away?” “We don’t give it away,” Jinda replied drily, “it’s taken from us.” “You don’t have to let them take it away,” Ned said. “Keep a bigger share for yourself.” ..... “Resist the rent. Keep two-thirds of your rice for yourselves, and give one- third to this Dusit. That’s only fair.” ...... “It’s against the law, that’s why not! We’ll be arrested.” ...... “We’d be forced off the land,” Jinda said. “Replaced by other tenant farmers who aren’t troublemakers.” “Not if all Maekung decides to resist together,” Ned argued. “In some countries the rent is only one-third, or even one-tenth of the crop.” “Other countries!” Jinda felt a surge of impatience. “We are not farming in other countries.” “But we can make Thailand like other countries,” Ned argued. “Our new government is considering a law limiting the amount of rent due to a landlord. If this legislation is approved...” “You talk like a book,” Jinda snapped...... “You don’t know how things are really like in a village” (p. 55-56, ch. 5). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

From their arguing above, the writer knows that Jinda had different opinion about

the land-rent system with Ned. The conversation shows that although Jinda was in

her emotion, but she could make her emotion be her motivation to struggle for

life. Jinda’s anger after knowing that her sister, Dao, had a relationship with

Dusit, the rent-collector, also became a motivation for her to break the rules that

brought Maekung into poverty. Her anger is shown in the statement:

Jinda stared at her sister. “So that’s it,” she said slowly. “You and that Dusit. This isn’t the first time, is it, that you’ve crept out to meet him? All this time you were avoiding me, you were actually just seeing him, weren’t you? Oh Dao, how could you?” ...... Dao tucked a stray wisp of hair behind her hair. “And then nothing, sister,” she said. “I told Mr. Dusit and he offered to help father out this harvest, that’s all.” ...... “But why are you so friendly with him, Dao? You know he’s the rent- collector; you know how everyone else in Maekung feels about him. He’s not one of us. He belongs on their side” (p. 79).

Jinda felt disappointed with her sister, Dao, and it made her hate Dusit and more

convinced to struggle against the land-rent.

Worchel and Shebilske (1989), as firstly stated in chapter two, pointed out

that the first step in experiencing emotions is appraising (judging or interpreting)

the situation. It determines whether we view the situation as threatening or

nonthreatening, and it also determines our response to the situation. Jinda faced

her difficult situation when her father, Inthorn, had to go to prison. It is shown on

the novel, “...... But there’s no sense brooding, Jinda told herself. She was here to

help get him released from prison, and she would try everything she could to do

that” (p. 132, ch. 10). At that time, she felt like she did not have a strength to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

wake up, but this situation motivated her to help both her father and her village

feel free from the government rules. The condition of Jinda’s family while Inthorn

was in prison had changed.

From the explanation above, the writer agrees that the major focus of

emotion theory is on how people can learn to develop emotions that sustain goal-

directed behavior and to neutralize or deflect emotions that tend to undermine

goal-directed behavior.

4.3.2 Extrinsic Motivation

Besides, there are also external factors that motivate Jinda to struggle for

life which is called as extrinsic motivation. As the writer has explained in chapter

two that extrinsic motivation is terminated by reaching a goal, obtaining a reward

or reinforcement situation. Social situation also has a large influence on our

behavior towards our motivation (Petry : 1981). The first factor that motivates

Jinda is her father’s bravery in facing the problems. It can be seen from her

father’s speech:

“No more. From this day on, I say that my land belongs to me. Yes, I will continue to give the landlord a part of my rice, because I recognise that some title deed somewhere has his name, and not mine, on it. But I will give him only what I say is fair, not what he demands...... this year I am starting to fight back. This year, I will resist the rent” (p.72),

Jinda felt a surge pride of him. Jinda was motivated because of her father’s choice

to be the leader and also his self-confidence in convincing the others around him

to take the same step for themselves. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

According to Locke and Latham (1968), as reviewed on chapter two, goals

affect behavior in four ways. Those are directing attention, mobilizing effort to the

task, encouraging persistence, and facilitating the development of strategies.

Whether people will set difficult goals for themselves or commit themselves to

such goals depends on whether they perceive that they have, or can develop, the

abilities they will need to attain the goals. Not only being motivated by her father,

Jinda also got her motivation from Ned who always cared about her. Therefore,

the second factor is Ned’s help over Jinda. As the writer has explained before

that Ned’s arrival really helped Jinda to overcome the problems that happened and

it also motivated Jinda to help her father. Together with Ned, Jinda set a strategy

that could make their life better than before. They developed the abilities they

needed to attain the goals. Actually, what made Ned want to come and live in

Jinda’s village is that he wanted to help the farmers there and he had the same

goals as Jinda’s. Therefore, Ned helped Jinda and she appreciated it. Ned always

gave his opinion in every dialog meeting with the other farmers, including

Inthorn. From that time, Jinda thought that she could ask for Ned’s helps so that

they could rebuild Maekung.

However, it was not as easy as they thought. At one point of time, Jinda

faced a difficult problem when her father, Inthorn, went to prison because of his

unintentional action. Jinda was really sad and she promised to get her father out of

prison. It was almost a month since Inthorn had been arrested and there was still

no one who had been able to visit him in prison, including Jinda. She had tried

several times to see him, but without success. Ned wanted to take care of her. He PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

had an idea on how to see Inthorn in prison and to help him get out of there. He

set a plan with Jinda and they decided to go to town, tried to get the permission to

see Inthorn, as stated, “together with Ned, she had made the long trip into town,

and tried to petition for permission to see Inthorn” (p. 91). Her patience brought

her into happiness. After three weeks, she got a letter from prison authorities

which informed her that she could visit her father. Although she knew that it was

difficult to help her father get out of prison, but she was very happy to see her

father blessed. Besides, Jinda felt happy because she could make her sister, Dao,

get closer to their father by visiting their father in prison. This also motivates

Jinda to change the life for beter future.

The next factor is a song lyric. Sometimes, a song can be a motivation

for someone. Lyric in a song can be powerful words, a great motivation that

affects one’s attitude and behavior. Songs can inspire someone to be strong and

empowered to do everything. Songs can also lead someone to reach their goals, to

achieve what they want in their life. It is just like this song lyric: “If I could be

born a bird, with wings to fly, far far away, I’d ask to be a white dove, to lead my

people to freedom” (p. 157). This song motivates Jinda to struggle against poverty

so that she could lead people in the village to the freedom. She could bring out

people from poverty and from the land-rent that oppressed them.

Another external factor that motivates Jinda is her grandmother’s

motto of life as showed, “granny always said there are many roads to the same

shrine” (p. 142). That motto became her motivation to face the life that was

always changing. How difficult the problems are and in whatever situation, there PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

are many ways to overcome it. Therefore, Jinda thought that there was a hope for

the better future and she would do her best for it, for both herself and her village.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter consists of two parts, namely conclusions and suggestions.

The writer draws the conclusions of this study by analyzing the answer of the two

research problems. Suggestions are divided into two parts. They are suggestions

for future researchers and suggestions for English teachers.

5.1 Conclusion

Jinda has done everything to change the life to be better. Land-rent system

that occured in her village brought people into poverty. This problem made Jinda,

as a farmer leader’ daughter, also wanted to help farmer got out from government

system of land-rent. As the writer has discussed in the previous chapter that Jinda

has done many ways in order to struggle against land-rent system existing. First is

Jinda asked advices to student volunteers from Bangkok. By asking and knowing

the opinion from student volunteers, Jinda got the idea on what she should do and

helped her to get the solution on the problems she faced. The second way is

spreading the information about land-rent to the other young villagers. Jinda has

done one way with the others help to help the farmers facing the land-rent system.

The third is asking for permission to help Inthorn when Inthorn went to prison.

For Jinda, Inthorn is her inspiration. Therefore, she wanted to help Inthorn got out

from prison and then she could help him to resist on paying the land-rent and to

fight against poverty. The last way that Jinda has done is by joining activities 44

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

related to land-reform in Bangkok. As the writer has explained in the chapter four

that Jinda went to Bangkok to join activities on land-reform such as attending the

political meeting, visiting Bangkok newspaper offices, writing an article about the

farmers’ rent movement, making the rounds rally, having the dialog with other

farmers, and many others.

Her efforts to struggle against poverty are the implementation of her

motivation. Therefore, there must be some great motivation which become the

base of her behavior. There are some aspects that motivate Jinda to struggle for

life. As the writer has discussed in the chapter four that Jinda’s motivation divided

into two aspects, there are intrinsic and extrinsic motivation. Intrinsic motivation

comes from the internal process that goads Jinda into action. in the principle,

Jinda had a big motivation from herself to struggle against land-rent and poverty.

Besides, the needs of life is also become her internal motivation to change the life.

There are many needs of life that become her motivation. First is the need of

transcendence. In this case, Jinda helped other villagers to realize their potentials

that might help farmers to survive from land-rent issue. The second is the need of

power. This need is more like the need of transcendence that is having power over

others to unite the efforts they had to struggle for life. Next is the need of

achievement. In other word, Jinda set a goal that could make her achieve her goals

for better Maekung in the future. The fourth is the need of freedom. This need

leads Jinda and others to be freed from land-rent system. the last need is the need

of exchange. This need influences Jinda’s motivation to change the life to be

better after she has a share with a farmer from another village who also looking PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

for prosperity. Emotion is related to intrinsic motivation because it operates as

motivating factors, and influence motivation in the process of response to

something. Even though Jinda was in her emotion, she could make her emotion be

her motivation to face the problem.

On the other hand, the external motivation comes from the things around

her. Her father’s bravery in facing the problems become one of her motivations to

help him struggling for life. Jinda was also motivated because of Ned’s arrival and

his help. They developed the abilities they needed to attain the goals. A song lyric

of a white dove really motivates Jinda to struggle against land-rent system and

poverty. Another external factor that motivates Jinda is her grandmother’s motto

of life. Her grandmother always said that there are many roads to the same shrine.

It reminds Jinda that how difficult the problems are and in whatever situation,

there are many ways to overcome it. Therefore, Jinda hopes that someday it will

be a miracle which brings Maekung into a better future.

Motivation influences someone’s behavior in order to change the

condition or to gain something. Jinda’s motivation also brings some effects to her

behavior in order to achieve her goal. The writer agrees that Jinda’s motivation

brought the effects to her behavior, her will, and finally her feeling of happiness,

freedom, and pride of herself because she could get what she wanted after

struggling for life. Jinda’s motivation made her hope of life change, although she

knew that it was not as easy as it seems. It is stated in the novel that Jinda still

hoped for the rains to come and it motivated her to do the same activity as he

usually did; that is starting to seedbed the harvest. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Jinda had a great motivation in her behavior so that she could make her

dreams come true. In the previous part, the writer has explained many things that

motivate her to struggle against poverty and also described Jinda’s ways to

struggle for it. After doing everything which had big influences to change the life,

finally, she could get what she and many people wanted. She felt that her

struggling came into a beautiful and wonderful end. The rains came. Jinda felt

very happy. Together with the help from others, she could finally feel the water

sprinkling from the air.

From the novel the writer knows that after a long time people waited for

the rain to come, it finally did. Life had changed. Maekung was no longer poor

like before. People could feel the prosperity and their rice could be harvested now.

They did not worry about the land-rent system anymore because their fields could

be ploughed and harrowed and the seedlings could be transplanted so that they

could pay the rent and they would have rice for their family in the next year.

Maekung had changed and all people could feel happy and blessed. Out of it,

Jinda had done her best with the great motivation inside her behavior in struggling

for the better life. It shows that in achieving the goals, someone should have a

motivation because motivation is a base of her or his behavior and motivation can

also lead someone to her or his goal.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

5.2 Suggestions

5.2.1 Suggestions for Future Researchers

The subject of my study is Minfong Ho’s Rice without Rain which tells

about the struggling of a Thailand young girl named Jinda against the government

rules that is land-rent system which brings her village into poverty. This novel is

full of conflicts, perceptions, and opinions about land-rent issues. The focus of my

study is the Thailand woman, Jinda, with her powerful emotions and love,

heroically faces the challenges of holding on to who she is as the world around

her revolves in what seems to be never – ending change. Although Jinda felt

angry about that kind of unjust situation and sometimes faced sorrow, but she is

still hopeful for a better future, both for herself and Thailand. However, the novel

is not only about the motivation inside the main character, Jinda. The novel can

reflect the Thailand farmers’ life that lives under government authority and they

have to pay more land-rent for the land they used. In analyzing the Jinda’s

motivation to struggle against poverty and land-rent system, I used psychological

approach and theory of human motivation, human need, and also theory of the

relationship between emotions and motivations in order to get sufficient

information about Jinda’s motivation, including her ways in struggling for life

during that time. Therefore, there are still many potential objects to analyze. The

following are some examples.

First, future researchers may further analyze the characters of Jinda as the

main character in the novel. It can helps future researchers know about Jinda’s

personality that influence her behavior. Second, future researchers may further PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

analyze the history of Maekung at that time. It can be divided into two aspects.

The first is comparing the history of Maekung at that time and at now and the

second is also comparing the history of Maekung, especially in agricultural

aspects. Third, the position of women (feminism) among the society may also be

analyzed. Minfong Ho drags women’s dignity in the story through Jinda. In some

parts, it is found that women have strengths and power to to bring the idea, to get

the solution of problems that happened. In this case, the attitude and behavior of

modern women may become a point for comparison on giving the contribution for

country. The last, future researchers may analyze the meaning of the symbols of

this novel, for example symbols of rice, rain, Bodhi trees, buffalo which closely

related to the tradition of nose-drilling, dove, orchid, and many others.

5.2.2 Suggestions for English Teachers

It has been known well that literature can be a rich source in teaching

language, specifically English language. By using literature as a referenced

material, English teachers could get some benefits all at once. As mentioned

previously, teachers can broaden and widen students’ knowledge through

literature, while helping them improve their critical thinking. The enhancement of

knowledge in this study gives a great emphasis on cross cultures. Povey (1972) as

cited by McKay (1987) argues that “literature will increase all language skills

because literature will extend linguistic knowledge by giving evidence of

extensive and subtle vocabulary usage, and complex and exact syntax”.

Furthermore, McKay (1987) concludes that literature offers several benefits to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ESL classes. First, it can develop linguistic knowledge. Second, to the extent that

students enjoy reading literature, it may increase their reading proficiency. Last,

an examination of foreign culture through literature may increase their

understanding of that culture and perhaps spur their own imaginative writing (p.

193). Therefore, literary works can be applied as materials in teaching the four

skills of English language and the novel used in this study, as a part of literature,

can adequately be applied as reading materials.

Therefore, I suggest that English teachers use Minfong Ho’s Rice Without

Rain as a material in Basic Reading I class of Sanata Dharma University,

Yogyakarta. This suggestion is based on some considerations, those are 1)

according to the Basic Reading I syllabus (2011), it is mentioned that Basic

Reading I introduces students with the reading strategies and its implementation

in reading various types of texts. This course helps the students to develop their

English vocabulary and reading aloud ability. Therefore, through this course, the

students can improve their reading ability by reading various types of texts with

various reading strategies and by doing exercises, 2) by using the novel as

materials, students can criticize the topic and give responses (showing attitude

towards the topic).

Teaching-learning activities in Basic Reading I class include three phases,

namely pre-reading activity, whilst-reading activity, and post-reading activity.

The first stage aims at knowing background knowledge of students by gathering

information about the topic as much as possible. The second stage is the main

activity of the learning where students are expected to actively involve. It PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

comprises reading practice such as predicting, by doing skimming, scanning,

guessing word meanings from context which attempt to improve students’ reading

proficiency while adding knowledge and fostering values. The last stage consists

of review of materials and students’ reflection where they can show their attitudes

toward the topic.

The steps to teach the reading materials in Basic Reading I class will be:

1. distributing reading materials,

2. asking several pre-reading questions about the title,

3. asking students to scan the text to find the important points,

4. asking students directly about the main ideas from the text,

5. asking students to find a partner to answer some written questions,

6. asking students to read aloud the text with correct pronunciation one by

one for each two sentence,

7. discussing the answers together,

8. reviewing the materials by asking them about the value they get from

the text and about their difficulties in reading aloud the text with correct

pronunciation.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

REFERENCES

Ahmad, N. (2004). Ho Minfong. Retrieved October 5, 2011, from http://infopedia.nl.sg/articles/SIP_433_2005-01-14.html.

Arnold, M. B. (1960). Emotions and Personality. New York: Columbia University Press.

Beck, R. C. (1978). Motivation Theories and Principles. Englewood Cliffs, New Jersey: Wake Forest University, Prentice Hall, Inc.

Berger, V. (2005). Famous Psychologists: Abraham Maslow. Retrieved April 14, 2011, from http://www.psychologistanywhereanytime.com/famous psychologist and psychologists/psychologist famous abraham maslow.htm.

Chapman, A. (2001). Maslow's Hierarchy of Needs. Retrieved April 14, 2011, from http://pcm.me/maslows-hierarchy-of-needs/Abraham Maslow's Hierarchy of Needs motivational model.html.

Collins, H. (2010). Minfong Ho: In Her Own Words. Retrieved September 24, 2011, from http://www.harpercollins.com/authors/16962/Minfong_Ho/index.aspx?aut horID=16962.

Collins, H. (2011). Another Dry Season -- Another Silent Harvest! Amazon Tue, April 19, 03:50:53. Retrieved October 5, 2011, from http://www.librarything.com/work/997025.

Conway, T. (2008). Abraham Maslow, Transpersonal Psychology, and Self- Transcendence. Retrieved July 20, 2011, from http://www.rare- leadership.org/Maslow_on_transpersonal_psychology.html.

Dweck, C. (2010). Maslow Theory of Motivation – Still Relevant Even After 50 Years? Retrieved April 14, 2011, from http://www.motivation- guide.com/Maslow-Theory-Of-Motivation.html.

Franken, R. E. (2002). Human Motivation. Forbes Mill Press.

Ho, M. (2008). Rice Without Rain. Singapore: Marshall Cavendish Edition.

Ho, M. (2010). Biography. Retrieved September 24, 2011, from http://www.members.authorsguild.net/minfong/bio.htm.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Huffman, K., Vernoy, J., & Vernoy, M. (2000). Psychology in Action (5th ed.). New York: John Willey and Sons, Inc.

Juliherman. (2010). Rice Without Rain by Minfong Ho. Retrieved October 5, 2011, from http://juliherman.wordpress.com/2010/04/23/rice-without-rain- by-minfong-ho/.

Jung, J. (1978). Understanding Human Motivation: A Cognitive Approach. Macmillan: Macmillan Publishing Co., Inc.

Kalish, R. A. (1973). The Psychology of Human Behavior (3rd ed.). Montercy: Wadsworth Publishing Company, Inc.

Kleinginna, J.R., & Kleinginna, A. M. (1981a). A catagorized list of emotion definition, with suggestions for a consensual definition, Motivation and Emotion, 5, 345-379.

Kleinginna, JR., & Kleinginna, A. M. (1981b). A catagorized list of emotion definition, with suggestions for a consensual definition, Motivation and Emotion, 5, 263-291.

Koltko, M. E. (2006). Rediscovering the Later Version of Maslow’s Hierarchy of Needs: Self-Transcendence and Opportunities for Theory, Research, and Unification. New York: New York University and Professional Services Group, Inc. Retrieved July 20, 2011, from http://pdfcast.org/download/rediscovering-the-later-version-of-maslow- shierarchyof-needs-self.pdf.

Lazarus, R. S., Averill, J. R., & Option, E. M. (1970). Toward a cognitive theory of emotion. In M. B. Arnold (Ed.), Feeling and Emotions. New York: Academic.

Leeper, R. W. (1948). A motivational theory of emotion to replace “emotion as disorganizing responses.” Psychological Review, 55, 5-21.

Leeper, R. W. (1970). The motivational and perceptual properties of emotions as indicating their fundamental character and role. In M. B. Arnold (Ed.), Feeling and Emotions. New York: Academic. Locke, E. A., & Latham, G. P. (1990). A Theory of Goal Setting and Task Performance. Englewood Cliffs, New Jersey: Prentice Hall.

McClelland, Atkinson, J. W., Clark, R. W., & Lowell, E. L. (1953). The Achievement Motives. New York: Appleton.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

McClelland, D. C. (1958). Methods of measuring human motivation. In J. W. Atkinson (Ed.), Motives in Fantasy, Action, and Society. New York: Van Nostrand.

McClelland, D. C. (1985). Human Motivation. Scott: Foresman and Company.

McConnell, J. V. (1977). Understanding Human Behavior: An Introduction to Psychology (2nd ed.). New York: Holt, Rinehart and Winston, Inc.

McKay, S. (1987). Literature in the ESL classroom. In C. Brumfit, & R. Carter (Eds.), Literature and Language Teaching (pp. 191-198). Oxford: Oxford University Press.

Murray, E. J. (1964). Motivation and Emotion. Englewood Cliffs, New Jersey: Prentice Hall, Inc.

Murphy, G., & Joseph K. K. (1972). Historical Introduction to Modern Psychology. London: Harcourt Brace Jovanovich, Inc.

Petri, H. L. (1981). Motivation: Theory and Research. Belmont: Wadsworth Publishing Company, A Division of Wadsworth, Inc.

Prasetyo, H., Herawati, H., Prihatin, P. N., Budiraharjo, M., & Adji, G. P. (Eds.). (2007). Panduan Akademik untuk Dosen dan Mahasiswa: Program Studi Pendidikan Bahasa Inggris. Yogyakarta: Sanata Dharma.

Rogers, C. R. (1951). Client-Centered Theraphy: Its Current Practice, Implications, and Theory. Boston: Houghton Mifflin.

Smith, C. P. (1969). The origin and expression of achievement-related motives in children. In C. P. Smith (Ed.), Achievement-Related Motives in Children. New York: Russell Sage.

Steele, J. (2011). More than Maslow Theory of Motivation. Retrieved April 14, 2011, from http://www.speechmastery.com/maslow-theory-of- motivation.html.

Steven, L., & Steven, J. (1997, June). The Nine Basic Human Needs. Pivotal Resources and JP Van Hulle, Michael Education Foundation. Retrieved May 18, 2011, from http://www.itstime.com/jun97.htm.

Weiner, B. (1980). Human Motivation. Press of W. B. Saunders Company.

Worchel, S., & Wayne S. (1989). Psychology: Principle and Application (3rd ed.). Englewood Cliffs, New Jersey: Prentice Hall, Inc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDICES

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APPENDIX 1

LESSON PLAN FOR TEACHING BASIC READING I

KPE 110 Basic Reading I Credit : 2 credits Time Allocation: 2 x 50 minutes class meeting, 2 x 120 minutes independent work and structured tasks Study Program : English Language Education Study Program Lecturers : Henny Herawati, S.Pd., M. Hum. Last updated: August 2011

Short Description of the Course: KPE 110 Basic Reading I is designed to introduce students with the reading strstegies. In this course, the students are provided with the hands-on experience in applying the reading strategies when reading various types of texts. Moreover, the course helps the students develop their English vocabulary and reading aloud ability. It also helps the students become independent and effective readers. The topic of this course include: basic reading skills which consist of various reading strategies and exercises. This course is compulsory and offered in Semester I. There is no prerequisite course for Basic Reading I. On completing the course, students are able to: 1. read aloud with correct pronunciation 2. understand the types of the basic reading strategies 3. understand various types of texts 4. apply the reading strategies when reading various types of texts

Course Outline

Meet Material Assignments 1-5 Basic Reading Skills (previewing, predicting, • online assignments at skimming, scanning, finding pronoun referents, basicreading1.pbworks.com making inferences, guessing word meanings from • Reader’s Log 1 context) 6 Progress Test 1 + Reader’s Log 1 submission 7-11 Basic Reading Skills (previewing, predicting, • online assignments at skimming, scanning, finding pronoun referents, basicreading1.pbworks.co making inferences, guessing word meanings from • Reader’s Log 2 context) 12 Progress Test 2 + Reader’s Log 2 submission 13-15 Basic Reading Skills (previewing, predicting, • online assignments at skimming, scanning, finding pronoun referents, basicreading1.pbworks.co making inferences, guessing word meanings from • Reader’s Log 3 context) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

FINAL TEST + Reader’s Log 3 submission

Classroom Rules a) Cellular phones must be switched to silent mode during the course. b) Students must attend classes, participate actively and complete assigned tasks. c) Class attendance must not be less than 75%. d) Tolerance for late arrival is 15 minutes. If the tolerance is exceeded, the student involved will be marked absent. e) Students are expected to behave and dress appropriately.

Grading Policy Assessment Aspects Percentage Assignments (online tasks & reader’s log) 20% Mid-test Results 35% Final Test Result 40% Class participation 5% Total 100%

References Blanchard, Karen and Christine Root. For Your Information. Introductory Reading Skills. New York: Addison-Wesley Longman Publishing Company, Inc. 1996. Blanchard, Karen and Christine Root. For Your Information. Book 2. Intermediate Reading Skills. New York: Addison-Wesley Longman Publishing Company, Inc. 1996. Chamot, Anna Uhl, Sarah Barnhardt, Pamela Beard El-Dinary, Jill Robbins. The Learning Strategies Handbook. New York: Addison Wessley Longman, Inc., 1999. Grisewood, Emma and juliet Meyers (eds.). Mary Glasgow Magazines. Timesaver. Reading Lesson (Intermediate/Advanced). Scholastic, Inc. Mikulecky, Beatrice S., and Linda Jeffries. Reading Power. Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster. Third Edition. New York: Pearson Education, Inc. 2005. Oxenden, Clive and Christina Latham-Koenig. English File. Upper-Intermediate student’s book. Oxford: Oxford University Press., 2003. Richards, Jack with Jonathan Hull and Susan Proctor. Interchange 2. Student’s Book. Third Edition. New York: Cambrigde University Press., 2006. Richards, Jack with Jonathan Hull and Susan Proctor. Interchange 3. Student’s Book. Third Edition. New York: Cambrigde University Press., 2007. Reading Box. IIIA. basicreading1.pbworks.com

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APPENDIX 2

LESSON UNIT PLAN

KPE 110 BASIC READING I

Subject : Basic Reading I

Semester : 1

Material : Literary text (taken from Minfong Ho’s Rice Without Rain

novel)

Meeting : 1 meeting

Time Allocation : 2 X 50 minutes

Competence Standard

On completing the course the students are able to 1) utilize reading

strategies underpinning their comprehension abilities (previewing, predicting,

skimming, and scanning), 2) understand the types of the basic reading strategies,

3) develop their English vocabularies, 4) understand various types of texts, and 5)

develop oral reading skills by reading aloud with correct pronunciation.

Basic Competence

Students are able to improve their reading strategies skills, extend the

vocabulary mastery, and read aloud the texts with correct pronunciation.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Indicators

• Students are able to mention the main idea and the important points by

predicting and scanning the text.

• Students are able to answer the questions in details by skimming the text.

• Students are able to read loudly and fluently with correct pronunciation.

A. Learning Objectives

• Students can preview, predict, and scan the literary text to find the main

idea and the important information.

• Students can skim the text to find the details of the story.

• Students can read aloud the texts with correct pronunciation.

• Students can guess the word meaning from the texts.

• Students can mention the meaning of new vocabularies.

B. Learning Materials

Reading text taken from Minfong Ho’s Rice Without Rain

C. Teaching Method

Questioning, lecture

D. Learning Method

Discussion, individual work, pair work

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

E. Learning Activities

Time No Activities Method Allocation

1 Pre-Reading Activities (8’)

• Greeting 1’

• Distributing the reading text 2’

• Previewing and predicting the title of the 5’ Discussion

text and the Thai song

2 Whilst-Reading Activities (49’)

• Distributing reading exercises 1’

• Reading the text using reading strategy 3’ Discussion,

(scanning) individual work

• Discussing the important points about the 5’

story by skimming

• Working in pairs: answering the 20’ Pair work

questions which encompass vocabulary

exercises and guessing the word meaning

from the text

• Reading aloud the text with correct 20’ Individual

pronunciation work

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Time No Activities Method Allocation

3 Post-Reading Activities (43’)

• Discussing the answers in the whole class 12’ Discussion

• Reviewing on reading aloud the text 10’

(give the example with the phonetic

transcription on the difficult words)

• Making reflection

- Students’ difficulty in learning 5’ Discussion

- Students’ difficulty in reading with 15’

correct pronunciation

• Closing 1’

F. Learning Media

Handout, dictionary

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

G. Assessment

Number of Task Criteria Score Questions

I (not assessed)

II.A. • Students give correct answer. 2

• Students answer the question with little 1

mistakes or incompletely. 5

• Students do not answer the question or 0

students’ answer is incorrect.

II.B.1 • Students give correct answer. 1

• Students do not answer the question or 0 8

students’ answer is incorrect.

II.B.2 • Students give correct answer. 1

• Students do not answer the question or 0 8

students’ answer is incorrect.

II.C. • Students pronoun the sentences correctly. 1

• Students pronoun the sentences with little or 0 14

more mistakes.

Total 40

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

H. Learning Source

McKay, S. (1987). Literature and Language Teaching (C. Brumfit, & R. Carter,

Eds.). Oxford: Oxford University Press.

Minfong Ho. (2008). Rice Without Rain. Singapore: Marshall Cavendish Edition.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 3

TEACHING MATERIALS

PRE-READING ACTIVITY

At the beginning of the book, a Thai folk song is quoted. What does it tell us about the life of the farmer in Thailand?

WHILST-READING ACTIVITY

II. A. Scan the text below and answer the following questions.

Is the Land-Rent a Law, or a Tradition?

In some subtle but pervasive way, little Oi’s death

affected the entire village. Around their weaving looms,

women would cluck over how thin their own children

were getting. And by the temple bonfire at nigbt,

farmers would brood over how little rice they’d have left

this year, after paying the rent. And in all their conversation would lurk the

unspoken question: whose child would die next? In this way, the baby’s death PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

became more than Dao’s personal sorrow; it was now a matter of common

concern for the whole village.

Inextricably tied to this was the villagers’ anxiety about the rent. It was

already early December, and the threshing almost finished. The mount of rice

grain in the middle of the threshing ground was growing day by day, and soon

Dusit, the rent-collector, would be due to take half of it away. Resented even

during the best of harvests, Dusit’s arrival this year was especially dreaded. After

he had collected his rent, would there, the villagers asked each other, would there

be enough rice left to last them for the coming year?

Everywhere around her, Jinda heard farmers talking about the high rent.

Often, she noticed, Ned or Jongkrak would be in the midst of the discussion, quite

but attentive. Jinda would stay on the fringe of these groups, listening with keen

interest, but not saying anything.

One afternoon, however, she had the chance to talk to Ned directly about this.

She was sitting by the river bank, watching her little brother splash river water on

his buffalo.

It was peaceful there. A magpie perched on the buffalo’s back, pecking at the

insects on it, as it swished its tail back and forth in a graceful arc.

A dry twig snapped behind her and, glancing around, Jinda saw Ned walking

down the trail towards them, a cloth towel draped around his bare chest. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

‘I see I’ll have to share my bath water with your buffalo,’ he said, smilling at

Jinda.

Jinda tried to hide her pleasure at seeing him. It had seemed a long time since

she had the chance to talk with him. ‘You could use the water upstream of him,’

she said lightly, not sure whether she should leave now that he had announced his

intention of bathing there.

‘Oh well, I’ll just help your brother wash him for a start. How about it, Pinit?’

Ned called out.

The little boy grinned. ‘Fine!’ he said. ‘Come on in.’

Jinda watched as Ned and Pinit scooped handfuls of water over the buffalo’s

legs, rubbing off the patches of mud caked there. The animal stood quietly

between them, its eyes dreamy and unfocused.

‘So how are things at home?’ ned asked conversationally.

Pinit shrugged. “Nobody talks much anymore. Father worries about the rent-

collector coming all the time. I can’t even make him laugh now.’

‘Paying half the harvest as rent is far too high!’ Ned said, loud enough so that

she knew he was actually addressing her rather than Pinit. ‘Even after a good

harvest, it’s too high. But in a drought like this, it’s a crime! How can you give so

much away?’

‘We don’t give it away,’ Jinda replied drily, ‘it’s taken from us.’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

‘You don’t have to let them take it away,’ Ned said. ‘Keep a bigger share for

yourself.’

‘How?’

‘Resist the rent. Keep two-third of your rice for yourselves, and give one-third

to this Dusit. That’s only fair.’

‘That’s easy for you to say,’ Jinda retorted. ‘It can’t be done.’

‘Why not?’

‘It’s against the law, that’s why not! We’ll be arrested.’

‘But it’s not against the law,’ Ned argued.

‘Well, it might as well be. It’s always been this way.’

‘But that’s not the law. That’s only tradition.’

‘We’d be forced off the land,’ Jinda said. ‘Replaced by other tenant farmers

who aren’t troublemakers.’

‘Not if all Maekung decides to resist together,’ Ned argued. ‘In some countries

the rent is only one-third, or even one-tenth of the crop.’

‘Other countries!’ Jinda felt a surge of impatience. ‘We are not farming in

other countries.’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

‘But we can make Thailand like other countries,’ Ned argued. ‘Our new

government is considering a law limiting the amount of rent due to a landlord. If

this legislation is approved...’

‘You talk like a book,’ Jinda snapped. ‘You treat our lives as if they were

some new exercise in a schoolbook. You don’t know how things are really like in

a village.’

(Taken from Rice Without Rain, p. 53-56) 1. What is the effect of Oi’s death to the village? Does it make the villagers

anxious?

______

2. Who is Dusit?

______

3. What issue that was going on around farmers?

______

4. What is Ned’s opinion about the issue?

______

5. What makes Jinda feel angry with Ned? Explain your answer.

______

______PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

B. Enrich Your Vocabulary.

1. Match the words below with the meaning on the column.

a. agriculture : ______

b. Communism : ______

c. constitution : ______

d. Democracy : ______

e. demonstration : ______

f. dictator : ______

g. elite : ______

h. industry : ______

farming and growing crops work which uses people and machinery to produce goods a small group of people considered the most important because

they are very rich, powerful, or clever a public show of opposition or support of something often with marching a system of government where all production and resources are controlled by the government and shared equally by the people system of rules and laws which govern a country; a written plan government by the people through freely elected representatives a ruler who has complete power especially after gaining power by

force

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Find the definitions for the following words.

subtle (para. 1)

______

pervasive (para. 1)

______

cluck over (para. 1)

______

lurk (para. 1)

______

inextricably (para. 2)

______

attentive (para. 3)

______

troublemakers (para. 12)

______

landlord (para. 15)

______

C. Read aloud the following sentences with correct pronunciation.

1. Around their weaving looms, women would cluck over how thin their own children were getting. 2. In all their conversation would lurk the unspoken question: whose child would die next? 3. Inextricably tied to this was the villagers’ anxiety about the rent. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

4. The mount of rice grain in the middle of the threshing ground was growing day by day. 5. Resented even during the best of harvests, Dusit’s arrival this year was especially dreaded. 6. Often, she noticed, Ned or Jongkrak would be in the midst of the discussion, quite but attentive. 7. She was sitting by the river bank, watching her little brother splash river water on his buffalo. 8. A magpie perched on the buffalo’s back, pecking at the insects on it, as it swished its tail back and forth in a graceful arc. 9. A dry twig snapped behind her and, glancing around, Jinda saw Ned walking down the trail towards them, a cloth towel draped around his bare chest. 10. ‘You could use the water upstream of him,’ she said lightly, not sure whether she should leave now that he had announced his intention of bathing there. 11. Jinda watched as Ned and Pinit scooped handfuls of water over the buffalo’s legs, rubbing off the patches of mud caked there. 12. ‘Even after a good harvest, it’s too high. But in a drought like this, it’s a crime! How can you give so much away?’ 13. ‘We’d be forced off the land,’ Jinda said. ‘Replaced by other tenant farmers who aren’t troublemakers.’ 14. Our new government is considering a law limiting the amount of rent due to a landlord.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

POST-READING ACTIVITY

Read the following words with the correct pronunciation.

1. weaving looms : 2. cluck over : 3. lurk : 4. inextricably : 5. anxiety : 6. threshing : 7. dreaded : 8. midst : 9. attentive : 10. river bank : 11. splash : 12. perched : 13. swished : 14. arc : 15. twig : 16. towel : 17. chest : 18. upstream : 19. announced : 20. patches : 21. mud : 22. drought : 23. forced : 24. troublemakers : 25. landlord :

~ Good Luck ~ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 4

THE SUMMARY OF RICE WITHOUT RAIN

Another dry season -- another silent harvest!

The parched yellow fields outside the village where seventeen-year-old Jinda lives

are her family's only source of income. How can the rain-starved crop produce

enough rice to feed them, much less pay the rent? Perhaps the recently arrived

young strangers from the city are right about the need for centuries-old traditions

to change. At least when she listens to their talk, she feels the stirrings of hope...

Hesitantly, Jinga grows to trust the outsiders. There is Sri, who brings with her

life-saving medicines and knowledge of how to use them. And there is Ned, who PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

talks of taking charge of one's own destiny, and fighting those who would stand in

the way. It is almost too late when Jinda realizes that her trust is misplaced -- that

to Sri and Ned their cause is more important than the lives it would affect. Against

a vividly evoked backdrop of rural and urban Thailand, Jinda heroically faces the

challenges of holding on to who she is as the world around her revolves in what

seems to be never-ending change.

(Taken from Amazon Tue, 19 Apr 2011 03:50:53 -0400,

http://www.librarything.com/work/997025)

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX 5

THE BIOGRAPHY OF MINFONG HO

HO, Minfong 1951-

PERSONAL: Born January 7, 1951, in Rangoon, Burma; daughter of Rih-Hwa (an economist) and Lienfung (a chemist and writer; maiden name, Li) Ho; married John Value Dennis, Jr. (a soil scientist), December 20, 1976; children: Danfung (son), MeiMei (daughter), Christopher. Education: Attended Tunghai University, Taichung, Taiwan, 1968-69; Cornell University, B.A. (honors), 1973, M.F.A., 1980. Religion: Agnostic. Hobbies and other interests: Swimming, hiking, growing things.

ADDRESSES: Home--893 Cayuga Heights Rd., Ithaca, NY 14850; fax: 607-272- 3335. Agent--Tracey Adams, McIntosh and Otis, Inc., 310 Madison Ave., New York, NY 10017. [email protected].

CAREER: Writer. Straits Times newspaper, Singapore, journalist, 1974-75; Chiengmai University, Chiengmai, Thailand, lecturer in English, 1975-76; Cornell University, Ithaca, NY, English literature teaching assistant, 1978-80; Catholic PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Relief Services, Thai-Cambodian border, nutritionist and relief worker, 1980; Singapore University, writer-in-residence, 1983. Presenter of various writing workshops in middle schools and high schools in the United States and international schools in Switzerland, Indonesia, Thailand, Poland, and Malaysia, 1990-96.

MEMBER: Authors Guild, PEN America.

AWARDS, HONORS: First prize, Council of Interracial Books for Children, 1975, for Sing to the Dawn; first prize, Annual Short Story Contest of Singapore, Ministry of Culture, Singapore, 1982, and first prize, Annual Short Story Contest, AsiaWeek Magazine, Hong Kong, 1983, both for Tanjong Rhu; second place, prose section, Commonwealth Book Awards, Commonwealth Book Council, 1987, first prize, National Book Development Council of Singapore, 1988, Parents Choice Award, 1990, and Best Books for Young Adults, American Library Association (ALA), Editor's Choice, Booklist, and Books for the Teen Age selection, New York Public Library, all 1991, and all for Rice without Rain; National Council on Social Studies/Children's Book Council (NCSS-CBC) Notable Children's Book in the Field of Social Studies and Best Books selection, Parents Magazine, both 1991, "Pick of the Lists," American Booksellers Association (ABA), Notable Children's Trade Books in the Language Arts, and Children's Book of Distinction, Hungry Mind Review, all 1992, all for The Clay Marble; Southeast-Asian Write Award, conferred by the Crown Prince of Thailand, 1996; Horn Book Fanfare, Notable Book designation, ALA, Children's Book of Distinction, Hungry Mind Review, and Caldecott Honor Book, all 1997, all for Hush!: A Thai Lullaby; Notable Book designation, ALA, Best Books selection, New York Public Library, and Children's Book of Distinction, Hungry Mind Review, all 1997, all for Maples in the Mist: Children's Poems from the Tang Dynasty; "Pick of the Lists," ABA, 1997, for Brother Rabbit: A Folktale from Cambodia.

WRITINGS:

Sing to the Dawn, illustrated by Kwoncjan Ho, Lothrop, Lee and Shepard (New York, NY), 1975. Tanjong Rhu and Other Stories, Federal Press (Singapore), 1986. Rice without Rain, Andre Deutsch (London, England), 1986, Lothrop, Lee and Shepard (New York, NY), 1990. The Clay Marble, Farrar, Straus and Giroux (New York, NY), 1991. (With Saphan Ros) The Two Brothers, illustrated by Jean Tseng and Mou-sien Tseng, Lothrop, Lee and Shepard (New York, NY), 1995. Hush!: A Thai Lullaby, illustrated by Holly Meade, Orchard Books (New York, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

NY), 1996. (Translator and compiler) Maples in the Mist: Children's Poems from the Tang Dynasty, illustrated by Jean and Mou-Sien Tseng, Lothrop, Lee and Shepard (New York, NY), 1996. (With Saphan Ros) Brother Rabbit: A Cambodian Tale, illustrated by Jennifer Hewitson, Lothrop, Lee and Shepard (New York, NY), 1997. Gathering the Dew, Orchard Books (New York, NY), 2003, published as The Stone Goddess, Orchard Books (New York, NY), 2003. Peek!: A Thai Hide-and-Seek, Candlewick Press (Cambridge, MA), 2004.

Ho's work has appeared in anthologies such as Starwalk, Silver, Burdett and Ginn, 1989; Prizewinning Stories: Asian Fiction, Times Edition, 1991; Ripples: Short Stories, EPB Publishers, 1992; Tapestry: Selected Short Stories from Singapore, Heinemann (London, England), 1992; Join In: An Anthology of Multicultural Short Stories, Dell (New York, NY), 1994; Battling Dragons, Heinemann (London, England), 1995, and In My Grandmother's House, HarperCollins (New York, NY), 2003. “Winter Hibiscus”,

“ TAPESTRY: SELECTED STORIES FROM SINGAPORE (Reed International, Heinemann, 1992)

“MORE THAN HALF THE SKY: SHORT STORIES (Times Books International, Singapore 1998)

CENSORED BOOK II, CRITICAL VIEWPOINTS (The Scarecrow Press, 2002)

SOUL-SEARCHING STORIES ( Simon and Schuster, 2003)

FIRST CROSSING” ( Candlewick Press, 2004) Ho's work has been translated into Thai, Chinese, Japanese, Tagalog, and French AND KOREAN.

ADAPTATIONS: Sing to the Dawn was adapted as a musical in 1996 for the Singapore Arts Festival. Ho co-wrote the libretto with Stephen Clark, music by Dick Lee, performed by the Singapore Repertory Theatre, and published by Times Edition, 1996.

WORK IN PROGRESS: Jataka Tales: A Selection of Buddha's Birth Stories; Duty Free, a novel about 1840s Singapore; The Ballad of Mulan, the Woman Warrior; Morenak Mayda; The Great Pond, translation of the Thai novel by Thepsiri; Sojourn, a historical novel about the first Chinese in Nantucket, 1807. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

SIDELIGHTS: Minfong Ho, in award-winning novels such as Sing to the Dawn, Rice without Rain, and The Clay Marble, presents realistic depictions of her native Southeast Asia. Characteristically focusing on strong female protagonists who interact with their families and friends against the backdrop of real events, Ho is often recognized for the sensitivity and understanding with which she treats the feelings of her characters as well as for her depiction of Asian life and locale. Her books include stories for young adult readers and middle graders as well as picture books for younger children. In all of these works, Ho does not avoid the harsher elements such as poverty and violent death, but she also weaves the theme of the stabilizing influence of family throughout her work. A writer in St. James Guide to Young Adult Writers explained that Ho "creates a world of great beauty and gentleness, with loving family relationships and ancient customs. But she also creates a world of poverty, drought, dreadful injustice, starvation, and death. Her protagonists are set between these two visions, but in that situation they discover their pride, integrity, and determination to love the land and overcome injustice."

Ho's own life reflects an ability to interpret the East to the West, to adapt to new and sometimes confusing and troubling circumstances. Born in Burma in what might be called privileged circumstances, Ho grew up in both Singapore and Thailand. She also did most of her studying in English, making her fluent in three languages. More than that, she has said that each language rules a separate part of her. Chinese, Ho's first language, is the language of her "heart," while Thai, her workaday language, is that of her "hands." English, the language of study, is the language of her "head." The resulting fragmentation, or "linguistic schizophrenia" as she has termed it, has never been resolved for Ho. Though she writes in English, she feels that she has never been able to bridge the languages of her life; having lived in the United States for two decades, she has noted that "even now, when I cry, I cry in Chinese."

In part it is this very fragmentation--linguistic as well as cultural--that led Ho into writing stories. Educated at Bangkok's Patana School and the International School as well as at Taiwan's Tunghai University, Ho came to Cornell University in Ithaca, New York, to complete her undergraduate degree. At Cornell, she began a short story that later became her first novel, Sing to the Dawn. "When I wrote Sing to the Dawn, it was in moments of homesickness during the thick of winter in upstate New York, when Thailand seemed incredibly far away," Ho once commented. "Writing about the dappled sunlight and school children of home brought them closer to me; it aired on paper that part of me which couldn't find any place in America. That story was not meant to be read--it was only one hand clapping." But Ho found another hand, a reader, in the Council for Interracial Books for Children, to whom she submitted "Sing to the Dawn" for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

their annual short story contest. The original story describes how Dawan, a schoolgirl from a rural Thai village, encounters resistance from her father and brother when she wins a scholarship to the city high school. Ho won the award for the Asian American Division of unpublished Third World Authors, and was encouraged to enlarge the story into a novel. "The manuscript was later published (through no effort of mine)," Ho recalled. "Suddenly a whole new dimension of writing opened to me: it became a communicative rather than a cathartic activity. I had always written, but now I would have readers!"

Ho also began to see the writing process as one that was inherently "a political expression," as she once wrote in Interracial Books for Children Bulletin. "I had never enjoyed reading stories of Asia in my own childhood. . . . Children's books about Thailand, China, Burma, etc. were invariably about princes and emperors and/or their elephants, peacocks and tigers. The few about village life portrayed it as idyllic and easy-going, full of kites and candles and festivals at the temples. This was not the Asia I knew, and I had resented the writers--usually white--who out of condescension and ignorance misrepresented these countries." With Sing to the Dawn, Ho attempted to avoid these pitfalls and created a realistic story of one girl's struggles to get an education. Dawan achieves first place on a government exam for a high school scholarship, an exam in which her younger brother comes in second. But her real fight comes after the test: now she must convince her father and her brother that she--the girl of the family--should be allowed to go to the city and study. She enlists the aid of her timid mother, of a Buddhist monk, and of a cousin who has lived in the city. Support also comes from her grandmother and from a flower girl named Bao. Dawan learns an important lesson along the way--that she must struggle to become free. Finally she convinces her brother to give his blessing and she leaves for school, her father still resistant. "The author's love of her native countryside is evident in her vivid descriptions," commented Cynthia T. Seybolt in a School Library Journal review. Seybolt also noted that Dawan's story "provides a perspective on women's liberation far removed and much more important than breaking into the local Little League." Though many reviewers noted that this first novel was slow in parts because of frequent descriptive passages, a Kirkus Reviews critic maintained that, "underneath the delicate lotus imagery, this small, understated story is infused with passion and determination," such that Dawan confronts her battle for freedom and equality with a "rage so powerful" that it makes "this otherwise modest narrative vibrate." The book was illustrated by Ho's younger brother, Kwoncjan, and proceeds from its sales were used to help set up a nursing scholarship for village girls in Thailand. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Meanwhile, Ho graduated from Cornell and returned to Asia, working as a journalist on the Singapore Straits Times and then as a lecturer at Chiengmai University in Thailand. While in Thailand, she observed firsthand the military coup of October 6, 1976. During these post-college years, Ho worked in "prisons and plywood factories," as she once explained. "I have transplanted rice seedlings and helped a peasant woman give birth; I have attended trade union meetings in stuffy attics and international conferences in plush hotels. There is so much, so much beauty and so much pain in the world around me which I want to write about--because I want to share it." But it would be another decade before she wrote her second book, using much of the material accumulated during her years in Thailand. Married in 1976 to a soil scientist she met during her Cornell years, Ho returned to the United States and settled in Ithaca, New York. She finished an M.F.A. in creative writing at Cornell while working as a teaching assistant. She also spent some time in relief work along the Thai-Cambodian border in 1980, gaining experience that would inform a later novel, The Clay Marble.

In 1986, after starting a family, Ho returned to writing fiction, publishing Rice without Rain, a book which retells the experiences of another village girl in Thailand. This time, however, the stakes are higher than in Sing to the Dawn. Jinda is seventeen the summer when young intellectuals from Bangkok arrive in her remote village. Two years of drought have brought deprivations to the village: Jinda's sister has no milk and her baby starves to death. Still, the villagers greet these outsiders with suspicion, especially when they encourage the men to form a rent resistance movement. Slowly the villagers, including Jinda's father, the headman, take up the rallying cry, and slowly too does Jinda fall in love with Ned, the leader of the student radicals. When Jinda's father is arrested, she follows Ned to Bangkok where he organizes a demonstration that might help free Jinda's father. However, the military put down the demonstrators in a bloody massacre. Returning to her village, Jinda discovers that her father has died in prison. Ned and she part ways, he to join communist guerrillas fighting the government, and she to "grow things and be happy" in her village. The title, taken from a Thai folk ballad, points to the fundamental importance of rice--of agriculture--in the life of the common people. Caught up in the larger ideologies of the college students, the villagers have become pawns. Jinda chooses the simpler path in life, the eternal way. Hazel Rochman, writing in Booklist, noted that though the book has violent and sometimes gritty passages, "The violence is quietly told, never exploited." School Library Journal contributor John Philbrook, despite finding some of the characters too "predictable," felt on the whole that Ho's novel "gives an interesting and at times absorbing glimpse of class struggle in the Thailand of the 1970s. . . . Not a masterpiece, but a novel from an author to watch." A Kirkus Reviews PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

commentator called Rice without Rain "a valuable, memorable portrait of a little- known country."

Ho stayed with the land of her childhood for her third novel, incorporating experiences she had gleaned while serving as a relief worker along the Thai- Cambodia border. But with The Clay Marble, Ho created a book for middle grade readers rather than strictly young adults. Twelve-year-old Dara, with her mother and older brother Sarun, journeys to the Thai border in search of food after the fall of Cambodia's Khmer Rouge. At a refugee camp, Dara meets another Cambodian family and becomes fast friends with Jantu, while Jantu's sister falls in love with Sarun. Jantu gives Dara a clay marble which Dara believes has magical properties. When fighting breaks out between rival guerrilla factions, Dara and Jantu are cut off from their families. Surviving several adventures, the two are finally reunited with their families, but Jantu is mistakenly shot and killed by Sarun--overly zealous on watch duty. Dara, in the end, convinces Sarun not to go off with the army, but to return home with his family. Once again, Ho presents a strong female protagonist and employs the theme of family unity in the face of adversity. Some reviewers felt that Ho's characters lacked depth and that her language was at times too sophisticated for a twelve-year-old protagonist. However, other critics found, as did Maeve Visser Knoth in Horn Book Magazine, that Ho's story was "moving." Knoth noted that the book depicted a "people who have rarely had a voice in children's literature." A Kirkus Reviews critic commented that Ho "shapes her story to dramatize political and humanitarian issues" and concluded that the book was "touching, authentic," and "carefully wrought."

A change of pace for Ho came with her third child and next few books. The Two Brothers, a picture book for young readers, was co-written with Saphan Ros. The orphaned brothers Kem and Sem have grown up in a monastery. Leaving the monastery for the big world, Kem takes the abbot's parting words of advice to heart and prospers, while Sem at first ignores the words of advice and leads the life of a peasant. Only after Sem remembers the abbot's words does his life turn around; he eventually becomes the king of Cambodia. "This entertaining picture book provides its own lively interpretation of one dramatic folktale from Cambodia," wrote Carolyn Phelan in a Booklist review of The Two Brothers. Margaret A. Chang, writing in School Library Journal, concluded that it was a book "to value for its authentic setting, engaging story, and portrayal of one culture's take on the balance between choice and destiny." Ho again teamed up with Ros on 1997's Brother Rabbit, a story about a crocodile, two elephants, and an old woman who prove to be no match for a mischievous rabbit. Other picture books by Ho include Maples in the Mist, her translations of sixteen short Tang Dynasty unrhymed poems, and Hush!: A Thai Lullaby, a bedtime tale that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

requests various animals, including a lizard and monkey, to be quiet and not disturb a sleeping baby. Kirkus Reviews dubbed Hush! a "charming, repetitive rhyme," and John Philbrook in School Library Journal called it is a "delightful, reassuring bedtime book with a unique setting." Reviewing Maples in the Mist, a writer in Five Owls noted that Ho's "translations are as clear and bright as the paintings" in a book that is "a successful example of contemporary picture book design." Karen L. MacDonald, writing in School Library Journal, called the book a "beautiful anthology." Commenting on Brother Rabbit, Horn Book Magazine reviewer Nancy Vasilakis asserted that "the back and forth between deceiver and deceived invests the tale with an unpredictability and kinetic edge that suits its theme well."

With Gathering the Dew, Ho returned to books geared toward older readers. The novel, part of the "First Person Fiction" series to which many children's writers have contributed, focuses on twelve-year-old Nakri and Teeda, her older sister, Cambodian girls learning traditional dance. Teeda's desire is dance the part of Mekhala, a goddess of the sea, who won a crystal ball by filling a glass with dew. But when the Khmer Rouge take over Cambodia, their father is killed, and the two girls are separated from their family and sent to a labor camp. While there, Teeda dies of malaria, and it is only after the Vietnamese take over that Nakri manages to find the remaining members of her family. With her mother and brothers, Nakri travels to America, but struggles to adjust without the support of her sister. But through Nakri's love of classical dance, she manages to connect to her sister and survive her grieving. Susan P. Bloom wrote in her Horn Book Magazine review that Ho writes the story "heartbreakingly," and Linda Perkins of Booklist called Gathering the Dew "a compassionate portrait of a young Cambodian refugee." A critic for Kirkus Reviews noted that Ho "never strays from the intimacy of Nakri's strong, but vulnerable, voice." In School Library Journal, Kathleen Isaacs praised, "This moving, first-person account rings true, both to Cambodian history and to the immigrant experience."

Ho continues to write novels for young people, and is presently at work on a story set on eighteenth-century Nantucket Island, focusing on its links with the Far East through its China Trade. Informing all of her work is her emphasis on sharing her cross-cultural experiences with others, sometimes in the guise of fiction, sometimes in retellings of folktales or poems. "I have grown up in Thailand and Singapore, and lived in Taiwan, Laos and the United States--and yes, sometimes it's been a bit of a stretch, to try to absorb and adapt to the different cultures, but it's been very enriching as well," Ho stated. "If my writing has helped other children become more `elastic' in their appreciation of Southeast Asian cultures, then my stretching would have been truly worthwhile!" PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

BIOGRAPHICAL AND CRITICAL SOURCES:

BOOKS

Authors and Artists for Young Adults, Volume 29, Gale (Detroit, MI), 1999. Children's Literature Review, Volume 28, Gale (Detroit, MI), 1992. Karolides, Nicholas J., editor, Censored Books II: Critical Viewpoints, 1985- 2000, Scarecrow Press (Lanham, MD), 2002. St. James Guide to Young Adult Writers, 2nd edition, St. James Press (Detroit, MI), 1999. Twentieth-Century Young Adult Writers, St. James Press (Detroit, MI), 1994.

PERIODICALS

Booklist, July, 1990, Hazel Rochman, review of Rice without Rain, p. 2083; March 1, 1995, Carolyn Phelan, review of The Two Brothers, p. 1244; April 15, 1996, Janice del Negro, review of Hush!: A Thai Lullaby, p. 1443; May 1, 1997, Karen Morgan, review of Brother Rabbit, p. 1499; March 1, 2003, Linda Perkins, review of Gathering the Dew, p. 1206. Bulletin of the Center for Children's Books, November, 1975, p. 46; June, 1990, p. 241; December, 1991, p. 92; April, 1996, p. 266; May, 1997, p. 324. Five Owls, January-February, 1997, review of Maples in the Mist, p. 57. Horn Book Magazine, November, 1990, p. 749; January-February, 1992, Maeve Visser Knoth, review of The Clay Marble, p. 71; July, 1995, p. 471; November- December, 1996, Hanna B. Zeiger, review of Hush!, p. 725; May-June, 1997, Nancy Vasilakis, review of Brother Rabbit, pp. 333-334; May-June, 2003, Susan P. Bloom, review of Gathering the Dew, p. 348. Interracial Books for Children Bulletin, Volume 8, number 7, Minfong Ho, "Writing the Sound of One Hand Clapping," 1977, pp. 5, 21. Kirkus Reviews, June 1, 1975, review of Sing to the Dawn, p. 604; May 1, 1991, review of Rice without Rain, p. 649; October 1, 1991, review of The Clay Marble, p. 1287; February 1, 1996, review of Hush!, p. 227; February 1, 2003, review of Gathering the Dew, p. 231; March 1, 2003, review of In My Grandmother's House, p. 380. New York Times Book Review, October 7, 1990, p. 30; April 26, 1992, p. 25; August 13, 1995, p. 23. Publishers Weekly, March 25, 1996, p. 82; April 14, 1997, review of Brother Rabbit, p. 75; January 6, 2003, "Series Set in the Past," p. 61; March 3, 2003, "Family Affair," p. 78. School Library Journal, March, 1976, Cynthia T. Seybolt, review of Sing to the Dawn, p. 104; September, 1990, John Philbrook, review of Rice without Rain, p. 250; October, 1991, John Philbrook, review of The Clay Marble, p. 122; June, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

1995, Margaret A. Chang, review of The Two Brothers, p. 102; March, 1996, John Philbrook, review of Hush!, p. 175; September, 1996, Karen L. MacDonald, review of Maples in the Mist; May, 1997, Ellen Fader, review of Brother Rabbit, p. 120; March, 2003, Kathleen Isaacs, review of Gathering the Dew, p. 233; October, 2003, review of The Stone Goddess, p. S60. Straits Times, September 26, 1996, p. 4. Times Educational Supplement, February 13, 1987, p. 44; September 22, 1989, p. 30. Voice of Youth Advocates, December, 1995, p. 302.*

Minfong, age 6, with her two brothers at home in Bangkok

Transplanting rice in Thailand

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Minfong with village friends in Chiengmai, Thailand, 1978

With husband John Dennis and children Danfung and Meimei

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Minfong with her three children, Danfung, Meimei and Chris, in Switzerland

(Taken from http://www.members.authorsguild.net/minfong/bio.htm)

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APPENDIX 6

THE PICTURES OF RICE-FIELDS IN THAILAND

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APPENDIX 7

THE PICTURES OF POOR CONDITION IN MAEKUNG

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APPENDIX 8

THE PICTURES OF FARMERS’ ROUND RALLY

AGAINST LAND-RENT SYSTEM