Self-Efficacy of Motivation of Anna Leonowens and King Mongkut in Margaret Landons’ Anna and the King of Siam

SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

AN UNDERGRADUATE THESIS

Presented as Partial fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By ROSALIA KUSUMANINGSIH Student Number : 024214007

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008 S ELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

By ROSALIA KUSUMANINGSIH Student Number : 024214007

Approved By

Drs. Hirmawan Wijanarka M. Hum June 26, 2008 Advisor

Ni Luh Putu Rosiandani S.S. M. Hum July 22, 2008 Co- Advisor

ii A Sarjana Sastra Undergraduate Thesis

SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

ROSALIA KUSUMANINGSIH Student Number : 024214007

Defended before the Board of Examiners on October 27, 2008 and Declared Acceptable

BOARD OF EXAMINERS

Name Signature

Chairman : Dr. Fr B Alip M. Pd., MA ......

Secretary : Drs. Hirmawan Wijanarka M. Hum ………………….

Member : M Luluk Artika W S.S ......

Member : Drs. Hirmawan Wijanarka M. Hum ………………….

Member : Ni Luh Putu Rosiandani S.S. M. Hum ………………….

Yogyakarta, October 27, 2008 Faculty of Letters Sanata Dharma University

Dean

Dr I Praptomo Baryadi, M. Hum

iii You cannot prevent the birds of worry and care from flying over your head.

But you can stop them

from building a nest

in your head

(Bandura)

iv For My beloved Mother

SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

AN UNDERGRADUATE THESIS

Presented as Partial fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

By ROSALIA KUSUMANINGSIH Student Number : 024214007

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

S ELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

By ROSALIA KUSUMANINGSIH Student Number : 024214007

Approved By

Drs. Hirmawan Wijanarka M. Hum June 26, 2008 Advisor

Ni Luh Putu Rosiandani S.S. M. Hum July 22, 2008 Co- Advisor

ii A Sarjana Sastra Undergraduate Thesis

SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM

ROSALIA KUSUMANINGSIH Student Number : 024214007

Defended before the Board of Examiners on October 27, 2008 and Declared Acceptable

BOARD OF EXAMINERS

Name Signature

Chairman : Dr. Fr B Alip M. Pd., MA ......

Secretary : Drs. Hirmawan Wijanarka M. Hum ………………….

Member : M Luluk Artika W S.S ......

Member : Drs. Hirmawan Wijanarka M. Hum ………………….

Member : Ni Luh Putu Rosiandani S.S. M. Hum ………………….

Yogyakarta, October 27, 2008 Faculty of Letters Sanata Dharma University

Dean

Dr I Praptomo Baryadi, M. Hum

iii You cannot prevent the birds of worry and care from flying over your head.

But you can stop them

from building a nest

in your head

(Bandura)

iv For My beloved Mother

v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA IL MIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Rosalia Kusumaningsih Nomor Mahasiswa : 024214007

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: “SELF-EFFICACY OF MOTIVATION OF ANNA LEONOWENS AND KING MONGKUT IN MARGARET LANDONS’ ANNA AND THE KING OF SIAM” beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal : 24 Juli 2009

Yang menyatakan

(Rosalia Kusumaningsih) ACKNOWLEDGMENTS

Hallelujah. Finally I have finished my undergraduate thesis. My grateful thank goes to Jesus Christ who has loved and protected His child.

I am most grateful to all of those who have given helpful suggestions, advices, guidance and patience, in particular, my major advisor Drs. Hirmawan Wijanarka M.

Hum. Thank you for the time in correcting my mistakes. To my co-advisor Ni Luh

Putu Rosiandani S.S, M.Hum thanks for the advice.

My best gratitude mostly goes to my beloved mother, Lucia Sumaryani, S.pd. and my grandmother, Seminuk Pairodiharjo, for the longing, patience and also the tears. I am sorry, I have disappointed you. Thank you for the prayer. I dedicate this thesis for them.

I thank my sister, Asteria Ekaristi for the laughter and my brother, Benidektus

Risandra Riswan, for being friend instead of family. There will be a brighter future for us.

I would like to express my delayed gratitude to all English Letters 2002 classmates especially Dahliya (Thanks for understanding me), Yani (Thanks for encouraging me), Lira (Thanks for the moment), Galang, Sunu, Dodi Adi, Nana,

Swesty, Andi, Fena, etc. It is nice to know you all and thanks for questioning my graduation day.

vi I thank all Purikids staff, especially for all English Kids teachers, Rikko, Eni,

Rita, Deta, Selly, Santi, for the thesis-writing sharing moment. Petra, thanks for the advices.

I also would like to thank my beloved best friends, Nining (for the moment we have spent together), Melonita (for being my friend since High School) and

Menuk (although you are in Malaysia, it seems you are close to me).

I fully thank Maz Wawan, Thanks for being my long-life advisor, for the smile and laughter. Thanks for lending your shoulders when I am down. To Sigit, for the laughter and the pain, thanks for letting me go away from your life and keep supporting me.

My great gratitude goes to Yohannes Jatmiko Yuwono thank you for the best moments of laughers and tears. Thanks for rechecking and editing my undergraduate thesis.

At last but not the least, I sincerely thank all my friends, thanks for continuously encouraging and motivating me to finish my undergraduate thesis.

I Love you all.

Rosalia

vii TABLE OF CONTENTS

Page TITLE PAGE ...…………………………………………………………… i APPROVAL PAGE ………………………………………………………. ii ACCEPTANCE PAGE ...... iii MOTTO PAGE ...... iv DEDICATION PAGE ...... v ACKNOWLEDGMENTS ....…….……………………………………….. vi TABLE OF CONTENTS ……..…….…………………………………….. viii ABSTRACK …...…………………….………………………………….... x ABSTRAK …….……………………….…………………………………. xi

CHAPTER I: INTRODUCTION ………………………………………. 1 A. Background of the Study ...………………………………….... 1 B. Problem Formulation ....……………………………………….. 5 C. Objectives of the Study ……………………………………...... 5 D. Definition of Terms…………………………………………….. 6

CHAPTER II: THEORETICAL REVIEW ...... ……………… 8 A. Review of Related Studies …………………………………...... 8 B. Review of Related Theories ………………………………….... 11 1. Theory of Characterization …………………………………….. 11 2. Theory of Self-efficacy ………………………………………... 12 C. Theoretical Framework ……………………………………...… 21

CHAPTER III: METHODOLOGY …………..……………………… 23 A. Object of the Study ……….....…………..……………………. 23 B. Approach of the Study …………………………....…………… 24 C. Method of the Study …………………………….…………….. 25

CHAPTER IV: ANALYSIS ….………………………………………… 27 A. The Description of Anna Leonowens and King Mongkut ...... … 27 1. The Description of Anna Leonowens ………………...... 27 2. The Description of King Mongkut ……………………...... 30 B. The Influence of Self-efficacy in Anna Leonowens and King 34 Mongkut towards their Motivation …..…………………………… 1. The Source of Self-efficacy in Anna Leonowens …..………….. 33 2. Anna Leonowens’s Self-efficacy Process ………………….…... 39 3. The Source of Self-efficacy in King Mongkut ...………………. 46 4. King Mongkut’s Self-efficacy Process ………………………… 48

viii CHAPTER V: CONCLUSION ……………………………………….... 54

BIBLIOGRAPHY ……………………………………………………….. 57

APPENDIX : Summary of Margaret Landon’s Anna and the King of Siam 60

ix ABSTRACT

Kusumaningsih, Rosalia. (2008). Self-efficacy of Motivations of Anna Leonowens and King Mongkut in Margaret Landon’s Anna and the King of Siam. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University.

This thesis will analyze deeper on the influence of self-efficacy in Anna Leonowens’ and King Mongkut’s character in Margaret Landon’s novel entitled Anna and the King of Siam. Written in 1862, the novel illustrated the Western expansion in Siam, which was known as colonization era, focused on the encouragement to adapt the behavior and culture in the new society, moreover in the arrival of Anna Leonowens as a teacher and the Siamese condition. Furthermore, the novel described Anna Leonowens’ and King Mongkut’ self- efficacy toward problems. Anna Leonowens is a tough woman and also a mother of her two children. After the loss of her beloved family, Anna Leonowens moved to Siam to teach. There she passed a lot of challenging activities which influenced her confidence to tackle some difficult activities, moreover to free the slaves in Siam. She had to decide to imitate others by encouraging herself or to avoid the duties which could influence her physical condition. On the other hand, King Mongkut is a loving father and stubborn king. The same as Anna Leonowes, he passed the challenging activities to leave the priesthood to rule the kingdom and build close relationship with the nearest kingdom in order to fight against Frenchmen. He was also aware of the rebellion in the palace; his awareness directly aroused his suspicion of others. In order to analyze the influence of self-efficacy of the main characters, the writer applied theory of characterization and self-efficacy. The theory of characterization is applied to reveal the character of Anna Leonowens and King Mongkut. Then, the theory of self-efficacy is applied to reveal the main characters effort to face the challenging activities and problems. Based on the analysis, Anna Leonowens’ self-efficacy influenced her motivation to start a new life and encourage her to get happiness. Meanwhile, King Mongkut’s self efficacy influenced him to leave the priesthood and rule the kingdom with his wisdom. The main characters’ self-efficacy processes could motivate the readers by imitating their attitudes and reactions toward problems. Moreover, by learning self-efficacy sources and processes will raise the motivation to reach successful life.

x ABSTRAK

Kusumaningsih, Rosalia. (2008). Self-efficacy Dalam Motivasi di dalam Karakter Anna Leonowens dan Raja Mongkut Dalam Novel Anna and the King of Siam karangan Margaret Landon. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra Inggris, Universitas Sanata Dharma.

Skripsi ini bertujuan menganalisa pengaruh self-efficacy atau kemampuan keahlian dalam diri Anna Leonowens dan King Mongkut dalam novel Anna and the King of Siam oleh Margaret Landon. Novel ini ditulis pada tahun 1862 menggambarkan ekspansi Negara barat di Siam, masa itu terkenal dengan sebutan masa expansi. Novel ini berpusat dalam usaha untuk beradaptasi dengan budaya dan tingkah laku dalam lingkungan yang baru. Terutama pada kedatangan Anna Leonowens di Siam sebagai guru dan kondisi di Siam. Terlebih lagi, novel ini menceritakan tentang self-efficacy pada diri Anna Leonowens’ and King Mongkut’ dalam menghadapi masalah. Anna Leonowens adalah seorang wanita yang tangguh dan ibu dari dua orang anak. Setelah kehilangan keluarganya, Anna Leonowens pindah ke Siam untuk mengajar. Di Siam Anna Leonowens mengalami banyak tantangan yang membutuhkan keahlian dan kepercayan diri untuk menyelesaikannya, terutama dalam usahanya membebaskan budak di Siam. Anna juga meniru keberhasilan orang lain selain meyakinkan diri sendiri bahwa dia mampu menyelesaikannya. Tantangan tersebut dapat mempengaruhi kesehatannya. Sebaliknya King Mongkut adalah seorang raja yang keras dan sayang pada anak-anaknya. King Mongkut juga mengalami banyak tantangan seperti memilih untuk meninggalkan biara dan menjadi raja dan membangun hubungan dengan kerajaan tetangga melawan Prancis. King Mongkut juga waspada akan pemberontakan untuk menggulingkan kekuasaanya, yang membuatnya menjadi curiga terlebih berpengaruh pada kondisi kesehatannya yang menurun. Untuk menganalisa pengaruh dari self-efficacy, penulis menerapkan teori karakterisasi dan self-efficacy. Teori karakterisasi diterapkan dalam menggambarkan karakter dari tokoh utama. Sementara teori self-efficacy diterapkan dalam mencari pengaruh self-efficacy pada tokoh utama dalam usaha menghadapi dan menyelesaikan masalah. Dari hasil analisa, self-efficacy dalam diri Anna Leonowens’ mempengaruhi motivasinya dalam memulai hidup baru dan usahanya dalam menggapai kebahagiaan. Sementara, Self-efficacy dalam diri King Mongkut’s berpengaruh pada keputusannya untuk meninggalkan biara dan memimpin kerajaan. Proses Self-efficacy dari tokoh utama dapat memotivasi pembaca dengan meniru reaksi dari tokoh utama. Terlebih dengan mempelajari sumber dan proses dari self-efficacy dapat menumbuhkan motivasi untuk meraih sukses.

xi xii

CHAPTER I

INTRODUCTION

A. Background of the Study

But I can’t give even that little thing, I don’t know why… But I haven’t left to give. (Anna Leonowens)

Grief and sorrow, sadness and misfortune occurred so suddenly in almost every moment of life. They influenced people’s action of giving up and staying with the great sorrows or fighting back to gain a better life.

People do work hard to gain a successful life. They even ignore their character development. As an example, in the story of Anna and the King of Siam, Anna

Leonowens worked hard to adapt and socialize with the society and traditions of

Siam. Anna Leonowens’ struggle to live in Siam is motivated because of the condition in Siam moreover because of the occurrence of slavery in Siam. Although she is a woman, she tried hard to fight against slavery in Siam.

Slavery is one of bad impacts of European Colonization or Expansion which occurred in the end of fourteenth century until nineteenth century. The European people expanded their countries mostly to Africa, Asia even in Siam, which is near to

Malacca. Therefore, it could not be avoided that Siam was also one of the colonized countries (Ferre, 1997; 85). Loomba, in Colonialism/Post colonialism, said that

Modern Colonialism either did extract tribute goods and the wealth of the countries that it conquered, it restructured the economies of the later, drawing them into complex relationship with their own, so that there was a flow of human and natural resources between colonized and colonial countries. This flow worked in direction, slaves and indentured labor as well as raw material (1998; 54).

For many years Western countries, such as England, France and Dutch, are well known as great conquerors. Those countries had conquered many countries over the world. As the result many victims from the countries regarded as slaves.

In the earlier, simple days of war, the captive man was kept only to be tortured, sacrificed to the victorious god. The captivate women and children were spared to be slaves (Wells, 1920; 198).

Siam, which name later was changed into Thailand in 1938 by the Prime

Minister Phinbun (Keyes, 1987; 66), was one of the colonialism victims. Since Siam was a rich monarch, both in nature and culture, West countries tried to attack Siam and owned the land of Siamese.

Nonetheless, the Burney treaty, which Siam signed with Great Britain in 1826, a treaty that dealt with trades as well as borders problems, foreshadowed a major shift in the role of Siam would pay on an international stage (Keyes, 1987:41).

Living in Colonization era was not only the reason of reappearing of slavery in Siam. The monarch itself also became the great reason of slavery rising. King and noblemen were served by a lot of subordinators and slaves. The diversity of slavery in Siam and Western countries were laid on the grade or status of slave. Slaves in

Western were people who were poor and in the lowest rank. Western slaves needed a lot of money to fulfill their family daily needs. Meanwhile slaves in Siam came from

xiv

the middle and high rank of society. They were sacrificed by their family in order to get an easy way of getting richer than before.

In fact, the slavery firstly appeared because of the Monarch itself. As stated above, Siam is a Buddhist Monarch. Their ancestor got strict on the rule that people from the lowest caste have no right to decide their own lives. Only the people from the highest caste could have their rights.

The nobles who were appointed to the Krom positions thus became the servants of the king rather lords of Muang (Keyes, 1987: 29). Keyes also stated that

“Muang is a person who is in relations with nobleman, a landlord or a person who has his right or appointed of higher lord. Meanwhile Krom or Department is defined as a powerful man but merely as the King’s servants”.

Slavery in Siam occurred for several decades from the Chakry Dynasty until

King Rama III or King Mongkut. Slavery was getting bigger when Siam was opened to the arrival of Western. As the story was set in Siam around 1844-1860, known as the colonization era, the expansion influenced the Monarch. Since Siamese were

Buddhist, Siamese culture influenced the structure of the Thai society. Siam, at that time was ruled by King Mongkut who had a lot of concubines and children. King

Mongkut also had a lot of subordinators and slaves. “The Thai people who first settle in Thai in 1782,i can be compared with the Barbarians living in the edge of Roman

Empire (Keyes, 1987: 28).

Siam’s social condition and the Western civilization affected not only the

Siamese but also the Western itself, the custom and culture diversities led the

Western people regarded Siam as a barbarian nation to Western. For instance,

Western people grow beard and moustache also cover their body with clothes.

Meanwhile, Siamese people did not cover their upper body and they did grow beard or moustache. Siamese women wore similar clothes with men except they covered their breast. In contrast Western women wore a big and nice gown to cover their body. They even wore more than one dress on their body. Those influenced people in facing daily problems and finding solution. For example, with her big gown Anna

Leonowens found the difficulties in handling her students.

The reason of choosing the novel is because it contained the history of Siam during the colonialism era. Many Western people lived together with the Siamese, for instance the characters’ courage to overcome the problems. It will help the writer to find out the character of Anna Leonowens and King Mongkut . Moreover to see their will and effort to live in Siam, also in facing problems that occurred in Siam.

Another reason of choosing this novel was the story took place in the real time and told about the biography of Anna Leonowens. Since Margaret Landon had stayed in Siam, she could draw the picture of Siam correctly in the novel.

Margaret Landon was born Margaret Dorothea Mortenson in Somers, Wisconsin, September 7, 1903. After a year of teaching, she married Kenneth Landon, whom she had met at Wheaton. In 1927 the young couple set out for service as Presbyterian missionaries in Siam, now Thailand. She served as principal of a mission school in Trang. And she read widely about the country and its history, in the process learning of Anna Leonowens. In 1937 she returned to America and soon began writing a book about Leonowens. http://www3.rnh.com/rhstein/bios/show_bio.asp?Bio_Name1=Landon,+Marg aret

xvi

One of the interesting topics to be analyzed was Anna Leonowens’ and King

Mongkut’s self-efficacy in facing social condition and problems. Their self-efficacy that occurred in their daily life was shown from their motivation and courage in solving problems. Since Anna Leonowens was from a Western country, which did expansion and civilization (Ferre: 1997; 20), she represented the well educated and highly motivated people. Meanwhile, King Mongkut, although he was also well educated, he had lower self-efficacy than Anna Leonowens. This paper will analyze deeper on the main characters’ self-efficacy toward their life.

B. Problem Formulation

With the background above, two problems can be formulated and will lead the analysis of the study to be explained in detail. The problems are as follow:

1. How are Anna Leonowens and King Mongkut characterized in Margaret

Landon’s Anna and the King of Siam?

2. How do Anna Leonowens’ and King Mongkut’s self-efficacy influence

Their motivation?

C. Objectives of the Study

The study is aimed at attaining satisfying answer for the problems above. The aims are to observe Anna Leonowens and King Mongkut character, that are represented from their actions and behavior towards others and problems. After finding out the characters of Anna Leonowens and King Mongkut then the writer

finds out the main characters’ self-efficacy from their behaviors and social background. After finding the two fundamental objects finally the writer can find the influence of self-efficacy during their life. Furthermore, the study on the main characters’ self-efficacy could motivate the reader of Margaret Landon’s Anna and the King of Siam. The main characters show the self-efficacy processes and sources that aroused the motivation to life. So, the reader could imitate the main characters action in facing problems and finding solutions.

D. Definition of Terms

Some terms related to the topic are used in the thesis and the definition of each term is needed to avoid confusion.

Self-efficacy constructed the motivation of a character through the ability of conducting challenging activities, imitating others’ action, mastering activities by not repeating the same failure and also in ensuring the character itself to gain a successful life.

Bandura in his book Social Foundations of Thought and Action in 1986 stated that “Self-efficacy beliefs determine how people think, motivate themselves and behave through process, cognitive, motivational, and affective and also succession.”

Self-efficacy is the belief that one is capable of performing in a certain manner to attain certain goals.

xviii

Efficacy involves a generative capability in which cognitive, social and behavioral sub skills must be organized into integrated courses of action to serve innumerable purposes (Bandura, 1986; 391).

David C. McClelland in his book entitled Human Motivation stated that motivation is a recurrent concern for goal state based on natural incentive, a concern that energizer orients and select behavior. In other words, motivation can change one’s behavior and character.

CHAPTER II

THEORETICAL REVIEW

A. Review of Related Studies

So far there are some researchers had done some research in Margaret

Landon’s Anna and the King of Siam. Meanwhile there are three papers discussed on

Anna and the King of Siam. There are examples of research done on the story. First, research done by Jean Rath in 2001 entitled Literature and culture. She is always fascinated by the different culture that occurs in the world especially in the story. She criticized Anna Leonowens’ way of life while she was in Siam and also Anna

Leonowens’ struggle to manage her household. Although Anna lived in Siam, which had different culture from Anna Leonowens’ social and cultural background, she continuously used her custom even in the way she dressed and thought.

According to Rath it was better for Anna Leonowens to adapt the culture and custom of Siamese. Siamese would see that she wanted to live there the same as the

Siamese. While she lived in Siam she tool up the cause of slaves and despite opposition from the king and the nobility. She tried to manage to bring justice to some of them. It would not succeed if she did not learn the language and habits of

Siamese. Furthermore, Rath also criticized Anna Leonowens’ decision to put her daughter Avis in the boarding school in England. At that time Avis was only seven years old and she still needed Anna Leonowens’ protection to love and guide her.

Anna Leonowens’ decision to send Avis away from her that would influence Avis character development.

However, Rath admitted that Anna Loenowens had good character, both as a woman and as a mother. As a woman she had high dedication on her identity as an independent woman who was not willing to be underestimated by man. Also as a mother she tried to give her best to her children.

(http://rath.ca.RamblinginRath//JeanRath/Literature_and_Culture.shtml)

The second study was done by Yelena Maksimova, entitled Men and Women as Agents of Change: Gender Analysis of “Anna and the King”. Different from Rath,

Maksimova focused on the gender problems in the story, still from the culture point of view. First, she observed the structure of Thai society, and then she found out that men occupied the dominant position in all aspects from top to bottoms of Thai social culture. All customs, laws and regulations separated Thai society into two unequal classes: Men and Women.

Maksimova saw that women in Siam, especially slave women were under men’s power. She also observed the attempt to change their life and or their social status. A lot of men in Siam were not ready or agree to change the customs in Siam. It happened because men were in better position than women. In her essay she stated that women are also human being, so they have their right to make decision of their own. In Siam, slaves had to buy their freedom. Nevertheless, although slaves had bought their freedom if their mistress did not want to set them free, they would be slave as long as their mistress will. Moreover, she stated that the main problem was

not on the imbalanced rights between men and women and the unequal status among them, what people needed was to make the gap smaller and it required great effort from both sides.

(http://www.public.iastate.edu/~yelenam/AL.html)

Meanwhile the first thesis focused on Margaret Landon’s Anna and the King of Siam was done by Nindya Sari Primawati Putri in 2005 entitled A Study of Anna

Leonowens’ Intrapersonal and Interpersonal Conflicts in Overcoming Culture Shock in Margaret Landon’ Anna and the King of Siam. This thesis discussed about Anna

Leonowens’ living condition in Siam and the difficulties that she was found in the culture shock between Siam and her homeland. The writer focused on the seeking of the conflicts and finding Anna Leonowens’ effort to overcome them.

The second thesis focused on Anna Leonowens motivation was conducted by

Bernadeta Dewi Hambawanti in 2006 entitled Anna Leonowens’ Motivation to be

Persistent in Teaching the King’s Family. This thesis was intended to find Anna

Leonowens’ motivation in teaching in Siam, although she faced many problems and difficulties.

The last thesis was done by Hana Surya Dewi in 2005 entitled A Feminist

Study of the Major Character in Margaret Landon’s Anna and the King of Siam. This thesis focused on the feminist idea appeared in the novel. The depiction of the main character was related to social issues.

This thesis will be focused on the influence of self-efficacy towards the main characters’ life, in this case their behavior and motivation of facing problems and

xxii

finding solutions of their problems. Their self-efficacy can be concluded from their character and action to overcome problems. By observing the character and behavior towards problem and environment the writer will find out that Anna Leonowens and

King Mongkut’s self-efficacy aroused from different background. Moreover, it can be concluded that Anna Leonowens had a higher self-efficacy than King Mongkut. It was proved that Anna Leonowens was motivated to overcome problems and difficulties by herself.

B. Review of Related Theories

Since the thesis also concerns with character in the novel, theory on character was appropriate to find out the behavior of each main character. Allers stated that

“The deed of a man as an index of disposition, his real thought-in fact what is ordinarily called his character.” It means that the character of a person can be analyzed from the way he behaves. For that reason it requires theory of characterization.

1. Theory of Characterization

An author describes the characteristics of the character by using characterization. Since the author describes the characteristics clearly, it is expected that the readers could imagine the character without any confusion. By revealing the characterization of the character in a story, the reader can be directly involved within the story. “Characters have particular personalities and physical attributes that

distinguish them from other characters” (Rohr Berger, 1971; 20) the creation of these imaginary persons so that they exist is called characterization (Rohr Berger, 1971;

81).

Basically there are two ways the author describes the characteristics of the character; directly and indirectly. There are two fundamentals way of describing characters:

1.a. Direct

The author gives the explanation of the character, the personality and the appearance within a sentence so that the reader can get the description. “Direct is means to describe physical appearance of the character (Rohr Berger, 1971; 20)”.

1.b. Dramatic

It means the author does not give explanation on the character. So the reader should conclude from the character action or emotion. “Dramatic means that the author places the character in situation to show what he is by the way she behaves or speaks (Rohr Berger, 1971; 20)”.

2. Theory of Self-efficacy

To be successful people should have a strong motivation in his life. Having a motivation means having a strong self-efficacy. Bandura in his book Social

Foundations of Thought and Action stated that “Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational,

xxiv

affective and selective processes.” Bandura also wrote an article about self-efficacy in http://www.des.emory.edu/mfp/BanEncy.html

2. a. Cognitive Processes

The most visible effect of self-efficacy is human self-confidence in facing problems and challenging activities. People will strengthen their self-appraisal of their capabilities if they have forethought that they could gain a valuable goal in doing his activities. The stronger the perceived self-efficacy, the higher the goal challenges people set for themselves and the firmer is their commitment to them.

Self-doubt effects in people’s Self-appraisal which affected their self-efficacy. If people thought they could not control or find a better strategy to overcome problems they will not be able to control their Self-doubt (Bandura, 1986: 401).

2. b. Motivational processes

People motivate themselves and guide their actions anticipatorily by the exercise of forethought. They do what they believe could do. There are cognitive motivators appears in the processes such as; causal attributions, outcome expectancies, and cognized goals. http://www.des.emory.edu/mfp/BanEncy.html

”Motivation based on goal setting involves a cognitive comparison process”

(Bandura, 1986). By making self-satisfaction conditional on matching adopted goals people give direction to their behavior and create incentives to persist in their efforts until they fulfill their goals. They seek self-satisfaction from fulfilling valued goals and are prompted to intensify their efforts by discontent with substandard performance.

Self-efficacy beliefs contribute to motivation in several ways: they determine the goals people set for them; how much effort they expend; how long they preserve in the face of difficulties; and their resilience to failures. When faced with obstacles and failures people who harbor self-doubts about their capacities exert greater effort when they fail to master the challenge. Strong perseverance contributes to performance accomplishment (Bandura, 1986: 406).

2. c. Affective Processes

Self-efficacy affected people’s feeling of stress and depression they experienced in threatening or difficult situations, as well as their level of motivation.

Perceived self-efficacy played the central control of the arousal of anxiety. People who believe could control over threats and easily face problems without affecting thought pattern, on the other hand people will see their faulty in decreasing stress and depression see it as their deficiency. Moreover they will see the environment as a dangerous environment then tend to avoid it.

The fear of environment could arouse the feeling of phobia. The stronger the senses of self-efficacy the bolder people were in taking of tasks and threatening activities. Self-efficacy could arouse people’s anxiety in their life. Once people developed a resilient sense of Self-efficacy they could withstand difficulties and adversities without adverse effects (Bandura, 1986: 406).

Other efficacy-affected process had impact on biological systems that affect health functioning. The most important factor of physical dysfunctions was stress.

xxvi

The development of physical disorders and the progression of disease were affected by the impairment of immune (Bandura, 1986: 406).

2.d. Selective Processes

Self-efficacy not only affected the course of life by influencing the types of activities and environments people chose, but also their behavior to avoid activities and situations they believe exceed their coping capabilities. However, the more people got through challenges the stronger their self-efficacy. The occurrence of challenging activities aroused the choice behavior, whether they would face or avoid them (Bandura, 1986: 405).

There are four major sources of Self-efficacy that lead a character in constructing the motivation, they are Mastery experience that is not repeating the same failures, Vicarious experience that provided by models, Social or verbal persuasion that is convincing the self and Psychological state which affected by stress and depression. Those sources could strengthen people’s Self-efficacy in gaining successful life.

The most effective source of Self-efficacy was through mastery experience or enactive attainments (Bandura, 1986: 399). People would reach a successful life by experienced it. They could master an activity or experience had done before. They would not repeat the same failure. A strong Self-efficacy occurred through repeated successes. They would be able to find situational factors of their failures, then to

build strategies facing their problem and do the best they could gain success. Failure could raise confidence that better strategies would bring future success.

The second way of creating and strengthening self-beliefs of efficacy was through the vicarious experience provided by social models (Bandura,1997b;

Bandura, Reese& Adams, 1982; 400) The tendency to be similar with others was one of human nature. They would compare their ability in facing abilities in facing problems and providing strategies to overcome problems. It would persuade them to be similar as the models. They would observe other’s failure then compare it with their failure to find a better strategy. However they would also imitated the models’ of Self-efficacy. On the other hand, if they saw themselves different from the models, their Self-efficacy would not influenced

Social persuasion or verbal persuasion was a third way of strengthening people’s belief that they had take to be succeed (Chambliss & Murray, 197a, 197b;

Bandura, 1986; 400). People’s Self-efficacy would strengthen as of their ability to encourage themselves. Their self-doubt and deficiencies was not a boundary to gain successful life. People having weaker Self-efficacy have a propensity to avoid problems and challenges.

xxviii

stresses. Their effort to get a better life concerned on their physical condition.

(Taylor, Bandura, Edwart, Miller & Debusk, 1985; Bandura, 1986; 401)

Self-efficacy benefit appeared on daily life, full of difficulties, impediments, adversities, setbacks and frustrations also inequities. Daily life with its problem and conflict required a strong Self-efficacy to get through. Obstacles and borders appeared would need a strong effort to have a significant change to overcome depression and difficulties.

Great bravery of facing daily problems was also deal with daily activities. The more complicated the task the more excited action needed. Action which people took to avoid the same mistake influenced the activities chosen. The stronger people’s self- efficacy, the more challenges activities they took. People could measure their ability to do challenging activities. They decided which activities that improve their self- efficacy through challenging activities.

Self-efficacy itself could not accidentally appear in one character. The same as a tree self-efficacy grew everyday and it was influenced by many factors. Infants could not found rouse their self-efficacy by themselves.

The rising of self-efficacy in oneself was affected by several terms of life.

Familial sources of self-efficacy played the most important role during the Self- efficacy growth. Peers and the Broadening and validation of self-efficacy placed children who had the same interests and value in one group.

School works as an agency for cultivating cognitive self-efficacy.

Transitional experiences of adolescence, concerns of adulthood and reappraisal of self-efficacy with advancing age also play important role in self-efficacy growing. a. Familial Sources of Self-efficacy

Family took a great part of children growing age. Since from the first child was born child would be closer and started to imitate parents and relatives. Children was firstly educated and socialized with parents. Child firstly developed their physical capabilities, social competencies, linguistic competencies and their comprehending and managing the many situations they encountered daily activities

(Bandura, 1986: 415).

Children experienced from adults action, habits, body language, socialization with others and their capabilities in finding problems solution. Parents provided and enriched children bank of words and its limitation. Parents were responsible of children further action, language, habits and their self defense, moreover to limit children knowledge of improper environment (Bandura, 1986: 415).

The family structure and birth order could have different effect of each child.

The achievement of children Self-efficacy could be different. However in each step of children age would have different level of Self-efficacy. The more children got closer with family and relatives the more children became similar with them. In contrast the more children got closer with the environment; they would be similar with the environment (Bandura, 1986: 415). b. Peers and the broadening and validation of Self-efficacy

xxx

As the age growing children would pay more attention on their peers and environment. Children would like to stay in a larger community. They would share the same interests and value then gathered in one group. Those who had different interests and values were alienated (Bandura, 1986: 416).

Children gathered in one group would have a mutual relationship. They could help each other who had difficulties. Peers relationship was one of the socializing steps and understanding others (Bandura, 1986: 416). c. School as an agency for cultivating cognitive Self-efficacy

The first and the great sources of Self-efficacy was family, in the process of growing and socializing would need a larger society they found in the peers relationship. Reaching school age children met another child with their diversities.

School was a place children could develop their cognitive skills and acquire the knowledge and problem solving skills essential for participating effectively in society

(Bandura, 1986: 416).

Children basic knowledge would be tested by teacher everyday, as the quantity of knowledge given. Children basic knowledge would be developed and enriched as the teacher gave in the class. Teacher’s instructions and preparation determined children achievement of knowledge (Bandura, 1986: 416).

Classroom structures and personalization also played important role in the growing of self-efficacy. In order to reduce children’s dependency on the teacher children were having their right to reshape their class as their wish. Also in choosing the classmates they were comfort to. Children who had a strong self-efficacy would

have lower dependency on others than those who had lower self-efficacy (Bandura,

1986: 416). d. Growth of Self-efficacy through Transitional Experience of Adolescence

There is no fix definition of Adulthood. Age does not determine the degree of being an adult. An adult had a full responsibility in almost every step taken. Being an adult required a strong capability of being independent. Adults faced a heterosexual relationship and partnership that would be more important term of adults’ society.

Challenging activities, complex problems and prior mastery experiences would stabilize and reshaped an adult in the being adult process (Bandura, 1986: 417). e. Self Efficacy concerns of Adulthood.

The rise of self-doubts feeling under pressed and depression occurred in the first earlier adulthood. This age was an age to find out their character, which is being similar with their parents and relatives or similar with their idol. As in the earlier mastery tasks a firm of sense of self-efficacy is an important motivational contributor to the attainment of further competencies and success (Bandura, 1986: 417).

Middle age adult who faced a new and great challenge would find their ambition and stabilized their character then focused on limiting their capabilities to gain success. Believe in themselves was one great factor of gaining success, since one could not get success while he doubting the activities he done (Bandura, 1986; 417). f. Reappraisal of Self-efficacy with Advancing Age

Advancing Age is said to produce losses in physical stamina, sensory functions, intellectual facility, and memory and in the ability to process information.

xxxii

Thus for old age people have tendency to misunderstanding the purpose of some information often use their emotion and feeling. Some of their biological parts of body lost their stamina because of their young age activities that decrease the stamina. Moreover old age person was easily affected diseases. The stamina decreasing also influenced old age person’s self-efficacy. The more the stamina decreased the more people had less self-efficacy (Bandura, 1986: 418).

C. Theoretical Framework

To support the analysis the writer required all the review of related studies and theories above. The reviews of related studies were needed to find out the different topic to be discussed on Margaret Landon’s Anna and the King of Siam. The other studies facilitated the writer, so the writer could see the topic from different perspective. Reviews of related studies were used to answer problem formulation.

Firstly, the theory of characterization would be used to find the description of the major characters in the novel. It also would be applied to reveal the characterization of Anna and King Mongkut. From the characterization of the major characters then the writer could reveal the major characters’ behavior in finding and facing problems. This theory is also used to find out the character development in the story, in this case the courage of the main characters facing the same problems which occurred more than once. The theory of Self-efficacy was applied to reveal the source and process of the main characters’ Self-efficacy to motivate themselves. It would be revealed through the major characters’ daily life activities and their action in

overcoming problems. The growth of Self-efficacy is revealed from the process which occurred in the daily life also in the childhood or the environment of the main characters. As the result, the writer could find the influence of the major characters’

Self-efficacy towards their life.

xxxiv

CHAPTER III

METHODOLOGY

A. Object of the Study

Anna and the King of Siam was a biographical book written by Margaret

Landon, a friend of Anna Leonowens’ grand grandchildren. The book was published in 1994 in New York by Harper Collins and soon became the best seller. It eventually sold over a million copies and was subsequently published in more than twenty languages around the world.

This inspired John Cromwell to make a film based on the novel. The film of

Anna and the King of Siam is released in 1946 and it had been remake in 1992. The film won Academy Award for Best Art Direction/Interior Direction. The book itself consists of 395 pages divided into 40 chapters.

Anna and the King of Siam is a story of Anna Leonowens’ experience during her life in Siam. It told her struggle to face the new strange life in other country and her courage to face problems in the palace. It also told King Mongkut’s and Anna

Leonowens’ behavior in their daily life in Siam, she tried to rescue some slave women and King Mongkut concubines to find justice in the Harem. King’s opinion and effort in helping Anna Leonowens showed his Self-efficacy to control Siam.

Moreover it showed Anna Leonowens’ Self-efficacy in attaining success in freeing slave and living in Siam.

B. Approach of the Study

In this study, the writer applied Physiological approach in analyzing the main characters abilities in facing problems. The approach pays attention on the psychological condition of the person which had an effect on seeing an event, in this case problem in Siam.

Psychological approach is aware of mental condition of a person. This approach is significant since this study will investigate the ability to overcome the problems appear furthermore on the main characters’ behavior and motivation.

According to Sigmund Freud, a psychologist and also a psychoanalyst whose major interest was the psychological approach insist that the sense on language and symbols operate by demonstrating their ability to reflect unconscious fears and desires.

Further, psychological criticism dealt with the analysis of fictional characters which brought modern insight about human behavior into the study of how fictional people act (1998; 1942).

Lacan stated that central to the conception of the human, is the notion that the unconscious, which governs all factors of human existence, is structured like a language. The elements in the unconscious--wishes, desires, images--all form signifiers (and they're usually expressed in verbal terms).

xxxvi

aware of their saying or daily action they did, most of the conscious mind occurred after the action or saying taken.

The reason of using this approach is because the research deals with the motivation and behavior that represent the main characters’ effort to solve problems.

Moreover it deals with the psychological factors that influences the way people thinking and perception. The approach would be supported by some theories related to the topic such as theory of character and characterization, and theory of Self- efficacy.

C. Method of the Study

The analysis of this study is using library research. The writer used Margaret

Landons’ Anna and the King of Siam as the primary data. Then the secondary data are essays and articles taken from books and websites. Theories that were used in this study for example, theories on character and characterization by M.H. Abrams entitled a Glossary of Literary Terms and theory of perspective by Jeremy

Hawthorn’s book A Concise of Contemporary Literary Theory.

The theory of character and characterization was applied in describing the characterization of the major character to reveal the distinctive perspective of slavery.

According to Abrams, there were three methods of characterization, firstly the explicit presentation by author of the character through direct exposition, illustrated by action, secondly the presentation of the character in action, with little or no

comment by the author, and third, the representation within the character, without comment on the character by the author (1971; 81).

Then theory of self-efficacy taken from Social Foundations of Thought and

Action was contributed by Albert Bandura. This theory was used to find the main characters; motivation and behavior also their ability to overcome problems. Bandura stated that “Self-efficacy belief determines how people think, motivate themselves and behave through process, cognitive, and motivational affective and selection”. The theory on self-efficacy is applied to reveal the main characters’ standard of self- efficacy in order to gain success, in this case top solve problems and to adapt in the new society.

The writer did some steps in analyzing the novel. The first step was reading the novel carefully for several times to understand the content of the story, then finding a topic and drawing some problem formulation to be analyzed. The second was finding the characterization of Anna Leonowens and King Mongkut by applying the theory on character and also analyzing deeper on the main character behavior towards problems and their courage to solve the problems. The third step was applying the Psychological approach to find out the problem solution. Then the writer found out the answer of the problem formulation above by finding it on the novel.

Finally the writer could draw the conclusion from the analysis.

xxxviii

CHAPTER IV

ANALYSIS

A. The Description of Anna Leonowens and King Mongkut

1. The Description of Anna Leonowens

She faced many problems and also challenges that were different from her hometown,

England. Her sympathy to slavery in Siam firstly appeared when she arrived in Siam for the first time and she felt annoyed with the slavery view in the Harem.

Anna caught sight of a number of young girls peeping at them from behind of the velvet curtains which hung from ceiling floor. A large of male attendants crouched in the antechamber. Some were in the poor clothing of servants or slaves (1994; 34).

Her identity as a woman to have her own privacy to live out of the Harem and tried to make her best and comfortable house in Siam showed that she was a tough woman with a strong will. As she was from Western culture she wanted her freedom to live happily in Siam as she stayed in her country. Since she lived in Siam which is a strange area for her, she wanted her freedom and her rights. Western culture in appreciating freedom influenced Anna’s way of thinking. Although she was a woman, she acted as a man. In this case she had man’s bravery to do any jobs she wanted.

I shall be very happy to work here, and even to assume the secretarial duties that the king adds to my school work, but I feel that I’m entitled to a place to live where I shall be free to follow the custom of my own people without offense to anyone (1944; 94).

Her bravery appeared in almost the whole story while she was in Siam and faced many problems dealt with herself and the king’s concubine from danger and penalty from the judge by meeting the Siam’s judge. The heroic action in releasing the suffered slaves put Anna in trouble with the king’s subordinators. She was considered as a disturbance in the palace and tried to mock the noblemen by helping the slaves to get free. Anna Leonowens’ bravery was considered as an annoyance to the Siamese government. Nevertheless, she struggled to get justice for the suffering slaves.

The Kralahome received her privately, but when she had to explain the purpose of her visit he rebuked her sharply (1944; 150).

Anna was a consistent and responsible woman, she had two children who loved and encouraged her to face life. She held the risk of her action by finding a job as a teacher in a far and mysterious country. Facing financial problem after the death of her husband Leon, Anna did not contact her stepfather to ask for some help. She chose to leave Singapore to Siam after she put Avis, her first daughter, in a boarding school in Singapore with her relatives and took Louis, her son, and her servants to

Siam. She was a responsible mother and employer; she fulfilled her children with love and care. She tried to find the most comfortable life in Siam as if they were in

Singapore. She wrote to Avis to express her longing to be close to her daughter. She

was a responsible employer by giving her servants’ right to choose to stay with her in

Siam or went back to Singapore.

Her greatest worry was that the school was proving a failure financially… But could she live in the beloved old house with her stepfather that the mother was dead? No, she told herself passionately, which she could never do (1944; 22).

Waiting for the king’s order to teach in the palace, Anna tried to study the

Siamese language. Hence, she lived in Siam, which used Siamese’s mother tongue she realized she found difficulty in having communication with the Siamese. She learnt the habits and culture in Siam by observing the society and having communication with the king’s concubines and slaves.

When the cremation was over and she was still received no call start the school in palace, she determined to begin her study of the Siamese language (1944; 66).

Knowing and understanding the situation in Siam, Anna never gave up reaching her dream. She patiently waited and she was a hard worker. It was seen from her effort to draw attention from her most annoying pupil, Prang. Her effort in releasing the king’s slaves, not only in releasing Prang from her punishment, but also for the king’s concubine. She requested freedom and forgiveness for those who have done mistakes to the government, in this case the judges and King Mongkut

Again and again, she went to Prang’s house. Pitting her will against the girl’s…But she kept visiting the girl’s house week by week always pleasant, always interested (1944; 206).

As a mother and a teacher, she was a patient woman. In the palace she met a lot of uneducated students who preferred playing and chattering than studying with

her. At first, a frustration appeared during the classes still she continued to teach the students in a very long time. By the time as her patience grew she could build a close relation with her pupils. Although she had great discipline to do her work, the

Siamese loved her because she was kind hearted and her willingness to help others made Siamese stayed close to her and told her their problems. For example, the case of Tuptim who loved a priest, she tried to meet the judge to overcome the problem.

Even though Anna knew that it was a performance and a very good one, she was touched partly by the woman’s genuinely despairing tone and partly by the rule she had employed to prevent her case (1944; 337).

2. The Description of King Mongkut

The characterization of King Mongkut was also shown by using explicit representation by the author through direct exposition and illustrated by action. King

Mongkut as the ruler of the Siamese was a kind man although his way of showing his kindness was still strict with the rules as a good and respectful king. The king sentenced strict rules in order to protect his kingdom.

The king had seemed kindly disposed, and he was certainly without of sense of humor but he was curious man, unpredictable and autocratic to a degree, and he might be hard to please (1944; 63).

King Mongkut believed in his ability to make the right decisions. For that reason his command must be obeyed, even though his concubines and slaves did not want to do it. As the king commanded order all of Siamese have to accomplish it. He punished those who had not fulfilled his desires. Moreover, for the disobeyers he would give no mercy.

xlii

I don’t know I have promised, I don’t know former condition. I don’t know anything but you are my servant”- the voice was climbing higher and higher toward a shriek- “and it’s our pleasure that you must live in this palace, and YOU SHALL OBEY!” The last three words were screamed in her face (1944; 79).

King Mongkut as a father of twenty princes and princesses and sixty-seven children and also father of all Siamese tried to be wise. He knew his employees deeply, even asked for some private question that was taboo according to Western culture. According to the king, it was acceptable to give some private questions. The purpose of giving such question was to know deeply and familiar with the opponent so he would inquired some tasks then the opponent would not interfered him.

… “How old shall you be?” he asked in a stentorian tone (1944; 60).

Even though King Mongkutcgot strict on the rules he made, and kind of man who had strong and difficult way of thinking, he was a kindhearted and loving father.

He loved all his children and tried to give the best for his children and wives. He ordered all his concubines, his children, and even the slaves, to study Western’s habits and culture so they would not be considered as an uncivilized and uneducated nation. He also finally agreed with some Western point of view that every living thing had the right to be free.

The king sat with his head sunk in his hands, mourning for his child, calling her by tender names as if she were on his knee to hear them (1944; 192).

The ruler of Siamese, who was King Mongkut, was impartial in giving punishment.

There were no diversities among the Siamese; even though the felon was his own children or wives or subordinators the penalty was the same

Fifteen of the younger ladies in waiting being publicly whipped by Amazons for having participated in a conspiracy to steal the king’s spectacles. After the scourging, they were carried off to prison weeping loudly to serve a term of several terms. Prang was among them (1944; 203).

King Mongkut was sometimes a moody man once he asked his servant or subordinators to do his jobs. He would find and keep his eyes on him. In order to gain a perfect result of the task given, King Mongkut himself would observe and examine the duty carefully. Since the task most of them were having a correspondence with the neighbors but also with Western government. Finding an error in the result, his command was not repeat the same failure.

Then the king would waken and demand him. A messenger would be sent to him (1944; 136).

A great king is a king who has good knowledge, to get good knowledge King

Mongkut loved to read and write a lot. Study was one of King’s favorite; he had a lot of books and in his spare time he read those books. King Mongkut had a strong will to study and he expected to be perfect in studying English, by mastering English as the language he could communicate with the other country, moreover with the

Western countries which expanded the region, in addition to build a political relationship. King’s strong desire to study and work shapes him as workaholic man.

He would write letters, sign them, affix his seat and dispatch them in his own mailbags to Europe, America or elsewhere (1944; 135).

xliv

He was busy while the average men slept and asleep while his secretaries waited for the important letters, papers and dispatches (1944; 135).

Being a king, the ruler of Siam made him too overestimate a petition sent by

Lady Son Klin of a request that was sent through her son, Prince Krita. His overestimation of one’s action arouse suspicion that made him became high tempered. The most fundamental reason of the suspicion was because of the presence of a second king. He was the first prince would be coronated after the death of his ascendant yet King Mongkut decided to take the position as the next ruler. The petition sent to King Mongkut was considered as a notice of a rebel in the palace.

His majesty accuses her of plotting with her family to rebel against him. This is obviously ridiculous since they did not even that appointment had been made, nor did she when she sent Prince Krita to the king with the petition (1944; 150).

A problem occurred made king Mongkut became impatient and too depended at others. A very simple wrongdoing would influence the whole day. The wrongdoing would set him burst into anger even so facing unpredictable trouble.

He kept shouting that he couldn’t study nights until his spectacles were found (1944; 204).

The most visible character of king Mongkut was he had a hard character, especially in dong his will and his opinion could not be easily changed although Anna had explained several times. His opinions and words were commands to the subordinators. On the other hand, other’s opinions and words seemed unimportant for him. Once he argued of a saying there would be a great discussion in it.

“An anecdote is something that isn’t yet told and an unmarried woman is something that isn’t yet given, and they are the same! There is no difference. I Say” (1944; 212).

B. The Influence of Self-efficacy in Anna Leonowens and King Mongkut towards their Motivation

1. Bandura’s Sources of Self-efficacy in Anna Leonowens a. Mastery Experience

Life is not just an ordinary life without any problems and difficulties. Facing problems and difficulties taught people to find better solution. The solutions came after the effort to get a better life and to gain a successful life. In this story the main character, Anna faced a lot of problems and difficulties that taught her to have a great effort in facing life. Mastery experience or enactive attainment is dealt with the experiences and failures that occur in the events. Thus failures in overcoming problems and difficulties strengthen Anna’s capability in overcoming problems will exist.

The loss of her beloved family put her into grief. Nevertheless she stood up and continued her life. Following the doctor’s advice, Leon was ordered to live in

Singapore in 1856. After a year in Singapore, Anna lost her beloved husband while hunting Tiger. Anna felt that there has been much burden in her life.

xlvi

The doctor told Leon gravely that she probably would not live unless she had changed a climate. Anna lay white and still pathetically weak (1944; 19).

“It’s too much! Too much! Too much!” she thought. Her father, her mother, her two babies, her fiends, her relatives, her fortune, her husband. Why try to live at all if life was so cruel (1944; 21).

Sailing to Siam, Anna and her son, Louis, had no place to stay when Anna asked for King Mongkut’s grace to provide a residence to stay. The prime minister of

Siam, Chao Phya Sri Suriyawang who greeted her, rejected her wish. The experience of having no home was challenging. During her childhood until her marriage with

Leon she had a happy life and comfortable house and good environment.

Unfortunately, living in Siam was in the opposite of living in England. In Siam she had to ask the government to provide a comfortable house for her. On the contrary, the government let her life without any safety in a new and strange society.

“His majesty cannot remember everything” he said indifferently. “You can go wherever you like” (1944; 27).

During her life in Siam, Anna met some enslavement problems in the palace.

The fundamental cause of the slavery problems was because the slaves did mistakes and the king decided to punish the slave. One of the problems that the slave, Tuptim, loved another man, he was Khun Phra Alat, a monk in the palace. One of king

Mongkut’s concubines had fallen in love with the youngest priest in the temple. As a slave, Tuptim did not have the right in avoiding the duty of serving the king then loved her beloved one. Tuptim, the slave and Khun Phra Alt, the priest could not be saved from the punishment. Anna could not save them because she failed to convince

the king that the couple was innocent. Anna’s courage of freeing some slaves met some obstacles but some of them succeed.

Anna was scented with an inexpressible horror of him. She was stupefied and amazed, as much to find herself trembling against the pillar as at the naked evil she had seen within the king’s heart (1944; 29).

b. Vicarious Experience

Seeing others successes in life aroused oneself desire to copy their successful life, not only their will but also their effort and also the way of thinking. Firstly attended the King Mongkut’s concubines, the childless Khun Ying, hid her loneliness

Anna admired her on her daily activities and her feeling in living in the palace. Her admiration towards Khun Ying aroused Anna’s will to be as strong as Khun Ying and also having the same wisdom as Khun Ying.

As the days passed Anna grew to admire more and more… Anna was especially impressed with her unfailing kindness to the younger women of her husband’s harem (1944; 53).

Being wise was one of Anna’s efforts of seeing the unexpected situation in

Siam. Imitating Lady Thiang’s loyal to the harem also aroused her desire to stay in

Siam. Lady Thiang was a superior woman in the palace; she was also the mother of

Princess Somawadi. Lady Thiang gave her best services to the king although she knew that King Mongkut had a lot of wives. Moreover Lady Thiang loved towards all of the king’s children was incomparable. Anna imitated her way of thinking as a mother so that her lovely daughter, Avis, she lived and studied in Singapore, would

xlviii

not feel neglected and abandoned her, likewise her son Louis, he would be happy staying in Siam with her.

She contrived to be always his favor, serving him with an innate gentleness and understanding that endeared her to him (1944; 117).

c. Verbal or Social Persuasion

However, she preferred to live and continue her life because her affection to her children, Avis and Louis. Still, everyday she convinced herself to have the power to pass the day.

But who was there if she could die or go insane? For the sake of Leon’s children she must rally herself (1944; 22).

Anna tried to appreciate the custom and habit in Siam. Conversely she could not tolerate the children who did not respect her and did not obey her rules. One of the children was Prang who got into trouble because of her behavior. Anna assured herself that she could help Prang. She continuously paid attention towards Prang’s attitude or else she failed in teaching her as her student and daughter.

“I’ll be persistent and I’ll be kind, but I won’t give up until I break her to saddle. Is that I must help her get saddle on herself before she destroys herself” (1944; 204).

d. Psychological State

Self-efficacy was also influenced by people’s health. Some people could keep healthy because of the stable emotion and reaction towards problems. For those who could balance the emotion would have stronger stamina than the other who could not reduce the depression.

Facing problems was not an easy way of life for Anna. The death of her parents and her own family laid her into the grief that affected her health. She had no one to share her burden of the longing. The grief and sorrow were directly roused the frustration of being alone. The frustration reduced her health subsequently weaken her psychological state.

Anna laid white and still pathetically weak Officialdom, as always moved with its slow unwieldiness (1944; 19).

Asking for the right of having her own comfortable house in Siam, Anna was given a house chosen by the Kralahome, the king’s half brother. The condition of the house was far from her imagination. Anna’s complaint to Kralahome met no good solution for Anna. Her wish on privacy has been violated. Afterward she found a new house near the palace fatefully the house needed some reparation and fixing.

Finishing the house reparation, Anna’s body was weakened and she had to rest in bed for several days.

Who was she after all but an Englishwoman of no particular importance in a country of which he was the unacknowledged good ruler? Her knees shook with a sudden weakness and depression… Fever! She threw herself across the bed exhausted by emotion and gathering illness (1944; 87).

2. The process of Self-efficacy a. Cognitive process

Anna’s life distorted into a struggling life after the death of her beloved family, Anna chose to continue her life in a strange country, Siam, far away from her relatives and friends. She sailed to Siam with Louis and her two servants wishing for a new happy life. Her wish was a great luck for king Mongkut who needed a teacher in the palace. Her arrival in Siam was a new chapter of life. She defeated her fear to live in a place with different custom and culture. Her loss and struggle in continuing her life empowered her to be more selective.

Before she had come a decision, her school had attracted the attention of Mr. Tan Kim Ching the Siamese consul at Singapore who had been instructed by the king of Siam to secure an English governess for the royal children (1944; 23).

Teaching for Anna was not a new experience. She had taught in Singapore after Leon’s death. Teaching strangers were a new experience for her especially they had different habits and customs. The first time of teaching-learning activities in the palace, the class was like a circus since the pupils were curious with her appearance.

Furthermore the pupils spoke different language which roused her curiosity in understanding the language so it would facilitate her to communicate with the

Siamese.

Then a slave crouched down in front of Anna and pointed at the Englishwoman’s nose. She wanted to know, it seemed, whether Anna’s nose had grown long from pulling and also whether it had to be arranged every morning to keep it so (1944; 102).

One of king Mongkut’s demands was she had to introduce and teach the

Siamese women on the subject of manner and discipline. Having dinner with some important European who stayed in Siam, king Mongkut wished to show that Siamese women could behave and dressed similar to European women. On the previous discussion stated that mostly the Siamese women preferred to play some jokes and their fear of the Westerners appearance was a boundary for Anna to convince them that Western men were as kind as her. As a result Siamese would not be considered as a barbarian and Siam would not regard as uncivilized country. Therefore Anna taught some of Siamese women the Western customs and habits to fulfill King

Mongkut’s wish.

“He will go back to Queen Victoria and tell her that our women are black and without clothes, or stockings or shoes on feet, and she will consider me as barbarian of Sandwich Island. So, Mem you must educate some of young women in European etiquette and costume for presentation to the English Ambassador of Great Britain” (1944; 141).

Finding justice in the palace was one of Anna’s purposes staying in Siam. One of her pupil, Lady So Klin sent her petition for her brother to King Mongkut in order to get a better life. On the other hand, king Mongkut was suspicious with Lady Son

Klin, she was arrested and imprisoned. Knew this situation Anna met king Mongkut and asked for his wisdom. She was aware with the situation in Siam and the king’s habits; the most significant of his character was he was unpredictable. Anna got used to the king’s character and consequently prepared herself for the king’s impulsive reaction of her demands.

lii

His majesty accuses her of plotting with her family to rebel against him. This is obviously ridiculous since they did not even know that the appointment had been made, nor did she when she sent Prince Krita to the king with her petition. And to punish the woman for what is permitted and encouraged in gross injustice. It can’t enhance his Majesty’s reputation with his foreign and friends (1944; 151).

Her demand to free slaves was also Anna’s intention to stay in Siam. It was proved as L’ore, a slave of Princess Butri the granddaughter of Chao Phya Nikon

Badintur the minister of the North, was imprisoned. Anna attempted to free her. L’ore was imprisoned because she loved her husband and demanded her freedom. For several times Anna insisted to meet the judge and the king in order to help the slave.

Later, her objective on eliminating slavery in Siam was Prince Chulalongkorn’s goal in his era.

That night a deputation of Mohammedans headed by the Mullah Hadjee Baba called on Anna. Together they drew up a petition addressed to the king, which Anna agreed to deliver the next morning. The same invisible power that drawn her to L’ore seemed to be working still; for she was summoned early to the king’s presence she carried the petition with her (1944; 182).

Happiness was Anna’s great longing for all her beloved family and others.

She attempted to fulfill her family needs both in the financial and affection. She did the same thing for her friends and relatives, since she appreciate the human rights. In the case of Tuptim, the king’s concubine who fell in love with Khun Phra Allat, one of the temple’s monks, Anna tried to rescue Tuptim’s and Khun Phra Alat’s life. She came into the judgment day and gave evidence and approval. For some times, she hastily met the king and explained the state of affairs.

There were about a dozen Amazons in the guard, some already stretched in sleep on their mats and leather pillows, with their weapons lying merely. The eyes of those who were still awake turned toward Anna. They knew her well and her visits of mercy (1944; 279).

Anna’s desires to set the slaves free met an obscure; she refused the king’s demand to write to Sir John and cancel Sir John arrival in Siam. As a result king

Mongkut sent a velvet letter contained all the accusations toward Anna’s action. She rejected to sign the accusation letter. The red velvet letter was a threat for her staying in Siam. Although the Kralahome asked her to sign and to fulfill king’s demand still

Anna rejected the request. She felt she was underestimated by the king on the red velvet, she was accused in the interfering the government affair instead of teaching.

”But you haven’t sign it” he demurred. “No, and I never will”, she replied curtly, “you can tell the king so” (1944; 333).

When she refused again she saw by his face that he imagined she was merely bargaining. For two hours he argued and pleaded, slowly increasing the sum he was willing to pay for her signature to the charges, and the letter to Sir John Browning (1944; 334).

After passing a lot of problems that appeared during her life in Siam, she then decided to leave the country, although she had to leave her beloved pupil, Prince

Chulalongkorn who was definitely better than his father. Her life experiences in Siam were valuable enough to her future life. Firstly she had no home as her arrival, secondly she had to teach Siamese who hardly spoke English, and then she tried to abolish slavery in the palace and the last she tried to refuse king’s demand in building political relationship.

liv

Anna’s couldn’t reply. Her eyes were full of tears; she realized what she had not thought possible had taken place. She and the king were more than employer and employee, king and governess- they were friends (1944; 385).

b. Motivational Process

Anna beliefs, that she could pass her future life without her husband, Leon and with her beloved family appeared after the death of her husband took some of her beloved family. Barely Avis and Louis both Anna’s son and daughter and also her servants encouraged her to stay alive. Her family motivated her to stay alive and continue her life. She motivated herself by seeing her family, most of her desire to life was to see her children live happily even without their father.

But who was there if she should go die or insane? For the sake of Leon’s children she must try to rally herself (1944; 22).

Facing many troubles and difficulties in adapting the society and environment

Anna attempted to assure herself to stay much longer in Siam. She had to learn the

Siamese language in a very short time. The most significant differences between the

Western and Siamese were the habits, customs and culture. Anna threw away the feeling of longing and feeling of overlooking all the customs while living in

Singapore. While convincing Louis that they could stay alive in Siam, Anna also convinced herself.

Anna sighed, she, too had been thinking of their home in Singapore. But he was not ready to give up yet. So he summoned a false cheerfulness and answered,” You’ll like it here, Louis, when we have our own home. We’ll get the piano out and the pictures of Avis and our books, and it’ll be just as nice as Singapore” (1944; 70).

c. Affective Process

The great sorrow of her first child death reminded her to her late father. In addition she was her first child. All of mother would be sad and the los depressed her into the lowest stamina. Because of her husband love she could pass it. .

Encouraged by her friends, she opened school for officer’s children, and tried listlessly to resume normal life (1944; 22). d. Selective Process

Activities and environments mostly affected the Self-efficacy of a character; furthermore Self-efficacy was also influenced of the behavior and avoidance activities. The belief of one’s capabilities to finish the duty or activities would also influence the motivation. Anna’s life after the death of her husband was full of efforts. Her decision to leave Singapore was supported by the family’s financial conditions. Moreover, she needed to be in a new community to avoid her loneliness and also to find new activities. The activities would help her in decreasing her grief of her family. Living in Singapore without certainty of good income turning Anna to think of accepting the request to teach in Siam, it was also useful to reduce her sadness.

The woman bit her lip but did not turn her eyes toward him” I can’t go back now, I’ve given my word” (1944: 23).

lvi

As a foreigner in Siam Anna should obey the rules in Siam, not only for Anna but also for her servants and the other Westerners although they dislike it. As the culture distinction, the regulations and policies in Siam were different. New environment taught Anna the way to face and handle the Siamese. New regulations and policies improved her ability of appreciating or correcting them. Siamese regulations toward the way to respect the king and his subordinators was acceptable, on the contrary she disrespected the policy of using humankind in the household, even to punish them as if they were animals. Anna grew stronger in the personality facing troubles.

Moonshe said nothing and Anna ran off in search of the Kralahome’s half brother. She dared not to go too far, fearing the err as had her servant by entering some part of the palace grounds to which she was forbidden (1944; 42).

Being familiarized with the Siamese culture and language aroused Anna’s attraction to study more on Siamese. She realized the new language and culture would improve her knowledge. She learnt and gathered around the Siamese in order to understand their customs and language. She tried to mingle with the Siamese by following the news and problems occurred in the palace. She also tried to learn and compare the language and its interpretation between Siamese and Western. Her capability in identifying the diversity facilitated her in her communication and duty in the palace.

Armed with this, Anna makes rapid progress. By comparing it with English Bible, she was able to get the meaning of many Siamese words (1944; 67).

3. The Source of Self-efficacy in King Mongkut a. Mastery Experience

As a ruler of Siamese, King Mongkut had a lot of subordinators and concubines. Most of them owned more than one slave to do the household and take care of the children. Once occurred a problem of freeing slaves by buying them.

According to the Siamese law as a king and, a slave would be free after a person paid for the price. The rule for King Mongkut was a new point to study.

It is the law and custom of his country that bondservants have their right to redeem themselves (1944; 184).

Some of King Mongkut’s hobbies were writing and reading, thus needed knowledge of language and vocabulary. Then he continuously asked Anna for some awkward and difficult words and sayings. He regularly wrote and received letters from the country near Siam. The relationship was using English, since many countries spoke different language and mother tongue. So his knowledge in English facilitated most of the relationship.

The poor man was beguiled or abducted from his bed and conveyed three or four miles by boat to the palace because the king wanted to know whether it would be elegant to write ‘murky’ instead of ‘ obscure’ or ‘gloomy dark’ rather than ‘not clearly apparent’ (1944; 233).

The simple or complex issue occurred in the palace was an ordinary issue for

King Mongkut still he could give warnings and punishments so the other would not repeat the same mistakes. Punishing mother in front of the children would teach the children so they would not do the same mistake. Moreover the punishment was

lviii

conducted in front of the other slaves and concubines. King Mongkut tried to warn the other so they would not do the same.

The king sagacity was not blinded his passion. Then anger surged up in him and he rejected reason and mercy. In a thick voice he shouted “Remove the child and bind her!” (1944; 259). b. Social Verbal Persuasion

King Mongkut was very confident and proud of his kingdom; the Self- confidence influenced his behavior and his reaction towards private matters. The political problems which occurred between Cambodia, French and Siamese affected the king’s cousin. Phya Wiset was a prince and also the king’s cousin, he felt insulted because of the word ‘liar’ told by the priest then French consul M. Lamache covered the problems occurred Phya would be remove from the office without any investigation. Subsequently, king Mongkut insisted to refuse the Frenchman suggestion because he believes that the Frenchman would interfere in solving the problem.

“Yes, yes” said the king impatiently. I will see it tomorrow; you may tell M. AuBaret that I have promised to order and investigation. And you may go” (1994; 268). c. Physiological State

The European expansion brought some problems and difficulties; it reduced the communication between Siam and the neighbors. The expansion also influenced the treaty agreed by the ancestor. King Mongkut demanded the Frenchman to retreat

Siam, thus put him into a difficult position. He had to save the Siamese and his authority from the neighbors; on the other hand he had to protect his kingdom from

the expansion. The fear of loosing his kingdom frustrated him. That made his health drowning because of the Siamese-French cases.

His Majesty had been feeling ill for some days, nut was that night a little better. He had called for some Buddhist priest for the purpose of holding special devotional services (1944; 268).

After the meeting of the king’s cousin and M. Aubaret, he sent a letter contains the disrespect feeling of French by the Siamese moreover the king. Also the consul felt that the king had underestimated the French. The matters then weaken his healthy and he became sick from some times.

The king had intended to answer M. Aubaret’s note in the morning came but he was ill again and postponed the matter (1944; 269).

4. Self-Efficacy process in King Mongkut a. Cognitive process

In his childhood King Mongkut entered the priesthood then his stepbrother replaced his position to be the next king. His action considered as denial to the throne. Conversely after the death of the Usurper he decided to leave the priesthood.

He was aware of his stepbrother authority. He was afraid that his kingdom would be decreased in his stepbrother weakness.

The feeling between the kings although the strange institution of the dual king ship was familiar to her from Sir John Bowring’s account. It had been customary in Siam for hundreds of year two have two kinds simultaneously. Only the 1st had a dual power (1944; 66).

King Mongkut Self-confidence led him to ask some private question. A king who had unlimited power and authorities had the right to control and to protect his

kingdom in his own way. The government and the nation would obey the rules without any objection. The king words and questions are his demands. The visitors in

Siam had to obey the regulations; the reward of disobedience was a punishment.

“How old shall you be? He asked in a scornful tone” (1944; 60). “Where do you go every evening?” He demanded (1944; 60).

The protection toward interruption was in building a close relation ship with the

British Minister in Singapore and Hong Kong. King Mongkut had written some letters for several times. He was anxious with his stepbrother. His stepbrother had several close friends from different countries. It was because he had built the friendship since he was young meanwhile king Mongkut stayed in the priesthood.

“Whole Siamese country is now quite well with [out] any where...I trust you will be most rejoiced on my news of succession on the throne as you were lonely my dear friend Sir James Brooke” (1944; 129).

King Mongkut then decided to support British Empire in Siam than the French.

He continuously built the relationship of the countries in 1861. He realized that

French expansion would replace the British government however he kept maintaining the British consul with his government.

“We are the only rule of remote or very distance country from Europe and have very different costume and appearance yet we become an allied to our Majesty and other several rulers of civilized world (1944; 132). b. Motivational Process

In the arrival of Lord John Hay, king Mongkut’s self satisfaction of John

Hay’s appreciation toward Siamese women compelled Anna to teach the habits and custom of Western women for Siamese women. He realized that the Western men

would underestimate Siamese women. Siamese women were both ugly and not interesting; he compelled Anna to teach the Siamese women Western custom and attitude. He assured himself that Siamese women could dress and acted the same as the Western women. Furthermore the Western men would love to see the Siamese women.

“But I can’t let him see them as they are with black teeth and no shoes on feet” the king encountered” (1944; 140).

King Mongkut seemed argue other’s opinion, he disagreed others’ belief to gain his satisfaction. Once again his self-confidence mostly affected his ego. Since he was the king, his subordinators and concubines must obey his words. They never opposed the king opinion and command. He was fully happy after winning the debate. He believed that he was correct.

The king looked extremely annoyed, “No they don’t” he restored. There is no difference I say, he cast Anna a baleful look designed to put her in her place, but she refused to see it” (1944; 212). And smiling triumphantly he turned away to some one else (1944; 213).

Watching and arguing Anna’s action in freeing slaves in the palace, king

Mongkut started to free a dwarf from Nai Lek. He found that his action would raise a freeing slave movement in the palace. Then he convinced himself by teaching his children to start to abolish slavery in Siam. He realized that Anna would ask him to release the dwarf even more the slaves.

“The king sobered immediately, realizing that the strange wild thing could do no more comprehend the right and wrong of ordinarily human morality than the ape he resembled. Without her asking it, he wrote a royal order setting Nai Lek free (1944; 251).

lxii

c. Affective process

Western men were shocked because of the chaos. King himself could not understand the subject matter on the chaos. He believed that Siamese women were smart; in fact

Anna found difficulties in teaching the Western culture. To avoid confessing his mistake he preferred to blame on the chaos. His was action to prove that he was not responsible with the chaos so he would not depress because of the false performance.

“Wherefore have you not educated those girls more scientifically?” he demanded...he added, “And wherefore have you not acquaintance them English custom of spying-glass? They were quite unprepared, and our women are too modest to let a strange man look on their faces” (1944; 145).

Reading and writing were King Mongkut’s hobbies. Because of his age, he had to read using spectacles. Prang, who was one of Anna Leonowens’ pupil, was a stubborn girl. She stole the king spectacles. Instead of reading with other spectacles he punished her. The lost of his beloved spectacles frustrated him; therefore he had to reduce his depression in punishing Prang.

He flew into a rage that lasted not for hours for days. Everyone around him suffered. Nothing anyone did was right. Dozens of women were thrown into prison. Many more were whipped for the slightest offense or for none of all (1944; 203).

King Mongkut was fear of French. His hatred of French moreover, most of the geographers called him as an ‘absolute monarchy’ which meant had unlimited

power or complete arbitrary power. Although the French had different intention on the word “absolute monarch”, king Mongkut could not accept it. He translate the word into his, thus roused his anger. He was annoyed with the word. For a simple matter could rouse the depression.

Am I an absolute monarch? For I have no power over French...Siam is a mouse before an elephant! Am I an absolute monarch then? What shall you consider me? (1944: 246).

Since King Mongkut’s stepbrother, the second king, Phrabat Somdet Phra Pin

Klao Clao Yu Hua, had a close relationship with Prince of Chiangmai, King Mongkut was afraid that the two best friends would have a plan to rebell him. He was jealous on the friendship. He spied his stepbrother’s palace and activities. His fear of being defeated by his stepbrother aroused another depression.

King Mongkut alarmed by the possibilities in the friendship of the Prince of Chiengmai and his brother ordered the Lao prince to send his son to Bangkok as hostage (1944; 315).

d. Selective process

Having close relationship with British Empire and the nearest kingdoms. King

Mongkut put himself studying and learning English hardly. He commanded Anna to check and correct the mistake he made in the writing. He rejected mistakes made by others.

If he found a word in his reading that baffled him. He would send a dozens or more slave women for Anna. “Why for who you know? It is clearly that you aren’t scientist (1944; 157).

lxiv

For almost thirty years king Mongkut entered the priesthood. He preferred to stay and life peacefully in the priesthood without any political and business disturbance. However, he decided to throne himself after the death of the Usurper. He chose a different way from his previous activities.

He was handsome, proficient in all sports, and so popular with his own people that at the death of the Usurper in 1851. It was widely hoped that he would be chosen king if Mongkut decided to stay in the priesthood. Prince Chucamani’s succession would have been sure. But Mongkut chose the throne and so relegated his more able brother to the powerless position of second king (1944; 312).

In educating his children king Mongkut not only demanded them to study

English as a language but also the custom. That’s the reason he asked Anna to hold a tea party to introduce the custom of British. He was satisfied of avoiding mistakes.

He did not accept any mistakes in learning English. It was better for him to study using direct method and he demanded Anna to teach the children, so they would not lack of knowledge, especially English which was very important to communicate with other countries.

The king gave his consent willingly. It was part of his plan for his children to have them understand and know how to observe European custom... Anna had invited thirty of her pupils – and it was Siam tributary king Mongkut followed other ruler against French” king Mongkut appointed the oldest of them to succeed his father as king Norodom to the throne “(1944; 264).

CHAPTER V

CONCLUSION

Based on the previous analysis, it can be concluded that the environment and also background of each characters, Anna Leonowens and King Mongkut, influenced their self-efficacy. Furthermore self-efficacy was also influenced by the process of the self-efficacy aroused. Anna Leonowens, a tough woman, was responsible of her life; even she tried to live in a new strange country far away from her relatives.

Furthermore, in Siam she faced a lot of challenging activities and daily problems as the slavery problems.

Anna was a compassionate woman facing many problems and also challenging activities which were different from her hometown, England. She was also a tough woman who had strong desire. She wished to have her privacy and try the best she could to accomplish her desires. Being influenced by the Western culture, although Anna was a woman, she believed that she could bravely do and fulfill her needs.

Even though facing a lot of troubles and difficulties, with her bravery she was consistent and responsible with her action. She did not complain with the obstacles to live in Siam; she studied the Siamese language and culture. Being patient was Anna

Leonowens’ technique to stay in Siam.

During her life, in India, Singapore, Anna faced a lot of sadness and sorrow but she never gave up. Through the self-efficacy processes she grew stronger and had

lxvi

a strong motivation to continue her life. In the course of her life Anna learnt and studied to motivate herself. The motivation in her firstly aroused after the death took her husband. Anna decided to continue her life by teaching children. As the rising of financial problems occurred in school she decided settle in a new society and did some new activities.

In order to get happiness to live in Siam, her arrival Anna was neglected by the Siam government. She faced many challenging activities to gain her desires and help the Siamese. Anna had to do many dangerous activities to help the poor.

However, the situation was not maintained by the King’s answer. On the other hand,

King Mongkut’s reaction towards her desires aroused a depression in Anna.

Anna Leonowens’ background as a western, who lived in Siamand her childhood also affected the motivation that aroused from her Self-efficacy sources and processes. On the contrary, King Mongkut as the ruler of the Siamese was a kind man although his way of showing his kindness was strict with the rules as a good and respectful king. He was a man who believed in his ability to make the right decisions.

Trying to be wise, King Mongkut put some strict rules upon his kingdom. Even though he got strict on the rule, he was a man who had strong and difficult way of thinking. Furthermore, he was kindhearted and loving father.

Trying to build Siam better built king Mongkut as a perfectionist and workaholic man. He would study and do jobs he liked. As a ruler of Siamese king

Mongkut tried to fulfill his promise thus made king Mongkut become a bad tempered man.

During her life time, Anna Leonowens passed the experience to live in different countries such as; India, English, Singapore and Siam. The death of her beloved people developed her character, in this case her self-efficacy. She mastered the way to life in a difficult situation; overcoming and selecting the challenging activities which could weaken her health. On the other hand, she also had to revise the mistake in order not to repeat the same failure.

Anna Leonowens’ sources of self-efficacy supported her to accomplish the self-efficacy processes. Her struggle to find a better life for her and her children constructed her character into strong-will woman especially in the enslavement problems that occurred in the palace. The efforts sometimes decreased her health, but that did not stop her to life, even it motivated her to do the challenging activities.

King Mongkut, who faced a lot of from problems that occurred inside and outside the palace, he had similar Self-efficacy processes as Anna Leonowens. He had to overcome slavery problems brought by Anna Leonowens and also the Europe-

British expansion in Siam. His attempts to introduce English habits and custom to the

Siamese resulted unexpected reaction. However, he never surrendered.

In addition he put his subordinators in assisting him. Although some of his decision put them into dilemma most of them obeyed his command. The problems that occurred in the palace sometimes decreased his stamina but he could motivate himself and tried to find the solution.

The writer’s intention in presenting The Self-efficacy of Anna Leonowens and

King Mongkut in Margaret Landon’s Anna and the King of Siam was purely to show

lxviii

and imitate the main characters’ effort to live. To raise the effort to be succeed and confident needs the motivation; to motivate an action needs to understand the self- efficacy sources and processes. As a result, the sources and processes of Self-efficacy hopefully could lead to get a better life.

BIBLIOGRAPHY

Abrams, M.H. A Glossary of Literary Terms. New York: Oxford University Press, 1981.

Allers, Rudolf. The Psychology of Character. New York: Shed and Ward inc.,1951.

Bandura, Albert. A Social Foundations of Thought and Action; A Social Cognitive Theory. New Jersey: Prentice Hall, Inc. Englewood cliffs, 1986.

Bandura, A. Self-efficacy mechanism in physiological activation and health promoting behavior. In J. Madden, IV (Ed.), Neurobiology of learning, emotion and affect (pp. 229- 270). New York: Raven, 1991. ( 5 June 2007).

Bandura, A. Self-regulation of motivation through anticipatory and self-regulatory mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69-164). Lincoln: University of Nebraska Press, 1991. (5 June 2007).

Brinton, Christopher, Wolf Winks, Crane Brinton. A History of Civilization. New Jersey: Prentice Hall, Inc. Englewood cliffs, 1984.

Ferre, Frederick. Basic Modern Philosophy of Region. New York: Charles Scribner’s Sons, 1967

Guerrin, Wilfred. L., Earle Labor, Lee Morgan, Jeanne C. Reesmond, and John R. Willingham. A Handbook of Critical Approaches to Literature. New York: Oxford University Press, 1999.

Guth, Hans. P. Discovering Literature. London: Prentice Hall, 1997.

Hawthorn, Jeremy. A Concise Glossary of Contemporary Literary Theory. New York: Routledge, Chapman and Hall inc., 1992

Kennedy, X.J. An Introduction to Fiction, Poetry and Drama. London: Longman, 1998.

lxx

Keyes, Charles F. Thailand: Buddhist Kingdom as Modern Nation State. London: Boulder and London West View Press, 1987.

Koesnosubroto, M. A., Dr. Suharyono Basuki. The Anatomy of Prose Fiction. Jakarta: Departemen Pendidikan dan Kebudayaan, 1998.

Landon, Margaret. Anna and the King of Siam. New York: Harper Collins Publisher, 1944.

Lent, R. W., & Hackett, G. Career self-efficacy: Empirical status and future directions. Journal of Vocational Behavior, 30, 347-382 (1987). . (5 June 2007).

Loomba, Anna. Colonialism/Postcolonialism. London: Routledge, 1998.

Maddux, J. E., & Stanley, M. A. (Eds). Special issue on self-efficacy theory. Journal of Social and Clinical Psychology, 4 (Whole No.3), 1986. . (5 June 2007).

McClelland, David. Human Motivation. London: Harvard University, 1985

McNamee, Maurice B. Reading for Understanding. New York: Rinehart & co., 1952

Rice, Philip and Patricia Waugh. Modern Literary Theory. New York: Arnold Hadder Headline Group, 1996.

Schunk, D. H. Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 3: Goals and cognitions (pp. 13-44). San Diego: Academic Press, 1989. . (5 June 2007).

Schwarzer, R. (Ed.). Self-efficacy: Thought control of action. Washington, DC: Hemisphere, 1992. (http://www.des.emory.edu/mfp/BanEncy.html)

Sowell, Thomas. Race and Culture. New York: Basic Books, 1994

Stowe, Judith A. Siam Becomes Thailand. Honolulu: University of Hawaii Press, 1991.

Wellek, Rene and Austin Warren. Theory of Literature. New York: Harcount, Brace & World inc., 1956

White, J. Rejection. Reading, MA: Addison-Wesley, 1982. . (5 June 2007).

Wood, R. E., & Bandura, A. Social cognitive theory of organizational management. Academy of Management Review, 14, 361-384, (1989). . (5 June 2007).

. (5 September 2006).

. (25 October 2006).

. (5September 2006).

. (10 September 2006).

(7 September 2006).

. (10 September 10th 2006).

. (5 September 2006).

(5 September 2006).

. (5 June 2007).

. (7 September 2006).

. (5 September 2006).

(10 September 2006).

(10 September 2006). . (10 September 2006).

. (5September 2006).

lxxii

APPENDIX

Summary on Margaret Landon’s Anna and the King of Siam.

The story began at the arrival of Anna Leonowens in Siam in 1862. After the death of her beloved parents and husband, Anna moved to Siam to teach King

Mongkut and his concubines, and also his children. She stayed in Siam with her son

Louis and her servants; meanwhile her daughter was in Singapore. Her friend,

Captain Ordon, suggested her to go back to Singapore with him. However, she decided to stay and adapt in a new society. During her stay in Siam she was astonished with the slavery in Siam.

Her attempts to some free slaves and find justice in the palace met some obstructions. King Mongkut and his subordinators complicated the way to get her right and justice. She faced many challenges in the palace, at first she had to teach the noisy pupils, and then she had to introduce Western culture in a very short time moreover she had to help King Mongkut in correcting and writing letters for some

Western consul. On the contrary, Anna Leonowens did not obtain her right to live in

Siam. King Mongkut put her into a complicated situation that decreased Anna

Leonowens’ health.

Since Anna Leonowens did not fulfill King Mongkut’s command to delay a

French ambassador, King Mongkut sent an accusation letter that changed Anna

Leonowens stayed in Siam. Anna Leonowens decided to leave Siam and went back to

England. King Mongkut realized his mistakes, but it did not alter Anna Leonowens to

go back to Siam. On the other hand, King Mongkut’s health decreased as Anna

Leonowens’ departure to England. King Mongkut was a great ruler; he spent his childhood in the priesthood. However, he decided to leave the priesthood and coronated himself instead of his stepbrother, Phrabat Somdet Phra Pin Klao Clao Yu

Hua. King Mongkut was suspicious that his step brother and his friend, Prince of

Chiengmai, would rebel against him. Moreover, he was worried that Prince Krita, son of Lady Sonklin would also rebel against him

King Mongkut built relationship with the closer countries in order to protect his kingdom and Siamese. Firstly, he disagreed with Anna Leonowens’ action in freeing slaves. As the time goes by he punished his concubines and slaves wisely.

ACKNOWLEDGMENTS