The Analysis Of Theme Used In Izzeldin Abuelaish’s I Shall Not Hate

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THE ANALYSIS OF THEME USED IN IZZELDIN ABUELAISH’S I SHALL NOT HATE

A PAPER BY

AMELIA SEPTYA RINI REG. NO : 112202036

DIPLOMA - III ENGLISH STUDY PROGRAM FACULTY OF CULTURE STUDY

UNIVERSITY OF SUMATERA UTARA MEDAN

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It has been approved by

Supervisor,

Drs. Parlindungan Purba, M.Hum. NIP 19630216198903 1 003

Submitted to Faculty of Culture Study, University of Sumatera Utara

In partial fulfillment of the requirements for Diploma-III in English Study Program

Approved by

Head of English Diploma Study Program,

Dr. Matius C.A. Sembiring, M.A. NIP 19521126198112 1 001

Approved by the Diploma-III of English Study Program Faculty of Culture Study, University of Sumatera Utara As a Paper for the Diploma-III Examination

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Accepted by

The Board of Examiner in partial of the requirements for the D-III Examination of the Diploma-III of English Study Program, Faculty of Culture Study, University of Sumatera Utara.

The examination is held on the June 2014

Faculty of Culture Study University of Sumatera Utara

Dean,

Dr. Syahron Lubis, M.A. NIP 19511013197603 1 001

Board of Examiners: Signature

1. Dr. Matius C.A. Sembiring, M.A. (Head of ESP) 2. Drs. Parlindungan Purba, M.Hum. (Supervisor) 3. Drs. M. Syafi’i Siregar, M.A. (Reader)

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AUTHOR’S DECLARATION

I am, AMELIA SEPTYA RINI, declare that I am the sole of author of this paper. Except where reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.

No other person’s work has been used without due acknowledgement in the main text of this paper. This paper has not been submitted for the award of another degree in any tertiary education.

Signed :

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COPYRIGHT DECLARATION

Name : Amelia Septya Rini

Title of Paper : The Analysis of Theme Used in Izzeldin Abuelaish’s Novel I Shall Not Hate

Qualification : D-III / Ahli Madya

Study Program : English

I am willing that my paper should be available for reproduction at the discretion of the Libertarian of the Diploma III English Study Program Faculty of Culture Study University of Sumatera Utara on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

Signed :

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ABSTRACT

The paper entitled TheAnalysis of Theme Used in Izzeldin Abuelaish’s I Shall Not Hate_{is about theme which is found in the novel I Shall Not Hate by Izzeldin} Abuelaish. The novel is about the journey of Izzeldin Abuelaish on the road to peace between Palestine and Israel and his hope that the death of his three daughters can be the last sacrifice for creating the peacefulness. The writer analyses how the theme is created in the novel which are divided into two, they are the main theme and the additional theme. After reading and analyzing the novel, the writer found that the main theme of the novel is peace and the additional themes are forgiveness, humanity, and power. The method applied in this paper is descriptive. The writer collects data relevant for writing this paper from the reference books and the internet in the aim to find appropriate information about the topic. The writer hopes that this paper can be useful for the reader in developing knowledge about theme as the element of fiction and also can help the reader in understanding how the moral messages can be delivered in the novel I Shall Not Hate.

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ABSTRAK

Kertas karya yang berjudul The Analysis of Theme Used in Izzeldin Abuelaish’s I Shall Not Hate_{ini mengenai tema yang ditemukan di dalam novel} I Shall Not Hate karya Izzeldin Abuelaish. Novel ini mengenai perjalanan Izzeldin Abuelaish menuju perdamaian diantara Palestina dan Israel dan harapannya bahwa kematian ketiga anak perempuannya dapat menjadi korban terakhir demi terciptanya perdamaian. Penulis menganalisis bagaimana tema diciptakan di dalam novel yang terbagi menjadi dua, yaitu tema utama dan tema tambahan. Setelah membaca dan menganalisis novel tersebut, penulis menemukan bahwa tema utama dari novel tersebut adalah damai, dan tema-tema tambahannya adalah memaafkan, kemanusiaan, dan kekuasaan. Metode yang di aplikasikan di kertas karya ini adalah deskriptif. Penulis mengumpulkan data yang diperlukan dalam penulisan kertas karya ini melalui buku-buku referensi dan internet dengan tujuan untuk mendapatkan informasi yang sesuai dengan topik penulisan. Penulis berharap bahwa kertas karya ini dapat bermanfaat bagi pembaca dalam mengembangkan pengetahuan mengenai tema sebagai bagian dari fiksi dan juga dapat membantu pembaca dalam memahami bagaimana pesan-pesan moral dapat disampaikan di dalam novel I Shall Not Hate.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

First of all I would like to thank and praise to the Almighty God, Allah SWT for blessing and giving me health, strength, and ease to accomplish this paper as one of the requirements to get Diploma III certificate from English Department Faculty of Culture Study, University of Sumatera Utara.

Then I would like to express a deep gratitude, love, and appreciation to:

1. The writer’s Head of English Diploma study Program, Dr. Matius C.A. Sembiring, M.A. Thank for giving a lot of knowledge.

2. The writer’s dean, Dr. Syahron Lubis, M.A in Faculty of Culture Study. 3. The writer’s supervisor, Drs. Parlindungan Purba, M. Hum. Thank for

your guiding in writing this paper.

4. The writer’s reader, Drs. M. Syafi’i Siregar, M.A.

5. The writer’s lecturers in English Diploma Study Program for giving advice and lesson of educational study as well as life lesson.

6. The writer’s parents, Basri (Father) and Sugiarti (Mother). Deeply thank for their endless supports, advices and prayers. Love you so much.

7. The writer’s beloved sisters, Anindita Ayu Ningtyas and Nur Fadhilah. 8. The writer’s close friends; Annisa Risma Khairani Lubis (Nisa), Rahma

Yuliani (Rahma), Febri Wulandari (Ulan), Alemina Br. Kaban (Ina). Thank you for every moment that we have been passed together.

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Finally the writer does realize that this paper is still far from being perfect. Therefore, the writer welcomes any constructive critics and suggestions towards this paper.

Medan, June 2014 The Writer,

Amelia Septya Rini Reg. No. 112202036

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TABLE OF CONTENTS

AUTHOR’S DECLARATION ... i

COPYRIGHT DECLARATION ... ii

ABSTRACT ... iii

ABSTRAK ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vii

1. INTRODUCTION ... 1

1.1. Background of the Study ... 1

1.2. Problem of the Study ... 3

1.3. Scope of the Study ... 3

1.4. Objective of the Study ... 4

1.5. Significance of the Study ... 4

1.6. Method of the Study ... 4

2. REVIEW OF RELATED LITERATURE ... 6

2.1. Theme of the Novel ... 6

2.2. Israel History ... 7

2.3. Palestine History ... 10

2.4. Human Rights ... 12

3. THE ANALYSIS OF THEME ... 14

3.1. Theme ... 14

3.1.1. Peace ... 14

3.2. Sub Themes ... 17

3.2.1. Forgiveness ... 17

3.2.2. Humanity ... 19

3.2.3. Power ... 22

4. CONCLUSIONS AND SUGGESTIONS ... 25

4.1. Conclusions ... 25

4.2. Suggestions ... 25

REFERENCES ... 27

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ABSTRACT

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ABSTRAK

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1. INTRODUCTION 1.1. Background of the Study

Roberts and Jacobs (1993:1) say, “Literature refers to compositions that tell stories, dramatize situations, express emotions, and analyze and advocate ideas.” Taylor (1981:1) says, “Literature like other arts, is essentially an imaginative act, that is, an act of the writer’s imagination in selecting, ordering, and interpreting life experience.” Based on the statements, it means that literature is a kind of art that usually tells, dramatizes, analyzes, expresses the emotions, and advocates the ideas where the imagination of the author ordering the experience of life into written or oral composition by offers the pleasure.

Roberts and Jacobs (1993:2) say, “Literature may be classified into four categories or genres: pro classed as imaginative literature.” The genres of imaginative literature have much in common, but they also have distinguishing characteristics. Prose fiction, or narrative fiction, includes myths, parables, romances, novels, and short stories. Originally, fiction meant anything made up, crafted, or shaped, but today the word refers to prose stories based in the author’s imagination. Fiction is distinguished from the works it imitates, like historical accounts, reports, biographies, autobiographies, letters, personal memoirs and meditations. From the major forms, the writer chooses the fiction prose, exactly in novel.

Novel is a picture of real life and manners, and of the time in which it was written. Novel describes the true event (nonfiction) or fiction event which the novelist wants to present in the novel. In nonfiction novel, the novelist

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presents the actual and the sequence of real event from their life experience. The novel that used in this paper is nonfiction novel, in which the novelist presents actual people and events in story form.

In novel, there is the central idea that the novelist presents to the reader. The central idea of a novel usually is called as the theme. Yelland (1983:189) says, “Theme is the central thought in a literary work.” The theme may be directly stated or be most obliquely concealed within the literary work. To find the theme in a story, we have to read and understand the whole dialogs and the plot inside the story. After it was done we can conclude what the theme that delivered by the novelist in a story of the novel. Peace is one of theme which can found in this novel. The definition of peace is all about happiness, freedom from fear of violence, and something that will make people respect each other.

Izzeldin Abuelaish is a Palestinian obstetrician and gynecologist who specializes in infertility. He was born, raised, and received his elementary, preparatory and secondary education in the received a scholarship to study medicine i Obstetrics and Gynecology from the completed a residency in OB/Gyn in Soroka; followed by a subspecialty in fetal medicine in Italy and Belgium; then a Master in Public health from of his daughters, who were killed by Israeli tank fire during the encourage young women. The death of his children strengthened his resolve to

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promote reconciliation between Israelis and Palestinians where I Shall Not Hate novel is one of his reconciliation promote.

I Shall Not Hate tells about the journey of Izzeldin Abuelaish on the road to peace between Palestinians and Israelis where are his three daughters and his niece were died because of bomb from tank. Another reason is his girls were killed by Qassam rockets which fired them in his apartment by Hamas. Passed by that accident, he wants that his daughters will be the last sacrifice on the road to peace between Palestinians and Israelis without hatred.

The writer has chosen Izzeldin Abuelaish’s novel as the object of this paper because the writer is interested in analyzing the theme in this novel. It is because the novel tells the moral message of peace, forgiveness, humanity, and power which are interesting to share to the reader.

1.2.Problem of the Study

Based on the novel of Izzeldin Abuelaish’s I Shall Not Hate, the problems that the writer would like to analyze in this paper are:

- How is peace created? - How is forgiveness created? - How is humanity created? - How is power created? 1.3.Scope of the Study

The analysis of this paper is limited to the peace, forgiveness, humanity, and power as the theme in Izzeldin Abuelaish’s I Shall Not Hate.

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1.4.Objective of the Study

The objective of writing this paper is to find out how peace, forgiveness, humanity, and power can be created.

1.5.Significance of the Study

The significance of study that the writer wants to share are:

- Theoretically, the significance of the study is it can be used to enrich the literary study especially in theme.

- Practically, the significance of the study is the reader will understand about theme in a novel and the reader can learn what moral message from I Shall Not Hate novel.

1.6.Method of the Study

The writer uses library research by qualitative description in writing this paper. The data sources divide into two kinds they are; the Primary data, which is the novel as the source and the Secondary data, which are the reference books and the internet as the sources. The first step that the writer takes is by read the data sources such as the text from novel, reference books, and internet. The second step is the writer notes and selects the quotation from data sources. After that, the writer interprets the data that have been collected. And the last step is the writer analyzes the data to get the conclusion.

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Data Sources: • Novel • Reference

Books • Internet Author

Get the Conclusion

Take the Data in Quotations Form from the Sources

Analyze the Data Interpret the

Data Select the

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2. REVIEW OF RELATED LITERATURE 2.1.Theme of the Novel

Shaw (1977:162) says, “Literature is the writing in which expression and form, in connection with ideas and concerns of universal and apparently permanent interest, are essential features.” It means that literary work has connection with ideas which become the purpose of that literary work is made. Roberts and Jacobs (1993:2) say, “Literature may be classified into four categories or genres: pro classed as imaginative literature.” The genres of imaginative literature have much in common, but they also have distinguishing characteristics. Prose fiction, or narrative fiction, includes myths, parables, romances, novels, and short stories. Originally, fiction meant anything made up, crafted, or shaped, but today the word refers to prose stories based in the author’s imagination.

Novel is kind of literature. Rees (1973:106) says, “Novel is a fictitious prose narrative of considerable length in which characters and actions representative of real life are portrayed in a plot of more or less complexity.” One of inspiration in writing novel is based on true story with human experience, usually through from relation of sequence events involving a group of person in a specific setting. On the other side, novel teaches the reader by the moral message in a theme of the novel.

Scharbach (1965:273) says, “Theme is the essential meaning of a work, its basic pattern of significance, sometimes thought of as its message.” Culler (1977:59) says, “Theme is something which becomes the authors thought.” It

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means that novel has intention and theme from the novelist’s view of life or the novelist’s image which explains about the central of purpose the novel has made and how the novelist consider the case from his/her story. Theme is also called as the meaning of the story, it is sometimes hidden and not early illustrated. Theme can be classified into several different categories; the level of primacy is Main Theme or Major Theme and Additional Themes or Minor Theme.

In fiction, ideas take the form of an underlying theme or central idea, which helps to tie the work together. In novel, the theme is one of the important things to understand by the reader. It is because the theme is the key of understanding the whole of a novel and what message that the reader can get from that novel. Usually the novelist expresses the ideas about human experience.

Most the stories have the theme, something that we might call it as the intention or the moral of the story. Peace is one of theme which can found in the certain novel. The definition of peace is all about happiness, freedom from fear of violence, and something that will make people respect each other. Peace also becomes bridging the gaps between the two states which have through too many seasons of warfare, hatred, destruction, and recriminations.

2.2.Israel History

The area of modern Israel is small, about the size of size of

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Zulkarnain (1993:48-50) explains that the number of Jews who are immigrated to Palestine, it cause Palestinian Arab people pressed. They pressed and finally arose clash Jews and Palestinians. This clash protracted and British Palestine mandate holders could not finish. Furthermore, the Palestinian issue is handled by the United Nations. Then UN General Assembly approved the partition of Palestine into three parts:

1) The Arab States, with the territory of Acre, Nazareth, Jenin, Nablus, Ramallah, Hebron, Gaza Strip, Jaffa Harbor City.

2) Jewish State, with the territory of Safad Region, Tiberas, Beisan, Haifa, Tulkarm, Ramleh, Sahara Negev, and Jaffa.

3) Jerusalem as territory under international supervision.

This decision was accepted by the Jews, but rejected by the Arabs of Palestine. The Arabs consider the distribution is unfair and against the will of the vast majority of the indigenous Palestinian population. Israel proclaimed its independence on May 14, 1948, a day after the British mandate in Palestine ended. With this independence, the ideals of the Jewish people who are scattered in different parts of the world to establish their own state is reached.

After Israel was created, many Palestinians were displaced. They fled to various countries. Cause of the displacement, they are not only in the neighboring countries of Palestine, but also there up in America and Germany.

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Although coming under the sway of various empires and home to a variety of ethnicities, the area of ancient Israel was predominantly the except then largely the 20th century. It was a focal point of conflict between Christianity and Islam between 1096 and 1291, and from the end of the

Persecution of Jews particularly in Europe in the late-19th century, led to the creation of the Zionist movement. Following the British conquest of Syria, the rise to movements Jews from bot Israel leading to the extensiv

Since about 1970, the Despite

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whom live in Israel or in play a major role in Israeli and international political, social and economic life. 2.3.Palestine History

The history of Palestine is the study of the past in the region of Sea and the Jordan River, and various adjoining lands. Situated at a strategic location betwee the region has a long and tumultuous history as a crossroads for religion, culture, commerce, and politics. Palestine has been controlled by numerous different peoples, including the (1948–1967, on the the the

In Izzeldin Abuelaish’s novel I Shall Not Hate, also tells about the history of place which become the object of struggle between the two states-Israel and Palestine. Gaza include as one of the territory. Gaza was a short distances away from Houg; it was the closest safe place for the family to go and had been designated as a location for Palestinians. The other territory, known as West Bank and located on the Jordan River.

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Today Gaza is a strip of land approximately twenty-five miles long. It is about four miles wide at its narrowest and almost nine miles at its widest. Israel controls everything-the air, the water, the land, the sea. The palestinian American attorney Gregory Khalil said in 2005, “Israel still controls every person. Every item of commerce, even every drop of water that enters or leaves the Gaza Strip. Its droops may not be there… but it still restricts the ability for the Palestinian Authority to exercise control.” His judgment of the situation is shared by most human rights organization.

Throughout history, Gaza has been eyed by outsiders who had conquest on their minds. Alexander the Great tried to rule it; the Israelite king David ruled for a while, as did the Egyptians, the Assyrians, the Babylonians, and the British. It seems that every warrior king or eminent general who made it into the history books has taken a run at Gaza.

The historical event that shaped the existence of every Palestinian today is of course the Nakba of 1948. There had been talk about creating a Jewish state since the end of the First World War.

The British mandate in Palestine had been created by the League of Nations, and the British had been assigned the job of implementing the Balfour Declaration, which would establish Palestine as the national home of the Jewish people. The agreement, reached on November 2, 1917, is so important to the history.

The trouble began with those words. Jews were a minority in Palestine, outnumbered by Arab Christians and Muslims. All of the rights of all of the

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non-Jewish people in the region were prejudiced by their expulsion from their homes and farms. The British Mandate in Palestine ended on May 14, 1948, the same day the Israelis announced their Declaration of Independence and the birth of the Jewish state. Gaza, according to the United Nations partition plan of 1947, was supposed to become part of an independent Arab state, but the terms were not acceptable to the Palestinian people, who were forced to walk away from their homeland. Nor was the plan acceptable to their Arab neighbors. So when Israel declared its independence, Egypt acted on behalf of the rest of the region and invaded from the south, triggering the 1948 Arab-Israeli War.

Since then, a string of well-known dates has marked our failure to coexist: the Sinai War of 1956, the Six Day War of 1967, the Yom Kippur War of 1973-74, the intifada of 1987, the second intifada of 2000. There have been endless accords and agreements and several different leaders: the Oslo Accords of 1993, the Palestinian Authority, which gave self-rule to Palestinians under the leadership of Yasser Arafat in 1994, the Palestinian parliamentary elections of 1996, and the rise of Hamas in 2006.

2.4.Human Rights

Human Rights (HAM) is a set of rights attached to nature and human existence as a creature of the Almighty God and is His grace that must be respected, upheld and protected by state law, the Government and every person, for the honor and dignity protection and human dignity (Article 1 paragraph 1 of Law No. 39 Year 1999 on Human Rights and Law. 26 Year 2000 on Human Rights Court.)

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Human rights are human behavior, and are regularly protected as fundamental or he is a human being. Human rights are thus conceived as (applicable everywhere) and human rights has been highly influential within international law, global and regional institutions. Policies of organizations and have become a cornerstone of world. The idea of human rightssuggests, "If the public discourse of peacetime global society can be said to have a common moral language, it is that of human rights." The strong claims made by the doctrine of human rights continue to provoke considerable skepticism and debates about the content, nature and justifications of human rights to this day. Indeed, the question of what is meant by a right is itself controversial and the subject of continued philosophical debate.

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3. THE ANALYSIS OF THEME 3.1. Theme

3.1.1. Peace

Kuncahyono (2008:292) says, “Peace is the beauty of life. It is like the sunshine. Sunshine is a metaphorical expression that implies meaning of life in brightness. Sunshine is a beginning of life to see everything clearly. Peace is smile of the children, mother’s love, father’s happiness, family togetherness. Peace is human development, justice victory, truth victory. Peace is all about that and more than all is that.” Another statement comes from Izzeldin Abuelaish that is written in his novel:

Peace is humanity; peace is respect; peace is open dialogue. I don’t think of peace as the absence of anything because that just puts it in a negative light. Let’s be positive about what peace is-rather than what it is not.

(Abuelaish, 2011:232-233)

Both Menachem Begin and Izzeldin Abuelaish mean that peace is all about happiness, freedom from fear of violence, and something that will make people respect each other. The world will be in chaos when there is no hope for peace on earth. It can be reached when anyone is ready to honor the sense of humanity in the right way. It is a pity when peace is supposed to be a handicap to raise the sense of equality for all.

Dershowitz (2005:01) says, “The Israelis and the Palestinians who have lived-and died-through too many seasons of warfare, hatred, destruction, and recriminations.” The two states can not give in seize the land between them.

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have killed too many dreams and dreamers, and raised a lot of hatred between the two states. That portrait also is told in I Shall Not Hate novel. Where is the story about Abuelaish as a Palestinian physician and infertility expert who always hope the peacefulness come true between the two states-Israel and Palestine. He creates peace through health care without distinction. As a Palestinian doctor, he does not only help Palestinians who need help in health care, but also Israel patients. He believes that his duty to make sure every child has the same chance for health at birth, become bridging the gaps between Israel and Palestine in peace. It can be seen in the quotation below:

Politics aside, I believe the best way to bring peace between our two peoples is through health care. For me, every patient is like one of my relatives. I don’t make any distinction: Israeli, Palestinian, Arab-Israeli, new immigrant, Bedouin. My duty is to make sure every child has the same chance for health at birth.

(Abuelaish, 2011:96-97)

There is not only Abuelaish as a Palestinian who is dreaming to live in peace, but also many Palestinian and Israeli communities which are contributed in creating the peace such as peace camps, hip-hop rappers, peace phone line, Palestinian midwives, basketball leagues for Arab-Israeli and Jewish teenagers, and conferences all over the world have devoted to find a way to bring Palestinians and Israelis together. They have done many things in promoting coexistence and tolerance between the two states. From what they have done, it makes Abuelaish does not alone in promoting the peace. He gets the energy and motivation from the communities do. Even though peace can not be created between the two states nowadays, but the people in those states have striven

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I am not alone in my belief in bridging the divide. There are peace camps and summer schools and “surfers for peace” and hip-hop rappers beating out peace messages. There are endless school projects and Web sites devoted to peace, and there’s even a peace phone line. There are examples of coexistence throughout Gaza and the West Bank and Israel. You can find midwives on both sides of the line promoting peaceful coexistence.

(Abuelaish, 2011:135)

The time has come for compromise, reconciliation, healing, and a permanent end to the violence. Likewise Abuelaish who has been peaceful with himself because of the tragedy which has killed his three daughters and his niece. After what he has done for Israeli in helping many Israel patients to get the best health care, he thinks that the tragedy is not fair for him and his family. But he tries not to hate and still become a person who always supports the peace, even his daughters and his niece have to be the last sacrifice in bringing the two states live together. Besides that, his attitude is reflected in his optimistic outlook on life: he seems devoid of any existential pessimism or hopelessness. He is forward-looking and full of hope, which is not easy in this world and is particularly hard in his world. From what he has striven for peace, he never dwells on “what could have been done in the past,” but rather on what can be done in the future.

I lost three beautiful daughters and a wonderful, loving niece. I cannot bring them back. But I have five more children to take care of. All my children are my hope for the future, my hope for change and a peaceful world. What I can say is this: let my daughters be the last to die. Let this tragedy open the eyes of the world. Let us ask each other, “Where are we going? What are we doing?” It’s time we sat down and talked to each other. As I have said many times since the tragedy, if I could know that my daughters were the last sacrifice on the road to peace between Palestinians and Israelis, then I would accept their loss. (Abuelaish, 2011:217)

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In this case, peace is created by a sincere heart, honest, straight forward, without hatred, and forgiveness from one person named Abuelaish. He is not the only one who creates the peace, but also many Israeli and Palestinian communities who are contributed in making the peace between Israel and Palestine. Abuelaish loves to live in peace and always strive for peace in order that the two states can live together and respect each other particularly the Israel Jewish and Arab Muslims.

3.2. Sub Themes 3.2.1. Forgiveness

Reconciliation Commission has argued that forgiveness is the path to true enduring peace. Forgiveness does not happen in an instant; instead, it takes time and energy to achieve, and might not come easily. In this case, forgiveness is created by Abuelaish who has a big dream to live in peace. He thinks that there is only one way to bridge the divide, to live together, to realize the goals of two peoples: the two states have to find the light to guide them to their goal. The light that allow them to see, to clear away the fog-to find wisdom. To find the light of truth, the two states have to talk to, listen to, and respect each other. Instead of wasting energy on hatred, Abuelaish recommends to use it to open the eyes of the two states and see what is really going on. Surely, if the two states can see the truth, they can live side by side and forgive each other.

Abuelaish has forgiven the accident which has been happened to his family and the states that have caused his daughters and his niece die. He

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chooses not to spiral into hate and taught the lesson against hatred and revenge to everyone through his relieved. All that he has done also reinforces him in his lifelong belief that out of bad comes something good. It can be seen in the quotation below:

The reaction of ordinary people strengthens the case for our need to talk to each other, to listen, to act. And it reinforces my lifelong belief that out of bad comes something good. Maybe now I really have to believe that; the alternative is too dark to consider. My three precious daughters and my niece are dead. Revenge, a disorder that is endemic in the Middle East, won’t get them back for me. It is important to feel anger in the wake of events like this; anger that signals that you do not accept what has happened, that spurs you to make a difference. But you have to choose not to spiral into hate. All the desire for revenge and hatred does is drive away wisdom, increase sorrow, and prolong strife.

(Abuelaish, 2011:195-196)

His faith as a Muslim is the first cause of forgiveness been created by Abuelaish. The Quran become his central belief in this life. The Quran has taught him that everyone must endure suffering patiently and forgive those who create the man-made injustices that cause human suffering. Through his belief, he accepts what has been happened to him and his family by forgiveness. But it does not mean he allows injustices been developed around him. He still against injustices by opens the eyes of the two states to correct the injustices.

I vowed not to hate and avoided rage because of my strong faith as a Muslim. The Quran taught me that we must endure suffering patiently and forgive those who create the man-made injustices that cause human suffering. This does not mean that we do not act to correct those injustices.

(Abuelaish, 2011:227-228)

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in his family by creating the peace between the two states. His vision of coexistence is deep, strong, and consistent-unshaken even the tragedy so enormous that he has experienced. It is important to feel anger on the tragedy which has been happened to him. But Abuelaish directs his anger in a focused way, never spreading it wide and letting the anger overwhelm and distract him from where he should be going. Besides that, the Quran becomes his central faith in this life which always taught forgiveness value to him. He also forgives people who have been made his three precious daughters and niece died and vowed not to hate them.

3.2.2. Humanity

Humanity is created because there is empathy feeling on something that has been happened. A person who has this humanity value in him/herself is going to do something which can make another people feel happy because of what s/he has done. Abuelaish includes as a person who has the humanity value in himself. He cares about people and always wants to give the contribution in helping many people who need help. Moreover, he also thinks that all of people who have born in this world have the rights to live better. Live to get more health, to get an education, and live to respect each other without see the people from what country they are. His thinking include in Human Rights which is conceived as egalitarian (the same for everyone).

The situation that he has experienced since he is kid in refugee camp, makes him has become accustomed to seek the job to fulfill the basic requirements of his family need. It makes him strong and saw himself as a

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conduit that can bring news of the suffering in the refugee camp to the outside world through the education which he has reached. He is very aware of the suffering of his people and not only care with his family, but also the lives of Palestinians. He believes the weapon he need is not a rock or a gun but an education so that he can fight for human rights and help all the Palestinian people and his family by improving their lives with his knowledge. It can be seen in the quotation below:

Someone had to start paying attention to what was happening to the Palestinians. They didn’t have proper health care or education; not even enough food. There was no end to the needs of the Palestinian people, the need of my family and even the size of my own career goals. In my culture we don’t study just to improve ourselves; we study to raise the standard of living for our brothers and sisters. My family saw me as a role model, and goodness knows we were all in agreement about the need to improve the lives of Palestinians.

(Abuelaish, 2011:75-76)

Abuelaish loves his family who always support him. He is going to do everything to give happiness for people around him. In this case, his parents become the main factor why he should work hard to get better life. At the moment, his humanity has made him feel so guilty and hopeless when his father has slipped into coma, it is because he can not help his father from coma even he is a doctor. Until finally his beloved father has died before he can see his success. He has reached all of his success for his parents and his family, but his father can not see that. Because of that accident, there are the things that he will do as a Muslims for the dead of his father; share his knowledge and wisdom with others, pray for him, and give to charity in his good names.

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do. As a doctor, I felt so helpless. I was the one who was supposed to help the patient, but this patient, my own father, could not be saved. I had vowed that once I graduated, my family would have a better home, enough to eat, and my father would know what he meant to me. (Abuelaish, 2011:78)

Another supporting statement in creating humanity is Abuelaish dedicates his life by his genuine compassion to help the married couples to get a baby and help the mothers to give birth a new baby into the world without see from what country they are. He thinks that human is created to be social and to live with other people. From his thinking, he also educates his children with humanity value in order that they can be the real social creatures who can give the contribution in making the world peace.

I have dedicated my life to peace, to healing, to bringing babies into the world, to solving the problems of the infertile. My work involves doing joint research projects with Israeli physicians; for years I’ve been something of a one-man task force bringing injured and ailing Gazans for treatment in Israel. This is the path I believed in and what I raised and educated my children to believe in.

(Abuelaish, 2011:197)

The related from what he has done for his family and everyone around him is; Abuelaish can be called as a person who has raised the human dignity. His humanity is created by his empathy feeling on the accident that has been happened around him. He believes that all of people have born in this world have the rights to live better. Because of that, he is going to do everything to make everyone have the feeling in getting humanity treatment through education and health care.

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3.2.3. Power

Dr. Ken Petress (powerdefinitionstypologyexamples.pdf) in his essay says, “Power is the ability to influence others to believe, behave, or to value as those in power desire them to or to strengthen, validate, or confirm present beliefs, behaviors, or values.” Power in this part is the power which is created by the government administrations-Israel and Palestine. The leaders in both camps have the ability to influence their people in order to believe what becomes their belief.

That statement is supported by the case of Palestine in defending their territory by war and against on Israel who has recognized Palestine’s territory as their rights. In this case, the government of the two states has an important role in making the war between the two states. Israel’s government administrations have influenced their people to convince Palestine’s territory as the land of their forefather. Israel wants their people particularly the Jewish can get the best place to live in even they have to against the Palestinian to get what become they want. From what has been happened, it raised many conflicts between them. It can be seen at Ariel Sharon treatment for the Palestinians.

Ariel Sharon as the Israeli military commander of the Gaza Strip has an authority to handle everything that happened in Gaza Strip. He has used his power to take the Gazans rights. It is because he just used his ego to carry out his duty without thinking how people die uselessly. It can be seen when he takes over many lands in Gaza cruelly so that many people have lost their home in the quotation below:

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That it was Ariel Sharon who ordered this destruction meant even more to our family as our land in Houg had been taken by him. So when his tanks came to our street that night, my family shuddered at the thought of what could happen to us.

(Abuelaish, 2011:59)

Many hopeless and suffering have been raised as the consequences which the two government administrations have done for the people of the two states. It can be seen there are many babies die from malnutrition, mothers bleed to death in child birth, the victims of war die cause of bomb or tank, and many innocent people have killed because of the power of the two states. Therefore, the elects of official’s new slate can not make the situation between the two states be better. Their works to protect their people can not running well and lead too many victims since their arbitrary.

The stiffening embargo, the incursions, attacks, and arrests are playing on the psyches of the people. What’s worse is that we Gazans don’t see the outside world caring much about our plight. That adds to the angst. Our politicians bicker about who said what and who will recognize whom and then change their minds when a new slate of officials is elected. All this while babies die from malnutrition, mothers bleed to death in child birth, and an old lady with cancer is held up at the Erez Crossing because someone is trying to teach someone else a lesson.

(Abuelaish, 2011:126)

There are many political organizations such as Fatah, Hamas, PLO (Palestine Liberation Organization), and Oslo accords to make the two states live together. But the shareholder’s power of the two states still control over the two states to get what become their goal, particularly the power shareholder of Palestine. They preached an ideology base on Palestinian nationalism, Islamism, and religious nationalism. Because of the spreading of the ideology, it has raised

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many militants who wants struggle everything even must sacrifice their life or take out as many people by their own belief.

….. established the Palestine Liberation Organization at the conclusion of the meeting on June 2, 1964. Its mission was the liberation of Palestine through armed struggle.

(Abuelaish, 2011:63)

In this case, power is created by the government administrations-Israel and Palestine. Where are by their power, the government administration of the two states has influenced their people to believe what become they belief. They just focus on what become their goals without think whether it will make people buried or not. Because of that, it has raised many suffering and conflicts which has experienced by both states on the land of Middle-East.

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4. CONCLUSIONS AND SUGGESTIONS 4.1. Conclusions

The theme is the central idea of the work which presents its intention. It is commonly related to human values both morally and socially. This novel provides peace as the main point for man to live together. Palestine and Israel need peace to escape from conflict and war.

Peace can be achieved from the way of forgiving, humanizing human, and governing the power:

- Forgiving is the real best revenge in creating the peace.

- Humanity include as one way to respect human existence as a creature of the Almighty God.

- Power which is used in good ways will make people live in peace, but in wrong way it will make people live in misery.

4.2. Suggestions

The writer hopes that this paper will be helpful for the reader, who wants to know about theme and its parts. In fact, it will be better for the reader to understand literature in general before reading a novel since that novel is one of a familiar literary works to anyone. Novel can be enjoyed by everyone because it is written. Moreover, it is also important to understand the theme in a story. It is because the readers will know how the message delivered in the story of novel and teaches the moral message from that story.

Theme can be classified into several different categories; the level of primacy is Main Theme or Major Theme and Additional Themes or Minor

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Theme. In this case, I Shall Not Hate tells the readers about peace, forgiveness, humanity, and power as the moral messages which can give the lessons of life for the readers. The moral messages from that story also teach us to see every accident from the positive view.

However, the writer realizes that this paper is still far from being perfect therefore the writer suggests the readers interested in analyzing the theme used in a novel will do further research. In this case, the writer will receive any constructive criticism to develop this writing.

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REFERENCES

Abuelaish, Izzeldin. 2011. I Shall Not Hate. New York: Walker & Company. Aziez, Furqonul. 2010. Menganalisis Fiksi. Bogor: Ghalia Indonesia.

Dershowitz, Alan. 2005. The Case for Peace. New Jersey: John Wiley & Sons, Inc.

Kennedy, X.J. 1991. Literature an Introduction to Fiction, Poetry and Drama. London: Harper Collins Publisher.

Kuncahyono, Trias. 2008. Jerusalem. Jakarta: PT Kompas Media Nusantara. Roberts, Edgar V and Henry E. Jacobs. 1987. Literature: An Introduction to

Reading and Writing. New Jersey: Prentice Hall, Inc.

Scharbach, Alexander. 1965. Critical Reading and Writing. New York: McGraw-Hill Book Company, Inc.

Sembiring, Matius C.A. 2012. Buku Pedoman Program Studi D-3 Studi Bahasa Inggris. Medan: Unpublished.

Sihbudi, M. Riza, M. Ramdan Basyar, Happy Bone Zulkarnain. 1993. Konflik dan Diplomasi di Timur Tengah. Bandung: PT Eresco.

Stanford, Judith A. 2003. Responding to Literature Stories, Poems, Plays, and Essays. New York: Mc.Graw-Hill, Inc.

Taylor, Richard. 1981. Understanding the Elements of Literature. Hongkong: The Macmillan Press Ltd.

Watson, George. 1979. The Story of the Novel. London and Basingtoke: The Macmillan Press Ltd.

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APPENDICES Biography of the Author

Izzeldin Abuelaish, M.D., M.P.H., is a Palestinian physician and infertility expert who was born and raised in the Jabalia refugee camp in the Gaza Strip. He received a scholarship to study medicine in Cairo, Egypt, and then received a diploma from the Institute of Obstetrics and Gynecology, University of London. He completed a residency in the same discipline at Soroka hospital in Israel, followed by a subspecialty in fetal medicine in Italy and Belgium. He then undertook a master’s in public health (health policy and management) at Harvard University. Before his three daughters were killed in January 2009 during the Israeli incursion into Gaza, Dr. Abuelaish worked as a senior researcher at the Gertner Institute at the Sheba hospital in Tel Aviv. He now lives with his family in Toronto, where he is an associate professor at the Dalla Lana School of Public Health at the University of Toronto. He founded the "Daughters for Life Foundation" in memory of three of his daughters, who were killed by Israeli tank fire during the His Web site and foundation can be found at

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Summary of the Novel

Abuelaish is a Palestinian obstetrician and gynecologist who specializes in infertility. He lived in Gaza for nearly six decades, through four wars and two intifadas. There were many accidents that he passed by. In this novel, he describes the squalor of the Gaza camps — fetid latrines, no running water or electricity — both under Egyptian and Israeli control. Besides that, he told about many accidents that he experienced before and after the two intifadas where Israeli soldiers made crossing the border especially difficult, even for an infertility specialist at an Israeli hospital.

The most excruciating crossing occurred in 2008 when his wife, Nadia, was lying in an Israeli hospital with leukemia, and he was in Europe. But on September 16, 2008 at forty five P.M., his wife was slipped away and left him with eight children. Since that day he must grew up and raised eight children in the most densely populated, and one of the most impoverished, parts of the world: Gaza.

His children (Bessan, Dalal, Shatha, Mayar, Aya, Raffah, Mohammed, and Abdullah) felt lost with the death of their mother, but it didn’t make them stuck on that sad moment. Abuelaish developed his children ability by given the education that they want until his children grew up as the smart children. In addition to, he tought his children became the strong persons.

On January 16 was the last day of his three girls (Bessan, Mayar, and Aya). They died caused of bomb from tank or another person dared to suggest his girls were killed by Qassam rockets which fired them in his apartment by

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Hamas. The loss of his daughters made him more adamant about the need for co-existence between Israelis and Palestinians. He writes, "If I could know that my daughters were the last sacrifice on the road to peace between Palestinians and Israelis, then I would accept their loss." Urged on by the spirits of those he lost, his belief in medicine and his deep faith in Islam, Abuelaish offers practical ways of bridging the gaps between two peoples he believes have more similarities than differences. He has opened a foundation in honor of his daughters that he says will "empower the women and girls of the Middle East through health and education."

Abuelaish has forgiven, and to commit, as he has, to understanding the other, to listening, to respect, to the realization that peace is not a liberal's dream but an existential reality: The patient will simply not survive without it. His story is important not only for its message of peace, but for the fact that it personalizes the Palestinian experience.

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4. CONCLUSIONS AND SUGGESTIONS 4.1. Conclusions

Peace can be achieved from the way of forgiving, humanizing human, and governing the power:

- Forgiving is the real best revenge in creating the peace.

- Humanity include as one way to respect human existence as a creature of the Almighty God.

- Power which is used in good ways will make people live in peace, but in wrong way it will make people live in misery.

4.2. Suggestions

Theme can be classified into several different categories; the level of primacy is Main Theme or Major Theme and Additional Themes or Minor

(2)

Theme. In this case, I Shall Not Hate tells the readers about peace, forgiveness, humanity, and power as the moral messages which can give the lessons of life for the readers. The moral messages from that story also teach us to see every accident from the positive view.

(3)

REFERENCES

Abuelaish, Izzeldin. 2011. IShall Not Hate. New York: Walker & Company. Aziez, Furqonul. 2010. Menganalisis Fiksi. Bogor: Ghalia Indonesia.

Dershowitz, Alan. 2005. The Case for Peace. New Jersey: John Wiley & Sons, Inc.

Kennedy, X.J. 1991. Literature an Introduction to Fiction, Poetry and Drama.

London: Harper Collins Publisher.

Kuncahyono, Trias. 2008. Jerusalem. Jakarta: PT Kompas Media Nusantara. Roberts, Edgar V and Henry E. Jacobs. 1987. Literature: An Introduction to

Reading and Writing. New Jersey: Prentice Hall, Inc.

Scharbach, Alexander. 1965. Critical Reading and Writing. New York: McGraw-Hill Book Company, Inc.

Sembiring, Matius C.A. 2012. Buku Pedoman Program Studi D-3 Studi Bahasa Inggris. Medan: Unpublished.

Sihbudi, M. Riza, M. Ramdan Basyar, Happy Bone Zulkarnain. 1993. Konflik dan Diplomasi di Timur Tengah. Bandung: PT Eresco.

Stanford, Judith A. 2003. Responding to Literature Stories, Poems, Plays, and Essays. New York: Mc.Graw-Hill, Inc.

Taylor, Richard. 1981. Understanding the Elements of Literature. Hongkong: The Macmillan Press Ltd.

Watson, George. 1979. The Story of the Novel. London and Basingtoke: The Macmillan Press Ltd.

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APPENDICES Biography of the Author

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Summary of the Novel

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The Analysis Of Theme Used In Izzeldin Abuelaish’s I Shall Not Hate

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