Object of the study

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CHAPTER III METHODOLOGY

This chapter presents the description of the methodology used in study. It consists of three parts, namely, Object of the study, Approach of the study, and Method of the study. Object of the Study deals with major subject of the study, while Approach of the Study concerns with the literary approach applied in analyzing the novel and Method of the Study focuses on the method that is used to conduct the study.

A. Object of the study

The writer was interested in John Boynes The Boy in the Striped Pyjamas, which was written in 2006 as a story for young readers. This novel has won the award from some countries such as, Irish Book Award Children’s Book of the Year, Irish Book Award People’s Choice Book of the Year, Bisto Book of the Year, Que Leer Award Best International Novel of the Year Spain, Orange Prize Readers Group Book of the Year, Shortlisted for British Book Award, the Borders New Voices Award; the Ottakers Childrens Book Prize, the Paolo Ungari Literary Award Italy, Irish Book Award Irish Novel of the Year Award; the Leeds Book Award; the North-East Book Award; the Berkshire Book Award; the Sheffield Book Award; the Lancashire Book Award; Prix Farniente Belgium; Flemish Young Readers Award; Independent Booksellers Book of the Year; Deutschen PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17 Longlisted for the Carnegie Medal and the International IMPAC Literary Award. The Boy in Striped Pajamas was made into a TV movie, which was aired during 2006 also, the same year as the novel was published. This novel is also available in many languages 43 languages, Chines, Italy, German, Japan, etc. The Boy In The Striped Pajamas is presented as a fable that is intended to teach a moral lesson. Fable here means not based on fact or true story. It is flagging to the reader up front that one is expected to disengage ones normal sense of reality and accept the story as given, but in this instance, when dealing with such an emotive, well recorded and historically recent subject as the Holocaust, this is difficult to do. Everything hinges on the reader accepting Brunos overwhelming naivety at face value. Is it really credible that nine-year-old Bruno, who lives and goes to school in Berlin and is the son of a senior SS officer, is oblivious to the war. When his family arrives at Auschwitz, Bruno and his 12- year-old-sister are conveniently the only children in the vicinity, other than those on the other side of the fence. This again stretches credibility because historical records show that about 6,000 SS officers were posted at Auschwitz, so it seems extremely unlikely that other children would not have been around. Then there is the issue of how Bruno could possibly have talked with his friend on the other side of the fence for months without being seen, or ever comprehending that Shmuel is starving he absentmindedly brings him food from time to time but usually ends up eating most of it on the way. Not to mention the inconvenient detail that by 1942 most young children arriving at the camps were gassed on arrival. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 As a fable, this is a powerful tale, and if you can read it as such all well and good, but as a vehicle for explaining the defining tragedy of the 20th century to young people it falls embarrassingly short.

B. Approach of the study