C. Method of the Study
There were some steps in this analysis. The first step was collecting the data, such as why these women was ruled by the patriarchal society in the first place,
what their reaction was towards patriarchy, and how they respond to it through educational aspects and what their aspirations were for the future. The data were
collected by reading the novel and understand it deeply. The next step was analysing the data. The analysis of the data was based on
the problem stated in the problem formulation in Chapter I. To answer the first problem, the intrinsic features of the data have to be found, such as the characters,
their story, and their message towards the society. Then, the second problem in the problem formulation was answered by
applying the theories in Chapter II. This was done in order to show the effect of the events happened in the women’s life and how it affects their future, especially in
educational aspect. The final step then was to draw conclusion from the result of the analysis.
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CHAPTER IV ANALYSIS
This chapter aims to answer the two problems that are stated in the first chapter. There are two parts in this chapter. The focus of the first part is to answer
the first problem which is the analysis of the mothers’ life which under patriarchy and their perspective towards it. The second is the analysis on how feminism and
education have a role for the daughters, as the background of the female characters to live better.
A. Patriarchal domination in the Mothers’ life
Michael Gorkin and Rafiqa Othman ’s Three Mothers, Three Daughters has
six female characters – mothers and daughters, which formed in pairs, Umm
Mahmud and Marianne, Umm Abdullah and Samira, and Umm Khaled and Leila. The mother’s life depicted in this novel experienced kind of patriarchal practice
which then changed their perspectives and made them to struggle for the better life. Meanwhile, the daughters’ life era had been the result of her mother’s perspectives
based on their experiences in patriarchal practices and the role of education in the daughters’ life which lead them to be modern and educated Palestinian women. In
this analysis, the researcher discusses the mothers’ parts and then, followed by the
daughters’ parts. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1. Umm Mahmud’s experience in the patriarchal society
In the Three Mothers, Three Daughters, Umm Mahmud is described as a short-heavy-hipped woman, seventy-two years old. She is a modest and traditional
woman. Born in 1921, as the British mandate period was about to begin, Umm Mahmud spent her childhood and early adulthood in a turbulent period of
Palestinian history, yet as a Palestinian living in the East Jerusalem, her life was unavoidably affected by the political waves that engulfed the area. From this
characterization, the description of how Umm Mahmud looks like by using her personal description e.g. her age, her usual places to live, her marriage status is
revealed. Recognizing the character’s personal description in the beginning, leads to the view of Palestinian women’s life.
Furthermore, Umm Mahmud in this story told about her past life. One of them was about her opportunities to go to school.
“I’d see them go off with their school bags. I was so envious, I wanted to go too.”
“When my father came home she Umm Mahmud’s mother told him, but he immediately answered, “No, she’s not going What does she need school
for? It will only make her strong-
willed.” “My father-blessed be his memory-he was an educated men. He knew how
to read and write in Arabic and in English too. But he didn’t want me to
learn.” Gorkin, 1996:11 By following her past life, at that time, Umm Mahmud felt difficulty in
taking her chance as a child in the school-ages. In that case, the patriarchy rules, which literally “father’s rule” has depicted clearly in her past life regarding her
father’s prohibition towards education for her own daughter. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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