38
b. Optimisim
The teacher tells the whole class about the winner of the scholarship. The one who gets the scholarship is Dawan which is a surprising news for everybody.
That cheerful voice seemed to ring in her ears now, as her bare feet trailed along the path, toward home. “Kwai already knows the „good news‟,” she
thought to herself uneasilty, “and he hates me for it.” p. 25 Dawan knows that Kwai is so disappointed because he cannot win the
scholarship. While Dawan is surrounded by a crowd of curious and chattering classmates, she saw her brother, Kwai, is standing alone in the doorway and
silently watching her in the middle of her admirers. Seeing him standing there, Dawan thinks that Kwai is not happy for her. Once again, she feels she does not
deserve the scholarship. Her heart sank: her father would be in an even worse mood than usual,
making her news that much harder to break. She tried to speak, but the fear in her heart chained down her words p. 27-28.
At that time, Dawan is afraid of telling her father about the news. She
knows that her father will be angry when he knows that the one who wins the scholarship is herself and not her brother. Her father has many expectations
towards Kwai because Kwai is a boy. This condition creates a schema in Dawan‟s self that she cannot get her father‟s support to go to the City to get a better
education, unless she is a boy. As a girl, it is frightening to speak to her father, especially when the news that she wants to share is a „bad‟ news for her father.
She looked up at him appealingly, and continued, “How can I give up my one chance? You know Father has already said that this will be the last
year he will pay for my school- fee. If I don‟t use this scholarship I won‟t
be able to get any more schooling. But you‟ll have many more chances yet. He said he‟ll send you to school as long as you want to go on
studying.” p. 50 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 This statement goes to Kwai after Kwai tells Dawan that he actually places
at the second rank, right after his own sister. Kwai says that he will be sent to the City if his sister cannot go to the City. Dawan is so surprised to hear that
information because she is afraid that Kwai will tell their father that he places at the second rank. While Dawan is arguing with her brother, she directly creates a
schema about gender stereotypes. She tells Kwai that she needs to go to the City because there will be no chance for her to study again, while Kwai has many
chances to learn because their father will not hesitate to pay for his study in the village. For Dawan, she should take the scholarship because her father does not
want to pay further for her study if she keeps studying in the village. The scholarship is the one and only chance for her, as a girl, to get a better education.
And Dawan herself? What could she do? She was just a girl. Wouldn‟t she grow up just to be a wife and a mother? What could she do with more
learning? p. 56
A schema about gender stereotypes appears in Dawan‟s mind. She questions her role in her society as a girl. In her society, a girl is destined to be a
wife and a mother without having better education. For them, there is no use of getting better education because girls cannot do anything for the society. A boy is
expected more to make changes in the society. Dawan tries to think about what she can do if she gets better learning. In this case, she is really in doubt about her
right to be more than just a wife and a mother because girls are inferior and boys are more superior.
“... I can read now only because I was given a chance to, when my brother helped talk our father into letting me study years ago and...” p. 63
40 This statement shows that Dawan will not get a chance to study if her
brother does not talk to their father. For Dawan, she is just a girl who has no chance to study because she will end up staying at home for her whole life. She
thinks that her role is not that important for her father. The schema is more about how influential boys are. In this case, Kwai can easily influence her father to let
Dawan go to school. If Dawan herself tells her father about how she wants to go to school, her father will not accept her wish.
C. Daw
an’s Mind Development
To answer the second research problem, the writer uses theory of mind by Davidson 1963. He states that center of a theory of mind is conceptual triad of
constructs actions, beliefs, and desires as cited in Bartsch, 1995, p. 5. The writer correlates gender schemas that have been found in the novel to those three center
of theory of mind which are beliefs, desires, and action. In this section, the writer describes
how gender schemas influence Dawan‟s mind development from the beginning of the story until the end.
1. Beliefs
According to Davidson 1963, beliefs refer to a general category of thoughts involving knowledge, opinions, guesses, convictions, and hunches. as
cited in Bartsch, 1995, p. 5. Those are all the mental states that reflect something true about the world. The writer finds some kinds of beliefs that are found in the
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