A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  

LIBERAL FEMINISM PORTRAYED THROUGH THE MAIN

CHARACTER, SOMALY MAM, IN SOMALY MAM ’S

  

THE ROAD OF LOST INNOCENCE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Christina Artyka Puspitasari

  Student Number: 091214130

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

  “True knowledge exists in knowing that you know nothing” (Socrates) “Fight for the things you love. Love the things worth fighting for.” (Anonymous) “Any kind of possession could be lost, but your experience is yours forever. Keep it and find a way to use it.” (Father -- The Road of Lost Innocence)

  This undergraduate thesis is dedicated to: My Jesus Christ Myself

  My Beloved Mother and Father My family My friends My partner and everyone who always supports me

  

ABSTRACT

  Puspitasari, Christina Artyka. (2013). Liberal Feminism Portrayed through the Main Character, Somaly Mam, in Somaly Mam ’s The Road of Lost Innocence. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education.

  Sanata Dharma University.

  This study analyzes a novel written by Somaly Mam, entitled The Road of

  Lost Innocence. This novel is based on a true story, focusing

  on Somaly Mam’s experiences of being a prostitute and finally she could help Cambodian women free from sex trafficking. This story took place in Cambodia between 1970s and 2000s during the Cambodian Civil War. The novel clearly describes how the Cambodian heroine, named Somaly Mam, tried to help all Cambodian women escape from sex slavery. Thus, in this study, I intended to analyze the feminism values which are depicted through

  Somaly Mam’s actions in freeing Cambodian women from their suffering. One question to be answered in this study is ; “How is feminism portrayed through the main character

  ’s actions, Somaly Mam, in Somaly Mam’s The Road of Lost Innocence?”

  In order to answer the problem, I applied feminist approach which enabled me to know the feminist thought in the novel. I also carried out the library research as the method of the study. There were two data sources, namely primary and secondary sources. The primary source was the novel itself, The Road of Lost

  

Innocence. The secondary sources were from the theory of feminist literary

  criticism, theory of characterization, and also theory of feminism. The theory of feminism contains several kinds of feminism; such as First wave of feminism, Second wave of feminism, Socialist/Marxist feminism, Asian, black, and women of color feminism, Lesbian feminism, Liberal feminism, and Psychoanalytic feminism.

  Based on the analysis conducted, there were 14 feminist actions which have been done by Somaly Mam in freeing those Cambodian women from sex slavery. According to the theory of characterization and the theory of feminism, it could be concluded that liberal feminism is depicted through

  Somaly Mam’s actions. Somaly tried to achieve women’s equality in several aspects; such as politics, economics, and also socials. Thus

  , Somaly’s actions were in line with the characteristics of liberal feminism. Finally, I propose two suggestions for two parties. For the further researchers, I suggest that they analyze and study this novel by using socio- cultural historical approach and psychological approach. Meanwhile for the teaching implementation, I suggest that the teachers use some stories in this novel as the materials for Basic Reading II in English Language Education Study Program.

  Keywords: feminism, liberal feminism, sex trafficking

  

ABSTRAK

Puspitasari, Christina Artyka. (2013). Liberal Feminism Portrayed through the

Main Character, Somaly Mam, in Somaly Mam

  ’s The Road of Lost Innocence.

Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan

Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata

Dharma.

  Studi ini membahas tentang novel karya Somaly Mam yang berjudul The

Road of Lost Innocence. Novel ini berdasarkan kisah nyata mengenai kehidupan

Somaly Mam yang menjadi pekerja seks hingga dia dapat menyelamatkan wanita

Kamboja dari perdagangan seks. Novel ini berlatar belakang perang sipil

Kamboja pada tahun 1970an hingga 2000an. Novel ini secara jelas menceritakan

bagaimana pahlawan wanita Kamboja yang bernama Somaly Mam, berusaha

menolong wanita Kamboja terbebas dari perbudakan seks. Oleh karena itu,

melalui studi ini, saya menganalisa nilai-nilai feminisme yang dapat dilihat dari

tindakan Somaly Mam ketika dia menolong para wanita Kamboja. Satu

pertanyaan yang akan dijawab di dalam studi ini, yaitu; “Bagaimana feminisme

digambarkan melalui tindakan yang dilakukan oleh karakter utama, Somaly

Mam, di dalam novel The Road of Lost Innocence karya Somaly Mam?” Untuk membahas pertanyaan ini, saya melakukan pendekatan feminisme

yang memudahkan saya untuk mengetahui pemikiran feminis yang terdapat di

dalam novel. Saya juga menggunakan studi pustaka sebagai metode di dalam

studi ini. Studi ini juga menggunakan dua macam sumber; yaitu sumber utama

dan sumber sekunder. Sumber utama yaitu dari novel The Road of Lost

Innocence. Sementara sumber sekunder dalam studi ini menggunakan teori kritik

sastra feminis, teori karakterisasi, dan teori feminisme. Teori feminisme terdiri

dari beberapa jenis feminisme; yaitu feminisme gelombang pertama, feminisme

gelombang kedua, feminisme sosialis/Marxist, feminisme wanita kulit hitam,

feminisme lesbian, feminisme liberal, dan psikoanalisis feminisme.

  Berdasarkan analisis yang telah dilakukan, terdapat 14 tindakan

feminisme yang telah dilakukan Somaly Mam dalam membebaskan wanita

Kamboja dari perbudakan seks. Berdasarkan teori karakterisasi dan teori

feminisme, dapat disimpulkan bahwa feminisme liberal dapat dilihat melalui

tindakan Somaly Mam. Somaly berusaha untuk mencapai hak wanita di berbagai

aspek; seperti politik, ekonomi, dan sosial. Maka dari itu, tindakan Somaly sesuai

dengan karakteristik dari feminisme liberal.

  Pada studi ini, saya juga mengajukan dua saran bagi dua pihak. Bagi

peneliti selanjutnya, saya menyarankan untuk menganalisa dan mempelajari

novel ini dengan menggunakan pendekatan sosio kultural historis dan pendekatan

psikologis. Sementara bagi pengajaran bahasa Inggris, saya menyarankan untuk

menggunakan beberapa cerita dari novel ini sebagai materi untuk mata kuliah

Basic Reading II di program studi Pendidikan Bahasa Inggris.

  

ACKNOWLEDGEMENTS

In the name of the Father, Son, and Holy Spirit. Amen.

  First of all, I would like to express my gratitude to Jesus Christ my Savior for everything that He has given to me, so I could accomplish this thesis. His blessings, love, and guidance, give me strength to go through these hard days of my life.

  Secondly, I would like to thank my beloved mother, Martina Arty

  

Murniati and also my beloved father, Brigjend Pol. (Purn) Drs. Aloysius

Mudjiyono, S.H., M.Hum., who always support me each time I almost give up. I

  would like to thank my parents for so many great advice and motivation that are always sent to me. They are always standing beside me to encourage me to do my best. I love them so much. My dedication also goes to my beloved brothers,

  

Leonardus Ardho Hendrata, Michael Terry Hendrata, Henrikus Yossi

Hendrata, whom I care very much.

  I would like to express my gratitude sincerely to my sponsor, Henny

  

Herawati, S.Pd., M.Hum. I thank her for her advice, patience, support, beneficial

  suggestion, and kindness in supervising this thesis. May God always bless her and her family with joy and happiness. Then, I would like to thank Sanata Dharma

  

University, all the lecturers in English Language Education Study Program

  and the staff of Sanata Dharma University Library for their service. I thank them for these four years. I will not forget my alma mater. May God bless them

  A special gratitude goes to Petrus Vitaka Hendrawan, who always stands beside me during my sadness and happiness. His patience, support, and kindness make me strong to face this life.

  I would also like to thank Adesti Komalasari, S.Pd., M.A., Sr.

  

Margareth, Felicita Devi Adyaningtyas, Budi Prasetyo, and also Marshel

Reinvialno Tanamal, who helped me in checking the language for my thesis.

  Then, I would like to appreciate my friends Dhian, Ajeng, Hayu, Nino, Oscar,

  

Vian, Keket, Studemus Vitae Group: Adit, Ita, Berta, Indrek, and also my

friends from ‘The Travelers’ Play Performance who could not be mentioned

  one by one. I thank them for their support, for sharing laughter, stories, happiness, and sadness, and also the times we spent together in Sanata Dharma University.

  May God always bless them all.

  And I would like to thank everyone who could not be mentioned here, and finally, I would like to send my deepest appreciation to myself. Because of my hard working, pain, sorrow, my pray, and my motivation that I build, I could finish my undergraduate thesis successfully.

  In the name of the Father, Son, and Holy Spirit. Amen.

  Christina Artyka Puspitasari

  

TABLE OF CONTENTS

  Page TITLE PAGE ........................................................................................................... i APPROVAL PAGE ................................................................................................ ii DEDICATION PAGE ............................................................................................ iv STATEMENT OF WORK’S ORIGINALITY ...................................................... vi

  

PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... vii

  ABSTRACT ........................................................................................................ viii

  

ABSTRAK .............................................................................................................. ix

  ACKNOWLEDGEMENTS .................................................................................... x TABLE OF CONTENTS ..................................................................................... xii LIST OF APPENDICES ....................................................................................... xv

  CHAPTER I. INTRODUCTION ........................................................................... 1 A. Background of the Study ......................................................................... 1 B. Problem Formulation ............................................................................... 5 C. Objective of the Study ............................................................................. 5 D. Benefits of the Study ............................................................................... 5 E. Definition of Terms ................................................................................. 6 CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 9 A. Review of Related Theories .................................................................... 9

  1. Theory of Critical Approach ............................................................ 10

  2. Theory of Characterization .............................................................. 11

  3. Theory of Feminism ......................................................................... 15

  a. First Wave Feminism ................................................................. 17

  b. Second Wave Feminism ............................................................. 18

  c. Socialist/Marxist Feminism ........................................................ 18

  d. Asian, Black, and Woman of Color Feminism .......................... 20

  f. Liberal Feminism ........................................................................ 21

  g. Psychoanalytic Feminism .......................................................... 25

  B. Review on Socio-cultural Historical Background ................................. 26

  1. Socio-cultural Historical Background of Cambodian Civil War ..... 26

  2. Women in Cambodia........................................................................ 27

  a. The Involvement of Cambodian Women in Sex Industry .......... 27 b.

  Traditional Cambodian Women’s Roles .................................... 28

  C. Theoretical Framework .......................................................................... 29

  CHAPTER III. METHODOLOGY ....................................................................... 31 A. Object of the Study ................................................................................ 31 B. Approach of the Study ........................................................................... 33 C. Method of the Study .............................................................................. 33 CHAPTER IV. ANALYSIS .................................................................................. 36 A. Feminism Portrayed through Somaly Mam’s Actions in The Road of Lost Innocence ....................................................................................... 36

  1. The Feminist Actions and the Type of Feminism Represented by Somaly Mam .................................................................................. 37

  a. When Somaly Mam still Works in the Brothel .......................... 38 1) Letting Two Girls Escape from Brothel ................................ 38

  b. When Somaly Mam Leaves the Brothel .................................... 40 1) Giving Aunt Peuve and Her Friends a lot of Money ............. 40 2) Treating Cambodian Girls from Sexual Transmitted

  Diseases... .............................................................................. 42 3) Working in France ................................................................. 48 4) Helping Girls Escape from Brothels ..................................... 50 5) Finding a Charity to Fund a Proper Centre for Prostitutes .... 55 6) Building AFESIP as the Proper Centre for Prostitutes .......... 57 7) Helping Sophanna from Her H usband’s Physical Abuse ...... 60

  9) Building a Second Shelter for Prostitutes .............................. 65 10) Building a Proper Centre for Children ................................ 67 11) Giving an Educational Campaign to Cambodian Men ........ 70 12) Building a New Shelter in Siem Reap ................................. 73 13) Opening an AFESIP Garment Workshop ........................... 75

  CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS ...... 78 A. Conclusions ........................................................................................... 78 B. Implications ........................................................................................... 81 C. Suggestions ............................................................................................ 82

  1. Suggestions for the Further Researchers .......................................... 82

  2. Suggestions for Teaching English Using the Literary Works .......... 83 REFERENCES ....................................................................................................... 86 APPENDICES ....................................................................................................... 89

  

LIST OF APPENDICES

  Page Appendix A The Summary of The Road of Lost Innocence ....................................................... 90 Appendix B The Biography of Somaly Mam ............................................................................. 94 Appendix C Syllabus of Basic Reading II .................................................................................. 98 Appendix D Lesson Plan .......................................................................................................... 105 Appendix E Teaching Materials ............................................................................................... 110 Appendix F Short Story of The Road of Lost Innocence ......................................................... 114

CHAPTER 1 INTRODUCTION This chapter explains five main parts in this study. First is the background of

  the study, which spells out my personal reasons for choosing the novel, The Road of

  

Lost Innocence . Second is the objective of the study, which reveals the purpose of

  this study. Third is the problem formulation, where the problems of this study are formulated. Fourth is the research benefits, which outline advantages for the readers of this study. The last part is the definition of terms, where two important terms are explained in order to avoid misinterpretation.

A. Background of the Study

  Humans are God’s creatures that could share their feelings and thoughts through several means. They could share them through literary works such as songs, poems, novels, and paintings. This happens because literary works are the pleasure for humans to express their stories of life and feelings. Literary works are also very close to hu man’s lives. Many kinds of literary works are presented in our society such as some prose, poems, short stories, and also novels. One of literary works which has the complex story is a novel.

  A novel becomes one of the ways to share people’s feelings. Through language and words that are in the novel, people usually share their feelings and make

  1 them into a beautiful story. The readers usually get involved in the story and have the same emotion when they read the story in the novel itself. Taormina (2008) says, “novel is an English transliteration of the Italian word "novella"--used to describe a short, compact, broadly realistic tale popular during the medieval period

  .” Novels always depict the situations happening in the time when the story is written. Thus, I am interested in analyzing the novel for this study. Novels are always full of stories which reflect the tragedy or irony in the real life. Many problems in society are always used as the story in the novel and one of t he society’s problems is feminism, which is often seen in the real life. The feminism genre appears because there is gender discrimination between men and women. For example: the discrimination of workload between men and women. According to Montagu (1953), “woman’s place is in the home and man’s place is in the counting house and on the board of directors” (pp. 23-24). He also adds that “women have been conditioned to believe that they are inferior to men, and they have assumed that what everyone believes is a fact of nature” (p. 23). It shows that the situation puts women in gender inequality or gender discrimination, where women are in the second position after men.

  The feminism emerges in society, thus, women all over the world could protect and defend themselves from male domination. Women would fight for their rights and therefore they could not be discriminated by men. Roosevelt states that

  “a woman is like a tea bag; you never know how strong it is until it’s in a hot water.” It is a famous proverb that could describe women all over the world. Women are beautiful creatures from God. There is a strong power and beauty inside women; even though women have difficult tasks in this life, such as: giving birth, house making, nursing children. Since people in society always assume that men are stronger than women, men always dominate women in some aspects.

  The condition of gender inequality in society puts women in a place where they could not do anything because of male domination. de Beauvoir (1989) states that

  “women always do certain domestic works, such as keeping house and also rearing children ” (p. 431). They do not have rights to express their ideas or thoughts.

  Therefore, there is a stereotype in society, which makes people think that women are lower than men in all aspects such as women have to take care of their children at home, men are always the breadwinner in almost every family, and many more. Those examples of stereotypes make the gender discrimination in society much stronger. Men and women are definitely different. However, Rubin (1975, as cited in Holmberg, 2012) reveals that

  “they are not as different as day and night, earth and sky, yin and yang, life and death.

  ” In this study, I am interested in analyzing novel which emphazises the gender discriminations between men and women as the subject of this study. I focus on the feminism side in the Somaly Mam’s The Road of Lost Innocence. This novel is based on the Somaly Mam’s true stories which are full of feminist spirit for women all over the world. In this novel, Somaly Mam tells her experiences when she had been a sex worker in Cambodia. Her novel could inspire all women to fight for their rights. Furthermore, her novel could enrich the readers’ understanding of the feminist actions through women’s struggles.

  Somaly Mam’s The Road of Lost Innocence reveals sex slavery that still exists in Cambodia. Somaly Mam, who is the main character, had been a sex worker when she was 12 years old. At that time, she was sold by her grandfather into the brothel. She suffered the brutality from men who had abused her (rape, torture) as a sex worker. In the end, she met a French worker named Pierre who later became her husband. Somaly Mam tried to escape from the persecution and she started to help Cambodian girls who worked in the brothels as sex workers. Then, Somaly Mam built AFESIP which stands from

  “Acting for Women in Distressing Situations”. AFESIP provides the guidance, education, rescue, recovery for the victims of sex trafficking in Southeast Asia.

  The personal reason for choosing this topic is; this novel is based on the w riter’s personal experiences which tell women’s struggle to defend Cambodian women from sex slavery. It makes me curious to know more about sex slavery that happens in South East Asia countries; such as Philippine, Thailand, Myanmar, Laos, and especially in Cambodia. Furthermore, I am interested in studying

  Somaly Mam’s spirit to struggle for her life and help Cambodian girls free from sex trafficking. It could give me a life lesson how strong women in the world are.

  B. Problem Formulation The problem of this study is formulated as follows.

  How is feminism portrayed through the main character ’s actions, Somaly Mam, in

  Somaly Mam’s The Road of Lost Innocence? C.

   Objective of the Study

  The aim of this study is to find out how feminism is portrayed through the main character, Somaly Mam, in Somaly Mam’s The Road of Lost Innocence. I collected and analyzed the data by observing Somaly Mam’s actions when she helped

  Cambodian women free from sex slavery. It is very helpful in order to understand and explore the feminism idea thoroughly which is depicted in So maly Mam’s actions when Somaly helps Cambodian women.

  D. Benefits of the Study

  This study is conducted in order to give some benefits for several parties. First is for the readers of this novel, The Road of Lost Innocence. Since this novel tells feminist actions to combat sex trafficking in Cambodia, it is expected for the readers to know and understand women’s struggles in combating sex trafficking and also the bad side of sex trafficking in Cambodia. In addition, readers may know male domination over women in Cambodia. Moreover, this study also encourages the readers to be more respectful to women all over the world.

  Second is for language teaching in English Language Education Study Program. PBI is expected to develop English teaching materials based on the novel or short stories by addressing the issues of feminism such as; gender roles and women trafficking in some of the reading materials used in PBI courses.

  Here, PBI students are expected to know more about literary works, especially novels which consist of feminist theme. Hopefully, it could be their references in their study. Third, for the further researchers who are interested in gender discrimination or gender issues which are depicted in some literary works, especially some novels. This study could be useful as their references to enable them conducting their study.

E. Definition of Terms

  In analyzing the novel, it is important to define the terms related to the problem formulation. It aims to avoid misinterpretations and give clearer explanations. Therefore, I attempt to define two main terms as follows.

1. Feminism

  Feminism is defined as women’s struggles and movements to achieve women’s equality between men; therefore, women have the equal rights and portions as men (Barrow and Millburn, 1990, p. 128, as cited in Ebunoluwa, 2009, p. 227). It means that women struggle to seek their equality and rights from male domination. It is similar to Humm’s study that “feminism incorporates both a doctrine of equal rights for women (the organized movement to atta in women’s rights) and an ideology of social transformation aiming to create a world for women beyond simple social equality ” (Humm, 1995). It means that there is a social transformation to gain social equality between men and women; therefore, women have a right so they could not be dominated by men anymore. In this study, I define feminism as obtain wome n’s equal rights in surviving and protecting each other from slavery.

  2. Liberal Feminism

  Humm (1995) states that liberal feminism happens because women are conscious that they are dominated by men; therefore women try to achieve their equal rights in politic, social, and also economic. Liberal feminism tries to put women equal with men. Further, Humm (1995) also states that liberal feminists stress in the women’s rights in term of education, health services, and also welfare needs. On the other hand, liberal feminism also supports to abolish sexual discrimination or gender roles which are experienced by women (Madsen, 2000, pp. 35-36). This means, liberal feminism does not only achieve women’s equality in politic, social, and economic aspect; however, it also supports to abolish any kinds of gender roles in this world.

  3. Sex Trafficking

  Sex trafficking, according to Soroptimist (2012), is “sex exploitation of women and children, within national or across international borders, for the purposes of forced sex work.” The purpose of sex exploitation itself is to find the good and money for the traffickers. It is estimated that around 800,000, women and children are trafficked each year.

  Meanwhile, Harris (2013) defines sex trafficking as “the act of forcing, coercing, or transporting a person for the purpose of a commercial sex act.” This means, sex trafficking is the act of commercial sex where the traffickers force the victims to work into prostitution. Sex trafficking could occur in the brothels, hotels, strip clubs, and also the street prostitution. While, Haag (2012, as cited in Sherbert, 2012), states that

  “sex trafficking is a blight on our communities and, unfortunately, today’s technology makes it possible for modern day pimps to spread this blight far and wide,” This means, sex trafficking could happen because of the high technology nowadays. The modern pimps could spread this business into the clients by using the modern technologies; such as cell phone, internet, and many more. Moreover, this study describes how women and children are trafficked into the sexual exploitation.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is divided into three sections. They are the review of related

  theories, the socio-cultural historical background, and also the theoretical framework. First is the review or related theories, which present some theories that are applied to this study. Those theories are the theory of feminist approach, the theory of characterization, and the theory of feminism; such as first wave feminism, second wave feminism, socialist/Marxist feminism, Asian, black, and woman of color feminism, lesbian feminism, liberal feminism, and the last is psychoanalytic feminism.

  Second is the socio-cultural historical background, which provides the history of Cambodian Civil war and also women‟s condition in Cambodia. Third is the theoretical framework, which shows the contribution of those theories and also reviews in analyzing the problems in this study.

A. Review of Related Theories

  This study uses some theories to answer the problem in the formulated problem. The teory of critical approach, the teory of feminism, and the theory of characterization will be discussed as follows.

1. Theory of Critical Approach

  In order to conduct a deep analysis in the literary work, it is very useful to apply a certain approach related to the problems in this study. Kenedy and Gioia (2002) state that there are ten critical approaches to the literature; one of them is feminist criticism (p. 629). A feminist approach is suitable for this study because this study focuses on presence of feminism which is depicted in the main character‟s actions in Somaly Mam‟s The Road of Lost Innocence.

  According to Kenedy and Gioia (2002), a feminist approach or feminist literary criticism explores how sexual identity or gender influences are applied in some literary works. They also add that

  “feminist criticism has explored how an author‟s gender influences – consciously or unconsciously – his or her writing” (pp. 648-649). Meanwhile, according to Goodman (1996), feminist literary criticism is an academic approach to analyze a feminist thought in the literary contexts (p. xi). Humm (1994) also says that feminist literary criticism focuses on gender influences in some literary works and therefore those literary works produce gender representations which are experienced by women (p. ix).

  In this study, I employed a feminist approach or feminist literary criticism in order to find out the idea of feminism or feminist values depicted in the main character, Somaly Mam, in

  Somaly Mam‟s The Road of Lost Innocence. This novel tells how Somaly Mam struggles to help Cambodian women free from human trafficking. She also tries to help the victims of sex trafficking by building AFESIP, which provides guidance, education, counselling, rescue, and also recovery.

2. Theory of Characterization

  It is important for the author in literary works to describe the characteristics of a person in the story. It aims to convey to the readers about the message from the story. Abrams (1981) defines

  “characters are the persons presented in a dramatic or narrative work, who are interpreted by the readers as being endowed with moral and dispositional qualities that are expressed in what they say-the dialogue-and by what they do- the action” (p. 20). Besides character, it is necessary for the author to describe the characterization of a person in the story. According to Murphy (1972), characterization explains how the writer tells to the readers about personalities, thought, characters, and behaviors of the people that they write in the story.

  Harmon and Holman (2009) also states that characterization is the representation of characters‟ actions in the story and therefore the readers could understand what the story tells about by analyzing through the characters‟ actions in the story (p. 95).

  By knowing the characterization, the readers could understand how those characters in that story react to people, events, and situations. It could be seen when those characters show the conversations and how they behave to other his/her mannerism and therefore the readers could know why a person behaves and acts as he/she does at the present time (Murphy, 1972: 161-173). However, Henkle (1977) adds that “characterization is central to the fictional” (p. 86).

  According to Abrams (2009: 43), there are two ways in presenting a person‟s characteristics in the story. They are showing and telling. In showing, the author simply presents the characters when they are talking and acting, and leaves it entirely up to the readers to infer the motives and dispositions that lie behind what they say and do. In this method, the author does not only describe the external speech and the actions of the character in the novel; however, the author also descri bes the character‟s inner thoughts, feelings, and responsiveness to events. Meanwhile in telling, the author intervenes authoritatively in order to describe, and often to evaluate, the motives and dispositional qualities of the characters. Henkle (1977) states that

  “using the characterization enables authors to communicate their human qualities and guide the readers to an understanding of the human themes of the novels ” (p. 87).

  Murphy (1972: 161-173) proposes nine ways or methods in the theory of characterization. It aims to make the readers understand the characters that author describes in the story or the novel. They are: a.

   Pesonal Description

  Murphy (1972) states that personal description explains how the writer describes a person in the story through his/her appearances and clothes. The writer explores more about the character‟s face, skin, eyes, and how that peson wears the clothes.

  b. Character as Seen by Another

  According to Murphy (1972), a character as seen by another person explains how the author describes a person through the eyes and opinions of other people.

  Through the other‟s opinions and eyes, the readers could understand the characteristics of the main character which are depicted in the novel.

  c. Speech

  Speech explains how the author conveys to the readers through what the characters say in the novel. The author describes the character by providing how a person speaks, how he/she has the conversation with other people, and also how he/she argues his/her opinion to other people. It may help the readers understand the stories through a person‟s characteristics (Murphy, 1972).

  d. Past Life

  Murphy (1972) states that past life describes how the author lets the readers learn a person‟s past life, which has shaped his/her behavior and characteristics. By giving that information, the author could give the readers a clue to events that have helped to shape a person‟s characteristics.

  e. Conversation of Others

  Murphy (1972) reveals that conversation of others explains how the author describes to the readers some clues of a person‟s characteristics through the through the things that other people say about that person. By analyzing those conversations, the readers could catch the ch aracters‟ personalities which are portrayed in the story.

  f. Reactions

  According to Murphy (1972), reactions explain how the author gives the readers about a clue to a person‟s characteristics by letting them know how that person reacts to various situations and events. By knowing his/her action to other people, the readers could see and understand how the person behaves and has the characteristics.

  g. Direct Comment

  Direct comment reveals how the author could describe or comment on a person‟s characteristics directly. By describing and giving the comment on a person‟s characteristics, the readers could understand about the person‟s characteristics in that story (Murphy, 1972).

  h. Thoughts

  Murphy (1972) reveals that thoughts describe how the author could give the readers about direct knowledge of what a person is thinking about. By providing the thoughts of a person during the story, the readers could know and understand about the person‟s characteristics which are portrayed in the novel.

i. Mannerisms

  Mannerisms explain how the author could describe a person‟s mannerism, characteristics.

  The author reveals the character through the person‟s thoughts, therefore, the readers could grab the idea of the pers on‟s personalities in the novel itself (Murphy, 1972).

  Those are some ways in which the author makes the readers to be aware and to understand the characteristics and personalities from a person in the story.

  It will help the readers to get better knowledge in understanding the characters of a person which are conveyed by the author.

3. Theory of Feminism

  Women , is a word that could describe many things related to the feminine

  creature. de Beauvoir (1989) says that “women always do certain domestic works, such as: keeping house and also rearing children

  ” (p. 431). However, women‟s conditions are always dominated by men. It has been described by de Beauvoir: .......since patriarchal times women have in general been forced to occupy a secondary place in the world in relation to men, a position comparable in many respects with that of racial minorities in spite of the fact that women constitute numerically at last half of the human race, and further that this secondary standing is not imposed of necessity by natural “feminine” characteristics but rather by strong environmental forces of educational and social tradition under the purposeful control of men (p. xxxix). As time goes by, men always dominate women. A gender inequality between men and women occurs in several aspects; such as education, politic, social, economy, and many more. Rosaldo (1992, as cited in Humm, 1992: 407) has described inequality: relegation of women to the domestic sphere. The differential participation of men and women in public life gives rise not only to universal male authority over women but to a higher valuation of male over female roles. It could be seen as the gender discrimination where people always see humans based on the sexes. In addition, it also shows that men treat women unfairly. Since there are a lot of problems related to the gender discriminations, feminist genre appears in society. Feminism tries to seek gender equality because women are always assumed as a lower human after men. de Beauvoir (1989) states that

  “men viewed women as fundamentally different from themselves. In being so defined, women were reduced to the s tatus of the second sex.”

  Women want to seek equal rights. Feminism has become a common thing in society knowing that the problems in society, which is inequality between men and women, have become wider. Basically, feminism explores more about the belief principle that tells women‟s rights in society. Ebunoluwa (2009) says that the basic meaning of feminism is to struggle for women‟s rights. However, feminism, according to Humm (1995: 94), is

  “the ideology of women‟s liberation since intrinsic in all its approaches is the belief that women suffer injustice .”

  Further, according to Barrow and Millburn (1990: 128) , feminism is “a label for commitment or movement to achieve equality for women

  ” (as cited in Ebunoluwa, 2009: 227). This condition brings the fact that there is a gender inequality in society where women are in the second position after men.

  Additionally, according to Humm (1992), there are seven types of feminism. They

  Asian black feminism, lesbian feminism, liberal feminism, and also psychoanalytic feminism.

a. First Wave Feminism

  This term is sometimes known as „old wave‟. The first wave feminism refers to women‟s movements in America, Asia, and England around 1880 and 1920. Humm (1992) states that this kind of feminism focuses on the women‟s rights in productive work, material rights, politic, and also social knowledge (p.

  11). Humm (1992) further adds that “a first wave feminism is principally concerned with equalities where women are the objects, sometime victims of mistaken social knowledge ” (p. 11).

  This theory is also supported by de Beauvoir (1989) by saying that the first wave feminism centres on materialism and also political rights for women (as cited in Humm, 1992, p. 11). This means that the first wave feminism is concerned more about women‟s oppression which lie on the material, politic, and also social knowledge. The first wave feminists want to achieve women‟s equal rights into the better professions and into higher education. Moreover, it also focuses on the full access to public and also the material space.

  In addition, Humm (1992) strengthens her theory by saying that “the first wave feminists struggle for the vote, and the later battles for family allowances, contraception, abortion, and welfare rights.

  ” At last, the first wave aims to achieve the women‟s equal rights in social knowledge, material, and also political aspects.

  b. Second Wave Feminism

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