Tambudzai`s efforts in obtaining education in a patriarchal culture as seen in Tsitsi Dangarembga`s Nervous Conditions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Kartika Kuswidyasari
Student Number: 051214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Kartika Kuswidyasari
Student Number: 051214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, July 18th, 2012
The Writer
Fransisca Kartika Kuswidyasari
051214149
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Fransisca Kartika Kuswidyasari
Nomor Mahasiswa : 051214149
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 5 Juli 2012
Yang menyatakan
(Fransisca Kartika Kuswidyasari)
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ABSTRACT
Kuswidyasari, Fransisca Kartika. 2012. Tambudzai’s Efforts in Obtaining
Education in a Patriarchal Culture as seen in Tsitsi Dangarembga’s Nervous
Conditions. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
The culture of certain nations or society has the influence of male’s role
since the beginning of life. Patriarchy is a social system where males have higher
authority than females who play part only as subordination. In facing the
patriarchal culture around the society, human beings react differently. Those
reactions will produce some problems that lead someone to put many efforts to
get out from being the patriarchal culture’s prisoner.
This study is an analysis of Tambudzai’s character in Tsitsi
Dangarembga’s Nervous Conditions. This study means to reveal Tambudzai’s
efforts in obtaining education in a patriarchal culture. The writer then formulates
two questions: (1) How is Tambudzai’s character described in this novel, and (2)
What are Tambudzai’s efforts in obtaining education in a patriarchal culture?
To answer the two problems, the writer uses sociocultural – historical
approach since the story of the novel is in around 1960s, it included as a history
and the culture at that year influenced the society. To solve the first problem, the
writer uses theory on character and characterization. To answer the second
problem, the writer uses theory of patriarchy to help in finding the analysis’
results.
The study result shows that Tambudzai is a pretty young woman from
Rhodesia who has characteristics as follows: (1) hardworking, (2) curious, (3)
harsh in her utterances and judgments, (4) kind, and (5) intelligent.The patriarchy
culture makes Tambu to give more efforts in order to obtain education
Keywords: Tambudzai, Tsitsi Dangarembga, nervous conditions, efforts,
patriarchal culture.
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ABSTRAK
Kuswidyasari, Fransisca Kartika. 2012. Tambudzai’s Efforts in Obtaining
Education in a Patriarchal Culture as seen in Tsitsi Dangarembga’s Nervous
Conditions. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Kebudayaan pada suatu negara atau masyarakat tertentu, mempunyai
pengaruh dalam kedudukan pria sejak lahir. Paternalsime adalah suatu sistem
sosial dimana pria mempunyai kekuasaan atau wewenang yang lebih tinggi bila
dibandingkan dengan wanita yang hanya mempunyai andil sebagai pendamping
atau pendukung. Masyarakat mempunyai reaksi yang berbeda dalam menghadapi
sistem kebudayaan paternalisme. Reaksi – reaksi tersebut akan memicu beberapa
permasalahan yang akan membuat seseorang melakukan banyak usahauntuk lepas
dari kungkungan kebudayaan patriarki.
Skripsi ini merupakan studi karakter dari Tambudzai dalam Nervous
Conditions karangan Tsitsi Dangarembga. Skripsi ini bertujuan untuk
menunjukkan usaha – usaha Tambudzai dalam mendapatkan pendidikandalam
konteks kebudayaan patriarki. Untuk mengetahuinya, penulis merumuskan dua
pokok permasalahan: (1) bagaimana karakter Tambudzai dideskripsikan dalam
novel ini, dan (2) apa sajakah usaha – usaha Tambudzai untuk mendapatkan
pendidikan dalam konteks kebudayaan patriarki.
Untuk menjawab pokok permasalahan di atas, penulis menggunakan
pendekatan sosial budaya dan sejarah, mengingat latar belakang cerita terjadi pada
tahun 1960an maka termasuk sebagai sejarah, dan kebudayaan mempengaruhi
masyarakat pada saat itu. Untuk menjawab pokok permasalahan pertama penulis
menggunakan teori karakter dan karakterisasi. Sedang untuk menjawab pokok
permasalahan kedua penulis menggunakan teori patriarki untuk membantu dalam
menemukan hasil analisis.
Hasil penelitian menunjukkan bahwa Tambudzai adalah seorang
perempuan muda yang berasal dari Rhodesia, dan memiliki karakter sebagai
berikut: (1) hardworking – pekerja keras, (2) curious – selalu ingin tahu, (3) harsh
in her utterances and judgments – keras atau kasar baik dalam perkataan atau
pemikiran, (4) kind - baik, and (5) intelligent - pandai. Kebudayaan patriarki
membuat Tambu lebih berusaha untuk mendapatkan pendidikan.
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ACKNOWLEDGEMENTS
First of all, I would like to thank my Lord, Jesus Christ, Saint Holy Mary
and my guardian Angels for Their endless blessings and grace, for giving me a big
spirit, strength and health, so that I could finishing my study in Sanata Dharma
University.
I also would like to thank my honored thesis advisor Henny Herawati,
S.Pd., M.Hum. for her help and times during writing my thesis. Thank her for all
the support, guidance, suggestions and corrections. I would like to thank my
Kaprodi C. Tutyandari, S.Pd., M.Pd., and my Wakaprodi Drs. Barli Bram,
M.Ed., Ph.D. and also my academic advisor Ag. Hardi Prasetyo, S.Pd., M.A.
for their support, patience and motivation until the end of my study. I also would
like to thank my PBI’s lecturers for all the knowledge they had taught and helped
me improving my poor English and teaching skills. I would like to thank Mbak
Dhani and Mbak Tari, our Pendidikan Bahasa Inggris’s secretariate staff, for
their patience and help in any administrative matter.
My greatest gratitude to my amazing parents, Papi Agustinus Kustowo
and Mami Maria Theresia Tri Murni Widiyastuti, B.Sc. for the love, patience,
prayers and support. I would like to thank my big brother Yohanes Christian
Kuswidyanto, A.Md. Par. for giving me troubles almost every day, my big
sister, “Cece” Gertrudis Elmin Steyowati A.Md. Man. for your support and
prayers, my “Cece Fong” Ike Yovita, S.E. and my meimei Alexandra
Thefannia “Fanny”, for making me believe that I can go through with it and
pushing me back when I’m down. Thank them for their countless love, help,
advice, prayers and support. I am also very grateful for the love and laugh from
my beloved pets, my mood maker, Carlo, Ponty, Romeo, Cruz and Little
Glowy for always bright my days.
I also would like to thank my big family; to my grandma Cristine Woro
Sujiati, my uncles and aunties, Pakde Tafsir, Bude Cicik, Pakde and Bude
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Jabari, Om Pudjo, Tante Arni, Om Narso, Tante Nany, Om Sigit, Tante Nia,
Om Iik, Om Agus, Tante Andri, for their support and prayers every night. I also
would like to thank Brigitta Dhini Putri Kinasih, Stefani Yunia Suryandari,
A.Md. all my cousins, nieces and nephews for the love, cares, laugh, prayers and
support. I would like to present this thesis as a gift for my beloved grandparents,
Paulus Murkamto, Margono and Bandiyah in heaven.
I also would like to thank my best friends: Yosephine Kristi “Jojo”,
Bernadeta Fitri Anita S.Pd. ‘Deta”, Denny Christian “Deny” , Olivera Ika
Candra “Oliph”, Yohana Kurnitta, S.Pd. “Nita” , Franciscus Xaverius “Kia”
Wisang Soge, for all of their friendship, support and laughters. Thanks a lot for
all the sharing, help, and support.
Last but not least, I would like to thank all PBI students for all wonderful
moments and unforgettable memories during the time in Sanata Dharma
University. We will meet each other again, soon in the future. I also would like to
thank all the people that I could not mention here, thank them very much. May
God bless us more.
With all my love,
Fransisca Kartika Kuswidyasari
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TABLE OF CONTENTS
TITLE PAGE .................................................................................................. i
APPROVAL PAGES ...................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY .............................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................. v
ABSTRACT .................................................................................................... vi
ABSTRAK ........................................................................................................ vii
ACKNOWLEDGEMENTS ............................................................................ viii
TABLE OF CONTENTS ................................................................................ x
LIST OF APPENDICES................................................................................. xii
CHAPTER I. INTRODUCTION ................................................................... 1
1.1 Background of the Study ................................................................. 1
1.2 Problem Formulation ....................................................................... 3
1.3 Objective of the Study ..................................................................... 3
1.4 Benefits of the Study ....................................................................... 4
1.5 Definition of Terms ......................................................................... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ............................ 7
2.1 Review of Related Theories ............................................................. 7
2.1.1 Theory of Critical Approach ................................................... 8
2.1.2 Theory of Character ............................................................... 9
2.1.3 Theory of Characterization ..................................................... 10
2.1.4 Theory of Patriarchy ............................................................... 13
2.2 Theoretical Framework .................................................................... 15
CHAPTER III. METHODOLOGY ............................................................... 16
3.1 Object of the Study .......................................................................... 16
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3.2 Approach of the Study ..................................................................... 17
3.3 Method of the Study ........................................................................ 18
CHAPTER IV. ANALYSIS ............................................................................ 20
4.1 The Characteristics of Tambudzai.................................................... 20
4.1.1 Tambudzai’s Physical Characteristics................................ 21
4.1.2 Tambudzai’s Personality ................................................... 23
4.2 Tambudzai’s efforts in obtaining education in a patriarchal culture .. 31
4.2.1 Sex’s diversity .................................................................. 31
4.2.2 Household production ....................................................... 35
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ............................... 38
5.1 Conclusions ..................................................................................... 38
5.2 Suggestions ..................................................................................... 40
5.2.1 Suggestions for Future Researchers ................................... 40
5.2.2 Suggestions for Teachers................................................... 41
REFERENCES ............................................................................................... 42
APPENDICES................................................................................................. 44
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LIST OF APPENDICES
APPENDIX A. THE NERVOUS CONDITIONS ............................................ 45
1.The Portrait of Tsitsi Dangarembga ................................................... 46
2.The Biography of Tsitsi Dangarembga .............................................. 47
3.The Summary of The Nervous Conditions ......................................... 50
APPENDIX B. THE DESIGN OF THE MATERIALS ................................... 53
1.Syllabus ............................................................................................ 54
2.Lesson Plan ...................................................................................... 57
3.Materials .......................................................................................... 59
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CHAPTER I
INTRODUCTION
This chapter is divided into five parts. The first part is the background of
the study. This part discusses the topic of the study. It also explains why the novel
is chosen as the primary data of this study. The second part is the problem
formulation. It contains research questions to be answered as the focus of this
study. The third part is the objectives of the study. The fourth part is the benefit of
the study which contains the advantages of the study. The last part is the
definition of terms. It concerns with the definition of some terms related to this
topic.
1.1
Background of the Study
A novel is one of literary works which reveals the portrayal of factual life
in the past, present and future in a form of written record. It reveals our feelings,
ideas, tradition and life’s meaning. The story of the novel will influence the
people to experience different sensations. Literature shows us the values of life
that should be shared among others. It involves social event, thoughts, feeling,
attitude, and the society inside it.
The world has many societies. Each society has its own culture, its norms,
its traditions, and its values. Culture is one of the aspects that build the society.
According to Geertz (1973), in Mirror for Man, Clyde Kluckhohn defines culture
in 11 definitions. Four of them state that culture is the total way of life of people,
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the social legacy the individual acquires from his group, a way of thinking, feeling
and believing, and an abstraction of behaviour.
The culture of society also includes the rules of behavior, language, rituals,
technology, style of dress, ways of producing and cooking food, religion, political
and economic systems. It means each society in the world cannot live apart from
their culture. The culture is deeply engraved inside the native’s blood, it tied them
up. It influenced in every aspects of life, since they lived with and based on their
culture.
The culture of certain nations or society has the influence of male’s role
since the beginning of life. It is known as patriarchal culture. According to
Kraemer (1991), some says the concept of patriarchy started six thousand years
ago (4000 BCE). The historical researcher has not found yet the specific time line
when patriarchal structures started to occur.
According to Malti – Douglas (2007) and Ferguson (1999), patriarchy is a
social system where the males act as the primary authority. Here, males have
higher authority than females who play part only as subordination. It means men
are dominant and have the privilege of some aspects, including the father. In the
past, father has a big role of their children’s life. Father has the right to make any
decision that he thinks it will be the best for their children’s life (para. 1048).
In patriarchal culture, it is mostly seen the injustice of rights between the
opposite sex. This kind of situation happens since they are in early age. Since a
son will always have his own authority and will become the breadwinner in the
family, fathers always put his son in the first place on every aspect. In the other
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hand, the daughter is only an ornament. The sons receive higher privilege in the
family, for example they get education whereas the daughters stay at home and
learn the housework. This kind of situation is shown in this novel.
In this thesis the writer analyzes Tsitsi Dangarembga’s novel, which is
entitled Nervous Conditions. First, the writer analyzes how the main character,
Tambudzai describes in the novel. The writer focuses on her physical appearance
and her personality. Second, the writer analyzes what are Tambudzai’ efforts to
obtain education in a patriarchal culture as seen in the novel.
Tambu’s characteristics and efforts in a patriarchal culture lead her to
obtain education. Following every single step that she makes to receive what she
wants, to know how she struggles to obtain education whereas her family
discourages her many times. In this study, readers will be able to see Tambudzai’s
efforts in order to obtain the education.
1.2
Problem Formulation
In this thesis, the writer formulated two questions:
1.
How are Tambudzai’s physical appearance and her personality in
Tsitsi Dangarembga’s Nervous Conditions described?
2.
What are Tambudzai’s efforts to obtain education in a patriarchal
culture?
1.3
Objectives of the Study
The objective of the study on the novel Nervous Conditions has two aims.
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The first aim of the study is to find out how the main character of the novel,
Tambudzai is described. The writer focuses one her physical appearance and her
personality. Second, the aim of this study is to reveal Tambudzai’ efforts in
obtaining education in a patriarchal culture as seen in Tsitsi Dangarembga’s novel
Nervous Conditions.
1.4
Benefits of the Study
There are some benefits from this study for the readers, the researcher
herself and other students who love literary works. By reading this study readers
are able to understand more about the novel and the character inside the story, so
that the readers are able to enjoy reading the novel. The writer also hopes that the
result of this study able to help us realize that education is very important, not
only in the past and present, but also in the future.
Second, hopefully this study is able to function as a reference to other
students who have interest in doing other studies on the same novel, so that they
are able to understand the novel better.
Third, this study is expected to enrich the researcher’s knowledge on
literary works, especially novel. The researcher will get deeper understanding
about human life and its culture. We are also able to learn in giving a sharp
analysis, since literature is not simply a black or white situation; instead, there are
many gray areas.
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1.5
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Definition of Terms
In this study, some terms are used. In order to have a clear understanding
of this study, the writer includes two definitions of the terms.
Patriarchy
In this study, patriarchy defines as the social system in which the father
ruled as the central of family and social organization. The fathers hold authority
over women, children, and property. It shows that men are the most powerful
members. A society is considered patriarchal when men establish or inherit a
social order where they dominate positions of power and authority. As stated by
Mac Millan’s in Encyclopedia of Sex and Gender, defines
“Patriarchy” as:
Patriarchy is a social system in which the role of the father is central to
social organization, and where fathers hold authority over women, children,
and property. Historically, the principle of patriarchy has been central to
the social, legal, political, and economic organization of Hebrew, Greek,
Roman, Indian, and Chinese cultures, and has had a deep influence on
modern civilization (1104).
In the novel, Jeremiah, Tambu’s father, is the leader of the family. He was
barely concerned with the future and success of his children. However, he is
disdainful of education and does little to encourage his children’s ambitions
(Tambudzai and Netsai). Since the sons in the family will be the central of family,
Jeremiah, Tambudzai’s father only focused on her brother, Nhamo’s education.
Jeremiah takes his decision because Nhamo is the eldest and the only son in the
family and he hopes that Nhamo successes like his uncle Babamukuru.
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Society
In this study, society defines as a group of people. In line with Merrill and
Eldredge’s (1952), they define society as “The group, ranging upward in size from
two persons to an undetermined number, is the central unit of society” (p. 20).
When we combine the meaning of Patriarchy and Society, it will become
Patriarchal society. It means a group of people which its authority in the family
roles by the males to whom the lineage is given as inheritance to the descendant.
The descendant has several privileges to support his position in the family, such as
education.
It is similar to Tambudzai’ situation, where it’s only Nhamo (his womb’s
brother) who has the privilege to go to school, while Tambudzai has to grow a
plot of maize to pay her school fees and got many discouragements from her
parents. In other words, patriarchal society is an organized community with its
sets of rules that controlled by men, where it is hard to be convinced in changing
the customs.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts. The first part is a review of
related theories which concern with the theoretical review and particularly explain
some related theories that will be employed in the analysis part. The objectives of
the study basically discuss and explain the description of the main character of
Nervous Condition and also the efforts of the main character to obtain education
as portrayed by Tambudzai in the novel. The theories presented here are related to
these topics. The theories are theory of critical approach, theory of character,
theory of characterization and theory of patriarchy.
The second part of this chapter deals with the theoretical framework which
reviews some theories to give the guidance in focusing the analysis of the subject
in this study.
2.1
Review of Related Theories
In this theoretical study, the writer will explain some theories that are
related to the thesis. These theories are important to support the analysis on Tsitsi
Dangarembga’s work. The theories are theory of critical approach, theory of
character, theory of characterization and theory of patriarchy.
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2.1.1 Theory of Critical Approach
In this study, the writer needs to choose one of the theories of critical
approaches to enable her in having reasonable judgments. The judgments will
make it easier for the writer to analyze the novel deeper. By using an appropriate
critical approach, the writer will able to understand what values of the novel and
how it is shaped. Rohrberger and Woods (1971) in Reading and Writing about
Literature distinguish five critical approaches. The critical approaches are the
formalist approach, biographical approach, sociocultural – historical approach,
mythopeic approach and psychological approach.
In this thesis, the writer uses the sociocultural – historical approach.
According to Rohrberger and Woods (1971), the sociocultural – historical
approach insists that the only way to locate the real work is be in the reference to
the civilization that produces it. It is important to analyze the place or society
which reflects a created work deeply.
Society creates culture that becomes guidance on their life. The culture
itself really affects the society, but that’s not the only thing. Since the setting of
the novel is in around 1960s, we can call it history and what happens during this
time also influences the society. The historical critics examine some works which
have the same or different topic or author or even periods, are related to each
other’s work. Society, culture and history have a relation and by using the
sociocultural – historical approach, we are able to analyze the novel deeper.
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2.1.2 Theory of Character
In this thesis, the writer uses the theory of character and characterization to
understand Tambudzai’s character as the main character of Nervous Conditions
and also reveal Tambudzai’s efforts to obtain education in a patriarchal culture.
The writer uses the theory of character in the analysis, especially when the writer
needs to examine Tambudzai’s traits.
A character plays an important role in the literary work such as in a novel.
Each character, that is described by the author in her work, is the reflection of
people in real life as it is stated by Holman and Hormon (1986, para. 81). In
addition, on his book, A Glossary of Literary Terms, Abrams (2009) defines
characters as the person presented in dramatic or narrative work who are
interpreted by the reader as being provided with moral, dispositional and
emotional qualities that are expressed in what they say – the dialogue and by what
they do – the action. The grounds in the characters’ temperament, desires, and
moral nature for their speech and actions are called their motivation (para. 42).
According to Henkle, character can be divided into two parts, major
character and secondary character. First, major character is the most significant
character in the novel. They can be identified through the characterization’s
complexity, the attention given by certain figures and the personal intensity that
transmitted by a character. The major character will completely need the reader’s
fullest attention because they perform a key structural function. The secondary
character is a character who serves function to be more restricted. Performing and
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10
responding in more limited functions and may be less sophisticated. Their
response to experience is less complex and less refreshing (para. 86 – 101).
2.1.3 Theory of Characterization
In the novel we will find the characters are “live” and “act” along the story.
In order to make the readers accept that lively character, it must be presented
flawless. In this case, characterization is the process where the characters are
portrayed as real people in the novel. In this thesis the writer uses the theory of
characterization to analyze the description of Tambudzai’s character deeper.
Murphy (1972) states the nine ways which enable an author to present the
character in the novel understandably and lively for the readers. The nine ways are
explained as follows:
1.
Personal description
The author is able to describe one’s appearance and clothes that he or she
wears. It is giving the accurate descriptions or details of certain character such as
the build (the shape and size of someone’s body), the skin – color, the hair, the
face and the clothing. A character’ trait and personality can be seen through the
details description.
2.
Characters as seen by another
The author is able to describe a character’s trait from another characters’
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point of view and opinion. Another characters’ opinion can help the reader to
understand the character’s impression.
3.
Speech
The author is able to give us insight into the character of certain person in
the book from what the particular person says. Speech can be whenever this
person speaks, has a conversation with other people, or gives opinions. He or she
gives us clue about his or her character. Speech shows a character personality
implicitly.
4.
Past life
The author invites the reader to know and learn something about a
person’s background or past life by providing them with some clues about the
events that can help the reader in shaping the person’s trait. The clues can be
given through the author’s direct comment, the person’s thoughts and feeling,
through conversations and also through another person in the novel. A person’s
past life influences his or her ways of thinking and behaviour toward other people.
5.
Conversation of others
The author provides the reader with clues about a person’s trait through
other people conversation and also what they say about the character of the novel.
People talk about other people and the entire thing they say may give a clue about
the character of the person spoken about.
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Reaction
The author provides the reader with clues about a person’s trait through
their own way in react on various situations they face. A person’s reactions show
their trait and personality.
7.
Direct comment
The author describes a person’s trait by giving an opinion or direct
comment. The author usually gives his opinion or direct comment based on his
point of view and put in line within the story.
8.
Thought
The author gives the reader the knowledge about a person’s thoughts. This
is what an author cannot do in reality. The author provides the reader with special
secret device which plugged into the deepest thought of a person in the novel. In
this way, the reader knows what the particular person is thinking about and what
his or her opinion on things.
9.
Mannerism
The author describes a person’s mannerism, habits or idiosyncrasies. This
description provides the reader with clues about the person’s trait. The author also
reveals the good and the bad side of the character (para. 161 - 173).
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13
In addition, Barnet (2005) states that characterization or personality is
what the characters do or by what they say, by what others say about them and by
the setting in which they move (para. 338). The participation of those things may
help the readers understand what kind of character his or her roles in the novel and
important in knowing the personality of each character in the novel.
2.1.4 Theory of Patriarchy
In this thesis, the writer uses the theory patriarchy in understanding
Tambudzai’s character as the main character of Nervous Conditions and also
revealing her efforts to obtain education in a patriarchal culture. This theory can
be used in the analysis, especially when the writer needs to examine Tambudzai’
efforts to obtain education in a patriarchal culture.
Patriarchy is a good topic to discuss, considering that there are some
countries such as India, Afghanistan, South Africa, and Pakistan use the
patriarchy system in their lives. In patriarchy, women are expected to be socially
dependent and physically passive because this state is claimed to be necessary for
their maternal role in the family. In fact this situation happens because the
women’s role enhances the power of men.
As said by Madsen (2000) in her book Feminist Theory and Literary
Practice that patriarchy is a cultural system and a political system that privileges
men and places power in the hands of men and thus serves male interest at the
expense of women. Walby agrees with Madsen as she writes in Pilcher and
Whelehan’s Fifty Keys Concepts in Gender Studies (2004) stated that “Patriarchy
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is a system of social structures and practices in which men dominate, oppress, and
exploit women” (p.95).
Furthermore in the same book by Pilcher and Whelehan, she stated that
there are two forms of patriarchy, private patriarchy and public patriarchy.
Private patriarchy is based around the family and the household and
involves individual men exploiting the labour of individual women.
Women are largely confined to the household sphere and have limited
participation in public life. In public patriarchy, women are not excluded
from public life but face inequality and discrimination within it, for
example, in paid work. (p. 95).
She also identified six structures of patriarchy namely household production, paid
work, the state, male violence, sexuality and culture (para. 95).
Meanwhile, Lerner (1986) in The Creation of Patriarchy defines
patriarchy as the manifestation and institutionalization of male dominance over
women and children in the family and the extension of male dominance over
women in society in general (para. 238). It states that men hold power in all the
important institutions of society and that women are eliminated from any access to
such power.
Lerner (1986) also defines paternalism or paternalistic dominance as:
The relationship of a dominant group, considered superior, to a
subordinate group, considered inferior, in which the dominance is
decreased by mutual obligations and reciprocal rights. In its historical
origins, the concept comes from family relations as they developed under
patriarchy, in which the father held absolute power over all the members
of his household (p. 239).
As stated by Lerner, it should be noted that the responsibilities and
obligations are not equally distributed. The male children’s subordination to the
father’s dominance is temporary. The domination of the father is last until they
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become the heads of households (their own family), while the female children’s
and wives subordination is along their life. The daughters are able to escape from
their father’s dominance when they place themselves as wives under the
dominance of another man (para.239). The participations of those explanations
may help the readers understand how patriarchal culture influences Tambudzai in
her daily life in the novel, especially towards her efforts to obtain education in a
patriarchal culture.
2.2
Theoretical Framework
The analysis uses some theories to help the writer in finding the answer of
the research questions proposed in the problem formulation. They are theory of
character, theory of characterization and theory of patriarchy. First, the writer uses
theory of character and characterization as a supporting theory to help the writer
in understanding and analyzing the main character, Tambudzai. By using these
theories later it will help the writer to answer the first research question.
The writer also uses the theory of patriarchy to help her in analyzing and
finding the answers of the second research question. The theory of patriarchy is
the most suitable theory to analyze the findings. The writer used the theory to
reveal Tambudzai’s efforts in obtaining education that is seen through the story.
The theories also assist the writer to get the conclusion of the analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter explains the primary data, approach and procedures of the
study. The first part is the object of the study, which explains the writer’s
exploration of the novel in this thesis. The second part is the approach of the study.
It contains the approach that the writer uses to analyze the novel. The last part is
the method of the study. It consists of some steps that the writer conducts in
completing this thesis.
3.1
Object of the Study
The object of this thesis is a novel entitled Nervous Condition, written by
an African (Zimbabwean) woman named Tsitsi Dangarembga. Dangarembga was
born and brought up in Rodhesia, Africa. She studied medicine and psychology,
before turning to writing full – time. She also has written a play entitled She No
Longer Weeps. Today besides writing, she works as a scriptwriter, consultant and
film director. Recently, Dangarembga is working on her second novel.
Nervous Conditions is first published at the United Kingdom by The
Women’s Press Ltd in 1988. In this study, the writer uses one that is published at
Oxfordshire, UK by Ayebia Clarke Publishing Ltd in 2004. It printed and bound
in Great Britain by Cox & Wyman Ltd., Reading, Berkshire. Dangarembga –
whose novel is called by the Judges of the Commonwealth Writers Prize as:
…a beautiful and sensitive exploration of the plight and struggle of an
African people subjected to a system calculated to poison and destroy their
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17
sense of self. A distinguishing feature of this work is its courageous
honesty and its devastating understatement
bring out the classic style through her story with a timeless tale, great narrative,
strong characters and full of courage along the story line.
The Nervous Conditions is divided into 10 chapters and consisted of 213
pages (with additional page of the interview part with the author). It is a non –
fictional novel with a personal history of Tambudzai and the people of Rhodesia
(former name for Zimbabwe) that related to their way of life, culture and
education.
3.2
Approach of the Study
This study focuses on Tambudzai’s efforts in obtaining her education as
her right. The writer uses the sociocultural – historical approach because this
approach focuses on the civilization or society as the reference. It is the most
suitable approach to be related with the topic to analyze, since the novel tells us
about the patriarchal culture in Rodhesia. Related to this approach Guerin (2011)
states that “this approach sees a literary work chiefly, if not exclusively, as a
reflection of its author’s life and times or the life and times of the characters in the
work” (p. 44).
The sociocultural – historical approach sees the literary work as the
author’s reflection in life, including the reality that happens while the writer wrote
the story. The approach will interpret the story into the context of sociocultural –
historical material which is helpful in analyzing the problems.
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18
As described by Rohrberger and Woods (1971) in Reading and Writing
about Literature, to locate the work with sociocultural – historical approach is in
reference to the civilization that produces it.
Civilization is defined as the attitudes and actions of a specific group.
Literature takes this as its subject matter. It is necessary to investigate the
social surroundings in which work was created and which it necessarily
reflects (p. 9).
The writer will analyze the civilization inside the novel to obtain more
information in the ways of people around Tambudzai treats her based on the
patriarchal system which later reveals her efforts in obtaining education in a
patriarchal culture.
3.3
Method of the Study
This thesis is using a library research or desk analysis to analyze the novel.
The primary source in this study is a novel written by Tsitsi Dangarembga entitled
Nervous Conditions. The secondary sources are the books which its subjects are
related to the study and also the online references via internet. The data collected
from the secondary sources is used to support the analysis.
In working on this thesis the writer uses some steps. Firstly, the writer
reads the novel for several times in order to get a better understanding of the story.
Secondly, the writer makes the summary of the novel. Thirdly, the writer makes
note with the focus on Tambudzai, her characterization, her life, her attitudes
toward her family and others, the culture at Rhodesia, her social relationship, way
of her thinking and especially her efforts to obtain education. The writer is trying
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19
to find out Tambudzai’s physical characteristics and her personality and also to
reveal Tambudzai’s efforts in obtaining education in a patriarchal culture.
The writer does this step in order to understand her character and social
relationship towards other people especially the people who are close to
Tambudzai. The writer reads the novel several times and takes notes on some
theories related to the topic. The theories that related to the study can help the
writer in analyzing the story. The writer finds some theories and books related to
the topic and collect them. Fourthly, the writer takes those theories and compiles
all the notes. The last step, the writer organizes the analysis based on some
theories, and then writes the analysis in the form of a thesis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS
This chapter discusses the answers to research questions that are
formulated in the problem formulation. The discussion is divided into two parts.
The first part is the analysis of Tambudzai’s as the main character of the novel.
The analysis focuses on the characteristics of the main character of the novel. The
second part or the last part is the analysis of Tambudzai’s efforts in obtaining
education. Each analysis is discussed using the theories that are stated in the
review of related theories.
4.1
The Characteristics of Tambudzai
Here in the novel, Tambudzai can be classified as the major character
because since the beginning of the story, the author mentions her many times
along the storyline. The readers will completely put their fullest attention to
Tambudzai since she is the key of structural function in the novel.
In describing Tambudzai, the writer divides the characterization into two
main categories. The first part discusses how Tambudzai is described physically,
and the second one discusses how Tambudzai’s personality is described. In
revealing the characteristics, the writer uses nine ways (personal description,
character as seen by another, speech, past life, conversation of others, reaction,
direct comment, thought and mannerism) to understand the character presented
by Murphy.
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4.1.1 Tambudzai’s Physical Characteristics
In the story, the physical description of Tambudzai is not explained clearly.
At the first chapter, Tambudzai is described herself as a 13 years old teenage girl
when her brother died in 1968. “I was thirteen years old when my brother died. It
happened in 1968” (p.1). However when the story ends, Tambudzai’s age is
around on her 20s in 1970s.
Moreover, Tambudzai’s grandmother also states, when her grandmother
compared herself with Tambudzai when she was a little girl, that she is small,
pretty and plump.
‘I wasn’t always this old, with wrinkles and grey hair, without teeth. At
one time I was as small and pretty and plump as you, and when I grew into
a woman I was a fine woman with hair so long you could plait it into a
single row down the middle of my head. (p.18)
The following lines describe the physical characteristic of Tambudazai,
stating that she is pretty, uttered by Tambudzai. Here, Tambudzai realizes that she
is pretty when she dressed herself in a uniform. Tambudzai’s impression of herself
is confirmed by Nyasha, her cousin.
It was a shock to see that in fact I was pretty, and also difficult to believe,
making it necessary for me to scrutinize myself for a long time, from all
angles and in many different positions, to verify the suspicion. Nyasha,
returning from her bath, caught me at it and did not allow me to be
embarrassed. Generously, sincerely, she confirmed my own impressions.
‘Not bad,’ she agreed, standing beside me to observe my reflection. ‘Not
bad at all. You’ve got a waist. One of these days you’ll have a bust. Pity
about the backside,’ she continued, slapping it playfully as she turned
away. ‘It’s rather large. Still, if you can look good in that old gym – dress,
you’ll look good in anything’. (p. 92)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
Nyasha states that Tambudzai’s backside is a little bit large, but in her
opinion Tambudzai is still looking good; in other word Tambudzai is a little bit
overweight. However when they are having breakfast together, Nyasha’s mother,
Maiguru, in contrary states that she is not overweight.
‘Shall we find you rukweza for your porridge?’
‘I’m glad I’m only your daughter,’ observed Nyasha. ‘You’d easily kill
your nieces with kindness.’
‘But she’ll get hungry!’ fluttered my aunt.
‘She’s probably dieting because I told her her bottom is fat.’
‘Go on with you, lovey – dove! Sisi Tambu isn’t fat. Don’t worry about
Nyasha’s little ways,’ she advised me unnecessarily, because at that
moment I had no intention of worrying about anything except school,
especially things that did not make sense. (p. 93)
In a family, the parents are loved to see their children in a good and
healthy condition. It doesn’t matter if their children are overweight or not as long
as they are live in a happy life and comfortable with it. However, in certain
mindset of a teenage girl like Nyasha, she thinks that a girl should not be
overweight. In contrary, Tambudzai has no intention to worry about many things
except her education.
The other physical description in the story is stated that Tambudzai is an
African. The African people have a dark skin tone. It is similar with Tambudzai.
She has a dark skin like the other African girl in Rodhesia. “But only two places
were on offer, two places for all the African Grade Seven girls in the country”
(p.181).
Furthermore, the story goes until the time when Tambudzai was getting a
scholarship from Ladies College of the Sacred Heart. It happens in 1970s. As
Maiguru said to Babamukuru that “Now we are into the seventies” (p.184).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
4.1.2 Tambudzai’s Personality
In the study, the writer reveals six personality traits of Tambudzai.
Through the story, it can be examined that Tambudzai’s characteristics are
hardworking, curious, harsh in her utterances and judgments, kind, and intelligent.
4.1.2.1 Hardworking
Tambudzai was a very hardworking girl. At the first impression, the reader
might think about what she did in the story was only her responsibility as a
woman. However, if we pay attention along the story line we will recognize that
being a hardworking girl slowly become her habits.
When I was too small to be anything more than a hindrance in the family
fields, I used to spend many productive hours working with my
grandmother on the plot of land she called her garden. We hoed side by
side strips of land defined by the row of maize plants each carried, I
obstinately insisting I could keep pace with her, she weeding three strips to
my one so that I could. Praising my predisposition towards working, she
consolidated it in me as a desirable habit (p.17).
Tambudzai’s personality as a hardworking girl is confirmed when the
women of the big family compliment her at the Babamukuru’s welcoming party
as stated in this line: The women were pleased with me when they came to
prepare supper. ‘You are quite a little worker,’ they said. ‘All that is left is to
prepare the sadza’ (p. 39). The women’s compliment makes Tambudzai feel
happy. This habit also influences Tambudzai in her study.
I read everything from Enid Blyton to the Bronte sisters, and responded to
them all. Plunging into these books I knew I was being educated and I was
filled with gratitude to the authors for introducing me to places where
reason and inclination were not odds (p.94).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
Tambudzai works so hard towards her study, as her headmaster said in his
complimentary words in this line: “And Tambudzai, that one takes after her uncle.
She works so hard, all the time” (p.101). She never stops to keep it up.
4.1.2.2 Curious
Tambudzai has a very big curiosity, as expected to someone who is really
eager to go to school. She does not have the opportunity like Nhamo to go to
school at the mission and also the opportunity to enjoy the journey from the
mission to the homestead regularly. Her curiosity is rising due to the fact that
Nhamo does not like to walk home.
I, not having had to make the journey regularly each end of term and each
beginn
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Kartika Kuswidyasari
Student Number: 051214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransisca Kartika Kuswidyasari
Student Number: 051214149
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, July 18th, 2012
The Writer
Fransisca Kartika Kuswidyasari
051214149
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Fransisca Kartika Kuswidyasari
Nomor Mahasiswa : 051214149
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TAMBUDZAI’S EFFORTS IN OBTAINING EDUCATION
IN A PATRIARCHAL CULTURE AS SEEN
IN TSITSI DANGAREMBGA’S NERVOUS CONDITIONS
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 5 Juli 2012
Yang menyatakan
(Fransisca Kartika Kuswidyasari)
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Kuswidyasari, Fransisca Kartika. 2012. Tambudzai’s Efforts in Obtaining
Education in a Patriarchal Culture as seen in Tsitsi Dangarembga’s Nervous
Conditions. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
The culture of certain nations or society has the influence of male’s role
since the beginning of life. Patriarchy is a social system where males have higher
authority than females who play part only as subordination. In facing the
patriarchal culture around the society, human beings react differently. Those
reactions will produce some problems that lead someone to put many efforts to
get out from being the patriarchal culture’s prisoner.
This study is an analysis of Tambudzai’s character in Tsitsi
Dangarembga’s Nervous Conditions. This study means to reveal Tambudzai’s
efforts in obtaining education in a patriarchal culture. The writer then formulates
two questions: (1) How is Tambudzai’s character described in this novel, and (2)
What are Tambudzai’s efforts in obtaining education in a patriarchal culture?
To answer the two problems, the writer uses sociocultural – historical
approach since the story of the novel is in around 1960s, it included as a history
and the culture at that year influenced the society. To solve the first problem, the
writer uses theory on character and characterization. To answer the second
problem, the writer uses theory of patriarchy to help in finding the analysis’
results.
The study result shows that Tambudzai is a pretty young woman from
Rhodesia who has characteristics as follows: (1) hardworking, (2) curious, (3)
harsh in her utterances and judgments, (4) kind, and (5) intelligent.The patriarchy
culture makes Tambu to give more efforts in order to obtain education
Keywords: Tambudzai, Tsitsi Dangarembga, nervous conditions, efforts,
patriarchal culture.
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ABSTRAK
Kuswidyasari, Fransisca Kartika. 2012. Tambudzai’s Efforts in Obtaining
Education in a Patriarchal Culture as seen in Tsitsi Dangarembga’s Nervous
Conditions. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
Kebudayaan pada suatu negara atau masyarakat tertentu, mempunyai
pengaruh dalam kedudukan pria sejak lahir. Paternalsime adalah suatu sistem
sosial dimana pria mempunyai kekuasaan atau wewenang yang lebih tinggi bila
dibandingkan dengan wanita yang hanya mempunyai andil sebagai pendamping
atau pendukung. Masyarakat mempunyai reaksi yang berbeda dalam menghadapi
sistem kebudayaan paternalisme. Reaksi – reaksi tersebut akan memicu beberapa
permasalahan yang akan membuat seseorang melakukan banyak usahauntuk lepas
dari kungkungan kebudayaan patriarki.
Skripsi ini merupakan studi karakter dari Tambudzai dalam Nervous
Conditions karangan Tsitsi Dangarembga. Skripsi ini bertujuan untuk
menunjukkan usaha – usaha Tambudzai dalam mendapatkan pendidikandalam
konteks kebudayaan patriarki. Untuk mengetahuinya, penulis merumuskan dua
pokok permasalahan: (1) bagaimana karakter Tambudzai dideskripsikan dalam
novel ini, dan (2) apa sajakah usaha – usaha Tambudzai untuk mendapatkan
pendidikan dalam konteks kebudayaan patriarki.
Untuk menjawab pokok permasalahan di atas, penulis menggunakan
pendekatan sosial budaya dan sejarah, mengingat latar belakang cerita terjadi pada
tahun 1960an maka termasuk sebagai sejarah, dan kebudayaan mempengaruhi
masyarakat pada saat itu. Untuk menjawab pokok permasalahan pertama penulis
menggunakan teori karakter dan karakterisasi. Sedang untuk menjawab pokok
permasalahan kedua penulis menggunakan teori patriarki untuk membantu dalam
menemukan hasil analisis.
Hasil penelitian menunjukkan bahwa Tambudzai adalah seorang
perempuan muda yang berasal dari Rhodesia, dan memiliki karakter sebagai
berikut: (1) hardworking – pekerja keras, (2) curious – selalu ingin tahu, (3) harsh
in her utterances and judgments – keras atau kasar baik dalam perkataan atau
pemikiran, (4) kind - baik, and (5) intelligent - pandai. Kebudayaan patriarki
membuat Tambu lebih berusaha untuk mendapatkan pendidikan.
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ACKNOWLEDGEMENTS
First of all, I would like to thank my Lord, Jesus Christ, Saint Holy Mary
and my guardian Angels for Their endless blessings and grace, for giving me a big
spirit, strength and health, so that I could finishing my study in Sanata Dharma
University.
I also would like to thank my honored thesis advisor Henny Herawati,
S.Pd., M.Hum. for her help and times during writing my thesis. Thank her for all
the support, guidance, suggestions and corrections. I would like to thank my
Kaprodi C. Tutyandari, S.Pd., M.Pd., and my Wakaprodi Drs. Barli Bram,
M.Ed., Ph.D. and also my academic advisor Ag. Hardi Prasetyo, S.Pd., M.A.
for their support, patience and motivation until the end of my study. I also would
like to thank my PBI’s lecturers for all the knowledge they had taught and helped
me improving my poor English and teaching skills. I would like to thank Mbak
Dhani and Mbak Tari, our Pendidikan Bahasa Inggris’s secretariate staff, for
their patience and help in any administrative matter.
My greatest gratitude to my amazing parents, Papi Agustinus Kustowo
and Mami Maria Theresia Tri Murni Widiyastuti, B.Sc. for the love, patience,
prayers and support. I would like to thank my big brother Yohanes Christian
Kuswidyanto, A.Md. Par. for giving me troubles almost every day, my big
sister, “Cece” Gertrudis Elmin Steyowati A.Md. Man. for your support and
prayers, my “Cece Fong” Ike Yovita, S.E. and my meimei Alexandra
Thefannia “Fanny”, for making me believe that I can go through with it and
pushing me back when I’m down. Thank them for their countless love, help,
advice, prayers and support. I am also very grateful for the love and laugh from
my beloved pets, my mood maker, Carlo, Ponty, Romeo, Cruz and Little
Glowy for always bright my days.
I also would like to thank my big family; to my grandma Cristine Woro
Sujiati, my uncles and aunties, Pakde Tafsir, Bude Cicik, Pakde and Bude
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Jabari, Om Pudjo, Tante Arni, Om Narso, Tante Nany, Om Sigit, Tante Nia,
Om Iik, Om Agus, Tante Andri, for their support and prayers every night. I also
would like to thank Brigitta Dhini Putri Kinasih, Stefani Yunia Suryandari,
A.Md. all my cousins, nieces and nephews for the love, cares, laugh, prayers and
support. I would like to present this thesis as a gift for my beloved grandparents,
Paulus Murkamto, Margono and Bandiyah in heaven.
I also would like to thank my best friends: Yosephine Kristi “Jojo”,
Bernadeta Fitri Anita S.Pd. ‘Deta”, Denny Christian “Deny” , Olivera Ika
Candra “Oliph”, Yohana Kurnitta, S.Pd. “Nita” , Franciscus Xaverius “Kia”
Wisang Soge, for all of their friendship, support and laughters. Thanks a lot for
all the sharing, help, and support.
Last but not least, I would like to thank all PBI students for all wonderful
moments and unforgettable memories during the time in Sanata Dharma
University. We will meet each other again, soon in the future. I also would like to
thank all the people that I could not mention here, thank them very much. May
God bless us more.
With all my love,
Fransisca Kartika Kuswidyasari
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TABLE OF CONTENTS
TITLE PAGE .................................................................................................. i
APPROVAL PAGES ...................................................................................... ii
STATEMENT OF WORK’S ORIGINALITY .............................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................. v
ABSTRACT .................................................................................................... vi
ABSTRAK ........................................................................................................ vii
ACKNOWLEDGEMENTS ............................................................................ viii
TABLE OF CONTENTS ................................................................................ x
LIST OF APPENDICES................................................................................. xii
CHAPTER I. INTRODUCTION ................................................................... 1
1.1 Background of the Study ................................................................. 1
1.2 Problem Formulation ....................................................................... 3
1.3 Objective of the Study ..................................................................... 3
1.4 Benefits of the Study ....................................................................... 4
1.5 Definition of Terms ......................................................................... 5
CHAPTER II. REVIEW OF RELATED LITERATURE ............................ 7
2.1 Review of Related Theories ............................................................. 7
2.1.1 Theory of Critical Approach ................................................... 8
2.1.2 Theory of Character ............................................................... 9
2.1.3 Theory of Characterization ..................................................... 10
2.1.4 Theory of Patriarchy ............................................................... 13
2.2 Theoretical Framework .................................................................... 15
CHAPTER III. METHODOLOGY ............................................................... 16
3.1 Object of the Study .......................................................................... 16
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3.2 Approach of the Study ..................................................................... 17
3.3 Method of the Study ........................................................................ 18
CHAPTER IV. ANALYSIS ............................................................................ 20
4.1 The Characteristics of Tambudzai.................................................... 20
4.1.1 Tambudzai’s Physical Characteristics................................ 21
4.1.2 Tambudzai’s Personality ................................................... 23
4.2 Tambudzai’s efforts in obtaining education in a patriarchal culture .. 31
4.2.1 Sex’s diversity .................................................................. 31
4.2.2 Household production ....................................................... 35
CHAPTER V. CONCLUSIONS AND SUGGESTIONS ............................... 38
5.1 Conclusions ..................................................................................... 38
5.2 Suggestions ..................................................................................... 40
5.2.1 Suggestions for Future Researchers ................................... 40
5.2.2 Suggestions for Teachers................................................... 41
REFERENCES ............................................................................................... 42
APPENDICES................................................................................................. 44
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LIST OF APPENDICES
APPENDIX A. THE NERVOUS CONDITIONS ............................................ 45
1.The Portrait of Tsitsi Dangarembga ................................................... 46
2.The Biography of Tsitsi Dangarembga .............................................. 47
3.The Summary of The Nervous Conditions ......................................... 50
APPENDIX B. THE DESIGN OF THE MATERIALS ................................... 53
1.Syllabus ............................................................................................ 54
2.Lesson Plan ...................................................................................... 57
3.Materials .......................................................................................... 59
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CHAPTER I
INTRODUCTION
This chapter is divided into five parts. The first part is the background of
the study. This part discusses the topic of the study. It also explains why the novel
is chosen as the primary data of this study. The second part is the problem
formulation. It contains research questions to be answered as the focus of this
study. The third part is the objectives of the study. The fourth part is the benefit of
the study which contains the advantages of the study. The last part is the
definition of terms. It concerns with the definition of some terms related to this
topic.
1.1
Background of the Study
A novel is one of literary works which reveals the portrayal of factual life
in the past, present and future in a form of written record. It reveals our feelings,
ideas, tradition and life’s meaning. The story of the novel will influence the
people to experience different sensations. Literature shows us the values of life
that should be shared among others. It involves social event, thoughts, feeling,
attitude, and the society inside it.
The world has many societies. Each society has its own culture, its norms,
its traditions, and its values. Culture is one of the aspects that build the society.
According to Geertz (1973), in Mirror for Man, Clyde Kluckhohn defines culture
in 11 definitions. Four of them state that culture is the total way of life of people,
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the social legacy the individual acquires from his group, a way of thinking, feeling
and believing, and an abstraction of behaviour.
The culture of society also includes the rules of behavior, language, rituals,
technology, style of dress, ways of producing and cooking food, religion, political
and economic systems. It means each society in the world cannot live apart from
their culture. The culture is deeply engraved inside the native’s blood, it tied them
up. It influenced in every aspects of life, since they lived with and based on their
culture.
The culture of certain nations or society has the influence of male’s role
since the beginning of life. It is known as patriarchal culture. According to
Kraemer (1991), some says the concept of patriarchy started six thousand years
ago (4000 BCE). The historical researcher has not found yet the specific time line
when patriarchal structures started to occur.
According to Malti – Douglas (2007) and Ferguson (1999), patriarchy is a
social system where the males act as the primary authority. Here, males have
higher authority than females who play part only as subordination. It means men
are dominant and have the privilege of some aspects, including the father. In the
past, father has a big role of their children’s life. Father has the right to make any
decision that he thinks it will be the best for their children’s life (para. 1048).
In patriarchal culture, it is mostly seen the injustice of rights between the
opposite sex. This kind of situation happens since they are in early age. Since a
son will always have his own authority and will become the breadwinner in the
family, fathers always put his son in the first place on every aspect. In the other
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3
hand, the daughter is only an ornament. The sons receive higher privilege in the
family, for example they get education whereas the daughters stay at home and
learn the housework. This kind of situation is shown in this novel.
In this thesis the writer analyzes Tsitsi Dangarembga’s novel, which is
entitled Nervous Conditions. First, the writer analyzes how the main character,
Tambudzai describes in the novel. The writer focuses on her physical appearance
and her personality. Second, the writer analyzes what are Tambudzai’ efforts to
obtain education in a patriarchal culture as seen in the novel.
Tambu’s characteristics and efforts in a patriarchal culture lead her to
obtain education. Following every single step that she makes to receive what she
wants, to know how she struggles to obtain education whereas her family
discourages her many times. In this study, readers will be able to see Tambudzai’s
efforts in order to obtain the education.
1.2
Problem Formulation
In this thesis, the writer formulated two questions:
1.
How are Tambudzai’s physical appearance and her personality in
Tsitsi Dangarembga’s Nervous Conditions described?
2.
What are Tambudzai’s efforts to obtain education in a patriarchal
culture?
1.3
Objectives of the Study
The objective of the study on the novel Nervous Conditions has two aims.
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The first aim of the study is to find out how the main character of the novel,
Tambudzai is described. The writer focuses one her physical appearance and her
personality. Second, the aim of this study is to reveal Tambudzai’ efforts in
obtaining education in a patriarchal culture as seen in Tsitsi Dangarembga’s novel
Nervous Conditions.
1.4
Benefits of the Study
There are some benefits from this study for the readers, the researcher
herself and other students who love literary works. By reading this study readers
are able to understand more about the novel and the character inside the story, so
that the readers are able to enjoy reading the novel. The writer also hopes that the
result of this study able to help us realize that education is very important, not
only in the past and present, but also in the future.
Second, hopefully this study is able to function as a reference to other
students who have interest in doing other studies on the same novel, so that they
are able to understand the novel better.
Third, this study is expected to enrich the researcher’s knowledge on
literary works, especially novel. The researcher will get deeper understanding
about human life and its culture. We are also able to learn in giving a sharp
analysis, since literature is not simply a black or white situation; instead, there are
many gray areas.
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1.5
5
Definition of Terms
In this study, some terms are used. In order to have a clear understanding
of this study, the writer includes two definitions of the terms.
Patriarchy
In this study, patriarchy defines as the social system in which the father
ruled as the central of family and social organization. The fathers hold authority
over women, children, and property. It shows that men are the most powerful
members. A society is considered patriarchal when men establish or inherit a
social order where they dominate positions of power and authority. As stated by
Mac Millan’s in Encyclopedia of Sex and Gender, defines
“Patriarchy” as:
Patriarchy is a social system in which the role of the father is central to
social organization, and where fathers hold authority over women, children,
and property. Historically, the principle of patriarchy has been central to
the social, legal, political, and economic organization of Hebrew, Greek,
Roman, Indian, and Chinese cultures, and has had a deep influence on
modern civilization (1104).
In the novel, Jeremiah, Tambu’s father, is the leader of the family. He was
barely concerned with the future and success of his children. However, he is
disdainful of education and does little to encourage his children’s ambitions
(Tambudzai and Netsai). Since the sons in the family will be the central of family,
Jeremiah, Tambudzai’s father only focused on her brother, Nhamo’s education.
Jeremiah takes his decision because Nhamo is the eldest and the only son in the
family and he hopes that Nhamo successes like his uncle Babamukuru.
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Society
In this study, society defines as a group of people. In line with Merrill and
Eldredge’s (1952), they define society as “The group, ranging upward in size from
two persons to an undetermined number, is the central unit of society” (p. 20).
When we combine the meaning of Patriarchy and Society, it will become
Patriarchal society. It means a group of people which its authority in the family
roles by the males to whom the lineage is given as inheritance to the descendant.
The descendant has several privileges to support his position in the family, such as
education.
It is similar to Tambudzai’ situation, where it’s only Nhamo (his womb’s
brother) who has the privilege to go to school, while Tambudzai has to grow a
plot of maize to pay her school fees and got many discouragements from her
parents. In other words, patriarchal society is an organized community with its
sets of rules that controlled by men, where it is hard to be convinced in changing
the customs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two main parts. The first part is a review of
related theories which concern with the theoretical review and particularly explain
some related theories that will be employed in the analysis part. The objectives of
the study basically discuss and explain the description of the main character of
Nervous Condition and also the efforts of the main character to obtain education
as portrayed by Tambudzai in the novel. The theories presented here are related to
these topics. The theories are theory of critical approach, theory of character,
theory of characterization and theory of patriarchy.
The second part of this chapter deals with the theoretical framework which
reviews some theories to give the guidance in focusing the analysis of the subject
in this study.
2.1
Review of Related Theories
In this theoretical study, the writer will explain some theories that are
related to the thesis. These theories are important to support the analysis on Tsitsi
Dangarembga’s work. The theories are theory of critical approach, theory of
character, theory of characterization and theory of patriarchy.
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8
2.1.1 Theory of Critical Approach
In this study, the writer needs to choose one of the theories of critical
approaches to enable her in having reasonable judgments. The judgments will
make it easier for the writer to analyze the novel deeper. By using an appropriate
critical approach, the writer will able to understand what values of the novel and
how it is shaped. Rohrberger and Woods (1971) in Reading and Writing about
Literature distinguish five critical approaches. The critical approaches are the
formalist approach, biographical approach, sociocultural – historical approach,
mythopeic approach and psychological approach.
In this thesis, the writer uses the sociocultural – historical approach.
According to Rohrberger and Woods (1971), the sociocultural – historical
approach insists that the only way to locate the real work is be in the reference to
the civilization that produces it. It is important to analyze the place or society
which reflects a created work deeply.
Society creates culture that becomes guidance on their life. The culture
itself really affects the society, but that’s not the only thing. Since the setting of
the novel is in around 1960s, we can call it history and what happens during this
time also influences the society. The historical critics examine some works which
have the same or different topic or author or even periods, are related to each
other’s work. Society, culture and history have a relation and by using the
sociocultural – historical approach, we are able to analyze the novel deeper.
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9
2.1.2 Theory of Character
In this thesis, the writer uses the theory of character and characterization to
understand Tambudzai’s character as the main character of Nervous Conditions
and also reveal Tambudzai’s efforts to obtain education in a patriarchal culture.
The writer uses the theory of character in the analysis, especially when the writer
needs to examine Tambudzai’s traits.
A character plays an important role in the literary work such as in a novel.
Each character, that is described by the author in her work, is the reflection of
people in real life as it is stated by Holman and Hormon (1986, para. 81). In
addition, on his book, A Glossary of Literary Terms, Abrams (2009) defines
characters as the person presented in dramatic or narrative work who are
interpreted by the reader as being provided with moral, dispositional and
emotional qualities that are expressed in what they say – the dialogue and by what
they do – the action. The grounds in the characters’ temperament, desires, and
moral nature for their speech and actions are called their motivation (para. 42).
According to Henkle, character can be divided into two parts, major
character and secondary character. First, major character is the most significant
character in the novel. They can be identified through the characterization’s
complexity, the attention given by certain figures and the personal intensity that
transmitted by a character. The major character will completely need the reader’s
fullest attention because they perform a key structural function. The secondary
character is a character who serves function to be more restricted. Performing and
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10
responding in more limited functions and may be less sophisticated. Their
response to experience is less complex and less refreshing (para. 86 – 101).
2.1.3 Theory of Characterization
In the novel we will find the characters are “live” and “act” along the story.
In order to make the readers accept that lively character, it must be presented
flawless. In this case, characterization is the process where the characters are
portrayed as real people in the novel. In this thesis the writer uses the theory of
characterization to analyze the description of Tambudzai’s character deeper.
Murphy (1972) states the nine ways which enable an author to present the
character in the novel understandably and lively for the readers. The nine ways are
explained as follows:
1.
Personal description
The author is able to describe one’s appearance and clothes that he or she
wears. It is giving the accurate descriptions or details of certain character such as
the build (the shape and size of someone’s body), the skin – color, the hair, the
face and the clothing. A character’ trait and personality can be seen through the
details description.
2.
Characters as seen by another
The author is able to describe a character’s trait from another characters’
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11
point of view and opinion. Another characters’ opinion can help the reader to
understand the character’s impression.
3.
Speech
The author is able to give us insight into the character of certain person in
the book from what the particular person says. Speech can be whenever this
person speaks, has a conversation with other people, or gives opinions. He or she
gives us clue about his or her character. Speech shows a character personality
implicitly.
4.
Past life
The author invites the reader to know and learn something about a
person’s background or past life by providing them with some clues about the
events that can help the reader in shaping the person’s trait. The clues can be
given through the author’s direct comment, the person’s thoughts and feeling,
through conversations and also through another person in the novel. A person’s
past life influences his or her ways of thinking and behaviour toward other people.
5.
Conversation of others
The author provides the reader with clues about a person’s trait through
other people conversation and also what they say about the character of the novel.
People talk about other people and the entire thing they say may give a clue about
the character of the person spoken about.
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6.
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Reaction
The author provides the reader with clues about a person’s trait through
their own way in react on various situations they face. A person’s reactions show
their trait and personality.
7.
Direct comment
The author describes a person’s trait by giving an opinion or direct
comment. The author usually gives his opinion or direct comment based on his
point of view and put in line within the story.
8.
Thought
The author gives the reader the knowledge about a person’s thoughts. This
is what an author cannot do in reality. The author provides the reader with special
secret device which plugged into the deepest thought of a person in the novel. In
this way, the reader knows what the particular person is thinking about and what
his or her opinion on things.
9.
Mannerism
The author describes a person’s mannerism, habits or idiosyncrasies. This
description provides the reader with clues about the person’s trait. The author also
reveals the good and the bad side of the character (para. 161 - 173).
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13
In addition, Barnet (2005) states that characterization or personality is
what the characters do or by what they say, by what others say about them and by
the setting in which they move (para. 338). The participation of those things may
help the readers understand what kind of character his or her roles in the novel and
important in knowing the personality of each character in the novel.
2.1.4 Theory of Patriarchy
In this thesis, the writer uses the theory patriarchy in understanding
Tambudzai’s character as the main character of Nervous Conditions and also
revealing her efforts to obtain education in a patriarchal culture. This theory can
be used in the analysis, especially when the writer needs to examine Tambudzai’
efforts to obtain education in a patriarchal culture.
Patriarchy is a good topic to discuss, considering that there are some
countries such as India, Afghanistan, South Africa, and Pakistan use the
patriarchy system in their lives. In patriarchy, women are expected to be socially
dependent and physically passive because this state is claimed to be necessary for
their maternal role in the family. In fact this situation happens because the
women’s role enhances the power of men.
As said by Madsen (2000) in her book Feminist Theory and Literary
Practice that patriarchy is a cultural system and a political system that privileges
men and places power in the hands of men and thus serves male interest at the
expense of women. Walby agrees with Madsen as she writes in Pilcher and
Whelehan’s Fifty Keys Concepts in Gender Studies (2004) stated that “Patriarchy
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is a system of social structures and practices in which men dominate, oppress, and
exploit women” (p.95).
Furthermore in the same book by Pilcher and Whelehan, she stated that
there are two forms of patriarchy, private patriarchy and public patriarchy.
Private patriarchy is based around the family and the household and
involves individual men exploiting the labour of individual women.
Women are largely confined to the household sphere and have limited
participation in public life. In public patriarchy, women are not excluded
from public life but face inequality and discrimination within it, for
example, in paid work. (p. 95).
She also identified six structures of patriarchy namely household production, paid
work, the state, male violence, sexuality and culture (para. 95).
Meanwhile, Lerner (1986) in The Creation of Patriarchy defines
patriarchy as the manifestation and institutionalization of male dominance over
women and children in the family and the extension of male dominance over
women in society in general (para. 238). It states that men hold power in all the
important institutions of society and that women are eliminated from any access to
such power.
Lerner (1986) also defines paternalism or paternalistic dominance as:
The relationship of a dominant group, considered superior, to a
subordinate group, considered inferior, in which the dominance is
decreased by mutual obligations and reciprocal rights. In its historical
origins, the concept comes from family relations as they developed under
patriarchy, in which the father held absolute power over all the members
of his household (p. 239).
As stated by Lerner, it should be noted that the responsibilities and
obligations are not equally distributed. The male children’s subordination to the
father’s dominance is temporary. The domination of the father is last until they
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15
become the heads of households (their own family), while the female children’s
and wives subordination is along their life. The daughters are able to escape from
their father’s dominance when they place themselves as wives under the
dominance of another man (para.239). The participations of those explanations
may help the readers understand how patriarchal culture influences Tambudzai in
her daily life in the novel, especially towards her efforts to obtain education in a
patriarchal culture.
2.2
Theoretical Framework
The analysis uses some theories to help the writer in finding the answer of
the research questions proposed in the problem formulation. They are theory of
character, theory of characterization and theory of patriarchy. First, the writer uses
theory of character and characterization as a supporting theory to help the writer
in understanding and analyzing the main character, Tambudzai. By using these
theories later it will help the writer to answer the first research question.
The writer also uses the theory of patriarchy to help her in analyzing and
finding the answers of the second research question. The theory of patriarchy is
the most suitable theory to analyze the findings. The writer used the theory to
reveal Tambudzai’s efforts in obtaining education that is seen through the story.
The theories also assist the writer to get the conclusion of the analysis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
This chapter explains the primary data, approach and procedures of the
study. The first part is the object of the study, which explains the writer’s
exploration of the novel in this thesis. The second part is the approach of the study.
It contains the approach that the writer uses to analyze the novel. The last part is
the method of the study. It consists of some steps that the writer conducts in
completing this thesis.
3.1
Object of the Study
The object of this thesis is a novel entitled Nervous Condition, written by
an African (Zimbabwean) woman named Tsitsi Dangarembga. Dangarembga was
born and brought up in Rodhesia, Africa. She studied medicine and psychology,
before turning to writing full – time. She also has written a play entitled She No
Longer Weeps. Today besides writing, she works as a scriptwriter, consultant and
film director. Recently, Dangarembga is working on her second novel.
Nervous Conditions is first published at the United Kingdom by The
Women’s Press Ltd in 1988. In this study, the writer uses one that is published at
Oxfordshire, UK by Ayebia Clarke Publishing Ltd in 2004. It printed and bound
in Great Britain by Cox & Wyman Ltd., Reading, Berkshire. Dangarembga –
whose novel is called by the Judges of the Commonwealth Writers Prize as:
…a beautiful and sensitive exploration of the plight and struggle of an
African people subjected to a system calculated to poison and destroy their
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17
sense of self. A distinguishing feature of this work is its courageous
honesty and its devastating understatement
bring out the classic style through her story with a timeless tale, great narrative,
strong characters and full of courage along the story line.
The Nervous Conditions is divided into 10 chapters and consisted of 213
pages (with additional page of the interview part with the author). It is a non –
fictional novel with a personal history of Tambudzai and the people of Rhodesia
(former name for Zimbabwe) that related to their way of life, culture and
education.
3.2
Approach of the Study
This study focuses on Tambudzai’s efforts in obtaining her education as
her right. The writer uses the sociocultural – historical approach because this
approach focuses on the civilization or society as the reference. It is the most
suitable approach to be related with the topic to analyze, since the novel tells us
about the patriarchal culture in Rodhesia. Related to this approach Guerin (2011)
states that “this approach sees a literary work chiefly, if not exclusively, as a
reflection of its author’s life and times or the life and times of the characters in the
work” (p. 44).
The sociocultural – historical approach sees the literary work as the
author’s reflection in life, including the reality that happens while the writer wrote
the story. The approach will interpret the story into the context of sociocultural –
historical material which is helpful in analyzing the problems.
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As described by Rohrberger and Woods (1971) in Reading and Writing
about Literature, to locate the work with sociocultural – historical approach is in
reference to the civilization that produces it.
Civilization is defined as the attitudes and actions of a specific group.
Literature takes this as its subject matter. It is necessary to investigate the
social surroundings in which work was created and which it necessarily
reflects (p. 9).
The writer will analyze the civilization inside the novel to obtain more
information in the ways of people around Tambudzai treats her based on the
patriarchal system which later reveals her efforts in obtaining education in a
patriarchal culture.
3.3
Method of the Study
This thesis is using a library research or desk analysis to analyze the novel.
The primary source in this study is a novel written by Tsitsi Dangarembga entitled
Nervous Conditions. The secondary sources are the books which its subjects are
related to the study and also the online references via internet. The data collected
from the secondary sources is used to support the analysis.
In working on this thesis the writer uses some steps. Firstly, the writer
reads the novel for several times in order to get a better understanding of the story.
Secondly, the writer makes the summary of the novel. Thirdly, the writer makes
note with the focus on Tambudzai, her characterization, her life, her attitudes
toward her family and others, the culture at Rhodesia, her social relationship, way
of her thinking and especially her efforts to obtain education. The writer is trying
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19
to find out Tambudzai’s physical characteristics and her personality and also to
reveal Tambudzai’s efforts in obtaining education in a patriarchal culture.
The writer does this step in order to understand her character and social
relationship towards other people especially the people who are close to
Tambudzai. The writer reads the novel several times and takes notes on some
theories related to the topic. The theories that related to the study can help the
writer in analyzing the story. The writer finds some theories and books related to
the topic and collect them. Fourthly, the writer takes those theories and compiles
all the notes. The last step, the writer organizes the analysis based on some
theories, and then writes the analysis in the form of a thesis.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS
This chapter discusses the answers to research questions that are
formulated in the problem formulation. The discussion is divided into two parts.
The first part is the analysis of Tambudzai’s as the main character of the novel.
The analysis focuses on the characteristics of the main character of the novel. The
second part or the last part is the analysis of Tambudzai’s efforts in obtaining
education. Each analysis is discussed using the theories that are stated in the
review of related theories.
4.1
The Characteristics of Tambudzai
Here in the novel, Tambudzai can be classified as the major character
because since the beginning of the story, the author mentions her many times
along the storyline. The readers will completely put their fullest attention to
Tambudzai since she is the key of structural function in the novel.
In describing Tambudzai, the writer divides the characterization into two
main categories. The first part discusses how Tambudzai is described physically,
and the second one discusses how Tambudzai’s personality is described. In
revealing the characteristics, the writer uses nine ways (personal description,
character as seen by another, speech, past life, conversation of others, reaction,
direct comment, thought and mannerism) to understand the character presented
by Murphy.
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4.1.1 Tambudzai’s Physical Characteristics
In the story, the physical description of Tambudzai is not explained clearly.
At the first chapter, Tambudzai is described herself as a 13 years old teenage girl
when her brother died in 1968. “I was thirteen years old when my brother died. It
happened in 1968” (p.1). However when the story ends, Tambudzai’s age is
around on her 20s in 1970s.
Moreover, Tambudzai’s grandmother also states, when her grandmother
compared herself with Tambudzai when she was a little girl, that she is small,
pretty and plump.
‘I wasn’t always this old, with wrinkles and grey hair, without teeth. At
one time I was as small and pretty and plump as you, and when I grew into
a woman I was a fine woman with hair so long you could plait it into a
single row down the middle of my head. (p.18)
The following lines describe the physical characteristic of Tambudazai,
stating that she is pretty, uttered by Tambudzai. Here, Tambudzai realizes that she
is pretty when she dressed herself in a uniform. Tambudzai’s impression of herself
is confirmed by Nyasha, her cousin.
It was a shock to see that in fact I was pretty, and also difficult to believe,
making it necessary for me to scrutinize myself for a long time, from all
angles and in many different positions, to verify the suspicion. Nyasha,
returning from her bath, caught me at it and did not allow me to be
embarrassed. Generously, sincerely, she confirmed my own impressions.
‘Not bad,’ she agreed, standing beside me to observe my reflection. ‘Not
bad at all. You’ve got a waist. One of these days you’ll have a bust. Pity
about the backside,’ she continued, slapping it playfully as she turned
away. ‘It’s rather large. Still, if you can look good in that old gym – dress,
you’ll look good in anything’. (p. 92)
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22
Nyasha states that Tambudzai’s backside is a little bit large, but in her
opinion Tambudzai is still looking good; in other word Tambudzai is a little bit
overweight. However when they are having breakfast together, Nyasha’s mother,
Maiguru, in contrary states that she is not overweight.
‘Shall we find you rukweza for your porridge?’
‘I’m glad I’m only your daughter,’ observed Nyasha. ‘You’d easily kill
your nieces with kindness.’
‘But she’ll get hungry!’ fluttered my aunt.
‘She’s probably dieting because I told her her bottom is fat.’
‘Go on with you, lovey – dove! Sisi Tambu isn’t fat. Don’t worry about
Nyasha’s little ways,’ she advised me unnecessarily, because at that
moment I had no intention of worrying about anything except school,
especially things that did not make sense. (p. 93)
In a family, the parents are loved to see their children in a good and
healthy condition. It doesn’t matter if their children are overweight or not as long
as they are live in a happy life and comfortable with it. However, in certain
mindset of a teenage girl like Nyasha, she thinks that a girl should not be
overweight. In contrary, Tambudzai has no intention to worry about many things
except her education.
The other physical description in the story is stated that Tambudzai is an
African. The African people have a dark skin tone. It is similar with Tambudzai.
She has a dark skin like the other African girl in Rodhesia. “But only two places
were on offer, two places for all the African Grade Seven girls in the country”
(p.181).
Furthermore, the story goes until the time when Tambudzai was getting a
scholarship from Ladies College of the Sacred Heart. It happens in 1970s. As
Maiguru said to Babamukuru that “Now we are into the seventies” (p.184).
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4.1.2 Tambudzai’s Personality
In the study, the writer reveals six personality traits of Tambudzai.
Through the story, it can be examined that Tambudzai’s characteristics are
hardworking, curious, harsh in her utterances and judgments, kind, and intelligent.
4.1.2.1 Hardworking
Tambudzai was a very hardworking girl. At the first impression, the reader
might think about what she did in the story was only her responsibility as a
woman. However, if we pay attention along the story line we will recognize that
being a hardworking girl slowly become her habits.
When I was too small to be anything more than a hindrance in the family
fields, I used to spend many productive hours working with my
grandmother on the plot of land she called her garden. We hoed side by
side strips of land defined by the row of maize plants each carried, I
obstinately insisting I could keep pace with her, she weeding three strips to
my one so that I could. Praising my predisposition towards working, she
consolidated it in me as a desirable habit (p.17).
Tambudzai’s personality as a hardworking girl is confirmed when the
women of the big family compliment her at the Babamukuru’s welcoming party
as stated in this line: The women were pleased with me when they came to
prepare supper. ‘You are quite a little worker,’ they said. ‘All that is left is to
prepare the sadza’ (p. 39). The women’s compliment makes Tambudzai feel
happy. This habit also influences Tambudzai in her study.
I read everything from Enid Blyton to the Bronte sisters, and responded to
them all. Plunging into these books I knew I was being educated and I was
filled with gratitude to the authors for introducing me to places where
reason and inclination were not odds (p.94).
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Tambudzai works so hard towards her study, as her headmaster said in his
complimentary words in this line: “And Tambudzai, that one takes after her uncle.
She works so hard, all the time” (p.101). She never stops to keep it up.
4.1.2.2 Curious
Tambudzai has a very big curiosity, as expected to someone who is really
eager to go to school. She does not have the opportunity like Nhamo to go to
school at the mission and also the opportunity to enjoy the journey from the
mission to the homestead regularly. Her curiosity is rising due to the fact that
Nhamo does not like to walk home.
I, not having had to make the journey regularly each end of term and each
beginn