PROTEST AGAINST ETHNIC CLEANSING IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL (1991): Protest Against Ethnic Cleansing In Anne Frank’s The Diary Of A Young Girl (1991): A Marxist Perspective.

PROTEST AGAINST ETHNIC CLEANSING
IN ANNE FRANK’S THE DIARY OF A YOUNG GIRL (1991):
A MARXIST PERSPECTIVE

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements
for getting Bachelor Degree of Education
in Department of English Education

Proposed by:
‘ILMI NAFI’AH PANCARANI
A 320100016

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014

APPROVAL

PROTEST AGAINST ETHNIC CLEAI\ISING

rN ANNE FRANK'S THE DIARY AF A YOANG GrRL (199r):

MARXIST PERSPECTIVE

RESEARCH PAPER

Proposed by:

.ILMI NAFI'AH PAFICARAM
A 320 100 016

i

Approved to be Examined
By the Consultant Team

Consultant

I

Dr.lrl Thovibi M"S.
410

Consultant

II

ACCEPTANCE

PROTEST AGAINST ETHNIC CLEANSING
rN ANNE FRANK',S THE DrARY OF A YOUNG GIRL (1991):
A MARXIST PERSPECTIYE

By:

.ILMI NAFI'ATI PANCARANI
A 320 100 016

Accepted and Approved by the Board of Examiner
School of Teacher Training and Education
i

Muhammadiyah University of Surakarta
On April, 2014

Team Examiner:
1.

Dr. M. Thoyibi, M.S.

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(Chair Person)
I

Mauly Halwat Hikmat, Ph.D.
(Secretary)

3.

(1L . J:

Dr. PhiI. Dewi Candraningrum
(Member)

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ACKNOWLEDGMENT

First of all, thanks to Allah SWT the most merciful, His blessing, can
never be measured nor calculated, and always gives unexpected strength,so that
the researcher can finish this research. Then, thanks also for the great prophet
Muhammad, peace be upon him, who bring the Muslim from the darkness into the
brightness. The researcher realizes that it is impossible to finish this paper without
many supports from several people. Therefore, the researcher wants to express her
sincerest gratitude for all of them.
In finishing this research, the researcher is indebted for the great helps,
guidance, and attention to the following persons:
1. Dr. M. Thoyibi, M.S., as the first consultant, who has given guidance,
advice, information, and time to share the story during the arrangement of
the research paper.
2. Mauly Halwat Hikmat, Ph.D., as the second consultant, who has
corrected the grammatical structure of the research paper, and as the chief
of Department of English Education Muhammadiyah University of
Surakarta.
3. Prof. Dr. Harun Joko Prayitno, M.Hum.,as the Dean of School of

Teaching Training and Education Faculty in Muhammadiyah University of
Surakarta.
4. Drs. Abdillah Nugroho, M. Hum., as the academic consultant who
always gives support, motivation, and suggestions.
5. All lectures of Department of English Education Muhammadiyah
University of Surakarta for their patient in teaching learning process.
6. Her beloved parents, Bapak Sugeng and Ibu Sri Ekawati, thanks for the
love, prayer, support, sacrifices, and strength for the researcher’s life. The
researcher learns patience and unyielding spirit from her father,

vii

meanwhile, the researcher also learns about the strength and confidence
from her mother.
7. Her beloved brother, Ilyas Maulana Rizqy, thanks for the love, support,
happiness, joy, and longing immeasurably. I love you so much.
8. Her beloved grandmother and grandfather, Mbok Bibit and Pak Harno,
thanks for the love, prayer, support, sacrifices, and strength for the
researcher’s life.The researcher hopes that they are given a long life,
health, and happiness. The researcheralso hopes to be a pride for them.

9. Her beloved niece Rina, for the helps, smiles, and disputes. She has been
coloring the researcher’s day become sweeter.
10. Her beloved ones, Muhammad Ali Mashum, thanks for the love, prayer,
support, and sacrifices.
11. Her best friends “Phesegh”, Khoirina, Uus, and Wuri, for making the
researcher’s life become colorful. She thanks for the support, sharing,
spirit, story, craziness, laugh, jokes, and sweet moments during together.
She hopes that they will always be best friends and remembering each
other.
12. Her dearest friends in DEE class A, PakNur, Ifat, Cinthya, Vita, Nerel,
Mifta, Desi, Lina, Anna Wijaya, Rina, Ibnu, Uus, Dewik, Andri, Wuri,
Saodah, Susi, Pras, Handoko, Raditya, Dian, Efa, Efi, Risma,
Khoirina, Wida, Ida, Niken, Doni, Nanang, Jembus, Anna Susianti,
Evoand Imron, thanks for the togetherness.
13. Her dearest family in THE NARRATOR, for making the researcher’s life
become colorful. She thanks for the story, craziness, laugh, jokes, and
sweet moments during together.
14. Her dearest PPLfamily in SMP Muhammadiyah 8 Surakarta, for making
the researcher’s life become colorful. She thanks for the story, craziness,
laugh, jokes, and sweet moments during together.
15. Her soulmate B 6472 SAG, that always accompanied her in every
condition.

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TABLE OF CONTENT

TITLE ........................................................................................................

i

APPROVAL ................................................................................................

ii

ACCEPTANCE ..........................................................................................

iii

TESTIMONY..............................................................................................

iv

MOTTO ......................................................................................................

v

DEDICATION ............................................................................................

vi

ACKNOWLEDMENT................................................................................

vii

TABLE OF CONTENT ..............................................................................

x

ABSTRACT ................................................................................................

xv

CHAPTER I :

INTRODUCTION
A. Background of the Study ........................................... 1
B. Literature Review ...................................................... 6
C. Problem Statement ..................................................... 7
D. Limitation of the Study .............................................. 8
E. Objectives of the Study .............................................. 8
F. Benefit of the Study ..................................................

9

G. Research Method ....................................................... 9
H. Research Paper Organization .................................... 11
CHAPTER II :

UNDERLYING THEORY
A. Marxist Perspective ................................................... 13
1. Notion of Marxism .............................................. 13

x

2. Major Principles of Marxist Theory ................... 14
a. Dialectical Materialism ................................ 14
b. Historical Materialism .................................. 15
c. Class Struggle ............................................... 16
d. Alienation ..................................................... 16
e. Revolution .................................................... 16
B. Protest against Ethnic Cleansing .............................. 17
1. Notion of Protest ................................................ 17
2. Notion of Ethnic Cleansing ................................ 17
C. Structural Element of the Novel ............................... 18
1. Character and Characterization .......................... 18
2. Plot ..................................................................... 19
3. Setting ................................................................ 20
4. Point of View ..................................................... 21
5. Style ................................................................... 22
6. Theme ................................................................ 22
D. Theoritical Application ...........................................
CHAPTER III :

23

THE SOCIAL BACKGROUND OF THE
NETHERLANDS SOCIETY AFTER WORLD WAR I
UNTIL 1947
A. Social Aspects .......................................................... 24
B. Economy Aspects ..................................................... 26
1. Reconstruction of Industry in the Netherlands...

xi

28

2. International Trade and Manufacturing in the
Netherlands ......................................................... 28
3. The Conclusion of Reconstruction ..................... 29
C. Political Aspects ....................................................... 30
1. The Nationaal-Socialistische Bewegung (NSB).. 30
2. Bombing of Rotterdam ........................................ 31
3. Collapse .............................................................. 32
4. Dutch Surrender ................................................. 32
D. Cultural Aspects ........................................................ 33
1. Mental ................................................................. 34
2. Social ................................................................... 34
a. Custom .......................................................... 34
b. Tradition......................................................... 35
3. Physical ............................................................... 36
a. Art ................................................................. 36
b. Architecture .................................................. 36
c. Literature ....................................................... 37
E. Science and Technology Aspects ............................. 38
a. Science ................................................................ 38
b. Technology ......................................................... 39
F. Religious Aspects ..................................................... 40
G. The Life of Anne Frank ............................................ 42

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CHAPTER IV :

STRUCTURAL ANALYSIS
A. Structural Elements of the Diary .............................. 43
1. Character and Characterization .......................... 43
a. Major Character ........................................... 43
b. Minor Character ........................................... 56
2. Setting ................................................................ 63
a. Setting of Place ............................................. 63
b. Setting of Time ............................................. 69
3. Plot ...................................................................... 70
a. Plot Structure ................................................ 71
1). Exposition ................................................ 71
2). Complication ........................................... 72
3). Climax ..................................................... 76
4). Resolution ................................................ 77
b. Causality ......................................................... 77
c. Plausibility ...................................................... 79
4. Point of View ....................................................... 80
5. Style ..................................................................... 81
a. Diction ............................................................ 81
b. Grammatical Structure ................................... 83
c. Rhetoric .......................................................... 84
1). Figurative Language................................ 84
2). Imagery.................................................... 87

xiii

6. Theme .................................................................. 88
B. Discussion .................................................................. 89
CHAPTER V :

MARXIST ANALYSIS
A. Marxist Analysis ...................................................... 92
1. Dialectical Materialism ...................................... 92
2. Historical Materialism ........................................ 94
3. Class Struggle ..................................................... 96
4. Alienation ........................................................... 98
5. Revolution .......................................................... 99
B. Discussion................................................................ 100

CHAPTER VI :

CONCLUSION AND SUGGESTION
A. Conclusion ............................................................... 103
B. Pedagogical Implication ......................................... 104
C. Suggestion .............................................................. 104

BIBLIOGRAPHY
VIRTUAL REFERENCES
APPENDIX

xiv

ABSTRACT
‘ILMI NAFI’AH PANCARANI, A 320 100 016, PROTEST AGAINST
ETHNIC CLEANSING IN ANNE FRANK’S THE DIARY OF A YOUNG
GIRL:
MARXIST
PERSPECTIVE.
RESEARCH
PAPER.
MUHAMMADIYAH UNIVERSITY OF SURAKARTA. 2014.
The study focuses on the protest against ethnic cleansing in the
Netherlands. Protest against ethnic cleansing here means the effort of the Jews to
protest the conditions that require them away from their own countries, the
Netherlands.The objectives of this study are to analyze the diary based on the
structural elements and to analyze the diary based on the Marxist perspective.
This study belongs to qualitative method. In this method, the data source
consists of two categories, they are primary data source and secondary data
source. The primary data source is the diary itself. Then, the secondary data
source is about marxist theory and all relevant materials in the diary. Both of data
are collected through library research and analyzed by descriptive analysis.
Based on the analysis, the researcher draws the following consclusions.
First is based on the structural analysis. The Diary of a Young Girl shows that
Anne Frank delivers a moral message that ethnic cleansing is against human rights
and human nature. The theme is supported by the style from choice of words to
sentence construction that they compose a good unity. Second is based on the
Marxist analysis, it is clear that Anne Frank in the diary is protesting against the
oppression of the German Nazi over the Jews. The diary represents the statement
of the author’s own class, being oppressed by the ruling Nazis.
Keywords: Ethnic cleansing, The Diary of a Young Girl, Marxist Perspective.

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