The ideas of feminism revealed through the main character in Hannah Shah`s the imam`s daughter.

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Main Character in Hannah Shah’s The Imam’s Daughter.Yogyakarta; Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016.

This thesis discusses Hannah Shah’s The Imam’s Daughter. Mainly this study is aimed at revealing the ideas of feminism revealed through the main character, Hannah. The novel tells about a woman who lives in patriarchal society that causes her to experience oppression from her surrounding. She has to survive in order to be free and equal to men.

There are two objectives of the studies that become the main discussion of this thesis. The first objective is to find out the characteristics of Hannah as the main character in The Imam’s Daughter. The second objective is to reveal the ideas of feminism through Hannah’s characteristics.

In this discussion, the researcher uses the library researches. This resource is divided into two types: primary and secondary sources. The primary source is the novel The Imam’s Daughter itself, while the secondary sources are the reference books and sites from internet that support the discussion of this thesis. For the theories, there are three theories applied. They are Theories of Character and Characterization, Theory of Patriarchy, and Theory of Feminism. Related to the topic of the thesis, the approach that is used to analyse the problems is feminist approach.

The result of this study concludes that Hannah is a young woman who is critical, courageous, and independent. She lives under patriarchal society. As a result, she gets oppression from her surrounding, especially her father. The oppressions that Hannah gets are physical, verbal, and sexual abuse. Through Hannah’s characteristics, it can be seen that she reflects the ideas of feminism that are freedom from patriarchy and pursuing equality. The story reveals that women have freedom to live their own life to the fullest and should be equal in many aspects of opportunity.

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ABSTRAK

BINTI, ANGELINE REBECCA.The Ideas of Feminism Revealed Through The Main Character in Hannah Shah’s The Imam’s Daughter. Yogyakarta; Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Tesis ini berhubungan dengan novel karangan Hannah Shah yang berjudul The Imam’s Daughter. Tujuan utama dari pembelajaran novel ini ialah untuk menyajikan ide-ide feminisme melalui tohoh utama wanita di dalam novel The Imam’s Daughter. Novel ini bercerita tentang seorang wanita yang tinggal di masyarakat patriarkhal yang menyebabkan dia mendapat tekanan dari sekitarnya. Dia harus berjuang untuk mendapatkan kebebasan dan kesetaraan dengan pria.

Ada dua pokok bahasan yang akan dibahas di dalam tesis ini.Yang pertama adalah untuk mencari tahu karakterisktik dari Hannah sebagai tokoh utama dalam novel The Imam’s Daughter. Yang kedua adalah untuk menemukan ide-ide feminisme yang tersirat melalui karaketristik Hannah sebagai tokoh utama di dalam novel tersebut.

Penulis melakukan penelitian pustaka di mana terdapat dua macam sumber, sumber utama dan tambahan. Sumber utamanya adalah novel itu sendiri, sedangkan sumber kedua adalah buku-buku referensi dan situs-situs yang mendukung pembahasan tersebut. Sementara itu, ada tiga teori yang digunakan yaitu teori karakter dan karakterisasi, teori patriarkhi, dan teori feminisme. Berkaitan dengan topik tesis ini, pendekatan yang digunakan adalah pendekatan feminisme.

Dari hasil analisa, dapat disimpulkan bahwa Hannah adalah seoarang wanita muda yang kritis, berani, dan mandiri. Dia tinggal di dalam masyarakat patriarkhal, yang mengakibatkan Hannah mendapat tindasan dari sekitarnya, terutama ayah kandungnya. Tekanan-tekanan tersebut berupa kekerasan fisik, ucapan, dan seksual. Melalui karakter Hannah, dapat disimpulkan bahwa dia merefleksikan nilai-nilai feminisme, yaitu kebebasan dari patriarkhi dan mengejar kesetaraan hak di dalam berbagai aspek kesempatan. Cerita ini mengungkapkan bahwa wanita harus mendapat kebebasan dalam menentukan hidupnya dan memiliki hak yang sama dan seimbang seperti pria.

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THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN

CHARACTER IN HANNAH SHAH’S

THE IMAM’S DAUGHTER

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

ANGELINE REBECCA BINTI Student Number: 124214035

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

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THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN

CHARACTER IN HANNAH SHAH’S

THE IMAM’S DAUGHTER

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

ANGELINE REBECCA BINTI Student Number: 124214035

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2016

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THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN CHARACTER IN HANNAH SHAH'S THE IMAM'S DAUGHTER

ANGELINE REBECCA BINTI Student Number: 124214035

Approved by

~~

Elisa Dwi Wardani, S.S., M.Hum. Advisor

Dr.F.X. Siswadi, M.A. Co-Advisor

A Smjana SastraUndergraduate Thesis

iii

August 11, 2016

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THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN CHARACTER IN HANNAH SHAH'S THE IMAM'S DAUGHTER

ANGELINE REBECCA BINTI Student Number: 124214035

Defended before the Board of Examiners On August 31, 2016

and Declared Acceptable

BOARD OF EXAMINERS

Name Chairperson Secretary Member 1 Member 2 Member 3

: Dr. F.X. Siswadi, M.A.

: A.B. Sri Mulyani, M.A., Ph.D. : E. Arti Wulandari, Ph.D.

: Elisa Dwi Wardani, S.S., M.Hum. : Dr. F.X. Siswadi, M.A.

Yogyakarta, August 312016 Faculty of Letters ata Dharma University

Dean

. P. Ari Subagyo, M.Hum.

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STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been previously

submitted for the award of any other degree at any university, and that, to the best of

my knowledge, this undergraduate thesis contains no material previously written by

any other person except where due reference is made in the text of the undergraduate

thesis.

Yogyakarta, August 10, 2016

~g6~cca

Binti

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LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama

NomoI' Mahasiswa

: Angeline Rebecca Binti : 124214035

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang beljudul

THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN CHARACTER IN HANNAH SHAH'S THE IMAM'S DA UGHTER 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, elan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ij in kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat e1engan sebenarnya.

Dibuat eli Yogyakarta

Pada tanggal 10 Agustus 2016

Yang menyatakan,

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vii

I CAN DO ALL THIS THROUGH HIM WHO

GIVES ME STRENGTH

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4:13-viii

I

DEDICATE THIS UNDERGRADUATE THESIS:

TO MY BELOVED PARENTS

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ACKNOWLEDGEMENTS

First of all I would like to express my gratitude to my Jesus Christ for His everlasting love, miracle, and blessing for me, so that I can finish my undergraduate thesis.

My greatest thanksis also dedicated to Mam Elisa DwiWardani, S.S., M.Hum. as my advisor for her advice, understanding and kindness in supporting me to finish my thesis. I would also say thanks to my co-advisor, Dr. F.X. Siswadi, M.A. for giving me suggestion on this thesis.

I would like to thank my beloved parents, Papa Leo Victor Binti and Mama AgustinaSuryati, BapakAgustinusKasmayani and Mama TheresiaSuntawho always give me big support, love, and prayer to finish this thesis. I also would like to say thankyou to my older sister Arleta SyntiaFebria, and my younger sister Michelle Olivia for the love and support that you have given to me. My nephews, Aldrich and Achilles, thankyou for cheering me up when I get bored. I am very lucky to have them as my family.

I thank Bituk Family, Hawai Pink, PuriGading, and my best friends BanyakAnginfor giving me motivation. ToYudha,I am thankful so much for the support and beautiful moment that we share together.

To all my English Letters’12 family especially Renie, Tjia, Sr. Liza, Fay, Maria, and Ryan thankyou so much for the friendship and togetherness we share. For those whose names I cannot mention here, I want to thank them for everything they have done for me.

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TABLE OF CONTENTS

TITLE PAGE... ii

APPROVAL PAGE... iii

ACCEPTANCE PAGE... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH...v

STATEMENT OF ORIGINALITY... vi

MOTTO PAGE... vii

DEDICATION PAGE... viii

ACKNOWLEDGEMENTS... ix

TABLE OF CONTENTS... x

ABSTRACT... xii

ABSTRAK... xiii

CHAPTER I: INTRODUCTION... 1

A. Background of the Study... 1

B. Problem Formulation... 3

C. Objectives of the Study ... 3

D. Definition of Terms ... 4

CHAPTER II: REVIEW OF LITERATURE... 5

A. Review of Related Studies... 5

B. Review of Related Theories ...7

Theory of Character and Characterization... 7

2. Theory of Patriarchy... 9

3. Theory of Feminism ... 10

a. Feminism in General ... 10

b. Ideas of feminism ... 14

(i) Freedom from Patriarchy ... 14

(ii) Pursuing Equality ... 15

C. Review of Feminism and Patriarchy in Pakistani Society... 16

D. Theoretical Framework... 20

CHAPTER III: METHODOLOGY... 21

A. Object of the Study... 21

B. Approach of the Study... 22

C. Method of the Study ... 23

CHAPTER IV: ANALYSIS... 25

A. The Characteristic of Hannah... 25

1. Critical ... 26

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3. Independent ... 36

B. The Ideas of Feminism ... 39

1. Freedom from patriarchy... 39

2. Pursue equality ... 48

CHAPTER V: CONCLUSION... 56

BIBLIOGRAPHY... 58

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xii

ABSTRACT

BINTI, ANGELINE REBECCA. The Ideas of Feminism Revealed Through The

Main Character in Hannah Shah’s The Imam’s Daughter.Yogyakarta;

Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016. This thesis discusses Hannah Shah’s The Imam’s Daughter.Mainly this study is aimed at revealing the ideas of feminism revealed through the main character, Hannah.The novel tells about awoman who lives in patriarchal society that causes her to experience oppression from her surrounding. She has to survive in order to be free and equal to men.

There are two objectives of the studies that become the main discussion of this thesis.The first objective is to find out the characteristics of Hannah as the main character in The Imam’s Daughter. The second objective is to reveal the ideasof feminism through Hannah’s characteristics.

In this discussion, the researcher uses the library researches. This resource is divided into two types:primary and secondary sources. The primary source is the novel The Imam’s Daughter itself, while the secondary sources are the reference books and sites from internet that support the discussion of this thesis. For the theories, there are three theories applied.They are Theories of Character and Characterization, Theory of Patriarchy, and Theory of Feminism. Related to the topic of the thesis, the approach that is used to analyse the problems is feminist approach.

characteristics, it can be seen that she reflects the ideas of feminism that are freedom from patriarchy and pursuing equality. The story reveals that women have freedom to livetheir own life to the fullest and should be equal in many aspects of opportunity.

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xiii

ABSTRAK

BINTI, ANGELINE REBECCA.The Ideas of Feminism Revealed Through The

Main Character in Hannah Shah’s The Imam’s Daughter. Yogyakarta; Program

Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016.

Tesis ini berhubungan dengan novel karangan Hannah Shah yang berjudul The Imam’s Daughter. Tujuan utama dari pembelajaran novel ini ialah untuk menyajikan ide-ide feminisme melalui tohoh utama wanita di dalam novel The Imam’s Daughter. Novel ini bercerita tentang seorang wanita yang tinggal di masyarakat patriarkhal yang menyebabkan dia mendapat tekanan dari sekitarnya. Dia harus berjuang untuk mendapatkan kebebasan dan kesetaraan dengan pria.

Ada dua pokok bahasan yang akan dibahas di dalam tesis ini.Yang pertama adalah untuk mencari tahu karakterisktik dari Hannah sebagai tokoh utama dalam novel The Imam’s Daughter. Yang kedua adalah untuk menemukan ide-ide feminisme yang tersirat melalui karaketristik Hannah sebagai tokoh utama di dalam novel tersebut.

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CHAPTER I INTRODUCTION

A. Background of the Study

It is understood that the novel can be based on the reality found in life. It can reflect on what’s happening in society where the author lives. One of the realities of social condition that can be identified is the issue about women. Mostly in all aspects of life, women have lower position compared to men because of a constant discrimination that put women to a disadvantaged position, for example limitation of women’s independence, violence, and sexual abuse. Montagu states women have been conditioned to believe that they are inferior to men, and they have assumed that what everyone believes is a fact of nature (1999:23). It shows the situation that women are in gender inequality or gender discrimination and in the second position after men. Therefore, there is a need of women to empower their position through a feminism movement that glorifies feminism (women empowerment).

In the perspective of feminism, there is a tendency of men to be regarded superior to women in every aspect of life. For example, women are expected to be submissive in all aspects such as at home, at work, and as well as sexual relationship. This unfair treatment to women is systematically created into a system of patriarchy which enables men to be able to dominate, oppress, and discriminate women. Sadly, our society has been familiar with patriarchy. Andrew Edgar and Peter Sedgwick (2009: 2690) state that:

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Patriarchy is the inequality between man and women in society so that creates oppression of women. The term “patriarchy” literary means “the rule of the father”. It has been adopted by the majority of feminist theories to refer to the way in which societies are structure through male domination over, and oppression of women.

Women are put on lower place than men and also considered as weaker human beings who have less power than men. Thus, it gives the justification for men to dominate women in which it oppresses women through physical threat or physical violence for instance.

To repel this unfair traditional view of gender, feminism comes up to get freedom and equality between man and women in both private and public spheres. Humm states that feminism is the ideology of women’s liberation since intrinsic in all its approaches is the belief that women suffer injustice because of their sex (1990: 74).

The ideas of feminism itself can be seen through the novel The Imam’s Daughter. This novel is based the author’s own true story, which is filled with ideas of feminism. The Imam’s Daughter is one novel that is very interesting to be analyzed. This novel tells about Hannah, a woman who lives in Pakistani culture and strong Islamic patriarchal society that make women in Pakistan gets less freedom. Chaundry and Rahman state that women in Pakistan live in Islamic patriarchal society have no freedom, local women have absolutely no choice in the direction of their live, and this kind of situation is different from women in Western society (2009:174). Hannah is daughter of Imam who lives in around Pakistani society that migrant to UK. Her father rapes her and leaves her in trauma. As the time passes, Hannah can maintain herself and tries to get out from

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misery by leaving his house to get her freedom and equality. This research would like to reveal the women position based on Hannah’s action to live freely from oppression and patriarchy which happened around her. However, the researcher wants to reveal the ideas of feminism through the main character, named Hannah, a woman who lives in a society that is dominated by male due to patriarchal system which lets her to be free from patriarchy and pursue the equality.

B. Problem Formulation

Two problems that the researcher intends to analyzing this thesis are: 1. How is Hannah characterized in the novel?

2. How are the ideas of feminism revealed through the main character in the

novel?

C. Objectives of The Study

The aim of the study is to find out the satisfying answers to the problems formulations. First, the objective of this study is to find out the characteristics of Hannah in this novel. Second, to identify how the ideas of feminism are revealed through the main character. These two objectives of the study help the researcher to understand this novel through a feminist perspective and to prove how literature can reflect real life.

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D. Definition of Terms

In analyzing this novel, it is important to define the terms to avoid misunderstanding and give clear explanation. The experts defines two main terms that are used for this study, as follows:

1. Feminism

Barrow and Millburn argue that feminism is defined as women’s struggle and movements to achieve women’s equality to men: therefore, women have the equal rights and positions as men (1990:128). So, feminism is defined as a women’s movement to be free from any oppression from male domination to achieve women’s equality to men.

2. Character

According to Abrams, character is a person in a dramatic or narrative work, who is interpreted by the reader as being endowed with moral and dispositional qualities that are expressed in what they say – the dialogue – and what they do – the action” (1981:20). It can be concluded that characters are people in literature that can think, feel, and behave. They also have their own personalities.

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CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Studies

After conducting some research on the internet, the researcher does not find any theses, journals, and articles that talk about the novel. However, the researcher finds two related studies that help to think more about the novel. The first study related to the current study belongs to Dona Windasari Septiana

entitled “A Woman’s Struggle against Patriarchy in Kate Chopin’s The

Awakening: A Feminist Perspective.” This study aims to reveal the struggle

against patriarchy through the characterization of the main character in the story, Edna Pontellier. Septiana’s study comes with the conclusion that Edna Pontellier is a submissive wife who always obeys her husband’s will. After the rebellion happens, Edna frees herself from the patriarchal culture that makes her remain silent. Edna learns to believe that if she moves from her old house and earns her own money, she can get better education and she can stand alone without depending to her husband. In short, Edna wants to be recognized well as an independent human being who has her own rights.

The difference between Septiana’s study and the researcher’s study is that Septiana’s research is about is the main character who lived in a western patriarchal society while the researcher’s study focuses on Muslim Pakistani Imam family lives in United Kingdom. The main character being analyzed is born as an Imam’s daughter and she has to deal with the religion as well as patriarchal

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norms that are often stricter than the western patriarchy. The researcher’s and Septiana’s study have the similar discussion, that is researches focus on the condition of patriarchy around the main character and the religious norms that control the society using feminist perspective.

The second study is entitled The Ideas of Feminism Revealed through the

Major Female Characters in My Ancestor’s House written by Erlyn Theresa

Nugroho (2014). This study discusses about two major female characters who are aware of gender equality in a play with the setting in Pakistan. Nugroho compares two major female characters, Bindia and Roona in her study. Both of them are hard-working women who give their best to provide their family. The difference is Bindia has the refusal on men domination by taking a distance from her family in Pakistan and move to America. Deedi is obedient to her husband and runs the patriarchal tradition. Although Deedi does not agree with the tradition, she cannot do anything since she does not want to be perceived as a defector and alienated by society in Pakistan.

Deedi is the figure the figure that most of the character discusses. She is the victim of tradition: she suffered of the patriarchal culture that surrounded her life. She is the figure that captured the exact situation in Pakistan when women have less of freedom and ruled by men. While Bindia is the character that reflects the idea of feminism: she leaves her homeland to America as the form of her refusal about men’s domination. Bindia also has the awareness of gender equality that women and men should have the same rights and position (Nugroho, 2014: )

The difference between Nugroho’s study and the researcher’s study is Nugroho compares two main female characters while the researcher only uses the main character of the novel. The other difference is the main female characters in Nugroho’s study are against the patriarchal issues, while the researcher focuses

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not only on the patriarchal system but also on religious norms of Muslims living in a western society. Thus, this research is more extensive in terms of using the feminist approach because the condition of patriarchal around the main character and the religion norms that control the society.

However, the researcher wants to reveal the ideas of feminism through Hannah’s characteristics, a girl who is dominated by her father and lives in patriarchal society. She lives around Pakistani society with strong Islamic rules. This situation leads her to repulse patriarchy to get her freedom and being equal with men by her own choices and actions. This study does not only tell about gender inequality but also feminism in the context of strong Pakistan culture, religioun, and society. Moreover, this thesis develops the ideas of feminism through Hannah’s characteristics.

B.Review of Related Theories

1. Theory of Character and Characterization

Characters are considered very important in novels. Since this study analyzes and focuses on the main character, the understanding of the character’s theory is needed. From Abram’s statement, it can be concluded that character in narrative work show the moral values and dispositional qualities that can be seen though their dialogue, characterization, and their action. Meanwhile, characterization is all the things writers do to build up the characters they want. Through characterization, writer can transform real-life people into characters in fiction (Grenville, 1999:36).

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Arp and Johnson (2012: 12) mention some types of characters as below:

a. static character does not change throughout the work, and the reader’s

knowledge of that character does not grow. While a dynamic character undergoes some kind of change because of the action in the plot.

b. flat character embodies one or two qualities, ideas, or traits that can be readily described in a brief summary. They are not psychologically complex characters and therefore are readily accessible to readers. Round characters are more complex than flat characters, and often display the inconsistencies and internal conflicts found in most real people. They are more fully developed, and therefore are harder to summarize.

According to Robert and Jacob, there are four ways to characterize or make characters understandable for readers:

a. What the characters themselves say and think

What characters say or think may reflect a momentary emotional or intellectual state. However, this reflection should be considered on the situation or contexts of a statement.

b. What the characters do

Actions that characters have can be interpreted as sign of characters as what people usually said that actions speak louder than words, mean that actions of character can show clearly how the character looks like and how the character’s personality is.

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c. What other characters say about them

As in real life where people are accustomed to gossiping others, in fiction an author also presents that situation. Other characters give their opinion of a character.

d. What the author says about them

Usually what the author says about character is accepted accurately. By correctly interpreting the tools of characterization used by an author, readers can arrive at clear understanding of what characters in stories are like. It is important to have a good understanding of a character because the personality of the character contributes to the plot development, conflict in a story, and the description of a character.

2. Theory of Patriarchy

Patriarchy refers to a social structure where the action and ideas of men are dominant over women. Walby defines patriarchy as a system of social structures and practices in which men dominate, oppress and exploit women (1990:20). It can be seen that patriarchy is a social structure that creates the superiority of men.

Patriarchal system organizes the society in such a way to give benefit to the men in general. In many cultures,women are expected to do domestic tasks in home while men are in outside the house. Domestic activity include preparation and consumption of food: cleaning, grooming, teaching, and disciplining the young: sleeping: and adult sexual intercourse (Arp & Johnson, 2012: 120). Women in patriarchal society are considered in private sphere not in public sphere

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and live under men’s control. They are forced to be dependent and inferior to men. Women have to stay at home and do the house household chores. Patriarchal value in society sees women to do the household like cleaning the house, caring the children, and other activities done inside the house.

Louis Tyson states that a patriarchy is any society in which men hold all or most of the power. Usually a patriarchy gives men power by promoting traditional gender roles. Patriarchal men and women believe that anyone who violets traditional gender roles is in some way unnatural, unhealthy, or even immoral (20011:141). So, women who live in patriarchal society should follow this rule or they will be categorized as unnatural, unhealthy, or even immoral women and they will be alienated.

3. Theory of feminism a. Feminism in General

Women are being treated unfairly and unequally until now. This unfair treatment has started centuries ago where women have to be silenced no matter what the circumstances are. Women are often considered as second class. Then, feminism appears because these unfair treatments toward woman in society.

Edgar and Sedgwick state that the core of feminism is the belief that women are subordinate to men. Feminism seeks to free women from this subordination and to rebuild society in such a way that patriarchy is erased and a new culture is created that is fully inclusive of women’s desires and goals (2002:143). Barrow and Millburn argue that feminism is defined as women’s

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struggle and movements to achieve women’s equality to men, therefore, women have the equal rights and positions as men (1990:128). So, feminism is defined as a women’s movement to be free from patriarchal society and any oppression from male domination to achieve women’s equality to men.

As time goes by, women starts to realize this unfair treatment and starts to fight to be free and gets the same equality with men. The ideology to get the same right and opportunity then is called feminism. According to feminist criticism, gender discrimination has begun since the first human is created, it is when Eve is blamed for the fall of humanity through the sin she made. In ancient Greek, gender discrimination is seen from Aristotle’s statement, “the male is by nature superior, and the female inferior, and the one rules and the other is ruled.” For centuries, men become the one who has the power for everything, they determine the social role, cultural and personal significance of women. In the late

17000, Marry Wollstonecraft with her book Vindication of The Right of Women

which was published in 1792 is said to be the first feminine philosopher. She states that women must stand up for their rights. Wollstonecraft also states that education becomes the way to change women’s oppressive condition and men should not define what women should be. Women must take the lead, define themselves and take their role in society. Women must also reject the assumption that women have lower position compared to men (Bressler, 1999:181)

In the middle of 1800s, the term feminism is used to refer to “equalities of female”, and it is regularly used in English for a belief in an advocacy of equal rights for women based on the idea of equality of the sexes. The history of

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feminism was often illustrated into waves models, the first, second, and third wave feminism. First wave feminism was counted during the period of middle

19th century until the passage of Nineteenth Amendment in 1920. French

revolution in 1789 is often identified as the event when the first demands for women were made. First wave feminism concerns with equality in education, employments right, and the improvement of the legal rights of married women. The first wave of feminism is considered to have ended with the passage of Nineteenth Amendment of The United State Constitution in 1919 granting women’s right to vote.

The Second Wave Feminism refers to a period of feminist activity beginning in the late 1960’s until early 1970’s. The feminist movement demands their previous right for greater equality across the board, for example in education and work place. Besides struggling for the demand of first wave feminism, second wave feminism focuses the demands on the liberation of the oppressiveness from patriarchy system. This wave of feminism is struggling for women’s freedom in society in relation with the liberation from women’s biological right (Pilcher and Whelehan, 2004: 144-145).

Third wave feminism is the recent feminist movement, it criticizes the second wave feminism because of their lack attention to the differences among women in race, ethnicity, class, nationality, religion (Haslanger and

Tuana, http://plato.stanford.edu/entries/feminism_topics). Men and

heterosexuality have less problematic place in Third Wave Feminism. This wave of feminism assumes that the way to get equality is to be successful in man’s

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world using the patriarchal indicator of success such as money and fame (Pilcher and Whelehan, 2004:171).

In order to get freedom and equality, women rebel against men as their oppressor and the wrong perspective in society. The rebellion itself happens through a process. Women become more aware of themselves and their society. The struggle against patriarchy begins as the voice of women is found. By becoming conscious women find the chance and use the chance to speak against injustice. Humm once states that struggle against patriarchy started after women becoming conscious of themselves and criticizing their symbolic misinterpretations in society (1990: 3). Women who rebel become the defences as it is called by Tyson. Tyson argues that the defence will keep themselves from becoming conscious of the experiences where they have been repressed (2011: 83). After gathering their consciousness, women are ready to start their struggle. Elizabeth Ann Bartlet adds that women start to refuse to be abused because they have realized their fundamental worth. They do not want to be oppressed anymore and they want to be threated by the full measure of dignity that humanity demands (2004: 5).

The aim of this theory is to understand women’s oppression in terms of gender and sexual preference and how to change it. The ideas about feminism here are to find equality and freedom to show women’s identity.

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b. Ideas of feminism

Patriarchal system and feminism are hard to be separated because patriarchal system is in the side of men and feminism is an idea that struggle for women’s freedom and equality. Jo freeman states that a feminist perspective that the idea of universal equality is that behind the differences, either men or women are born free and want to be placed equal (1995:439).

There are some theories of feminism that talk about women’s struggle to be from any oppression from men that appears in patriarchal society. Those ideas of feminism are freedom from patriarchy and pursuing equality, which are captured in this novel. The ideas of feminism are listed as follows:

i. Freedom from Patriarchy

Simone de Beavoir states that a woman must break the bonds of her patriarchal society and define herself if she wishes to become a significant human being in her own right and defy male classification as the other. Women must realize that they have freedom to be significant human being not inferior human being. (Madsen, 2000: 182)

Charles Breslerr states that women have the same right as men do. They have the right to decide what they want in their lives (1999: 323). Women have to realize that they are not inferior. Women have to be aware of their rights. Then, women should be able to make decision in order to be independent. Women have to realize their right to choose. They are free to choose what works or activities they want to do. All human being, including women, should enjoy the rights they

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have as human beings. Women have freedom of argument that maintains them free to choose (Freeman, 1999: 39).

The theory that supports women to remain their right is from Stanton states about freedom. They said that personal freedom is the first right to be proclaimed, and that does not and cannot belong to the relation of wife, to the mistress of the isolated home, and to the financial dependent. It must become the basic idea that must be applied in women’s lives. Personal freedom is the important thing for human being includes women (Madsen 2000: 40).

ii. Pursuing Equality

Due to the stereotype held by the patriarchal society, women are often seen as weak creatures compared to men and therefore women should work at home. This condition made women to be dominated by men and as the time goes by, women fight for this inequality so that they have the same opportunity and rights together with men in both private and public spheres. Feminism demands women to have their right to do the outside activity beside at home. If women used to stay at home and only do the household, now they can do the outside activity besides doing the household.

Equality between women and men does not mean that women and men will become the same, but that women’s and men’s rights, responsibilities, and opportunities will not depend on whether they are born male or female. Rosemarie Tong argues that women, then, after demanding freedom, they also demand the same opportunity in the public sphere. They want to get the chance to earn money by their own abilities. Women or wives, in order to be partners with men or

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husband should earn money outside the house. Only by then, they will not be the objects of men, the servants. Women should have the same education as men have because all human beings deserve the equal chance to get better development on their rational and moral capacities. Thus, women can achieve their full personhood by getting their education (2009: 28-31). Men and women should have the same opportunity to explore themselves. Basically, men and women are created with equal rights. Thus, they should be given equal opportunity. In fact, women are treated unjustly. They have so far lesser opportunity than what men have. One of feminism goals is that women have to get the same opportunity as men in every sphere so that they can develop their potentials.

C. Review of Feminism and Patriarchy in Pakistani Society

The Imam’s Daughter is set around Pakistani migrant community in the

UK. According to Werbner, Pakistani men began to arrive in Britain in 1960s. Many members of their families have worked in the British army or on British merchant navy ships. Most early migrants hope to return to Pakistan once they have made enough money to ensure their families' prosperity. However, when the British government threatened to restrict immigration in 1962, many Pakistanis with their wive and children decided to stay. Most Pakistanis came from rural backgrounds and they initially went to work in textile factories in the midlands and north. Those who settled in London also took on unskilled jobs and sent home money to their families.

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Gender inequality still happens in Pakistani society. Pakistan has strong patriarchal culture. The society still believe that men are more powerful than women.According to Isran:

In south Asia societies, of which Pakistan is part, there are different social controls applied to control women’s social and economic behaviour at every level of society. A central and systematic form of control is patriarchy, which, as argued in this study, is the main cause of women’s subordination. With regard to women’s position and status in Pakistani society, women still find themselves struggling to be treated as gender equals. (2012:835)

It shows that the system of patriarchy causes women in Pakistan to have no right to use their freedom and live their own lives. It happens because the society controls women’s life. They should struggle to be free from patriarchy and equal to men.

According to Authir in Pakistan society (2016):

Pakistan is an Islamic Republic since 1956 since about 97% of the citizens are Muslims. As the result, Islam became the legal law in Pakistan. As mentioned on the previous background some people in Pakistan still believe that Islamization should be the refreshment of tradition. As Islamic country, the law in Pakistan mostly based on Islamic doctrine being interpreted from Quran. The government also made the Islamic law which sometimes put people in difficult situation. From the statement above, the researcher can see that the majority of Pakistani still hold on to the Islamic law as the best law and cannot be changed. Pakistan proclaims itself as an Islamic country. As a result, Islam becomes the legal law in Pakistan. In addition, as an Islamic country, law in Pakistan is based on Islamic doctrine. That law is made by interpreting Quran. One instance of Moslem laws issued by government is Islamization that regrettably does not fit Quran’s content and Islamic doctrine. Moreover, some traditions in Pakistan are also made in the

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name of Islam in order to legalize them. Those old traditions are alive in some villages in Pakistan (Weiss, 1985: 863-878). Pakistani society does Islamic law strictly. Women should do what their fathers ask, in the name to close to God, and family honour. It clearly shows that, in Pakistan, gender inequality happens in many aspects including women discrimination in social practice. Women in Pakistan do not have the same position and right as men have in the society.

Pakistani society is also controlled by an Imam. Imam is a leader of mosque and Muslim community that controls the rule in his community. At home and community, people should respect and follow his rule because he is believed as appointed by God and free from sin.

Feminism in Islam is a controversial issue, as Badran states that in the 1990’s, the notion of Islamic feminism – and, indeed, the term itself – has been surfacing in parts of Middle East. The term, however, is controversial and not necessarily well thought out, and there is no consensus about its meaning on the part of either advocates or adversaries (2009: 221).

Some traditions practiced in Pakistan also show men’s superiority. Authir states:

Men’s superiority is also seen in perception that men’s honour resided in the actions of the women in their families. In other words, women preserved her family’s izzat (honour). To maintain their family’s izzat, women were being limited in the daily life, for examples in choosing the clothes they wear, in making relationship with other men, being expected to have good attitude, restriction to go to many places as well as limitation in mobility.

Women in Pakistan should maintain their family honor. The culture in Pakistani society focuses on how people especially women, can gain honour, maintain that

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honour, and avoid bringing shame on themselves and their family.

Patriarchy system resulted in women discrimination. Women discrimination or women inferiority in Pakistan appeared in the obstacles of getting higher education, position in job or politic; honor killings and poor living standards. Furthermore, women were judged not only to be subordinated to men but also inferior to men in West (Robinson, 1989: 374).

Pakistani women are considered second-class citizen and have far from equal opportunities to men. The discrimination towards women appears in the difficulties to get higher education, positions in job or even in politics since there are many limitations even in daily life. Women are also put in a poor living standard due to the obstacles of being restricted to go to many places including school. Furthermore, women are also being treated to be subordinate to men. Moreover, it also can be categorized as the symbol of the patriarchal system based on religious fanaticism.

Related with the patriarchal system, marriage in Pakistan is mostly seen as a trade between families both in the rural and urban areas. According to Marxist (2016):

“Most of women in Pakistan do not have the right to choose their own husband since their marriage were already arranged by their parents. Their parents will choose based on the background of the family including wealth, social status, and religion.

The Imam’s Daughter describes Pakistan women living in western

society. Women in Pakistan should maintain their family honor. If they do not maintain this, they will get honor killing. The main character, Hannah, who has no desire to be married, is continually raped and beaten by her father. Hannah wants to be free from patriarchal society and pursue equality. Hannah escapes from her

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family’s home and converts her religion. Hannah is one of Pakistani girls who are brave to make a decision to get her freedom from patriarchal society and get equality to live her own life.

D. Theoretical Framework

There are some theories that are used and related in this study. Those theories are: theory of character and characterization, theory of patriarchy, and theory of feminism. Each of these theories will be applied in the analysis to help the researcher answers the questions in problem formulation.

The first theory is character and characterization. By applying the theory of character and characterization, the researcher can see how the main character is portrayed in the story. It is also useful to know how the main character is described toward other people. The theory of character and characterization also helps the writer to know how the characteristic of the main character in the story promotes feminism. The second is theory of patriarchy, which is used to help the researcher to analyzes the male domination in the story. It is useful to know how male domination values in the society and how the condition of patriarchal culture is portrayed in the story. The third is theory of feminism. This theory is important to answer the questions formulated. Later on, this theory will contribute to reveal the ideas of feminism.

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CHAPTER III METHODOLOGY

A. Object of the Study

The researcher chooses a novel entitled The Imam’s Daughter as her

object of study written by Hannah Shah and published by Rider. The novel is an autobiographical novel which is published in 2009. The novel is divided into 29 chapters and it consists of 272 pages. The Imam’s Daughter is one novel that is very interesting and also inspirational. It inspires all women to fight for their rights to get equality, freedom of choice, opportunity, and rights to be herself.

The Imam’s Daughter tells a story about Hannah Shah, a woman who

lives in Pakistan migrant community in England. She is raised as an orthodox Muslim in her family while her father is an Imam. Having an Imam as her father makes her family hold on to an extreme religious belief. Hannah gets sexual and physical abuse by her father and no one in her family can help her. She is 6 years old and from that day is punished regularly for her evil in tempting her father. Her punishments include regular rape and being locked in the cellar. If Hannah tells someone about what her father does, he will kill Hannah, and then curses her such an evil dirty little girl to go to the hell. One day, Hannah realizes that her father has prepared an arranged marriage to a Pakistani guy that she never meets and she has to leave England with her arranged husband. Then, she runs away from home and continues her new life. With the help of a friend and a social worker, she escapes from Pakistani society but to fight for herself in order to be free from

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patriarchal and pursue equality. Hannah later finishes her school and takes a degree in Theology and Religious Studies. Now Hannah Shah lives in the south of England where she helps and motivates other women who have the same experiences as hers to give talks and support so that they can have a better life.

B. Approach of the Study

In analyzing the problem formulation, the researcher uses feminist literary approach. It is the most appropriate one since the researcher focuses on the ideas of feminism reflected through the characteristics of the main character. Feminist literary approach is used to explain how women’s experiences in lives are dominated by men reflected in the work of literature. Goodman describes feminist approach as an academic approach to the study of literature which applies feminist thought to the analysis of literary texts. Feminist literary criticism tries to explain how power imbalances the relationship between women and men. It also presents how gender stereotype which is shaped by culture, are reflected in or challenged by literary text (1999:195).

By using this approach, the researcher finds out the experience of women marginalization in patriarchal society and how they react against it which are presented in this novel. Feminist literary approach is the most suitable approach in this study because this novel clearly describes how the main character, Hannah, struggles to get freedom, opportunity, and also equality in her family and her society which is dominated by men. The researcher is also able to analyze Hannah’s life experience through her choices and actions to fight against male

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domination. Thus, feminist approach helps the researcher to reveal the ideas of feminism reflected through the main character named Hannah Shah.

C. Method of the Study

This study was conducted by gathering and colleting data from the primary sources and secondary source. The primary source of this study was a novel entitled The Imam’s Daughter. Meanwhile, the secondary source was some books and selected non printed sources on the internet. The data were combined to analyze and finally written into a thesis.

There were some steps in order to analyze The Imam’s Daughter. The

first was reading this novel as the object of the study for several times in order to understand the story well. After that, the researcher found something interesting with the issue of the ideas of feminism reflected by the main character throughout the course of the story. The researcher focused on the main character and noticed that the ideas of feminism could be revealed by analyzing the character. Then. the researcher formulated some questions based on it. In order to analyze the novel, the researcher used some theories from proper books after collecting the data from novel.

The second step was analyzing the first problem formulation, how Hannah as the major character is characterized by using the theory of character and characterization. It could be seen through Hannah’s physical appearance, presence, and the way she spoke her action, thought, etc.

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In the next step, the researcher found the answers to the second problem formulation that was how the ideas of feminism were revealed through the main character in this novel. The researcher analyzed Hannah’s characterization to relate her thought and action with the aspect of feminism ideas in the story. Last step, the researcher made a conclusion based on the result of the research.

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CHAPTER IV ANALYSIS

A.The Characteristic of Hannah

In this section, the researcher discusses Hannah’s characteristics as the main character in this novel. Arp and Johnson state that there are four types of characters, a static character, which are a dynamic character, flat character, and round character (2012: 12). Hannah in this story is characterized as a dynamic character because during the story she experiences character changing.

To understand the characteristics of the main character in this story, the researcher uses Robert’s and Jacob’s theory of characterization. According to them, there are four ways to analyze the characteristics of the character in the story. The researcher then applies two of four ways to analyze the characteristics. They are what the characters say and think, and what the characters do.

Hannah is the daughter of a local Pakistani Imam who lives in England. The culture on Hannah’s street focuses on how people can gain and maintain honour. Honour is assessed by what people are seen to be in public, not by what people actually do. In contrast to Hannah, she is more interested in upholding women’s freedom and equality. She wants women to be critical about seeing things, brave to fight against the patriarchal Islamic rule, and independent in living their lives. Then, the researcher finds three characteristics of Hannah, which are critical, courageous, and independent.

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1. Critical

Hannah is a Pakistani young girl who is born in England. She is a daughter of a local Imam. Her father is very close-minded and strict. Although Hannah’s father does not live in Pakistan, his mind is still not progressive. In contrast to Hannah, she starts her life in England which makes her life influenced by western custom. By living there, Hannah has conflicting views and ideas from her father about many things. Being part of western people causes Hannah to be critical.

Pakistani society where Hannah lives does not like English people. They are determined not to allow English culture to spill over and ‘pollute’ into their community. Hannah’s father never reads anything about England, from the newspaper, magazines, or books, and he tries to maintain a strict insularity. All members of Hannah’s family have to do as what her father says because it is the will of Hannah’s father who rules in the house. Hannah is also asked to stop playing with English friends and none of her family is allowed to have white visitors (2009: 9)

As a person who has a critical mind, Hannah does not follow this old tradition rules, she does not seem to share such fear at all with Western society. She still has many Western friends, which help her to think widely about many things through many perspectives offered by her friends.

Another one of Hannah’s critical characteristics can be seen from her curiosity about her life. She is curious about everything around her that seems illogical and inappropriate. She needs to know more about her life and not only

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follow what her father says. She likes to compare her life to her friends’ and question about everything around her.

I do not know whether it was Skip’s example or not, but at the age of thirteen I really began to question why my world was like it was. How could my life be so abusive, and so dark? Why was my spirit so crushed with drudgery? I started to question everything around me: my culture, my family, my father, my religion, and of course the abuse (2009: 61) When Hannah was 13 years old, she begins to question why her world is so abusive. She starts to ask about her culture, family, father, and the abuse that are not normal. Then, Hannah opens her mind and makes herself curious and search for the truth around her society. She asks about how her life is supposed to be and how she should deal with her problems in patriarchal society. She has learned other religions to start questioning her own family’s faith system. Hannah is curious about the equality in her society. There is a struggle in her mind that must be answered. She is being critical about everything around her.

Hannah’s critical mind can be seen from the way she learns many things from Quran. When she was a child, she learns Quran from what her father says without understanding what the Quran actually says. She just reads for many times without thinking about the meaning. The family member also just believes what the Quran says by listening to Hannah’s father as their Imam. They believe what the father says without considering the truth because he is believed as a holy man. For example, when the abuse happens, Hannah’s father does it in the name of his belief and says that Hannah must get punishment to maintain honour. Because of this condition, Hannah needs to know the truth about the Quran itself.

I wasn’t doing a course that I required it, but one of the first things I decided to do at university was to read the Quran in English. After years

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of being told by holy men – like my father – what to believe, I just needed to see what it said for myself. As a child I had memorised many of the verses of the Quran in Arabic, yet without understanding more than a few words. Now I wanted to know the truth, and to understand. Sure enough, there was the wrath and anger that my father had vented on me at every turn. But there were also many more gentle, humane verses, including ones about giving money to the poor, and looking after windows and orphans. Why had my father never told me those? (2009: 120)

As Hannah reads the Quran in language that she understands, she begins to realize a lot of the things that her father has told are not included in the Quran. Hannah cannot find what her father has taught. After reading the Quran from cover to cover, and she is really angry when she discovers that there are nothing whatsoever in there that reflect what her father has taught. For example, the issue of arranged marriage. Her father has told her repeatedly that the Quran preaches that every Muslim woman should have an arranged marriage, and parents should be responsible to arrange it for their children. In truth, Hannah finds that there is no single reference to this in the entire Quran. Indeed, the Quranic view of marriage involves a legal contract with women having rights, she cannot be forced to marry against her will. Hannah finds what her father has taught to them is irrelevant to what the Quran has preached. By understanding the Quran itself, Hannah concludes that what her father has said is a total lie. The truth is that the value of religion in her society is irrelevant. This condition is not about religion, but it is all the result of culture and tradition, and of course, it is about to maintain ‘honour’.

Another example is, in the Quran, there is nothing that says women should be veiled from head to toe and the request for women to have their hair and

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faces covered. In truth, Hannah finds that the content of the Quran only says men and women should dress modestly. Hannah believes that the Quran is certainly not the Quran that is taught to her by her father. She spends much time studying what the Quran actually says. She finds that what her father has tought is more about the community’s tradition of honour and shame. Starting from her curiosity and critical mind, Hannah finds the truth about her society, the society where she lives only follows the rule of culture and tradition. They do not really understand know what it actually says.

I could see the confusion among the young Muslim who actually went away and read the Quran in English. It shook their certainties. But most refused to engage with me in any way at all. They persisted in reading the Quran in Arabic only. They chose to keep their mind closed. They seemed more comfortable with the certainties of ignorance, and I suppose it was their right to remain ignorant if they chose (2009: 124) People in Hannah’s society do not want to understand the Quran with the language they understand, but they only want to read it in Arabic language. They believe that by doing so, it will distract their beliefs. They choose to keep their mind closed. Being curious about this condition, Hannah becomes a critical person. Hannah thinks that people should read the Quran in a language they understand because it is better to believe from the knowledge gained through reading their holy scripture and understanding it rather than just listening to what other people tell them to believe. Hannah must be critical to find the truth about what the society has believed. In any case, in the culture of her father’s generation, she finds that religious preaching is based on an oral tradition, where things are learnt by root.

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2. Courageous

Hannah is the main character in this story who gets verbal, physical, and sexual abuse from her father. It can be seen that Hannah’s suffering and oppression are caused by her sex. She gets oppression because she is a woman who is considered as weak, small, and unwanted human being. In Hannah’s culture, girls are less welcome than boys. Hannah lives in Islamic patriarchal culture that constructs this awful and unfair stereotype on women.

In the beginning of the story, Hannah chooses to remain silent when she gets oppression and she must be obedient to her father. She is also afraid if people know about the oppression and abuse, it will attract dishonor to the family or to the community, and her father’s good name as an Imam (2009: 43). Hannah likes to keep her problem in secret and never wants to express what she feels. Her father beats Hannah if Hannah does not do household chores properly. He also sexually abuses her. He rapes his daughter from the age of five until fifteen. He justifies raping as part of her daughter’s “punishment” because being “disobedient” to him. Hannah feels that she should follow what her father says to maintain the family’s honour. Hannah’s father has an authority on Hannah’s body and does whatever he wants to Hannah.

The abuse happens for many years until Hannah cannot live with it. Hannah is trying to rebel the patriarchal system that is constructed in the society she lives in. She is brave to follow her heart to be what she wants to be, without any control from her father. Hannah has courage to go outside and break the rule. Hannah’s courageous personality is described by her rejection to follow the rules

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in the society. It can be seen both in her appearance and also in her behaviour.

2.a. Courageous to Visit Her Western Friends

The society where Hannah lives do not like Western people. They do not like the ‘disrespectful’ way that English children speak to their parents and they choose to believe that western people are dirty, godless, and immoral and might even serve the Muslim pork to eat. But Hannah does not follow this old tradition rules. For example, Hannah is brave to visit her western friend’s house, such as Jane’s and Susan’s house.

My visit to my friends’ house had been true rebellion. It felt frightening and dangerous, and I was relieved that no one had actually caught me. But it was also exciting, and somehow liberating. That evening, I thought to myself that it was good to have done it. I had broken the rules and it felt good. It was my first secret rebellion, and I would keep it all to myself. I vowed there would be more (2009: 31).

Hannah is brave to take a risk to visit her western friend although the society around her dislikes her attitude. She is not afraid if her father catches her because she likes the sense of being free to live her own life by doing that.

2.b. Courageous to Make Decision about Dressing

Related to Hannah’s being courageous in breaking the traditional rule in her society, she even has tried many kinds of uncommon attitude which is forbidden in her society. She also has a rebel spirit in positive ways, for example, when she does not wear her traditional costume, Shalwar Kamis, to non-uniform day at school. Pakistani women are supposed to use their traditional costume whenever they go outside. Yet, Hannah wants to feel the sense of freedom which is incredibly valuable to her. She wants to wear what she wants to. She does not care if it is haram orforbidden under the name of Islam, their belief system rule in

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Pakistani society. She controls her own life and does something by her control and choice.

This was the most delicious rebellion that I’d yet experienced, and it both thrilled and frightened me. From now on, whenever it was non-uniform day I did the dressing-up routine at Sonia’s house. But I was willing to take that risk. The reward was a simple. Blissful sense of freedom, and that was incredibly valuable to me. Everything else in my life seemed to be beyond my control: who I worshipped, what I thought, how I was treated physically as the de facto family slave. Even my own body was someone else’s to control and misuse in horrible ways. At least I had managed to do something that was by my choice, and under my control. I wasn’t about to give that up very easily (2009: 67).

2.c Courageous to Escape from Arranged Marriage

Hannah is also brave in making a decision although she has to take many risks in order to get her freedom. She is also brave to accept all the consequences. In Hannah’s community, girls are supposed to be married at the earliest possible age before they are tempted into ‘dishonouring’ the family by falling in love. She wants to be free from the arranged marriage. Hannah is also brave to liberate her life from patriarchal society, Hannah is brave to escape from her house and leave her family. She cannot be silent about what has happened to her, and what is still happening to other young girls and women in her society. She realizes that she cannot tolerate the silence in a family and community. She does not like to suffer the same fate as her mother who experiences an arranged marriage, according to Pakistani tradition.

“My dad was on the phone last night and I heard him and its all arranged for this evening and they’re flying me out to Pakistan for an arranged marriage and I’m not going and there’s no way I can go home tonight! No way! I had to get away. I had to escape. I couldn’t afford too make a mistake the next day. I only had the one chance (2009: 91).

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make a decision to leave home. She uses her chance to escape and be free from patriarchy.

Hannah also wants to help women who are trapped in patriarchal culture to be free from the arranged marriage itself. It can be seen when Hannah helps her best friend, Skip, to escape from the arranged marriage. Towards the end of the first year their friendships, Skip tells Hannah that she is going on holiday to Pakistan. Two days after Skip has left Pakistan, there is a phone call at Hannah’s home. Skip gets a trouble there. She tells Hannah how she is taken to visit in some distant relatives somewhere in the northwest Pakistan and she is presented with a Pakistani man whom she has never met before. They are going to marry each other. Skip is determined to escape. She asks Hannah to get help by talking to her older sister.

Just soon as I could I hurried over to Saira’s place. If my father found out that I was helping Skip escape an arranged marriage, then I would be punished terribly. Once again, I would be rebelling against everything that he stood for. But I didn’t care. I had to help skip. Anyway, what worse was there he could d to me? Only kill me (2009:52).

Hannah has to help Skip repels the rule arranged by patriarchal society to get her freedom and be liberate. This moment also proves that Hannah is courageous as a woman. She becomes a rebellious person to fight against the arranged marriage. She does not care about the consequences that her father will punish her terribly. Being rebellious makes Hannah finally realize that the oppression that she gets since a child is not inappropriate. Hannah becomes a courageous woman to liberate her own life. Without any support from anyone in the home, Hannah is brave to escape from her home and change her own identity.

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She does not want to end up like her mother whose life is under the control of her husband.

For my whole life I had dreamed about running away and escaping my family. Now I was finally doing it. I hadn’t had time to think or process anything. The shock was starting to overwhelm me (2009: 64).

Hannah has a big dream about running away and escaping from her family because she cannot find happiness there. Because of her bravery, she can do that.

2.d. Courageous to State Her Argument

At first, Hannah is very shy and hard to speak up about the condition around her. Then, Hannah becomes a woman who brave to state her opinion. She is not afraid of facing her father’s reaction in order to defeat her mother. She wants to change the condition in her patriarchal society that women should be brave to speak up about what she feels and wants. It can be seen from the way Hannah answers her father in order to defeat her mother. Mr. Shah hates everyone who is not a Pakistani Muslim, but her wife takes the opportunity to take English lessons from one of Hannah's teachers, Miss Smith, in a home learning scheme. Miss Smith comes once a week when the Imam is at the mosque and Mrs. Shah keeps her notebook hidden inside her sewing machine. One day, the Imam comes home early and finds Miss Smith in his house. Then, Mr. Shah gives his wife a memorable beating. Hannah tries to protect her mother, but her father turns on her. Hannah does not like the way her father threats her mother badly. Hannah is brave and straightforward in saying her opinion. She decides to speak out and break the silence. It can be seen when Hannah’s father knows that her wife welcomes western people to their house. He is very angry and then beats her wife.

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“What are you doing? Bringing that gori into the house? A dirty gori infidel! In my house! How dare you!”

“You are not hitting Mummy!” I cried out. I held up my arms to try to stop him. “Stop it! Stop it! Leave Mummy alone!”

“Get out of the way!” he screamed. I do what I like in this house! I’m your father! You do as I say! Get out of the way!”

“I had started to cry, but I kept repeating the same words through my tears: You’re not hitting Mummy. You’re not hitting Mummy. You’re not hitting…”

My brothers were upstairs. They must have been able to hear Mum’s screams, but they didn’t react. I guess they didn’t feel they could challenge my father’s authority in the family, or within the wider community as a whole (2009: 22).

Hannah shows her bravery from her reaction to face her family when she fights against her father. Hannah is brave to state her opinion when her father asks her to keep silent when her father feels that he has the authority in the house that no one can deny it.

Another example that shows Hannah is brave in stating her argument is when Hananh’s father comes to school. After escaping from her house, Hannah lives in her teacher’s house, Felicity. Hannah still continues her study at school. One day, her father comes to school. He begs Hannah to go home. She knows that her father only does that to maintain his pride and family honour. When Hannah’s father cries, Hannah knows that it is fake tears. To Hannah, escaping from house is a right thing to do. She wants to be free from oppression and abuse. Women who live in patriarchal society usually cannot give her opinion. However, Hannah does not afraid to speak up about what she thinks is true.

“The shame, the shame! He railed. “Look what you’ve done to us…. Look at the shame you’ve brought on the family. Please come home. How can we live with the shame?’

At the moment I knew absolutely that my father’s tears were false. It was a sickening show and a sham. He didn’t care one jot about me. He cared only to maintain his precious, precious ‘honour’.

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“No way,” I answered him, in Punjabi. “I’m not coming home today, and I’m not coming home tomorrow. I’m never coming home” (2009: 95) Hannah’s father only thinks about the shame and honour for her family. Hannah does not want to be trapped into patriarchal society anymore. He is brave to say no and leaves her family to get a better future.

3. Independent

Women in Hannah’s society should stay at home and do the house household chores, they are forced to be dependent on men and live under men’s controls. As an independent woman, Hannah does not want to depend herself on others. She has to face the problem inside her family alone and finds the solution. Hannah’s independence can be seen since her childhood through her action that does not want to be trapped in the patriarchal society. She wants to be an independent woman and wants to do anything as best as she can without men’s control. She does not want only do house things, but also something else that men can do.

I wanted to experiment my life and rally push boundaries of my independences and freedom. I wanted to stand on my own two feet more than ever, and to do so I felt that I had and to do so I felt that I had – reluctantly – to leave my home (2009: 25).

Hannah wants to experience her life to be independent and liberated. She wants to do everything by herself without depending her life on others. She wants to explore her life by herself. Then, Hannah makes a decision to leave her family and challenges herself to live her life to the fullest.

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because she lives under her father’s control. In order to bee free from this unfair situation, Hannah should study harder to get opportunity at school. Hannah uses her opportunity at school to get better life. From the beginning of the story, she loves school and tries to do her best in class. To Hannah, school is a much happier place than home. She studies as hard as she can, so she can escape from home and live independently. She finishes her school and gets a good grade. Being successful at school, Hannah gets the opportunity to continue her study in a university that she wants.

I finally graduated with a 2:1. I was immensely proud of what I had achieved. I had studied hard and felt I really deserved my degree mark. It was sad that I couldn’t share my success and happiness with my family, but there it was (2009: 126).

Hannah is successful in finishing her senior school and gets a good mark. After finishing her school, Hannah wants to start her new life without depending on others. At the end of that year, she uses the opportunity in education to take Theology and Religious Studied, at Lancaster University. She follows her interest that she loves the philosophy module in A-level Religious Studies.

I didn’t really know what I wanted to do after university. I thought I might become a teacher, like Felicity, or a social worker, like Barry. These were the two people I most looked up to in my life. I knew I wanted to help young women who were trapped in a similar situation to the one that I had been in, and had yet to fully escape. I knew that the problem I had experienced were a growing issue. There were more and more stories appearing in the press about girls running away from arranged marriages, and about so-called ‘honour killings’ (2009: 118). Hannah plans to be a teacher and a social worker to help people who have the same condition like hers. She believes that women who have the similar condition like hers must be liberated and escape from the patriarchal system.

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Then she continues her own life to work and becomes a public speaker. By working and becoming a public speaker, Hannah begins to make her own money to live independently.

I wanted to learn to manage my own finances, to cook and care for myself, to become totally self sufficient, and to be able to manage my own freedom. That’s what most people my age could do, and I wanted the same. I wanted to be like them. PAB put you with people who could help you learn all those ‘life skills’ and make the transition into a free and independent person (2009: 106).

As an independent person, Hannah learns to manage her money to continue her own life. She learns to manage her own finance, to take care for herself, to be a self-sufficient, and to be able to manage her own freedom. She also helps any homeless people who come into her and teaches them a little independence, so they can survive in their lives.

I was actually very busy with work, and it was hard to find time out for anything, let alone oddball Tom. I had started running a series of workshop about Islam and cross-cultural issues. It was part of my work with a tiny charity called Crossways. Crossways helps people from different backgrounds to better understand Islam – both the belief system and the culture that so often goes with it. I ran the workshop for Muslim girls focusing on how to communicate with their parents on issues like arranged marriages, and other problems they might face. The aim was to get dialogue going, before ‘shame and honour’ came into equation (2009:133).

The new life of Hannah makes her feel liberated and free. She becomes confident to become independent and no longer lives in fear. After leaving her family, as an independent woman, Hannah has to force herself to do what actually she wants to do. She also works with a charity, called Crossways which helps people from different backgrounds to better understand Islam, both the belief system and the culture that they deal with. She leads the workshop for Muslim

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girls focusing on how to communicate with their parents on issues like arranged marriages, and other problems they might face. She helps women how to face the same problem like hers independently. She knows how to find a job. She thinks she can do anything without bothering anyone. The reason why she becomes independent woman is that she believes in her own strength. She has to decide everything by her own.

B.The Ideas of Feminism Revealed through the Main Character.

To provide this thesis with a clearer explanation, the researcher focuses on the ideas of feminism in general, which accept all kinds of feminism. The ideas of feminism themself are based on Hannah’s characteristics, the way of she thinks, and the way she struggles against the patriarchal society where she lives in. The researcher finds two ideas of feminism based on it, which are freedom patriarchy and pursuing equality

1. Freedom from Patriarchy

Freedom is the basic idea of feminism and the must be applied in women’s life. The main character of Hannah, obviously reveals this idea which can be seen from her demands of freedom. In Pakistan, patriarchal system makes women have no right to make a decision, and deprives women from freedom to live their own lives. As her life continues, Hannah starts to feel tired with this patriarchal society. She begins to realize that she has to move and get out from this social condition. Hannah then realizes that she must be free from the patriarchal society where she lives in. Related to feminism, a woman must break

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the bonds of her patriarchal society and define herself if she wishes to become a significant human being in her own right and defy male classification as the other. Women must realize that they have freedom to be significant human being not inferior human being (Madsen, 2000: 182).

The first characteristic of Hannah that shows the idea of freedom from patriarchy is her being critical. Living in patriarchal society makes Hannah sceptical and curious about her life, which is not inappropriate. She criticizes something that she thinks is not true and illogical for her. It happens when she criticizes the condition between men and women in her society. Hannah uses her own right to be free from patriarchal society. Being part of western society, it makes Hannah to be more critical. Humm states that women become more aware of herself and her society. The struggle against patriarchy begins as the voice of women is found. By becoming conscious women find the chance and use the chance to speak against injustice. Struggle against patriarchy starts after women becoming conscious of themselves and criticizing their symbolic misinterpretations in society (1990: 3).

She likes to compare her life to others. Here, Hannah compares her belief system to other belief systems to get a better life, which lets Hannah to be liberated. When she joins her western friends, Hannah feels the freedom is very close to her and she compares it to her society and the routine that she faces everyday. Hannah also wants to be free because her Pakistani friend inspires her in terms of how to face life. One of her friends who inspires her to get the sense of freedom is Sonia. Sonia’s family towards women is completely different from

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any control from men. Hannah finds a happiness and love from her new life after escaping from her family. She wants to live her life to the fullest, be independent, and be liberated.

The idea of pursuing equality is the second idea of feminism that is found in the novel. Feminism demands men and women to have equality in every single aspect of life and this idea is seen through Hannah’s characteristics. Related to her characteristic of being critical, Hannah realizes that she disagrees with Pakistani society that limits women opportunity in education and carrier. In her perspective, both men and women should be equal at education and job. The second character is Hannah’s being independent. After escaping her past and oppressive life, she discovers many possibilities and opportunities. She is able to determine her life, make money, and enjoy her own life. The third characteristic of Hannah that shows this idea of feminism is her being courageous. Hannah is successful to fight for equality by herself.

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BIBLIOGRAPHY

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the Quran. Texas: University of Texas Press. 2002.

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Humm, Maggie. Feminism: A Reader. London: Harvester Wheatsheaf, 1992. Humm, Maggie. The Dictionary of Feminist Theory. Ohio: Ohio State University

Press, 1990.

Laar, Nicolaas Hendricus and Gerardus Schoonderwoerd. An Approach to English Literature. Hertogenbosch: Malmberg, 1969.

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Madsen, Deborah L. Feminist Theory and Literary Practice. London: Pluto Press, 2000.

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APPENDIX

Summary of The Imam’s Daughter

The Imam’s Daughter tells a story about Hannah Shah, a daughter of a local Pakistani Imam. Hannah lives in Pakistani Muslim migrant community in England. Her father gives up his factory job and becomes an Imam in the leader of his mosque and community. Having an Imam as her father makes her family hold on to an extreme religious belief. Her family is very close-minded and strict. The culture on Hannah’s street focuses on how people can gain honour, maintain that honour, and avoid bringing shame on themselves and their family. Honour is assessed by what people are seen to be in public, not by what people actually do.

As a daughter in her family, Hannah is considered as an unwanted child. In this story, she usually gets verbal, physical, and sexual abuse from her father. The abuse happens for many years until Hannah has already been tired of the oppression that she gets from her father. Hannah is trying to rebel the patriarchal system in the society she lives in. At home, Hannah should help her Mother to do all the house chores. Hannah is also not allowed to make friends with western people.

One day Hannah realizes that when her father has arranged marriage to a Pakistani guy that she never meets and she has to leave England with her arranged husband. Then, she runs away from home and continues her new life. With the help of a friend and a social worker, she leaves with no option but to fight for herself in order to survive and save herself.

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After escaping from her house, Hannah converts her religion and changes her identity to get a better life. Hannah is also successful in finishing her senior school and gets a good mark. After finishing her school, Hannah wants to start her new life without depending on others. At the end of that year, she uses the opportunity to take Theology and Religious Studied, at Lancaster University. She follows her interest that she loves the philosophy module in A-level Religious Studies. She works with women’s and young person’s organizations that focus on victims of forced marriages, girls at risk of honour killings, and other converts from Islam. Then she continues her own life to work and becomes a public speaker to help and motivate other women who have the same experiences as hers in giving talks and support so that they can have a better life.

The ideas of feminism revealed through the main character in Hannah Shah`s the imam`s daughter.

THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN

CHARACTER IN HANNAH SHAH’S

THE IMAM’S DAUGHTER

THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN

CHARACTER IN HANNAH SHAH’S

THE IMAM’S DAUGHTER

~~

~g6~cca

I CAN DO ALL THIS THROUGH HIM WHO

GIVES ME STRENGTH

I

DEDICATE THIS UNDERGRADUATE THESIS:

TO MY BELOVED PARENTS

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THE IDEAS OF FEMINISM REVEALED THROUGH THE MAIN

CHARACTER IN HANNAH SHAH’S

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