The practices of apartheid as portrayed in Alan Paton`s Cry, The Beloved Country.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sugiharto, Elisabeth Berlian. (2012). The Practices of Apartheid as Portrayed in
Alan Paton’s Cry, The Beloved Country. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study discusses a novel entitled Cry, The Beloved Country, written by
Alan Paton. This novel is published in 1948 which tells about the journey of
Stephen Kumalo, an old Anglican Black priest in his searching for his son namely
Absalom Kumalo in Johannesburg, South Africa under White government. His
son, Absalom, is a Black criminal who has killed a White activist, Arthur Jarvis.
In his quest of the son, he sees that his race suffers from Whites’ segregation.
This study discusses Stephen Kumalo’s experience as a representative of
Blacks who are segregated by the Whites who govern South Africa. The aims of
the study are to compare the practices of Apartheid and the effects of it between
what have been described in the novel through Stephen Kumalo’s experience, and
the historical facts of Apartheid. There are two problems formulation in this study:
(1) How are Apartheid practices portrayed in Alan Paton’s Cry, The Beloved
Country? (2) How are the effects of Apartheid portrayed in Alan Paton’s Cry, The
Beloved Country?
The method that the researcher used is library research. The approach and
the theory that are used to answer both problems formulation in the study are
socio-cultural historical approach by Rohrberger & Woods Jr. and Apartheid
theory by Beinart & Dubow, Dvorin, Marquard, and Bray.
The result of this study shows that the White government uses education,
church, newspaper and government policies which give benefits for the Whites.
Those are shown from the limited school for the Blacks, church preaching that the
Blacks should obey the government, the restricted information of the newspaper
for the Blacks, the poor public services for the Blacks, and the policies that restrict
them from living decently as the Whites. The result of Apartheid practices is
benighted condition. They fail to do farming because they are never been taught to
have better quality in farming that leads to urbanization to the city. However, they
are not successful in living in the city since they are uneducated and unskilled.
This causes effects such as Black crimes, slum area, co-habit, liquor trading and
mental illness among the Blacks who are segregated by the Whites.
Therefore, it can be concluded that there are many similarities about the
practices of Apartheid and its effect by comparing the story in the novel and the
historical facts. This part also contains implementation of the study in ELESP, and
suggestion for the English future teachers and the next researchers.
Keywords: Apartheid, South Africa, Cry the Beloved Country, Segregation
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sugiharto, Elisabeth Berlian. (2012). The Practice of Apartheid in Alan Paton’s
Cry, The Beloved Country. Yogyakarta: Prodi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Studi ini membahas novel Cry, The Beloved Country yang ditulis oleh
Alan Paton. Novel yang diterbitkan tahun 1948 ini bercerita tentang perjalanan
Stephen Kumalo, seorang pendeta Anglikan kulit hitam, dalam mencari anaknya
yang bernama Absalom Kumalo di Johannesburg, Afrika Selatan dalam era
pemerintahan kulit putih. Absalom Kumalo terbukti membunuh aktivis kulit putih
bernama Arthur Jarvis. Dalam pencarian, Stephen melihat penderitaan
bangsanya akibat segregasi orang kulit putih.
Studi ini membahas perjalanan Stephen Kumalo sebagai perwakilan ras
kulit hitam yang mengalami segregasi ras kulit putih yang memerintah Afrika
Selatan. Tujuan dari studi ini adalah membandingkan praktek dan efek Apartheid
lewat pengalaman yang dialami oleh Stephen Kumalo dalam novel dengan fakta
sejarah Apartheid. Ada dua rumusan masalah dalam studi ini: (1) bagaimana
praktek dari Apartheid digambarkan dalam novel Alan Paton Cry, The Beloved
Country?, dan (2) bagaimana efek dari praktek Apartheid dalam novel Alan
Paton berjudul Cry, The Beloved Country?
Studi ini menggunakan metode penelitian perpustakaan. Pendekatan dan
teori yang digunakan untuk menjawab dua rumusan masalah dalam studi ini
adalah pendekatan sejarah sosial-budaya oleh Rohrberger & Woods Jr. dan teori
Apartheid oleh Beinart & Dubow, Dvorin, Marquard, dan Bray.
Praktek Apartheid nampak dari berbagai faktor seperti: pendidikan,
doktrin gereja, koran dan berbagai kebijakan pemerintah. Hal ini terlihat dari
dibatasinya sekolah untuk kulit hitam, pengajaran gereja bahwa kulit hitam harus
tunduk pada pemerintahan kulit putih, dibatasinya informasi dalam koran khusus
kulit hitam, pelayanan publik yang buruk bagi kulit hitam dan kebijakan yang
membuat kulit hitam jauh dari kehidupan yang layak. Efek dari praktek Apartheid
adalah tindak kejahatan kulit hitam, munculnya pemukiman kumuh di pinggir
kota, kumpul kebo, jual-beli minuman keras dan luka batin yang mendalam bagi
orang kulit hitam yang mengalami segregasi di negerinya sendiri.
Kesimpulannya, ditemukan banyak kesamaan mengenai praktek-praktek
Apartheid dan efek-efeknya setelah membandingkan cerita dalam novel dan faktafakta sejarah. Bagian ini juga membahas tentang implementasi studi dalam
pembelajaran, dan saran untuk guru-guru bahasa Inggris dan juga peneliti yang
akan datang dalam membahas novel
Kata kunci : Apartheid, Afrika Selatan, Cry the Beloved Country, Segregasi
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Berlian Sugiharto
Student Number: 061214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Berlian Sugiharto
Student Number: 061214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, December 5th, 2012
The Writer
Elisabeth Berlian Sugiharto
061214051
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
For without Me ye can Do Nothing
(John 15:5)
An Eagle Flies Alone
(Ps. Petrus Agung Purnomo)
This thesis is dedicated to:
jesus christ, who was and is and is to come,
My parents, my lovely brother,
and Damasus Desta Herdian
-From Glory to Glory- -Finish Strong- -Hineni- -Acceleration-
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Elisabeth Berlian Sugiharto
: 061214051
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas,
memplubikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian surat pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal: 5 Desember 2012
Yang menyatakan,
(Elisabeth Berlian Sugiharto)
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Sugiharto, Elisabeth Berlian. (2012). The Practices of Apartheid as Portrayed in
Alan Paton’s Cry, The Beloved Country. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study discusses a novel entitled Cry, The Beloved Country, written by
Alan Paton. This novel is published in 1948 which tells about the journey of
Stephen Kumalo, an old Anglican Black priest in his searching for his son namely
Absalom Kumalo in Johannesburg, South Africa under White government. His
son, Absalom, is a Black criminal who has killed a White activist, Arthur Jarvis.
In his quest of the son, he sees that his race suffers from Whites’ segregation.
This study discusses Stephen Kumalo’s experience as a representative of
Blacks who are segregated by the Whites who govern South Africa. The aims of
the study are to compare the practices of Apartheid and the effects of it between
what have been described in the novel through Stephen Kumalo’s experience, and
the historical facts of Apartheid. There are two problems formulation in this study:
(1) How are Apartheid practices portrayed in Alan Paton’s Cry, The Beloved
Country? (2) How are the effects of Apartheid portrayed in Alan Paton’s Cry, The
Beloved Country?
The method that the researcher used is library research. The approach and
the theory that are used to answer both problems formulation in the study are
socio-cultural historical approach by Rohrberger & Woods Jr. and Apartheid
theory by Beinart & Dubow, Dvorin, Marquard, and Bray.
The result of this study shows that the White government uses education,
church, newspaper and government policies which give benefits for the Whites.
Those are shown from the limited school for the Blacks, church preaching that the
Blacks should obey the government, the restricted information of the newspaper
for the Blacks, the poor public services for the Blacks, and the policies that restrict
them from living decently as the Whites. The result of Apartheid practices is
benighted condition. They fail to do farming because they are never been taught to
have better quality in farming that leads to urbanization to the city. However, they
are not successful in living in the city since they are uneducated and unskilled.
This causes effects such as Black crimes, slum area, co-habit, liquor trading and
mental illness among the Blacks who are segregated by the Whites.
Therefore, it can be concluded that there are many similarities about the
practices of Apartheid and its effect by comparing the story in the novel and the
historical facts. This part also contains implementation of the study in ELESP, and
suggestion for the English future teachers and the next researchers.
Keywords: Apartheid, South Africa, Cry the Beloved Country, Segregation
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Sugiharto, Elisabeth Berlian. (2012). The Practice of Apartheid in Alan Paton’s
Cry, The Beloved Country. Yogyakarta: Prodi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Studi ini membahas novel Cry, The Beloved Country yang ditulis oleh
Alan Paton. Novel yang diterbitkan tahun 1948 ini bercerita tentang perjalanan
Stephen Kumalo, seorang pendeta Anglikan kulit hitam, dalam mencari anaknya
yang bernama Absalom Kumalo di Johannesburg, Afrika Selatan dalam era
pemerintahan kulit putih. Absalom Kumalo terbukti membunuh aktivis kulit putih
bernama Arthur Jarvis. Dalam pencarian, Stephen melihat penderitaan
bangsanya akibat segregasi orang kulit putih.
Studi ini membahas perjalanan Stephen Kumalo sebagai perwakilan ras
kulit hitam yang mengalami segregasi ras kulit putih yang memerintah Afrika
Selatan. Tujuan dari studi ini adalah membandingkan praktek dan efek Apartheid
lewat pengalaman yang dialami oleh Stephen Kumalo dalam novel dengan fakta
sejarah Apartheid. Ada dua rumusan masalah dalam studi ini: (1) bagaimana
praktek dari Apartheid digambarkan dalam novel Alan Paton Cry, The Beloved
Country?, dan (2) bagaimana efek dari praktek Apartheid dalam novel Alan
Paton berjudul Cry, The Beloved Country?
Studi ini menggunakan metode penelitian perpustakaan. Pendekatan dan
teori yang digunakan untuk menjawab dua rumusan masalah dalam studi ini
adalah pendekatan sejarah sosial-budaya oleh Rohrberger & Woods Jr. dan teori
Apartheid oleh Beinart & Dubow, Dvorin, Marquard, dan Bray.
Praktek Apartheid nampak dari berbagai faktor seperti: pendidikan,
doktrin gereja, koran dan berbagai kebijakan pemerintah. Hal ini terlihat dari
dibatasinya sekolah untuk kulit hitam, pengajaran gereja bahwa kulit hitam harus
tunduk pada pemerintahan kulit putih, dibatasinya informasi dalam koran khusus
kulit hitam, pelayanan publik yang buruk bagi kulit hitam dan kebijakan yang
membuat kulit hitam jauh dari kehidupan yang layak. Efek dari praktek Apartheid
adalah tindak kejahatan kulit hitam, munculnya pemukiman kumuh di pinggir
kota, kumpul kebo, jual-beli minuman keras dan luka batin yang mendalam bagi
orang kulit hitam yang mengalami segregasi di negerinya sendiri.
Kesimpulannya, ditemukan banyak kesamaan mengenai praktek-praktek
Apartheid dan efek-efeknya setelah membandingkan cerita dalam novel dan faktafakta sejarah. Bagian ini juga membahas tentang implementasi studi dalam
pembelajaran, dan saran untuk guru-guru bahasa Inggris dan juga peneliti yang
akan datang dalam membahas novel
Kata kunci : Apartheid, Afrika Selatan, Cry the Beloved Country, Segregasi
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
Blessed be the Name of the Lord, Jesus Christ because finally I could
finish this thesis. First of all, I would like to give my deepest gratitude to my King
of kings, Jesus Christ, who has given me the strength in time of difficulty. For
His love is everlasting for me and His presence is never changing, and only by His
grace I could finish my thesis.
I am very thankful to my sponsor, Drs. L. Bambang Hendarto Y.,
M.Hum., for his guidance and endless patience in supporting me during the
process of my thesis. I was so thankful for having him as my advisor in writing
my thesis. My gratitude also goes to all the English Language Education Study
Program lecturers and staff, who have given me valuable lessons and
experiences during my study at Sanata Dharma University.
With greatest gratitude, I thank my parents Drs. Yohannes Sugiharto and
Maria Josephine M., my little brother, Cyrillus Bintang Sugiharto and also my
whole family for their support, prayer, and care. I also give my thanks to my
friends: Yenny Agustina, Diana Natalia, Brigitta Hardiana, Gabriel Kasih,
Anastasia Sri Wahyuni, Felix Edo, Kristianto Setiawan, Virgilius Bellarmino,
Trifosa Esther, Clarissa Agnes and M. Rizki, who always support me in their
prayer and motivate me to be a better person in Christ. My thanks also go to
Damasus Desta Herdian, who has spent almost of his time to take care of me and
build my character and to love God more than everything.
My special thankfulness goes to Maria Stella, Aulia Tanaya Chairunissa,
Ragil Rahasto, Jati Nugroho, Benedictus Siumlala, Jonathan Sostenes,
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kurnia Octavian, Patricia Henny, Theresia Tika, Leonna Hertanu, Dwi Adi,
Ardiyanto, Elisabeth Vika, Rizky Ayu, Betty Kurniasari, Bernadeta Yunita,
Brigitta Estiana, Alexius Dwianto, Lucia Desy, Yacobus Guntur, Intan
Harya, Adi Hermawan, Bretya Anindito, Maria Evi, Christina Maharani and
PBI students of 2006 for being my lovely friends during my study in PBI. I thank
them for coloring my life and making my days in PBI livelier and warmer. My
appreciation also goes to Satrio Nugroho, Yosep Guntur Kuncorojati,
Damasus Desta, Chantra Segaran and Pascalina, who proofread my thesis, and
also Ika Uji Septina, Rizky Sakti Eka Putri and Sariani Putranti for helping
me so much in giving me encouragement and much information about my thesis.
Finally, I would like to thank every single person who has helped me in my daily
life. I thank them for the life lessons given to me through the bitterness and
sweetness.
Elisabeth Berlian Sugiharto
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………… i
APPROVAL PAGES…………………………………………………...
ii
STATEMENT OF WORK’S ORIGINALITY……………………….
iv
DEDICATION PAGE………………………………………………….
v
PERNYATAAN PERSETUJUAN PUBLIKASI…………………….....
vi
ABSTRACT……………………………………………………………..
vii
ABSTRAK……………………………………………………………….
viii
ACKNOWLEDGEMENTS……………………………………………
ix
TABLE OF CONTENTS………………………………………………
xi
CHAPTER 1 INTRODUCTION………………………………………
1
1.1 Background of the Study…………………………….
1
1.2 Problem Formulation………………………………...
5
1.3 Objectives of the Study………………………………
5
1.4 Benefits of the Study…………………………………
6
1.5 Definition of Terms………………………………….
6
1.5.1 Apartheid ………………………………….
6
1.5.2 Segregation ………………………………..
7
1.5.3 The Blacks…………………………………
8
1.5.4 The Whites…………………………………
8
CHAPTER 2 REVIEW OF RELATED LITERATURE……………
10
2.1 Review of Related Studies…………………………..
10
2.2 Review of Related Theories…………………………
11`
2.2.1 Critical Approaches………………………..
11
2.2.2 Apartheid…………………………………..
12
2.2.2.1 Definition of Apartheid………….
13
2.2.2.2 Segregation to Begin Apartheid … 13
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.2.2.3 The Practices of Apartheid to the
Blacks…………………………….
14
2.3 Reviews on the Historical Background of South
Africa…………………………............................…..
16
2.3.1 Geography of Souh Africa ..........................
16
2.3.2 History of South Africa ...............................
17
2.4 Theoretical Framework ..............................................
20
CHAPTER 3 METHODOLOGY……………….......................………
21
3.1 Object of the Study…………………………………..
21
3.2 Approach of the Study……………………………….
22
3.3 Method of the Study…………………………………
23
CHAPTER 4 ANALYSIS……………...................................................
24
4.1 The Practices of Apartheid inSouth Africa as Portrayed
in the novel………………………………………….
24
4.1.1 The Condition of the Blacks under Apartheid
as Portrayed in the Novel………...............
25
4.1.2 Segregation over the Blacks as the Whites’
Effort to begin Apartheid…………….......
29
4.1.2.1 Education ………………………..
29
4.1.2.2 Church …………………………...
31
4.1.2.3 Newspaper ……………………….
33
4.1.2.4 Government Policies …………….. 34
4.1.3 The Result of Segregation………………….. 41
4.1.3.1 Farming in the Rural Area……….. 42
4.1.3.2 Urbanization……………………… 43
4.1.3.3 Mining in the Urban Area ……….. 45
4.2 The Effects of Apartheid Practice on the Blacks
as portrayed in the Novel ... ………………………...
47
4.2.1 Black Crimes.............………………………
48
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2.2 Slum Area, Co-habit, Prostitution and Liquor
Brewing ……………………………….
51
4.2.3 Mental Illness of the Black as Portrayed in the
Novel …………………………………..
54
CHAPTER 5 CONCLUSIONS, IMPLICATIONS
AND SUGGESTIONS………………………………….
60
5.1 Conclusions…………………………………………..
60
5.2 Implications………………………………………….
62
5.3 Suggestions ………………………………………….
64
REFERENCES………………………………………………………….
66
APPENDICES…………………………………………………………..
68
APPENDIX 1……………………………………………………………
69
APPENDIX 2……………………………………………………………
72
APPENDIX 3……………………………………………………………
74
APPENDIX 4 …………………………………………………………...
75
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1
INTRODUCTION
This chapter is divided into five sections. The first section is the
background of the study. This section explains the background knowledge of the
study. The second section is the problem formulation. The problem formulation
presents the problems or questions which guide to the analysis of the novel. The
third section is the objectives of the study. In this section, the researcher explains
the aims of this study based on the problem formulated. The fourth is the benefit
of the study, which explains the benefits of this study to the researcher and the
readers. The last is the definition of terms which elaborates the terms used in the
study.
1.1 Background of the Study
Every group of people wants its independence in maintaining its own
culture and custom. A member of a certain group of people called race, is assured
that he honors and respects his own race. Baker (1981) defines a race as
subspecies or variety of species in which some people of the same characteristics
live. The similarities of their characteristics could be seen from their skin’s color,
hair shape or color, etc (pp. 65-68). As what Baker says, a race is subspecies in
which some people of the same characteristic live. When people of the same race
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
live together, they develop a new culture and make rules for the sake of their need
in developing a sustainable race.
However, the pride feeling of belonging to a particular race can trigger a
dangerous concept that their own race is better than others’. This concept can
manifest in the form of a harmful deed toward other races; in the form of racial
discrimination. Cashmore (2004) points out that “racial discrimination operates on
a group basis, not individualized characteristics” (p. 235). A group denies other
group’s opportunities related to their capabilities, industry, or general merit. The
denial of other groups’ opportunities sometimes may be found in areas such as
housing,
education, justice,
political participation, and so on. Racial
discrimination happened also in South Africa long time ago. In South Africa, the
racial discrimination became a policy from the Whites to segregate the Blacks.
Hoernlé defines segregation as a policy which offends all non-European
people in South Africa. This policy places the Whites or the Europeans in the
superiority over the Blacks as a native of South Africa by dominating South
African political, social, and economic structure. The Whites are treated
exclusively while the Blacks stay in a distance of rights equality (as cited in
Thompson and Prior, 1982, p. 183).
The action of segregation is depicted in a novel written by Alan Paton
entitled Cry, The Beloved Country. This novel conveys the idea of the suffering of
the Blacks in South Africa as the result of the conquest of the Whites. The setting
of time is in 1946, when the Whites segregated the Blacks. Therefore, the Blacks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
were living amidst the political, economical, social, and even racial problems in
the country.
The novel tells about an old Anglican Black priest namely Stephen
Kumalo who goes to Johannesburg to look for his son, Absalom Kumalo.
Through his journey in finding his son, it is revealed in the novel that the land in
South Africa is poor; the people, especially the Blacks, cannot cultivate the land
well because they are benighted and they do not know how to plant crops. The
hometowns of the Whites and the Blacks are separated. There are clusters for the
Blacks in a region and usually those are slums. The Whites live in the different
region and build their city differently from the Blacks. Meanwhile, the population
of the Blacks is getting larger, which drives the youngsters of the Blacks to move
from their villages to Johannesburg, one of the metropolitan cities to have a better
life by working in gold mines. Public services and sufficient transportation are
only provided in big cities, where the Whites live decently while the villages of
Blacks are poor and their lands are unfertile. One of the cities in South Africa is
Johannesburg, which later becomes the reason why the government builds so
many mines there so the Blacks youngsters and adult males move there to look for
jobs. The Blacks work in the mines as the employees and the employers are
always the Whites.
However, Johannesburg cannot employ all of the Black jobseekers
because the number of the jobseekers is higher than that of the mines. As a result,
the Black youngsters are unemployed and there are only few of them who are
successful at living in Johannesburg. For example, John Kumalo, one of the Black
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
characters in the novel who is successful in living in Johannesburg. In fact, there
are only few Black people who are successful there. Those who cannot work in
the mines become criminals in the city to fulfill their needs. They break the
Whites’ houses, rob them and kill them to get money while some of the Black
women engage in prostitution and liquor trading. In the novel, those who go to
Johannesburg never come back to their villages or even never write any letters to
their parents in their homelands.
In the cities, the public services are separated into two that are for the
Whites and for the Blacks. For example, the government provides public
transportation for the Whites separately from the Blacks. The Whites treats the
Blacks differently at many aspects which raises a segregation condition toward the
Blacks.
This novel was chosen because this novel conveys the situation that
portrays how the Whites segregate the Blacks. Moreover, the publication year of
the novel is 1948, the same year when Apartheid was legalized in South Africa.
That is why, there are many practices of Apartheid that are portrayed in the novel.
Besides, it is interesting to read the novel because the author, Alan Paton, has his
own style in writing. For example, he chooses to use dashes rather than quotation
marks to begin a conversation between the characters. The naming of the
characters is also unique because Alan Paton refers to some Biblical names who
have similar story to the characters’. One of the proofs is the son of Stephen
Kumalo, the main character, whose name is Absalom. In the Bible, Absalom is
the son of King David who rises up against his father in rebellion, which is similar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
to the story of Absalom, the son of Stephen Kumalo, who goes to Johannesburg
and hurts his father because of an assassination of a White man. Besides, many
great realities can be discovered about South Africa in the novel. Therefore,
reading and understanding this novel may give more information about South
Africa never known before. The researcher’s reason for choosing the novel is also
strengthened by the reality that race discrimination cases always exist in the
society. Moreover, Alan Paton, the author of the novel, was a White activist who
struggled for the Blacks’ rights.
1.2 Problem Formulation
In analyzing the novel, there are two problems related to the topic of the
study. The problems are formulated as follows:
1. How are Apartheid practices portrayed in Alan Paton’s Cry, The
Beloved Country?
2. What are the effects of Apartheid practices portrayed in Alan Paton’s
Cry, The Beloved Country?
1.3 Objectives of the Study
This study is intended to answer the questions that are formulated in the
problem formulation presented before. First, the researcher is eager to know how
Apartheid practices portrayed in Alan Paton’s Cry, The Beloved Country are.
Second, the researcher is eager to reveal what the effects of Apartheid practices
portrayed in Alan Paton’s Cry, The Beloved Country are.
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6
1.4 Benefits of the Study
The benefits of the study can be divided into three parts, namely the
benefits for the researcher and the benefits for the readers. Through the study, the
researcher can gain more knowledge on literature and history of South Africa. The
study helps the researcher to broaden the knowledge of the theories of literature,
theory of Apartheid, and the situation before it was legalized in South Africa
through the novel.
The study helps the readers to understand the practices of segregation that
the Whites do to the Blacks, and how the conditions of the Blacks under
segregation in South Africa, which is found in the novel Cry, The Beloved
Country is. The readers are invited to see how the Blacks suffered in Apartheid
era, how the segregation of the Whites over the Blacks caused disorder in the
system of Blacks society. This study is also helpful for the further researchers to
acquire other aspects found in the novel better.
1.5 Definition of Terms
There are some terms which are used in this study. In order to avoid
misunderstanding and miscomprehension in the study, the researcher includes
definition of terms concerning to the study of Alan Paton’s novel, Cry, The
Beloved Country as follows.
1.5.1 Apartheid
Wallbank (1956) defines Apartheid as social, economic, political, and
sexual segregation on the basis of race. There are several concepts of Apartheid,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
but one stands for complete separation of the races (p. 83). As Wallbank says,
Apartheid involves some aspects based on race. Actually, this novel does not use
the word “Apartheid” directly to reveal the separation between the Whites and the
Blacks in South Africa since Apartheid system had not been legalized yet.
In this study, Apartheid is a political system applied by the Whites
Government. This political system oppresses the Blacks of South Africa,
discriminating and putting them to the second-class caste. The application of this
policy includes the separation in schools, transportation, public services, and the
enforcement of rules or laws, which are profitable for the Whites and harmful for
the Blacks. This novel’s setting is in 1946, two years earlier before Apartheid was
legalized in South Africa in 1948. Through this study, it could be proven that the
segregation over the Blacks by the Whites in the novel has similarities to the
Apartheid system, which was applied in South Africa during 1948-1994.
1.5.2 Segregation
Hoernlé mentions segregation as a policy which was offensive to all nonEuropeans in South Africa. The idea of this policy came from the Whites to
exclude their self in a matter of status and privileges. This type of segregation was
dominant segregation over the Blacks to retain them from achieving the same
social and political structure as the Whites’. The rights of the Blacks were denied
and they were put in inferiority to keep the social distance (as cited in Thompson
and Prior, 1982, p. 183).
In this study, segregation has the same meaning as Apartheid. Beinart and
Dubow (2003) explain that segregation has been applied since nineteenth century
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8
but it was fully extended in twentieth century in the form of Apartheid system
(p.1). Dvorin (1952) states that the practices of segregation and Apartheid have
the same outlook but they have different names because the name of Apartheid
was given by National Party under Daniel Malan as the Prime Minister who won
general election in 1948 (p.3). So, in this study, the name of Apartheid is coined
to the practice of segregation during ninetieth and twentieth centuries in South
Africa.
1.5.3 The Blacks
Thompson and Prior (1982) state that the word “black” denotes all the
South Africans whose skin was not considered as “white.” This group includes the
African, Colored, and Asian peoples of South Africa. Meanwhile in this study,
The Blacks refer to native South Africans whose skin’s color is black. They are
placed in the second class after the Whites. The government treats the Blacks
unfairly. The Blacks do not have any rights in politics, economy, and social life
like the Whites.
1.5.4 The Whites
Thompson and Prior (1982) define the Whites as people who are accepted
as being exclusively European or Caucasoid descents who were formerly called
Europeans in South Africa (p.34). As Thompson and Prior say, the Whites are
those who have physical features as European descendants whose skin is fairly
white compared to the South African natives who have dark skin. In this study,
Whites refers to the British and Dutch descendants who govern South Africa.
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9
They have fair skin, which strengthens their caste system in which they deem that
those who have white skin are superior to Black people.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter is divided into four sections. The first section is the review of
related studies. The second section is review of related theories. The third is
review of the historical background of South Africa, and the last is theoretical
framework.
2.1 Review of Related Studies
In this part the researcher will present some studies on the novel, Cry, The
Beloved Country. These studies were conducted by two researchers of Sanata
Dharma University who used the novel Cry, The Beloved Country as the object of
their study. Setiawan (2001), through his analysis, found that Alan Paton used a
priestly character’s influence, position in society, and religious aspect as strategies
to make the readers sure about the facts of his statement implied in the novel and
to represent the religious values of the story.
Suryani conducted another study using the novel Cry, The Beloved Country
in 2003. She analyzed the family value disappearance in the novel. She explored
the background of the novel in which segregation over the Blacks was sustained
and how it influenced the life of people in South Africa including the life of the
main character. That condition disintegrated the values of family that were
described as love, responsibility, and loyalty.
10
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11
The aim of this study is to analyze the segregation and discrimination over
the Blacks in South Africa found in the novel Cry, The Beloved Country. The
setting of the novel is in 1946 which was the era of segregation over Blacks. Some
years later, the segregation was well known as Apartheid, after the government of
South Africa, the Whites, legalized the discrimination over the Blacks in 1948.
2.2 Review of Related Theories
This section discusses some theories on literature and the theory of
Apartheid. The first theory is critical approaches, which consist of five
approaches, defined by Rohrberger and Woods Jr. The second theory is the review
on Apartheid that is in South Africa. These theories are used in the study to
answer the questions in problem formulation of the study.
2.2.1 Critical Approaches
Rohrberger and Woods Jr., (1971) explain five critical approaches to
understand the nature, function, and positive value of literature. The first is the
formalist approach. The critics in the formalist approach insist on the total
integrity of the esthetic value. The primary goal for formalist critics is to
determine how such elements work together with the text's content to shape its
effects upon readers. The second is the biographical approach; it insists that a
work of art is a reflection of a personality, and that in the esthetic experience the
reader shares the author’s consciousness and that at least part of the reader’s
response is to the author’s personality. It attempts to learn as much as it can about
the life and development of the author to understand his writing.When using this
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12
approach, the researcher has to get the information about the author’s life to
understand the work of the author better. The third is the socio-cultural historical
approach. The critics insist that the only way to locate the real work is reference to
the civilization that produces it. The civilization is defined as the attitudes and
actions as the subject matter. It is necessary that the critic investigates the social
milieu in which a work was created and which it necessarily reflects. Not every
critic who uses the socio-cultural historical frame of reference can be said to have
such a moral interest, but many do feel that this approach can lead to an ethical
judgement concerning the truth of an author’s statements. The humanists for
example take the view that literature is a criticism of life that affects men in
society and that great literature should express the values of order, restraint, and
human dignity. The fourth is mythopoeic approach. The most important thing is
that people have to pay a careful attention to a pattern in the writing and to what
the story is all about, so people can interpret the symbol as what the author has
shown. The mystical relationship found in a story can be explained by using this
approach. The last is the psychological approach which concerns itself with the
efforts of analyzing a piece of literary object based on the psychological theory
(pp. 6-15).
2.2.2 Apartheid
This section is divided into three parts. The first part is the definition of
Apartheid, which discusses how the experts define Apartheid. The second is
segregation to begin Apartheid, and the third is the practices of Apartheid, which
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13
discusses the practices of Apartheid done by the Whites in South Africa
historically.
2.2.2.1 Definition of Apartheid
Apartheid,
a word in Afrikaan (Afrikaan was a language used by
Afrikaaner, the population of the descendants of the Dutch and some other
countries who came to South Africa before the British conquered the country and
established Apartheid politics in 1948) which means apartness in English.
Apartheid was a system of legal racial segregation enforced by the National Party
government of South Africa between 1948 and 1994. Because of this, the rights of
the 'non-white' inhabitants of South Africa were limited by the Whites (“South
Africa under Apartheid,” n.d.).
2.2.2.2 Segregation to Begin Apartheid
Segregation has a close relation with Apartheid. This discussion is aimed
at analyzing the relation between segregation and Apartheid. Beinart and Dubow
(2003), define segregation as a set of government policies and social practices that
ordered the relationship between Whites and Blacks. Whites here ruled as the
colonizers while Blacks were their objects of colonization. In the nineteenth
century, the Dutch, Boer, Afrikaaner, and British colonies had enforced many
elements of segregation. However, the segregation itself was refined and fully
extended in the twentieth century in the form of Apartheid (pp. 1-3). Dvorin
(1952) says that Apartheid system has the same outlook with the former
segregation before Apartheid is patented (p.188). So, Apartheid and segregation
here are the same system applied by the White government in South Africa.
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Based on Beinart and Dubow (2003), during 1900-1948 the practices of
segregation in South Africa bore legislative Acts which removed and restricted the
rights of “non-Whites”. Some of the Acts were Mines and Works Act in 1911
(segregation in employment), the 1913’s Natives Land Act (segregation in
prohibitions on African land purchase), the 1923’s Urban Areas Act (segregation
in urban residential). Many facilities and services such as education, health,
transportation, and recreation were progressively restricted and divided on a racial
basis (pp.3-4). So, based on Beinart and Dubow, during the time of segregation
the British government issued many Acts to limit the Blacks’ rights.
Beinart and Dubow (2003), tell that there are believers of the ideology to
preserve the distinct identity of different cultures and the internal coherence
through segregation, while Christian –Nationalist thinkers exaggerate this belief
by presenting cultural, national, ethnic, and racial identities distinction (p.11). The
idea of segregation formerly tended to distinct different cultures. Later, this
ideology was corrupted and became the real segregation.
2.2.2.3 The Practices of Apartheid to the Blacks
Education sector was segregated by means of 1953’s Bantu Education Act,
which constructed a separate system of education for African students and was
designed to prepare Black people for living as a laboring class. In 1959, separate
universities were created for Black, Colored, and Indian people. Existing
universities were not permitted to enroll new Black students. Besides education
aspect, the newspaper and Church were used by the White government to be the
tool of segregation to the Blacks (South Africa under Apartheid,” n.d.). Based on
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15
Marquard (1963), the Europeans and non-Europeans should live in separate
residential areas, and their education, religious exercises, amusements, sport, and
social amenities (p.244).
Bray (2008) explains that during Apartheid era, the Whites were provided
with the access to the most privileged suburbs, education, jobs, and positions,
even to the extent of exclusive access to beaches, theatres, parks, and public
toilets. The Blacks, conversely, were excluded from these by law, ruthlessly
enforced by the police. However, all 'non-whites' were disadvantaged and
disenfranchised politically. Amenities and public services were subject to racial
categorization such as taxis and ambulances, hospitals, parks, maternity wards,
graveyards, walkways over roads, and parking spaces in drive-in cinemas.
Blacks were not allowed to run businesses or professional practices in the
areas designated as "white South Africa" without any permission. They were
supposed to move to the black "homelands" and set up businesses and practices
there. Transportation and civil facilities were segregated. Black buses stopped at
black bus stops and white buses at white ones. Trains, hospitals, and ambulances
were segregated. Because of the smaller number of the white patients and the fact
that white doctors preferred to work in white hospitals, the conditions in white
hospitals were much better than those in often overcrowded black hospitals
(“South Africa under Apartheid,” n.d.).
Blacks were excluded from living or working in White areas, unless they
had a pass—nicknamed the dompas ("dumb pass" in Afrikaans). Only Blacks with
"Section 10" rights (those who had migrated to the cities before World War II)
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16
were excluded from this provision. A pass was issued only to a Black person with
approved work. Spouses and children had to be left in Black homelands. A pass
was issued for one magisterial district (usually one town), confining the holder to
that area only. Without a valid pass, a person is subject to the arrest and trial for
being an illegal migrant. This was often followed by deportation to the person's
homeland and prosecution of the employer (for employing an illegal migrant).
Police vans patrolled the White areas to round up illegal Blacks found there
without passes. Black people were not allowed to employ white people in white
South Africa (“South Africa Under Apartheid,” n.d.).
2.3. Review of the Historical Background of South Africa
This part discusses the historical background of South Africa. The
historical background of South Africa is used to analyze the study of Apartheid.
This part consists of two sections, namely the geography of South Africa and
history of South Africa.
2.3.1 Geography of South Africa
South Africa, officially called the Republic of South Africa, is an
independent country that occupies the southern tip of Africa. On May 1961, it
withdrew from the commonwealth and changed its form of independent
government. South Africa has two official languages, English and also Afrikaans,
a language developed by the Dutch settlers. The country has two capitals which
are Cape Town as the official capital, and Pretoria as the administrative capital.
The largest city in South Africa is Johannesburg.
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The area of South Africa is 471,445 square miles, and the datum from
1960’s census shows the population of South Africa is 16,002,797. Most of the
people in South Africa work as farmers, manufacturers and miners since South
Africa are the World’s greatest gold producer. It produces about two-third of the
world’s gold and about 30 percent of diamonds.
Field Enterprises Educational Corporation (1971) states that “the people of
South Africa consist of two basic groups, the Whites and non-Whites. About fourfifth of the people are non-Whites, and about one-fifth are Whites. The ancestors
of the Whites came from European countries, such as Netherland, Great Britain,
France, and Germany. The Boers, the first White settlers in South Africa, came
from Netherlands starting in the mid-1600’s. Boer is the Dutch word for farmer.
The descendants of the Boers are called Afrikaners. The non-Whites are classified
by the government into three main groups: Bantus, Coloureds, and Asians. Special
laws apply to each group” (p. 412).
2.3.2 History of South Africa
Field Enterprises Educational Corporation (1971) also states, “The tribes of
Bushmen and Hottentots were the first inhabitants of South Africa. In 1478 and
1488, Bartholomeu Dias became the first white man to round the Cape of Good
Hope. In 1652, the Dutch East India Company sent Jan Van Riebeeck to establish
a settlement. He brought Dutch settlers to Cape Town and later other Europeans
joined the Boer settlers. They were British, French, and German” (p. 412).
Gascoigne (1994) says, “In 1836, the Boers made their Great Trek, an action
to look for new lands due to British direct rule. The Boers wanted to live outside
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18
the British rule. They were divided into two destinations. The Boers, who went to
east Cape Colony found Orange Free State and those who went to southeast Cape
Colony found Transvaal” (p. 455).
During the Great Trek movement of the Boer, the British took control of
Natal in 1843 and made it as a British colony. In 1866, the Boers discovered
diamonds in an area claimed by Orange Free State, which made the British angry.
Due to the British’s jealousy towards the Boers, as a new colonial power in South
Africa, during 1880-1881 the Boers fought for the freedom of South Africa and
defeated the British. It was called the 1st Boer War.
The Boers tried to deny the political powers of the foreigners, especially to
those who came after the finding of gold mining in Witwatersrand. British joined
the foreigners (in Afrikaans called uitlanders) and attacked the Boers with the
winning of the Boers as the result. However, in January 1900, Lord Roberts and
Lord Kitchener brought more British troops and defeated the Boers who were led
by General Louis Botha. The Boers ran to the hills and tried to guerilla but they
finally surrendered to the British power.
The British made a government in South Africa, and they treated the
inhabitant of South Africa discriminatively. Racial discrimination was applied to
their laws. Cashmore (2004) defines that “racial discrimination as behavioral
expression of racism and is aimed at denying members of certain groups and
thinking unfavorably about groups and holding negative beliefs” (p. 345)
Based on Beinart and Dubow (2003), during 1900-1948, the British
government issues many Acts such as Mines and Works Act in 1911 (segregation
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19
in employment), the 1913 Natives Land Act (segregation in prohibitions on
African land purchase), the 1923 Urban Areas act (segregation in urban
residential). Many facilities and services such as education, health, transportation,
and recreation were progressively restricted and divided on a racial basis (pp.3-4).
The setting of the novel in this study is in 1946, in the time where many Acts
issued by the British government. However, the publication year of the novel is in
1948, in the same year when Apartheid political system was legalized.
Cashmore (2004) says that “After the general election of 1948, the elected
Prime Minister, Dr. Malan who was pro of separation between the Whites and the
Blacks signed laws and Acts which bordered the life of the Blacks and gave
advantages to the Whites. This politic was called Apartheid system, a politic
which base was the racial segregation” (p. 345). Thompson and Prior (1982) note
that during Apartheid period, South Africa was dwelled by some ethnic groups
that were Tswana, Xhosa, Tsonga, Zulu, Swazi, Pedi,
ABSTRACT
Sugiharto, Elisabeth Berlian. (2012). The Practices of Apartheid as Portrayed in
Alan Paton’s Cry, The Beloved Country. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study discusses a novel entitled Cry, The Beloved Country, written by
Alan Paton. This novel is published in 1948 which tells about the journey of
Stephen Kumalo, an old Anglican Black priest in his searching for his son namely
Absalom Kumalo in Johannesburg, South Africa under White government. His
son, Absalom, is a Black criminal who has killed a White activist, Arthur Jarvis.
In his quest of the son, he sees that his race suffers from Whites’ segregation.
This study discusses Stephen Kumalo’s experience as a representative of
Blacks who are segregated by the Whites who govern South Africa. The aims of
the study are to compare the practices of Apartheid and the effects of it between
what have been described in the novel through Stephen Kumalo’s experience, and
the historical facts of Apartheid. There are two problems formulation in this study:
(1) How are Apartheid practices portrayed in Alan Paton’s Cry, The Beloved
Country? (2) How are the effects of Apartheid portrayed in Alan Paton’s Cry, The
Beloved Country?
The method that the researcher used is library research. The approach and
the theory that are used to answer both problems formulation in the study are
socio-cultural historical approach by Rohrberger & Woods Jr. and Apartheid
theory by Beinart & Dubow, Dvorin, Marquard, and Bray.
The result of this study shows that the White government uses education,
church, newspaper and government policies which give benefits for the Whites.
Those are shown from the limited school for the Blacks, church preaching that the
Blacks should obey the government, the restricted information of the newspaper
for the Blacks, the poor public services for the Blacks, and the policies that restrict
them from living decently as the Whites. The result of Apartheid practices is
benighted condition. They fail to do farming because they are never been taught to
have better quality in farming that leads to urbanization to the city. However, they
are not successful in living in the city since they are uneducated and unskilled.
This causes effects such as Black crimes, slum area, co-habit, liquor trading and
mental illness among the Blacks who are segregated by the Whites.
Therefore, it can be concluded that there are many similarities about the
practices of Apartheid and its effect by comparing the story in the novel and the
historical facts. This part also contains implementation of the study in ELESP, and
suggestion for the English future teachers and the next researchers.
Keywords: Apartheid, South Africa, Cry the Beloved Country, Segregation
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ABSTRAK
Sugiharto, Elisabeth Berlian. (2012). The Practice of Apartheid in Alan Paton’s
Cry, The Beloved Country. Yogyakarta: Prodi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Studi ini membahas novel Cry, The Beloved Country yang ditulis oleh
Alan Paton. Novel yang diterbitkan tahun 1948 ini bercerita tentang perjalanan
Stephen Kumalo, seorang pendeta Anglikan kulit hitam, dalam mencari anaknya
yang bernama Absalom Kumalo di Johannesburg, Afrika Selatan dalam era
pemerintahan kulit putih. Absalom Kumalo terbukti membunuh aktivis kulit putih
bernama Arthur Jarvis. Dalam pencarian, Stephen melihat penderitaan
bangsanya akibat segregasi orang kulit putih.
Studi ini membahas perjalanan Stephen Kumalo sebagai perwakilan ras
kulit hitam yang mengalami segregasi ras kulit putih yang memerintah Afrika
Selatan. Tujuan dari studi ini adalah membandingkan praktek dan efek Apartheid
lewat pengalaman yang dialami oleh Stephen Kumalo dalam novel dengan fakta
sejarah Apartheid. Ada dua rumusan masalah dalam studi ini: (1) bagaimana
praktek dari Apartheid digambarkan dalam novel Alan Paton Cry, The Beloved
Country?, dan (2) bagaimana efek dari praktek Apartheid dalam novel Alan
Paton berjudul Cry, The Beloved Country?
Studi ini menggunakan metode penelitian perpustakaan. Pendekatan dan
teori yang digunakan untuk menjawab dua rumusan masalah dalam studi ini
adalah pendekatan sejarah sosial-budaya oleh Rohrberger & Woods Jr. dan teori
Apartheid oleh Beinart & Dubow, Dvorin, Marquard, dan Bray.
Praktek Apartheid nampak dari berbagai faktor seperti: pendidikan,
doktrin gereja, koran dan berbagai kebijakan pemerintah. Hal ini terlihat dari
dibatasinya sekolah untuk kulit hitam, pengajaran gereja bahwa kulit hitam harus
tunduk pada pemerintahan kulit putih, dibatasinya informasi dalam koran khusus
kulit hitam, pelayanan publik yang buruk bagi kulit hitam dan kebijakan yang
membuat kulit hitam jauh dari kehidupan yang layak. Efek dari praktek Apartheid
adalah tindak kejahatan kulit hitam, munculnya pemukiman kumuh di pinggir
kota, kumpul kebo, jual-beli minuman keras dan luka batin yang mendalam bagi
orang kulit hitam yang mengalami segregasi di negerinya sendiri.
Kesimpulannya, ditemukan banyak kesamaan mengenai praktek-praktek
Apartheid dan efek-efeknya setelah membandingkan cerita dalam novel dan faktafakta sejarah. Bagian ini juga membahas tentang implementasi studi dalam
pembelajaran, dan saran untuk guru-guru bahasa Inggris dan juga peneliti yang
akan datang dalam membahas novel
Kata kunci : Apartheid, Afrika Selatan, Cry the Beloved Country, Segregasi
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THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Berlian Sugiharto
Student Number: 061214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Elisabeth Berlian Sugiharto
Student Number: 061214051
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, December 5th, 2012
The Writer
Elisabeth Berlian Sugiharto
061214051
iv
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For without Me ye can Do Nothing
(John 15:5)
An Eagle Flies Alone
(Ps. Petrus Agung Purnomo)
This thesis is dedicated to:
jesus christ, who was and is and is to come,
My parents, my lovely brother,
and Damasus Desta Herdian
-From Glory to Glory- -Finish Strong- -Hineni- -Acceleration-
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
Nomor Mahasiswa
: Elisabeth Berlian Sugiharto
: 061214051
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE PRACTICES OF APARTHEID AS PORTRAYED
IN ALAN PATON’S CRY, THE BELOVED COUNTRY
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas,
memplubikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian surat pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta,
Pada tanggal: 5 Desember 2012
Yang menyatakan,
(Elisabeth Berlian Sugiharto)
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ABSTRACT
Sugiharto, Elisabeth Berlian. (2012). The Practices of Apartheid as Portrayed in
Alan Paton’s Cry, The Beloved Country. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study discusses a novel entitled Cry, The Beloved Country, written by
Alan Paton. This novel is published in 1948 which tells about the journey of
Stephen Kumalo, an old Anglican Black priest in his searching for his son namely
Absalom Kumalo in Johannesburg, South Africa under White government. His
son, Absalom, is a Black criminal who has killed a White activist, Arthur Jarvis.
In his quest of the son, he sees that his race suffers from Whites’ segregation.
This study discusses Stephen Kumalo’s experience as a representative of
Blacks who are segregated by the Whites who govern South Africa. The aims of
the study are to compare the practices of Apartheid and the effects of it between
what have been described in the novel through Stephen Kumalo’s experience, and
the historical facts of Apartheid. There are two problems formulation in this study:
(1) How are Apartheid practices portrayed in Alan Paton’s Cry, The Beloved
Country? (2) How are the effects of Apartheid portrayed in Alan Paton’s Cry, The
Beloved Country?
The method that the researcher used is library research. The approach and
the theory that are used to answer both problems formulation in the study are
socio-cultural historical approach by Rohrberger & Woods Jr. and Apartheid
theory by Beinart & Dubow, Dvorin, Marquard, and Bray.
The result of this study shows that the White government uses education,
church, newspaper and government policies which give benefits for the Whites.
Those are shown from the limited school for the Blacks, church preaching that the
Blacks should obey the government, the restricted information of the newspaper
for the Blacks, the poor public services for the Blacks, and the policies that restrict
them from living decently as the Whites. The result of Apartheid practices is
benighted condition. They fail to do farming because they are never been taught to
have better quality in farming that leads to urbanization to the city. However, they
are not successful in living in the city since they are uneducated and unskilled.
This causes effects such as Black crimes, slum area, co-habit, liquor trading and
mental illness among the Blacks who are segregated by the Whites.
Therefore, it can be concluded that there are many similarities about the
practices of Apartheid and its effect by comparing the story in the novel and the
historical facts. This part also contains implementation of the study in ELESP, and
suggestion for the English future teachers and the next researchers.
Keywords: Apartheid, South Africa, Cry the Beloved Country, Segregation
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ABSTRAK
Sugiharto, Elisabeth Berlian. (2012). The Practice of Apartheid in Alan Paton’s
Cry, The Beloved Country. Yogyakarta: Prodi Pendidikan Bahasa Inggris,
Universitas Sanata Dharma.
Studi ini membahas novel Cry, The Beloved Country yang ditulis oleh
Alan Paton. Novel yang diterbitkan tahun 1948 ini bercerita tentang perjalanan
Stephen Kumalo, seorang pendeta Anglikan kulit hitam, dalam mencari anaknya
yang bernama Absalom Kumalo di Johannesburg, Afrika Selatan dalam era
pemerintahan kulit putih. Absalom Kumalo terbukti membunuh aktivis kulit putih
bernama Arthur Jarvis. Dalam pencarian, Stephen melihat penderitaan
bangsanya akibat segregasi orang kulit putih.
Studi ini membahas perjalanan Stephen Kumalo sebagai perwakilan ras
kulit hitam yang mengalami segregasi ras kulit putih yang memerintah Afrika
Selatan. Tujuan dari studi ini adalah membandingkan praktek dan efek Apartheid
lewat pengalaman yang dialami oleh Stephen Kumalo dalam novel dengan fakta
sejarah Apartheid. Ada dua rumusan masalah dalam studi ini: (1) bagaimana
praktek dari Apartheid digambarkan dalam novel Alan Paton Cry, The Beloved
Country?, dan (2) bagaimana efek dari praktek Apartheid dalam novel Alan
Paton berjudul Cry, The Beloved Country?
Studi ini menggunakan metode penelitian perpustakaan. Pendekatan dan
teori yang digunakan untuk menjawab dua rumusan masalah dalam studi ini
adalah pendekatan sejarah sosial-budaya oleh Rohrberger & Woods Jr. dan teori
Apartheid oleh Beinart & Dubow, Dvorin, Marquard, dan Bray.
Praktek Apartheid nampak dari berbagai faktor seperti: pendidikan,
doktrin gereja, koran dan berbagai kebijakan pemerintah. Hal ini terlihat dari
dibatasinya sekolah untuk kulit hitam, pengajaran gereja bahwa kulit hitam harus
tunduk pada pemerintahan kulit putih, dibatasinya informasi dalam koran khusus
kulit hitam, pelayanan publik yang buruk bagi kulit hitam dan kebijakan yang
membuat kulit hitam jauh dari kehidupan yang layak. Efek dari praktek Apartheid
adalah tindak kejahatan kulit hitam, munculnya pemukiman kumuh di pinggir
kota, kumpul kebo, jual-beli minuman keras dan luka batin yang mendalam bagi
orang kulit hitam yang mengalami segregasi di negerinya sendiri.
Kesimpulannya, ditemukan banyak kesamaan mengenai praktek-praktek
Apartheid dan efek-efeknya setelah membandingkan cerita dalam novel dan faktafakta sejarah. Bagian ini juga membahas tentang implementasi studi dalam
pembelajaran, dan saran untuk guru-guru bahasa Inggris dan juga peneliti yang
akan datang dalam membahas novel
Kata kunci : Apartheid, Afrika Selatan, Cry the Beloved Country, Segregasi
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ACKNOWLEDGEMENTS
Blessed be the Name of the Lord, Jesus Christ because finally I could
finish this thesis. First of all, I would like to give my deepest gratitude to my King
of kings, Jesus Christ, who has given me the strength in time of difficulty. For
His love is everlasting for me and His presence is never changing, and only by His
grace I could finish my thesis.
I am very thankful to my sponsor, Drs. L. Bambang Hendarto Y.,
M.Hum., for his guidance and endless patience in supporting me during the
process of my thesis. I was so thankful for having him as my advisor in writing
my thesis. My gratitude also goes to all the English Language Education Study
Program lecturers and staff, who have given me valuable lessons and
experiences during my study at Sanata Dharma University.
With greatest gratitude, I thank my parents Drs. Yohannes Sugiharto and
Maria Josephine M., my little brother, Cyrillus Bintang Sugiharto and also my
whole family for their support, prayer, and care. I also give my thanks to my
friends: Yenny Agustina, Diana Natalia, Brigitta Hardiana, Gabriel Kasih,
Anastasia Sri Wahyuni, Felix Edo, Kristianto Setiawan, Virgilius Bellarmino,
Trifosa Esther, Clarissa Agnes and M. Rizki, who always support me in their
prayer and motivate me to be a better person in Christ. My thanks also go to
Damasus Desta Herdian, who has spent almost of his time to take care of me and
build my character and to love God more than everything.
My special thankfulness goes to Maria Stella, Aulia Tanaya Chairunissa,
Ragil Rahasto, Jati Nugroho, Benedictus Siumlala, Jonathan Sostenes,
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kurnia Octavian, Patricia Henny, Theresia Tika, Leonna Hertanu, Dwi Adi,
Ardiyanto, Elisabeth Vika, Rizky Ayu, Betty Kurniasari, Bernadeta Yunita,
Brigitta Estiana, Alexius Dwianto, Lucia Desy, Yacobus Guntur, Intan
Harya, Adi Hermawan, Bretya Anindito, Maria Evi, Christina Maharani and
PBI students of 2006 for being my lovely friends during my study in PBI. I thank
them for coloring my life and making my days in PBI livelier and warmer. My
appreciation also goes to Satrio Nugroho, Yosep Guntur Kuncorojati,
Damasus Desta, Chantra Segaran and Pascalina, who proofread my thesis, and
also Ika Uji Septina, Rizky Sakti Eka Putri and Sariani Putranti for helping
me so much in giving me encouragement and much information about my thesis.
Finally, I would like to thank every single person who has helped me in my daily
life. I thank them for the life lessons given to me through the bitterness and
sweetness.
Elisabeth Berlian Sugiharto
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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………… i
APPROVAL PAGES…………………………………………………...
ii
STATEMENT OF WORK’S ORIGINALITY……………………….
iv
DEDICATION PAGE………………………………………………….
v
PERNYATAAN PERSETUJUAN PUBLIKASI…………………….....
vi
ABSTRACT……………………………………………………………..
vii
ABSTRAK……………………………………………………………….
viii
ACKNOWLEDGEMENTS……………………………………………
ix
TABLE OF CONTENTS………………………………………………
xi
CHAPTER 1 INTRODUCTION………………………………………
1
1.1 Background of the Study…………………………….
1
1.2 Problem Formulation………………………………...
5
1.3 Objectives of the Study………………………………
5
1.4 Benefits of the Study…………………………………
6
1.5 Definition of Terms………………………………….
6
1.5.1 Apartheid ………………………………….
6
1.5.2 Segregation ………………………………..
7
1.5.3 The Blacks…………………………………
8
1.5.4 The Whites…………………………………
8
CHAPTER 2 REVIEW OF RELATED LITERATURE……………
10
2.1 Review of Related Studies…………………………..
10
2.2 Review of Related Theories…………………………
11`
2.2.1 Critical Approaches………………………..
11
2.2.2 Apartheid…………………………………..
12
2.2.2.1 Definition of Apartheid………….
13
2.2.2.2 Segregation to Begin Apartheid … 13
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2.2.2.3 The Practices of Apartheid to the
Blacks…………………………….
14
2.3 Reviews on the Historical Background of South
Africa…………………………............................…..
16
2.3.1 Geography of Souh Africa ..........................
16
2.3.2 History of South Africa ...............................
17
2.4 Theoretical Framework ..............................................
20
CHAPTER 3 METHODOLOGY……………….......................………
21
3.1 Object of the Study…………………………………..
21
3.2 Approach of the Study……………………………….
22
3.3 Method of the Study…………………………………
23
CHAPTER 4 ANALYSIS……………...................................................
24
4.1 The Practices of Apartheid inSouth Africa as Portrayed
in the novel………………………………………….
24
4.1.1 The Condition of the Blacks under Apartheid
as Portrayed in the Novel………...............
25
4.1.2 Segregation over the Blacks as the Whites’
Effort to begin Apartheid…………….......
29
4.1.2.1 Education ………………………..
29
4.1.2.2 Church …………………………...
31
4.1.2.3 Newspaper ……………………….
33
4.1.2.4 Government Policies …………….. 34
4.1.3 The Result of Segregation………………….. 41
4.1.3.1 Farming in the Rural Area……….. 42
4.1.3.2 Urbanization……………………… 43
4.1.3.3 Mining in the Urban Area ……….. 45
4.2 The Effects of Apartheid Practice on the Blacks
as portrayed in the Novel ... ………………………...
47
4.2.1 Black Crimes.............………………………
48
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4.2.2 Slum Area, Co-habit, Prostitution and Liquor
Brewing ……………………………….
51
4.2.3 Mental Illness of the Black as Portrayed in the
Novel …………………………………..
54
CHAPTER 5 CONCLUSIONS, IMPLICATIONS
AND SUGGESTIONS………………………………….
60
5.1 Conclusions…………………………………………..
60
5.2 Implications………………………………………….
62
5.3 Suggestions ………………………………………….
64
REFERENCES………………………………………………………….
66
APPENDICES…………………………………………………………..
68
APPENDIX 1……………………………………………………………
69
APPENDIX 2……………………………………………………………
72
APPENDIX 3……………………………………………………………
74
APPENDIX 4 …………………………………………………………...
75
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CHAPTER 1
INTRODUCTION
This chapter is divided into five sections. The first section is the
background of the study. This section explains the background knowledge of the
study. The second section is the problem formulation. The problem formulation
presents the problems or questions which guide to the analysis of the novel. The
third section is the objectives of the study. In this section, the researcher explains
the aims of this study based on the problem formulated. The fourth is the benefit
of the study, which explains the benefits of this study to the researcher and the
readers. The last is the definition of terms which elaborates the terms used in the
study.
1.1 Background of the Study
Every group of people wants its independence in maintaining its own
culture and custom. A member of a certain group of people called race, is assured
that he honors and respects his own race. Baker (1981) defines a race as
subspecies or variety of species in which some people of the same characteristics
live. The similarities of their characteristics could be seen from their skin’s color,
hair shape or color, etc (pp. 65-68). As what Baker says, a race is subspecies in
which some people of the same characteristic live. When people of the same race
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
live together, they develop a new culture and make rules for the sake of their need
in developing a sustainable race.
However, the pride feeling of belonging to a particular race can trigger a
dangerous concept that their own race is better than others’. This concept can
manifest in the form of a harmful deed toward other races; in the form of racial
discrimination. Cashmore (2004) points out that “racial discrimination operates on
a group basis, not individualized characteristics” (p. 235). A group denies other
group’s opportunities related to their capabilities, industry, or general merit. The
denial of other groups’ opportunities sometimes may be found in areas such as
housing,
education, justice,
political participation, and so on. Racial
discrimination happened also in South Africa long time ago. In South Africa, the
racial discrimination became a policy from the Whites to segregate the Blacks.
Hoernlé defines segregation as a policy which offends all non-European
people in South Africa. This policy places the Whites or the Europeans in the
superiority over the Blacks as a native of South Africa by dominating South
African political, social, and economic structure. The Whites are treated
exclusively while the Blacks stay in a distance of rights equality (as cited in
Thompson and Prior, 1982, p. 183).
The action of segregation is depicted in a novel written by Alan Paton
entitled Cry, The Beloved Country. This novel conveys the idea of the suffering of
the Blacks in South Africa as the result of the conquest of the Whites. The setting
of time is in 1946, when the Whites segregated the Blacks. Therefore, the Blacks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
were living amidst the political, economical, social, and even racial problems in
the country.
The novel tells about an old Anglican Black priest namely Stephen
Kumalo who goes to Johannesburg to look for his son, Absalom Kumalo.
Through his journey in finding his son, it is revealed in the novel that the land in
South Africa is poor; the people, especially the Blacks, cannot cultivate the land
well because they are benighted and they do not know how to plant crops. The
hometowns of the Whites and the Blacks are separated. There are clusters for the
Blacks in a region and usually those are slums. The Whites live in the different
region and build their city differently from the Blacks. Meanwhile, the population
of the Blacks is getting larger, which drives the youngsters of the Blacks to move
from their villages to Johannesburg, one of the metropolitan cities to have a better
life by working in gold mines. Public services and sufficient transportation are
only provided in big cities, where the Whites live decently while the villages of
Blacks are poor and their lands are unfertile. One of the cities in South Africa is
Johannesburg, which later becomes the reason why the government builds so
many mines there so the Blacks youngsters and adult males move there to look for
jobs. The Blacks work in the mines as the employees and the employers are
always the Whites.
However, Johannesburg cannot employ all of the Black jobseekers
because the number of the jobseekers is higher than that of the mines. As a result,
the Black youngsters are unemployed and there are only few of them who are
successful at living in Johannesburg. For example, John Kumalo, one of the Black
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
characters in the novel who is successful in living in Johannesburg. In fact, there
are only few Black people who are successful there. Those who cannot work in
the mines become criminals in the city to fulfill their needs. They break the
Whites’ houses, rob them and kill them to get money while some of the Black
women engage in prostitution and liquor trading. In the novel, those who go to
Johannesburg never come back to their villages or even never write any letters to
their parents in their homelands.
In the cities, the public services are separated into two that are for the
Whites and for the Blacks. For example, the government provides public
transportation for the Whites separately from the Blacks. The Whites treats the
Blacks differently at many aspects which raises a segregation condition toward the
Blacks.
This novel was chosen because this novel conveys the situation that
portrays how the Whites segregate the Blacks. Moreover, the publication year of
the novel is 1948, the same year when Apartheid was legalized in South Africa.
That is why, there are many practices of Apartheid that are portrayed in the novel.
Besides, it is interesting to read the novel because the author, Alan Paton, has his
own style in writing. For example, he chooses to use dashes rather than quotation
marks to begin a conversation between the characters. The naming of the
characters is also unique because Alan Paton refers to some Biblical names who
have similar story to the characters’. One of the proofs is the son of Stephen
Kumalo, the main character, whose name is Absalom. In the Bible, Absalom is
the son of King David who rises up against his father in rebellion, which is similar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
to the story of Absalom, the son of Stephen Kumalo, who goes to Johannesburg
and hurts his father because of an assassination of a White man. Besides, many
great realities can be discovered about South Africa in the novel. Therefore,
reading and understanding this novel may give more information about South
Africa never known before. The researcher’s reason for choosing the novel is also
strengthened by the reality that race discrimination cases always exist in the
society. Moreover, Alan Paton, the author of the novel, was a White activist who
struggled for the Blacks’ rights.
1.2 Problem Formulation
In analyzing the novel, there are two problems related to the topic of the
study. The problems are formulated as follows:
1. How are Apartheid practices portrayed in Alan Paton’s Cry, The
Beloved Country?
2. What are the effects of Apartheid practices portrayed in Alan Paton’s
Cry, The Beloved Country?
1.3 Objectives of the Study
This study is intended to answer the questions that are formulated in the
problem formulation presented before. First, the researcher is eager to know how
Apartheid practices portrayed in Alan Paton’s Cry, The Beloved Country are.
Second, the researcher is eager to reveal what the effects of Apartheid practices
portrayed in Alan Paton’s Cry, The Beloved Country are.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
1.4 Benefits of the Study
The benefits of the study can be divided into three parts, namely the
benefits for the researcher and the benefits for the readers. Through the study, the
researcher can gain more knowledge on literature and history of South Africa. The
study helps the researcher to broaden the knowledge of the theories of literature,
theory of Apartheid, and the situation before it was legalized in South Africa
through the novel.
The study helps the readers to understand the practices of segregation that
the Whites do to the Blacks, and how the conditions of the Blacks under
segregation in South Africa, which is found in the novel Cry, The Beloved
Country is. The readers are invited to see how the Blacks suffered in Apartheid
era, how the segregation of the Whites over the Blacks caused disorder in the
system of Blacks society. This study is also helpful for the further researchers to
acquire other aspects found in the novel better.
1.5 Definition of Terms
There are some terms which are used in this study. In order to avoid
misunderstanding and miscomprehension in the study, the researcher includes
definition of terms concerning to the study of Alan Paton’s novel, Cry, The
Beloved Country as follows.
1.5.1 Apartheid
Wallbank (1956) defines Apartheid as social, economic, political, and
sexual segregation on the basis of race. There are several concepts of Apartheid,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
but one stands for complete separation of the races (p. 83). As Wallbank says,
Apartheid involves some aspects based on race. Actually, this novel does not use
the word “Apartheid” directly to reveal the separation between the Whites and the
Blacks in South Africa since Apartheid system had not been legalized yet.
In this study, Apartheid is a political system applied by the Whites
Government. This political system oppresses the Blacks of South Africa,
discriminating and putting them to the second-class caste. The application of this
policy includes the separation in schools, transportation, public services, and the
enforcement of rules or laws, which are profitable for the Whites and harmful for
the Blacks. This novel’s setting is in 1946, two years earlier before Apartheid was
legalized in South Africa in 1948. Through this study, it could be proven that the
segregation over the Blacks by the Whites in the novel has similarities to the
Apartheid system, which was applied in South Africa during 1948-1994.
1.5.2 Segregation
Hoernlé mentions segregation as a policy which was offensive to all nonEuropeans in South Africa. The idea of this policy came from the Whites to
exclude their self in a matter of status and privileges. This type of segregation was
dominant segregation over the Blacks to retain them from achieving the same
social and political structure as the Whites’. The rights of the Blacks were denied
and they were put in inferiority to keep the social distance (as cited in Thompson
and Prior, 1982, p. 183).
In this study, segregation has the same meaning as Apartheid. Beinart and
Dubow (2003) explain that segregation has been applied since nineteenth century
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
but it was fully extended in twentieth century in the form of Apartheid system
(p.1). Dvorin (1952) states that the practices of segregation and Apartheid have
the same outlook but they have different names because the name of Apartheid
was given by National Party under Daniel Malan as the Prime Minister who won
general election in 1948 (p.3). So, in this study, the name of Apartheid is coined
to the practice of segregation during ninetieth and twentieth centuries in South
Africa.
1.5.3 The Blacks
Thompson and Prior (1982) state that the word “black” denotes all the
South Africans whose skin was not considered as “white.” This group includes the
African, Colored, and Asian peoples of South Africa. Meanwhile in this study,
The Blacks refer to native South Africans whose skin’s color is black. They are
placed in the second class after the Whites. The government treats the Blacks
unfairly. The Blacks do not have any rights in politics, economy, and social life
like the Whites.
1.5.4 The Whites
Thompson and Prior (1982) define the Whites as people who are accepted
as being exclusively European or Caucasoid descents who were formerly called
Europeans in South Africa (p.34). As Thompson and Prior say, the Whites are
those who have physical features as European descendants whose skin is fairly
white compared to the South African natives who have dark skin. In this study,
Whites refers to the British and Dutch descendants who govern South Africa.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
They have fair skin, which strengthens their caste system in which they deem that
those who have white skin are superior to Black people.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter is divided into four sections. The first section is the review of
related studies. The second section is review of related theories. The third is
review of the historical background of South Africa, and the last is theoretical
framework.
2.1 Review of Related Studies
In this part the researcher will present some studies on the novel, Cry, The
Beloved Country. These studies were conducted by two researchers of Sanata
Dharma University who used the novel Cry, The Beloved Country as the object of
their study. Setiawan (2001), through his analysis, found that Alan Paton used a
priestly character’s influence, position in society, and religious aspect as strategies
to make the readers sure about the facts of his statement implied in the novel and
to represent the religious values of the story.
Suryani conducted another study using the novel Cry, The Beloved Country
in 2003. She analyzed the family value disappearance in the novel. She explored
the background of the novel in which segregation over the Blacks was sustained
and how it influenced the life of people in South Africa including the life of the
main character. That condition disintegrated the values of family that were
described as love, responsibility, and loyalty.
10
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11
The aim of this study is to analyze the segregation and discrimination over
the Blacks in South Africa found in the novel Cry, The Beloved Country. The
setting of the novel is in 1946 which was the era of segregation over Blacks. Some
years later, the segregation was well known as Apartheid, after the government of
South Africa, the Whites, legalized the discrimination over the Blacks in 1948.
2.2 Review of Related Theories
This section discusses some theories on literature and the theory of
Apartheid. The first theory is critical approaches, which consist of five
approaches, defined by Rohrberger and Woods Jr. The second theory is the review
on Apartheid that is in South Africa. These theories are used in the study to
answer the questions in problem formulation of the study.
2.2.1 Critical Approaches
Rohrberger and Woods Jr., (1971) explain five critical approaches to
understand the nature, function, and positive value of literature. The first is the
formalist approach. The critics in the formalist approach insist on the total
integrity of the esthetic value. The primary goal for formalist critics is to
determine how such elements work together with the text's content to shape its
effects upon readers. The second is the biographical approach; it insists that a
work of art is a reflection of a personality, and that in the esthetic experience the
reader shares the author’s consciousness and that at least part of the reader’s
response is to the author’s personality. It attempts to learn as much as it can about
the life and development of the author to understand his writing.When using this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
approach, the researcher has to get the information about the author’s life to
understand the work of the author better. The third is the socio-cultural historical
approach. The critics insist that the only way to locate the real work is reference to
the civilization that produces it. The civilization is defined as the attitudes and
actions as the subject matter. It is necessary that the critic investigates the social
milieu in which a work was created and which it necessarily reflects. Not every
critic who uses the socio-cultural historical frame of reference can be said to have
such a moral interest, but many do feel that this approach can lead to an ethical
judgement concerning the truth of an author’s statements. The humanists for
example take the view that literature is a criticism of life that affects men in
society and that great literature should express the values of order, restraint, and
human dignity. The fourth is mythopoeic approach. The most important thing is
that people have to pay a careful attention to a pattern in the writing and to what
the story is all about, so people can interpret the symbol as what the author has
shown. The mystical relationship found in a story can be explained by using this
approach. The last is the psychological approach which concerns itself with the
efforts of analyzing a piece of literary object based on the psychological theory
(pp. 6-15).
2.2.2 Apartheid
This section is divided into three parts. The first part is the definition of
Apartheid, which discusses how the experts define Apartheid. The second is
segregation to begin Apartheid, and the third is the practices of Apartheid, which
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discusses the practices of Apartheid done by the Whites in South Africa
historically.
2.2.2.1 Definition of Apartheid
Apartheid,
a word in Afrikaan (Afrikaan was a language used by
Afrikaaner, the population of the descendants of the Dutch and some other
countries who came to South Africa before the British conquered the country and
established Apartheid politics in 1948) which means apartness in English.
Apartheid was a system of legal racial segregation enforced by the National Party
government of South Africa between 1948 and 1994. Because of this, the rights of
the 'non-white' inhabitants of South Africa were limited by the Whites (“South
Africa under Apartheid,” n.d.).
2.2.2.2 Segregation to Begin Apartheid
Segregation has a close relation with Apartheid. This discussion is aimed
at analyzing the relation between segregation and Apartheid. Beinart and Dubow
(2003), define segregation as a set of government policies and social practices that
ordered the relationship between Whites and Blacks. Whites here ruled as the
colonizers while Blacks were their objects of colonization. In the nineteenth
century, the Dutch, Boer, Afrikaaner, and British colonies had enforced many
elements of segregation. However, the segregation itself was refined and fully
extended in the twentieth century in the form of Apartheid (pp. 1-3). Dvorin
(1952) says that Apartheid system has the same outlook with the former
segregation before Apartheid is patented (p.188). So, Apartheid and segregation
here are the same system applied by the White government in South Africa.
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Based on Beinart and Dubow (2003), during 1900-1948 the practices of
segregation in South Africa bore legislative Acts which removed and restricted the
rights of “non-Whites”. Some of the Acts were Mines and Works Act in 1911
(segregation in employment), the 1913’s Natives Land Act (segregation in
prohibitions on African land purchase), the 1923’s Urban Areas Act (segregation
in urban residential). Many facilities and services such as education, health,
transportation, and recreation were progressively restricted and divided on a racial
basis (pp.3-4). So, based on Beinart and Dubow, during the time of segregation
the British government issued many Acts to limit the Blacks’ rights.
Beinart and Dubow (2003), tell that there are believers of the ideology to
preserve the distinct identity of different cultures and the internal coherence
through segregation, while Christian –Nationalist thinkers exaggerate this belief
by presenting cultural, national, ethnic, and racial identities distinction (p.11). The
idea of segregation formerly tended to distinct different cultures. Later, this
ideology was corrupted and became the real segregation.
2.2.2.3 The Practices of Apartheid to the Blacks
Education sector was segregated by means of 1953’s Bantu Education Act,
which constructed a separate system of education for African students and was
designed to prepare Black people for living as a laboring class. In 1959, separate
universities were created for Black, Colored, and Indian people. Existing
universities were not permitted to enroll new Black students. Besides education
aspect, the newspaper and Church were used by the White government to be the
tool of segregation to the Blacks (South Africa under Apartheid,” n.d.). Based on
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Marquard (1963), the Europeans and non-Europeans should live in separate
residential areas, and their education, religious exercises, amusements, sport, and
social amenities (p.244).
Bray (2008) explains that during Apartheid era, the Whites were provided
with the access to the most privileged suburbs, education, jobs, and positions,
even to the extent of exclusive access to beaches, theatres, parks, and public
toilets. The Blacks, conversely, were excluded from these by law, ruthlessly
enforced by the police. However, all 'non-whites' were disadvantaged and
disenfranchised politically. Amenities and public services were subject to racial
categorization such as taxis and ambulances, hospitals, parks, maternity wards,
graveyards, walkways over roads, and parking spaces in drive-in cinemas.
Blacks were not allowed to run businesses or professional practices in the
areas designated as "white South Africa" without any permission. They were
supposed to move to the black "homelands" and set up businesses and practices
there. Transportation and civil facilities were segregated. Black buses stopped at
black bus stops and white buses at white ones. Trains, hospitals, and ambulances
were segregated. Because of the smaller number of the white patients and the fact
that white doctors preferred to work in white hospitals, the conditions in white
hospitals were much better than those in often overcrowded black hospitals
(“South Africa under Apartheid,” n.d.).
Blacks were excluded from living or working in White areas, unless they
had a pass—nicknamed the dompas ("dumb pass" in Afrikaans). Only Blacks with
"Section 10" rights (those who had migrated to the cities before World War II)
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were excluded from this provision. A pass was issued only to a Black person with
approved work. Spouses and children had to be left in Black homelands. A pass
was issued for one magisterial district (usually one town), confining the holder to
that area only. Without a valid pass, a person is subject to the arrest and trial for
being an illegal migrant. This was often followed by deportation to the person's
homeland and prosecution of the employer (for employing an illegal migrant).
Police vans patrolled the White areas to round up illegal Blacks found there
without passes. Black people were not allowed to employ white people in white
South Africa (“South Africa Under Apartheid,” n.d.).
2.3. Review of the Historical Background of South Africa
This part discusses the historical background of South Africa. The
historical background of South Africa is used to analyze the study of Apartheid.
This part consists of two sections, namely the geography of South Africa and
history of South Africa.
2.3.1 Geography of South Africa
South Africa, officially called the Republic of South Africa, is an
independent country that occupies the southern tip of Africa. On May 1961, it
withdrew from the commonwealth and changed its form of independent
government. South Africa has two official languages, English and also Afrikaans,
a language developed by the Dutch settlers. The country has two capitals which
are Cape Town as the official capital, and Pretoria as the administrative capital.
The largest city in South Africa is Johannesburg.
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The area of South Africa is 471,445 square miles, and the datum from
1960’s census shows the population of South Africa is 16,002,797. Most of the
people in South Africa work as farmers, manufacturers and miners since South
Africa are the World’s greatest gold producer. It produces about two-third of the
world’s gold and about 30 percent of diamonds.
Field Enterprises Educational Corporation (1971) states that “the people of
South Africa consist of two basic groups, the Whites and non-Whites. About fourfifth of the people are non-Whites, and about one-fifth are Whites. The ancestors
of the Whites came from European countries, such as Netherland, Great Britain,
France, and Germany. The Boers, the first White settlers in South Africa, came
from Netherlands starting in the mid-1600’s. Boer is the Dutch word for farmer.
The descendants of the Boers are called Afrikaners. The non-Whites are classified
by the government into three main groups: Bantus, Coloureds, and Asians. Special
laws apply to each group” (p. 412).
2.3.2 History of South Africa
Field Enterprises Educational Corporation (1971) also states, “The tribes of
Bushmen and Hottentots were the first inhabitants of South Africa. In 1478 and
1488, Bartholomeu Dias became the first white man to round the Cape of Good
Hope. In 1652, the Dutch East India Company sent Jan Van Riebeeck to establish
a settlement. He brought Dutch settlers to Cape Town and later other Europeans
joined the Boer settlers. They were British, French, and German” (p. 412).
Gascoigne (1994) says, “In 1836, the Boers made their Great Trek, an action
to look for new lands due to British direct rule. The Boers wanted to live outside
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the British rule. They were divided into two destinations. The Boers, who went to
east Cape Colony found Orange Free State and those who went to southeast Cape
Colony found Transvaal” (p. 455).
During the Great Trek movement of the Boer, the British took control of
Natal in 1843 and made it as a British colony. In 1866, the Boers discovered
diamonds in an area claimed by Orange Free State, which made the British angry.
Due to the British’s jealousy towards the Boers, as a new colonial power in South
Africa, during 1880-1881 the Boers fought for the freedom of South Africa and
defeated the British. It was called the 1st Boer War.
The Boers tried to deny the political powers of the foreigners, especially to
those who came after the finding of gold mining in Witwatersrand. British joined
the foreigners (in Afrikaans called uitlanders) and attacked the Boers with the
winning of the Boers as the result. However, in January 1900, Lord Roberts and
Lord Kitchener brought more British troops and defeated the Boers who were led
by General Louis Botha. The Boers ran to the hills and tried to guerilla but they
finally surrendered to the British power.
The British made a government in South Africa, and they treated the
inhabitant of South Africa discriminatively. Racial discrimination was applied to
their laws. Cashmore (2004) defines that “racial discrimination as behavioral
expression of racism and is aimed at denying members of certain groups and
thinking unfavorably about groups and holding negative beliefs” (p. 345)
Based on Beinart and Dubow (2003), during 1900-1948, the British
government issues many Acts such as Mines and Works Act in 1911 (segregation
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in employment), the 1913 Natives Land Act (segregation in prohibitions on
African land purchase), the 1923 Urban Areas act (segregation in urban
residential). Many facilities and services such as education, health, transportation,
and recreation were progressively restricted and divided on a racial basis (pp.3-4).
The setting of the novel in this study is in 1946, in the time where many Acts
issued by the British government. However, the publication year of the novel is in
1948, in the same year when Apartheid political system was legalized.
Cashmore (2004) says that “After the general election of 1948, the elected
Prime Minister, Dr. Malan who was pro of separation between the Whites and the
Blacks signed laws and Acts which bordered the life of the Blacks and gave
advantages to the Whites. This politic was called Apartheid system, a politic
which base was the racial segregation” (p. 345). Thompson and Prior (1982) note
that during Apartheid period, South Africa was dwelled by some ethnic groups
that were Tswana, Xhosa, Tsonga, Zulu, Swazi, Pedi,