PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · The writer finds the story in the novel is interesting to ... dan resensi pada Afghanistan selama masa pemerintahan ... and never ending

WOMEN’S OPPRESSION IN AFGHANISTAN DURING

TALIBAN REGIME IN DEBORAH ELLIS’ THE

BREADWINNER

A Sarjana Pendidikan Final Paper

Presented as Partial Fullfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Weni Lilis

Student Number: 101214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

WOMEN’S OPPRESSION IN AFGHANISTAN DURING

TALIBAN REGIME IN DEBORAH ELLIS’ THE

BREADWINNER

A Sarjana Pendidikan Final Paper

Presented as Partial Fullfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Weni Lilis

Student Number: 101214057

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this final paper, 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, 20 August 2015

The Writer

Weni Lilis

101214057


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILIMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:

Nama : Weni Lilis

Nomor Mahasiswa : 101214057

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilimiah saya yang berjudul:

WOMEN’S OPPRESSION IN AFGHANISTAN DURING TALIBAN

REGIME IN DEBORAH ELLIS’ THE BREADWINNER

Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya

dalam bentuk pangkalan data, medistribusikannya secara terbatas, dan

mempublikasikannya di internet atau di media lain untuk kepentingan akademis

tanpa perlu ijin dari saya maupun memberikan royality kepada saya selama tetap

mencantumkan nama saya sebagai penulis.

Demikianlah pernyataan ini saya buat dengan sebenarnya

Dibuat di Yogyakarta

Pada tanggal: 20 Agustus 2015

Yang menyatakan

Weni Lilis


vi

ABSTRACT

Lilis, Weni. (2015). Women’s Oppression in Afghanistan During Taliban

Regime in Deborah Ellis’ The Breadwinner. Yogyakarta: English Language

Education Study Program, Department of Language and Arts Education, Faculty

of Teachers Training and Education, Sanata Dharma University.

The Breadwinner is a novel about an eleven-year-old girl who becomes the

breadwinner for her family. The writer finds the story in the novel is interesting to

be discussed. In analyzing this study, the writer proposes two research questions.

Those are; first, how women’s oppression changed the major character’s

caharacteristic as seen in the novel and the second one is how women’s

oppression is exposed in the novel.

In order to answer the first research question, the writer employs the

theory of characterization and the theory of types of character, then in answering

the second research question, the writer employs the theory of setting, the theory

of women’s oppression, and a review on Afghanistan during Taliban regime.

The method of this study is a library research. There are two kinds of data

sources in this study. The primary data source is taken from the novel itself, The

Breadwinner, and the secondary data source is taken from the internet, and some

books related to the theories which are employed in this study. Besides that, this

study employs sociocultural-historical approach.

Parvana is an eleven-year-old girl who becomes the breadwinner for her

family. When she becomes the breadwinner, she does not show herself. She

disguises herself into a boy so she could go outside, go to work, and earn money

for her family. As she has disguised herself into a boy Parvana’s character is

changed. In the beginning of the story when she still has her father, Parvana is a

coward and an envious girl. Then, after her father’s arrest, Parvana’s character

changes into a brave and a mature girl. The situation in her family changes her.

Besides that, the situation in her living place also changes her character.

Women in Afghanistan receive different treatment from the Taliban. The

Taliban apply very strict rules to women. The researcher finds out women’s

oppression which is experienced by Afghan women are; women are not permitted

to get education, to work, to enter to a shop, to make noise while walking, and to

be outside alone without a companion. Besides that, women must cover

themselves by wearing burqa when they are outside.

Keywords: Women’s oppression, breadwinner, Taliban regime


vii

ABSTRAK

Lilis, Weni. (2015). Women’s Oppression in Afghanistan During Taliban

Regime in Deborah Ellis’ The Breadwinner. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

The Breadwinner adalah sebuah novel yang menceritakan seorang anak

berumur sebelas tahun yang menjadi tulang punggung untuk keluarganya.

Penulis merasa bahwa novel ini menarik untuk didiskusikan. Dalam menganalisi

studi ini, penulis mengusulkan dua rumusan masalah. Rumusan masalah yang

pertama adalah, bagaimana penindasan wanita mengubah karakter utama seperti

yang terlihat dinovel, lalu yang kedua adalah bagaimana penindasan wanita

dibeberkan dinovel.

Dalam menjawab pertanyaan pertama yang terdapat dirumusan masalah,

penulis menggunakan teori characterization dan teori types of character. Lalu

dalam menjawab pertanyaan yang kedua penulis menggunakan teori setting, teori

women’s oppression, dan resensi pada Afghanistan selama masa pemerintahan

Taliban.

Metode penelitian ini adalah studi pustaka. Ada dua macam sumber data

di dalam penelitian ini. Sumber data primer diambil dari novel itu sendiri, dan

sumber data kedua diambil dari internet, dan beberapa buku yang berkaitan

dengan teori yang digunakan distudi ini. Selain itu, studi ini menggunakan

pendekatan sociocultural-historical.

Parvana adalah seorang gadis berumur sebelas tahun yang menjadi

tulang punggung untuk keluarganya. Ketika menjadi pencari nafkah, dia tidak

menunjukkan identitas aslinya. Parvana menyamar menjadi laki-laki sehingga

Parvana bisa pergi keluar, pergi bekerja, dan mencari uang untuk keluarganya.

Dengan menyamar menjadi laki-laki karakter Parvana berubah. Diawal cerita,

ketika Parvana masih memiliki ayahnya, Parvana adalah seorang yang penakut

dan iri hati. Lalu, setelah ayahnya ditangkap, karakter Parvana berubah menajdi

seorang yang berani dan dewasa. Situasi dikeluarga mengubah karakter

Parvana. Selain itu, situasi ditempat tinggal Parvana juga mengubah karakter

Parvana.

Perempuan di Afghanistan menerima perlakuan yang berbeda dari

Taliban. Taliban memberlakukan peraturan yang sangat ketat kepada perempuan.

Penulis menemukan penindasan perempuan yang dialami oleh perempuan

Afghanistan adalah sebagai berikut; perempuan Afghanistan tidak boleh

mendapatkan pendidikan, bekerja, masuk ke toko, mengeluarkan suara ketika

berjalan,dan berada di luar tanpa ada yang menemani. Selain itu, perempuan

harus menutup tubuh mereka dengan burqa ketika berada di luar.

Kata kunci: Women’s oppression, breadwinner, Taliban regime


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This Undergraduate Final Paper is

dedicated to:

Myself

My beloved father and mother My beloved sister and brother

My beloved cousins My beloved Heindra Pradana

and My dear friends


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ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my Lord,

Jesus Christ, for His blessings, love, and forgiveness so that I can do my very

best to finish my final paper. He always shows me the way to finish my final

paper when I am about to give up.

I am very grateful to my advisor, C. Sih Prabandari, S.Pd., M.Hum. for

her patience, advice, suggestion, guidance, and encouragement during the

completion of my final paper. I also would like to express my sincere gratitude to

all PBI Lecturers who always support me and remind me to finish my study as

soon as possible, especially Ibu Dr. Retno Muljani, M.Pd., Ibu Henny

Herawati, S.Pd., M.Hum., Ibu Caecelia Tutyandari, S.Pd., M.Pd., Bapak Drs.

Y. B. Gunawan, M.A., and Bapak Markus Budiraharjo, S.Pd., M.Ed., Ed.D. I

also thank all secretary staff of English Language Education Study Program

for being so helpful and friendly especially Mbak Dhanniek.

I would like also to express my deepest gratitude to my beloved parents,

Lim Nam Cua and Heng Ai Kun for all tender love, support, and prayer. In

addition, I would also thank my sister, Winda, my brother, Julianto, my cousins,

Amei, Bram, Tika, Wenas, Andi, Ani, Henny, Susan, Eko for all their support

and prayer they give to me. I also thank my nephews and nieces Giselle, Jesslyn,

Angel, Frederick, Claudia, Kayleen and Aurelia Kirana who cheer me up

with their cuteness and silly behavior.


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My special gratitude goes to my beloved Heindra Pradana, S.Pd. for his

support, prayer, encouragement, and never ending love he gives to me during my

time in finishing m final paper.

I will be forever thankful for having friends like Gitta, Martha, Clara,

Tika, Claudia, Mona, Wara, Dian, Disa, Ineke, Simon, Fendi, Daniel, Mas

Adit, Barry, Nata, Christy, Eryan, Wati and all English Language Education

Study Program 2010 students who have motivated, supported and encouraged

me to finish my final paper. They always remind me to finish my final paper and

never give up. I would also thank Mbak Sita. I thank her for helping me by being

a proof reader for my final paper and for her meaningful feedback.

Lastly, I would like to thank all people whom cannot be mentioned here

one by one for supporting and helping me to finish this paper, and for all the

memories they have shared in my life during my time in finishing this paper and

my study.

Weni Lilis


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TABLE OF CONTENTS

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

Page

i

APPROVAL PAGES .............................................................................................. ii

STATEMENT OF WORK’S ORIGINALITY ..........................................

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

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

iv

v

vi

ABSTRAK ................................................................................................................. vii

DEDICATION PAGE ............................................................................................. viii

ACKNOWLEDGEMENTS ....................................................................................

TABLE OF CONTENTS ........................................................................................

CHAPTER I. INTRODUCTION

A. Background of the Study ..........................................................................

B. Approach of the Study ..............................................................................

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1

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CHAPTER II. DISCUSSION

A. The Characteristics of Parvana as seen in Deborah Ellis’ The

Breadwinner ..................................................................................................

1. Brave ...................................................................................................

2. Mature ................................................................................................. 8.) Thoughts

3. Reliable ...............................................................................................

B. Women’s Oppression in Afghanistan as Exposed in The

Breadwinner ..................................................................................................

1. Women Are Not Allowed to Get Education ......................................

2. Women Are Not Allowed to Work ....................................................

3. Women Must Wear Burqa..................................................................

4. Women Are Not Allowed to Enter to the Shop .................................

5. Women Are Not Allowed to be Outside Alone .................................

6. Women Must Walk Slowly ................................................................

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12

15

19

21

23

24

24

26

26

27

CHAPTER III. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ..............................................................................................

B. Suggestions ...............................................................................................

1. For Future Researchers.......................................................................

2. For Future Teacher/Lecturer ..............................................................

28

29

29

29

REFERENCES ........................................................................................................

APPENDICES

Summary of the novel ...............................................................................................

Biography of Deborah Ellis ......................................................................................

Lesson plan ...............................................................................................................

Teaching materials ....................................................................................................

Map pf Afghanistan...................................................................................................

31

32

37

40

42

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1

CHAPTER I

INTRODUCTION

This chapter consists of the background of the study and the approach of the

study. Background of the study provides the reason of choosing the story, benefits

of the study, the problems formulation, and the objectives of the study. Then,

approach of the study discusses the object of the study, the method and the

approach which are employed in the study.

A. Background of the Study

There are various kinds of works of literature; one of them is novel.

According to Bressler (1999),

Novel as a work of literature is a text with certain qualities, contains some

elements such as plot, character, tone, symbol, conflict that often represents

author’s life or experience and has major action to give values to the

readers, and also to entertain the readers (p.10).

It means that besides entertaining the readers, reading novel might also give

values to the readers. The author of the novel could create or write any story

which she would like to tell the readers. The stories could be a love story, a

history, a tragedy, etc. A novel might also enrich the readers’ knowledge through

the story which is told in it. Novel is divided into two types, there are fiction and

nonfiction.

Novel which is analyzed by the researcher is about women who are being

oppressed by a social group called Taliban. The author writes the story based on


2

her inspiration when she visited refugees in Afghanistan. In writing the story, the

author describes the setting in the novel such as the place and the time, the

character in the novel; character’s feeling and situation. The purpose of describing

the setting in the novel is to tell the readers about the society which exists in the

novel. Langland, (1984) states, “society is a concept and a construct in fiction”

(p.4). It means that by describing the society it would help the readers understand

the concept in the novel. In other word, the author wants the readers to put

themselves into the situation in the novel. However, the situations in the novel are

just the same as the situations in our reality nowadays. Since the situation in the

novel still exists today, the researcher hopes the readers might understand the

story better.

Men and women have the same rights to live in this world. In some

countries, women and men get the same treatment in the surroundings. However,

in some other countries, women are treated differently as men. Afghanistan is one

of the countries which treats men and women differently. According to Wall

(2014), “The perpetration of men’s violence against women is understood to be a

manifestation of historically unequal power relations between men and women”

(p.1). Therefore, women in whose country has a history about men’s violence

against women would receive a different treatment in the society. In Afghanistan,

men have more power than women. Women are treated differently since

Afghanistan has history about it. Women’s oppression happens during the Taliban

regime. Women can only stay at home and cannot go to work. Women cannot also

go to school. Women are only allowed to stay at home. Since this case still


3

happens nowadays, this case has already drawn big attention to people around the

world. It makes the researcher wants to analyze this case deeper.

The author of the novel is Deborah Ellis. She is one of feminist activists in

Canada. She writes a novel about Afghan women’s life based on her experience

when she visited Afghanistan. The novel is entitled The Breadwinner because the

novel tells about an eleven-year-old girl who becomes the breadwinner for her

family. She becomes the breadwinner because women are oppressed by the

Taliban. Therefore, she disguises herself into a boy so the Taliban would not

know her identity. Based on the novel, Taliban is a group of Muslim people who

rule the country (Ellis, 2000:11). The story in the novel takes place in

Afghanistan, where the Taliban controls the country. This novel also reveals the

social situation which happens to the major character and other women in

Afghanistan where women could not go outside of their house, they could not go

to work or school, and they must cover their body when they go outside.

In The Breadwinner, Parvana is the major character. Parvana is an eleven-

year-old girl who becomes breadwinner for her family in order to keep her family

alive. However, in her struggle to work for her family, Parvana does not show

herself, because she cannot go outside alone even if her mother accompanies her.

Her father is not around because her father is arrested. Therefore, in order to go

outside safely, she disguises herself into a boy since the Taliban only allows boy

and men go outside the house. Her father is arrested because the Taliban knows

that her father goes to school in the UK and her father could speak English.

According to the Taliban, her father betrays them so they arrest her father. Since


4

then, Parvana is the only one who can help her family. Unfortunately, she has an

unwise sister. Her sister does not want to go to work for her family. Her sister just

stays at home and helps her mother. Hence, the family’s only hope is Parvana.

Besides Parvana’s story, the novel also reveals the social situation which happens

in Afghanistan. The author also tells about how the Taliban leads the country and

how they treat the women unfairly.

The benefits of this study are the readers might able to enhance their

knowledge about the women’s oppression that happens in Afghanistan. It

provides some information and knowledge for the readers to learn about women’s

oppression during the Taliban regime. It might also help the readers to have a

better understanding about Afghanistan’s social culture and also its history.

Another benefit is it will develop people’s awareness of women’s oppression. The

researcher expects by discussing it, women’s oppression in the surroundings

society, or even the world would decrease.

Based on the background of the study, the major character’s characteristics

and women’s oppression are the main object of this study. Therefore, the

researcher decides that, there are two formulated problems which are needed to be

analyzed in this study. Those formulated problems are; first, “How does women’s

oppression change the major character’s characteristics as seen in the novel?” and

“How is women’s oppression exposed in the novel?” By conducting this study,

the researcher intends to find out the changes of the major character’s

characteristics which is caused by women’s oppression, and expose the women’s

oppression which is experienced by Afghan women


5

The objectives of this study are to find out the changes of the major

character’s characteristics and to show women’s oppression which is exposed in

the novel. By understanding the objectives of the study, the readers are hoped to

have high awareness of how to treat people around them. So, there will be no

oppression happened in the society. As the readers have known how is the feeling

of people who are being oppressed.

B. Approach of the Study

In conducting this research, the researcher employs sociocultural-historical

approach. According to Woods and Rohrberger (1971), sociocultural-historical

approach insists that the way to understand a literary work is to have better

understanding about the society (p.9). Besides, Woods and Rohrberger (1971)

also state, the only way to locate a real work is in reference to the civilization

which produced it (p.9). Then Woods and Rohrberger (1971) define “civilization

as the attitudes and actions of a specific group of people and point out that

literature takes these attitudes and actions as its subject matter” (p.9). This

approach is occupied to observe the society and the history in Afghanistan.

Therefore, the researcher needs to provide sufficient understanding on the society

in Afghanistan. By implementing this approach, the researcher expects the reader

would have a better understanding about the study through society in Afghanistan

which is provided.

The object of this study is a novel of Deborah Ellis entitled The

Breadwinner. This novel consists of fifteen chapters in 166 pages. In this novel,


6

the author provides some notes about the real situation in Afghanistan at that

moment, and also some knowledge about the Taliban which are useful for the

readers. This novel tells about Parvana, an eleven-year-old girl who disguises

herself into a boy and becomes the breadwinner for her family because of

women’s oppression in Afghanistan. She has a younger sister, a younger brother,

and an older sister. In becoming the breadwinner for her family, she disguises

herself into a boy so she could go outside and earn money freely. She does her

Father’s work in the market in order to keep her and her family alive. Besides that,

the novel also reveals about women’s oppression which is done by Taliban during

their regime. Moreover, the novel also reveals how the Taliban treat people there,

not only women but also men. The Taliban would punish everyone who is

disobeying the rules. However, they are stricter to women. An-Na’im (1998)

states after taking control the capital city of Afghanistan, Taliban had forbidding

women to work outside the home, attend school, or to leave their home unless

accompanied by a husband, father, brother, or son (p.11). The characters in this

novel are fictional ones; however the situation is real because the story of the

novel is inspired by the author’s experience when she visited Afghan refugee

camps in Pakistan. She interviewed Afghan people there.

The method in this study was library research. The primary source was the

novel itself, while other sources and data were taken from books and internet. In

order to finish this study, there were some steps passed. First, the researcher

selected this novel as the main book, and the researcher read the book for several


7

times in order to have better understanding about the novel. This step also helped

the researcher to make a summary of the novel.

The second step was deciding the interesting things which were happened in

the novel. In this step, the researcher chose the interesting topic which is needed

to be analyzed. After finding the topic, the researcher made the problems

formulation, then read books and journals which could help the researcher to

answer the problems formulation.

The third step was to answer the questions which were made in the

problems formulation. In this step, the researcher analyzed the character which

was described in the novel. In order to analyze it, the researcher employed the

theory of character and characterization and the theory of types of character. After

answering the first question in the problem formulation, the researcher analyzed

the next question. In order to analyze this question, the researcher employed the

theory of setting, the theory of women’s oppression and a review on Afghanistan

during the Taliban regime. Those theories helped the researcher analyze how

women’s oppression experienced by Afghan women in Afghanistan during the

Taliban regime exposed in the novel, supported by the character and the setting.

After analyzing and answering the questions which were stated in the

problem formulation, the last step was to draw conclusion. In this part, the answer

of the problems formulation was discussed briefly. After finishing the analysis,

the researcher drew conclusion and proposed suggestions for the future

researchers, and also proposed the implementation of this study for teaching and

learning English by using the novel, The Breadwinner.


8

CHAPTER II

DISCUSSION

This chapter discusses the review of related literature and the findings of the

changes characterization of the main character and the women’s oppression

experienced by Afghan women. The related literature consists of theories which

are needed in analyzing this study. The descriptions of the main character and

revealing women’s oppression which happens during Taliban regime are the main

objects of the discussion.

A. The characteristics of Parvana as seen in Deborah Ellis’ The

Breadwinner

Character and characterization cannot be separated in a literary work.

According to Abrams (1985), character is,

The person presented in a dramatic or narrative work, who is interpreted by

the readers as being endowed with moral, dispositional, and emotional

qualities that are expressed in what they say- the dialogue- and by what they

do- the action (p.23).

Character is created through its characterization by the author. In creating

character and characterization, it may present the author’s thought and

imagination.

Holman and Harmon (1972) state through characterization the author

creates the character by applying everything in reality, so the character will also

look like a real person in the novel (p.81). Characterization is the creation of

imaginary person so the character exists in the novel.


9

There are two types of character. Those types are flat character and round

character. According to Forster (1927) as cited in Abrams, a flat character is built

around a single idea or quality and is presented without much individualizing

detail; therefore it can be described in a single phrase or sentence (p.20). A flat

character does not show any change in the character. The character stays steady

from the beginning of the story until the end of the story. Then, Forster (1927)

defines round character as complex in temperament and motivation and is

represented with subtle particularity; thus, the character could not be described

easily (p.20). In order to find out the characteristics, readers must understand the

characterization of the character from the beginning of the story until the end.

In analyzing the characterization of the major character, the researcher

employs the theory of characterization. According to Murphy (1972), there are

nine ways of characterization, they are; personal description, character seen by

another character, speech, past life, conversation of others, reaction, direct

comment, thoughts, and mannerisms (p.161-173). Even though there are nine

ways of characterization, the researcher only employs some ways in analyzing the

data. Those are character as seen by another character, thoughts, direct comment,

and speech.

By employing the theory types of character, the character of Parvana is a

round character. The character of Parvana changes in the middle of the story.

Then, in order to analyze the characteristic of Parvana the researcher employs the

theory of characterization. As stated by Murphy that there are nine ways of


10

characterization, the researcher only employs three ways in analyzing the

characteristic of Parvana in the beginning of the story. Those are direct comment,

speech, and thought. According to Murphy (1972) author could describe the

characterization through direct comment. The author uses his/her comment

directly in describing the characterization (p.170). Besides, Murphy also states

that the author could reveal the character’s thought in describing the

characterization. Therefore, the readers would be able to understand the

character’s thought directly. Another way of telling characterization is by the

speech of the character him/herself. Murphy (1972) states that the author could

give the readers insights into the characterization by seeing the character’s speech

or by what character says. Besides giving insights, the author could describe the

character’s personalities through what he/she says (p.164).

In the beginning of the story, Parvana’s character is a coward and an

envious person. Those characters are analyzed by employing Murphy’s theory of

characterization. When her father is around, she does not dare to go outside alone

because women are not permitted to go outside alone. Parvana goes outside only

for helping her father to work. In the market, Parvana is afraid to show herself to

the people there. “Parvana would slump down further on the blanket and try to

make herself look smaller. She was afraid to look up at the soldiers” (p.8).

Whenever someone comes to her father Parvana wants to be invisible so no one

would notice her. As cited from the novel, Parvana does not dare to show herself

especially when The Taliban is around. “When the Taliban were around, what she

wanted most of all was to be invisible” (p.9). Besides, Parvana does not dare to


11

say something out loud. “I can read that letter as well as Father can,” Parvana

whispered into the folds of her chador. “Well, almost.” She didn’t dare say those

words out loud” (p.7). Besides being coward, Parvana is also envious person. She

envies her older sister because her older sister does not have many things to do.

Since the Taliban has ordered that women must stay inside her older sister and her

mother only do the cleaning at home. Other activities such as fetching water, and

outside activities are done by Parvana.

“If you had fetched it yesterday, when Mother asked you, you wouldn’t

have so much to haul today,” Nooria said as Parvana passed by her to get

the water bucket. Nooria smiled her superior big-sister smile and flipped her

hair back over her shoulders. Parvana wanted to kick her. “Nooria never

goes for water, nor does Mother. Maryam doesn’t either. She doesn’t have

to do anything!” (p.19-20).

Parvana also envies her older sister’s hair. “Nooria had beautiful hair, long, and

thick. Parvana’s hair was thin and stringy. She wanted hair like her sister’s and

Nooria knew this” (p.20). Therefore, she hates if the water is used to wash

Nooria’s hair. “Parvana hated all that cleaning. It used up the water she had to

haul. The only thing worse was for Nooria to wash her hair” (p.22). Besides that,

Parvana envies her sister because she thinks her mother loves Nooria more. When

her mother wants to sell her red cloth Parvana tries to argue with her mother.

“My good shalwar kameez! We can’t sell that!” “I decide what we’re going

to sell, not you. There’s no longer any use for it, unless you’re planning to

go to parties you haven’t bothered to tell me about.”.........

“Why don’t we sell Nooria’s good clothes? She’s not going anywhere.” “

She’ll need them when she gets married.” Nooria made a superior sort of

face at Parvana. As an extra insult, she tossed her head to make her long hair

swing. “I pity whoever marries you,” Parvana said. “He will be getting a

stuck-up snob for a wife.” “That’s enough,” Mother said. Parvana fumed.

Mother always took Nooria’s side (p.24).


12

However, the character of Parvana changes in the middle of the story. Since her

father is arrested, there is no one who could go outside to work besides her. It

changes Parvana into a brave person. Parvana knows that she is the only one who

could help her family to survive. Moreover, being the breadwinner for her family

makes her more mature. Those characters are analyzed by employing Murphy’s

nine ways of characterization. However, the writer only employs three ways,

namely thought, seen by another character, and direct comment.

1. Brave

According to Murphy (1972), there are nine ways of characterization

(p.161). Readers can see the character through the main character’s thought.

Murphy (1972) states the author can give the readers direct knowledge of what a

person is thinking about (p.171). By knowing the main character’s thought, the

readers might know what kind of person the main character is. Another way to

know the character’s characterization is by observing how the character is seen by

another character. Murphy (1972) states a characteristic of character can be seen

by another character. The author could describe the character by employing

another character’s point of view or opinion (p162).

Since Parvana’s father has arrested, no one in the family dares to go outside.

However, the family is running out of water. Then Mrs. Weera asks Parvana to

fetch the water because Mrs. Weera knows that Parvana is a brave girl.

“We’re out of water,” Nooria explained. “We’ve been afraid to go out.”

“You’re not afraid, are you, Parvana?” She didn’t wait for the answer.

“Fetch the bucket girl. Do your bit for the team. Here we go!” Mrs. Weera

still talked like she was out on the hockey field, urguing everyone to do their

best (p.59).


13

Then, another character of Parvana could be seen through her thought. As

seen from her thought, Parvana is a brave girl. When her family asks her to

disguise herself into a boy, she tries to refuse it. However, she thinks about it, and

Mrs. Weera encourages her. After thinking about it, she finally agrees to disguise

herself. She finds courage in herself.

When the soldiers come to her house to arrest her father, Nooria, her older

sister hides herself in a small room and covers herself with a chador. Parvana is

sitting in her place and cannot move herself to hide. While sitting, she sees the

soldiers hit her mother and other soldiers drag her father outside. The soldiers hit

her mother until her mother falls down to the floor. By seeing her mother falls

down, it gives courage Parvana to take an action while her older sister hides

herself. “Seeing her Mother on the ground finally propelled Parvana into action.

When the soldiers dragged her Father outside, she flung her arms around his

waist” (p.31).

As one of the soldiers has dragged her father outside, the other soldiers are

still inside the house looking for things to be taken away. When Parvana sees it,

she is thinking about her father’s books which are hidden at the bottom of the

cupboard. She thinks that the soldier will find it so it leads her to scream. Even

though her body hurts, she still wants to protect her father’s book.

They couldn’t be allowed to find father’s book! The soldiers had started at

the top of the cupboard and were working their way down closer and closer

they came to the bottom shelf, the one with the false wall. Parvana watched

in horrors as the soldiers bent down to yank the things out of the bottom

shelf. “Get out of my house!” she yelled. She threw herself at the soldiers

with such force that they both fell to ground (p.32).


14

She is the one who forces the soldiers to go away from her house. Her mother is

on the floor and her body hurts because of the hitting. As an eleven-year-old-girl,

Parvana is brave to do it. She has the courage which her older sister does not have.

Since her father is arrested, no one goes outside. They eat what they have

until the third day; they are running out of food. Nooria tells Parvana to go outside

to buy food and to fetch water. Since her father’s arrest, she is the one who will do

her father’s work. As she cannot go out without her chador, her mother and Mrs.

Weera finally make a decision which is quite hard to believe. Her mother and

Mrs. Weera will turn her into a boy. At first, Parvana is scared that people and the

Talib will find out that she is not a boy. She refuses the plan. However, thinking

about the situation now, she knows that agreeing to the plan is the only way to

help them survive. When Parvana refuses the decision, Mrs. Weera tells her that

they can force her to do it but they cannot force her to act as a boy. By knowing

that gives her courage.

Parvana realized Mrs. Weera was right. They could hold her down and cut

off her hair, but for anything more. They needed her coorperation. In the

end, it really was her decision. Somehow, knowing that made it easier to

agree. “All right,” she said. “I’ll do it” (p.66).

Since Parvana has disguised herself as a boy, she is the only family member

who is able to go out without any difficulties. She goes outside to work and to run

errands. One day, after working and fetching water, Parvana thinks that it will be

great if her younger sister can go outside. So, she asks her mother whether she can

take her younger sister to the water tap outside. At first, her mother refuses her

offer because her mother is afraid that they will be arrested. Parvana is so brave

that she even thinks about taking her sister outside. “Mother, can I take Maryam


15

to the tap with me?” (p.86). After taking her younger sister outside successfully,

Parvana also wants to take out her mother and her older sister. By disguising

herself as a boy, it gives her courage to take all her family members outside to

enjoy the sun and see the situation outside. Even though she knows the risk, she

still wants to do it. Parvana wants all her family can go outside the house and

enjoy the sun outside as they cannot enjoy it when they are inside the house.

“One day, after she had been working for a week, Parvana had an idea.

“Mother, I’m seen as a boy, right?”

“That’s the idea,” Mother said.

“Then I could be your escort,” Parvana said.

“I could be Nooria’s escort too, and you could both get outside sometimes”

(p.89).

Through Parvana’s thought, it can be seen that she is a brave person who is

willing to do anything to help her family. She has the courage that not all the kids

in Afghanistan have. Even though she is not the only one who disguises herself

into a boy, the writer can still see the courage in Parvana. She dares to do

something which is impossible for others to do, such as digging up the bones in

the graveyard. It really needs strong courage for an eleven-year-old girl to do it

and Parvana has it. Besides, Mrs. Weera knows that Parvana is a brave girl who is

willing to do anything for her family.

2. Mature

As the situation in her family has changed, Parvana’s character also

changes. In the beginning of the story, she envies her older sister. However, after

her father’s arrest, Parvana realizes that she does not want to lose other family

members. Therefore, she does not feel envy her sister any more. She understands

that her older sister is not able to go outside so she is willing to go outside to be


16

the breadwinner, to take her older sister’s role, to take care of the family.

Parvana’s character is analyzed by employing Murphy’s nine ways of

characterization. However, the researcher only employs two out of nine ways

namely thoughts and direct comment.

When they are out of food, Nooria asks Parvana to go outside to buy it.

However, Parvana does not want to do it because Parvana thinks that it is

Nooria’s responsibility. Then Parvana looks at Nooria and she begins to think that

Nooria is not accustomed to go outside. Parvana also sees fear in Nooria. So, she

decides to go outside. “Nooria looked terrified. If Parvana didn’t obey her, she

would have to go for food herself. Now I’ve got her, Parvana thought. I can make

her as miserable as she makes me. But she was suprised to find that this thought

gave her no pleasure” (p.52-53).

As she has disguised herself into a boy, Parvana works in the market. Then

one day, she discovers that there is also another girl who disguises herself into a

boy. She is Shauzia, her classmates. When she meets Shauzia, Shauzia gives her

dried apricots. She is happy to receive it because it has been a long time she does

not eat the dried apricots. As she receives the dried apricots, Parvana does not

keep the apricots for herself only. She counts them and thinks that the apricots are

enough for everyone in her family. “She counted them. There was one for

everyone in the household, and an extra one for her to eat now” (p.96). It is

unusual for an eleven-year-old girl to have a thought like that. The situation

changes Parvana into a mature person. She does not only think about herself but

she also thinks about her family at home.


17

Mrs. Weera tells Parvana about a plan which is made by her, her mother and

Nooria. They are going to start a school at home and Nooria will be the teacher.

Parvana does not think that Nooria will become a good teacher, however, she does

not want to say it because she does not want to hurt Nooria’s feeling. “Parvana

didn’t like the idea of learning from Nooria. As a teacher, she’d be even bossier

than she was as a big sister! Still, she couldn’t remember the last time she’d seen

Nooria excited about something, so she keep quiet” (p.102).

Being the breadwinner for her family makes Parvana does not want to argue

with Nooria any more, Parvana has understood the situation in her family.

Parvana understands that Nooria is not able to go outside because she is not

permitted to go outside not because she does not want to. If Nooria goes outside it

will be very dangerous for Nooria. Therefore, Parvana does not want to argue with

her. “Nooria hadn’t said anything nasty to Parvana in ages. Or maybe it’s me

who’s changed, Parvana thought. Arguing with Nooria simply didn’t make sense

any more” (p.118). The situation in the family and the women oppression have

changed Parvana’s character into a mature person. She does not think that arguing

with Nooria gives her pleasure.

One day, Parvana saw something bad happening in the stadium. The Taliban

cut people’s head and hand because those people were thieves. By seeing that,

Parvana worries about her father. She decides to take a break from work.

However, she understands that she could not take the break forever. She knows

that she must take care of her family. “No one said anything to Parvana when the

bread ran out, but she got up and went to work that day anyway. Some things just


18

had to be taken care of” (p.124). Again, this fact shows that Parvana has unusual

thoughts despite the fact that she is only eleven years old.

Since Parvana becomes the breadwinner for her family, Parvana always

thinks and cares about her family. She does everything for her family. She does

not think that she could leave her family. Parvana’s friend Shauzia plans to go to

France and leaves her family in Afghanistan. Shauzia wants to leave her family

because she does not want to work for her family. She hates living in Afghanistan.

Shauzia asks Parvana to come with her. However Parvana refuses to go because

she could not leave her family. “Do you want to come with me?” Shauzia asked.

“We could look after each other.” “I don’t know.” She could leave Afghanistan,

but could she leave her family? She didn’t think so” (p.128). Parvana is different

to Shauzia. Even though living in Afghanistan is difficult for her, she still does not

want to leave Afghanistan and her family. The situation changes Parvana not to an

eleven-year-old girl’s character.

Women’s oppression which happens in Afghanistan influences Parvana’s

character in the novel. The situation in Afghanistan and her family make Parvana

becomes a brave and a mature girl. Parvana acts like an adult whereas she is just

eleven years old. Being the breadwinner also makes Parvana becomes a reliable

person. From the beginning until the end of the story, Parvana remains as a

reliable girl. This character is stable because the character does not change from

the beginning of the story until the end of the story.

This characteristic is analyzed by employing character as seen by another

character and direct comment. The writer could find the characterization by seeing


19

from another character’s point of view or opinion. Then, another way is finding

the characterization through the direct comment from the author.

3. Reliable

When her father is around, her father needs Parvana in order to work. Her

mother and her sister need her in order to fetch water. Then, when her father is

arrested, her family relies on her in order to survive. Her mother and Mrs. Weera

also believe that they could rely on Parvana. So, they ask Parvana to disguise

herself in order to work outside freely. Everyone in her family believes that

Parvana is a reliable person so they could rely on Parvana in order to survive.

In the market, when the Talib asks her father about Parvana being outside,

her father would tell them that he needs Parvana in order to work. “I need this girl

to help me walk,” her Father would tell any Talib who asked, pointing to his leg”

(p.8). Then, when her father is arrested, he tells Parvana to take care of the family.

“When the soldiers dragged her father outside, she flung her arms around his

waist. As the soldiers pried her loose, she heard her father say, “Take care of

others, my Malali.” Then he was gone” (p.31).

Besides her Father, Mrs. Weera knows that she could rely on Parvana. Mrs.

Weera is a friend of her mother who helps her when she was chased by the

soldiers. They go home together. At home, her mother is still lying on the bed.

Her mother has been very sad since her father’s arrest. Since Mrs. Weera there,

she tries to talk to her other. After dressing up her mother, her mother finally

wants to sit and talk to them. Mrs. Weera and her mother know that Parvana is

able to go outside. They figure out the way for Parvana to go outside without


20

being chased by the soldier. They ask Parvana to disguise herself into a boy.

“They were going to turn her into a boy. “As a boy, you’ll be able to move in and

out of the market, buy what we need, and no one will stop you,” Mother said”

(p.63).

When her mother and Mrs. Weera tell her about their plan, firstly, Parvana

refuses to do it. She knows that the Talib might recognize her. However, she gives

a thought on that plan, because she knows that there is no one in the family who is

able to help the family. Finally, she agrees to disguise herself into a boy. Mrs.

Weera encourages her because she is sure that Parvana is able to do it.

“It has to be your decision,” Mrs. Weera said. “We can force you to cut off

your hair, but you’re still the one who has to go outside and act the part. We

know this is a big thing we’re asking, but I think you can do it. How about

it?” (p.65).

Parvana has agreed to their plan, she disguises herself into a boy. It is easier

for her to go outside. Her mother trusts her that she is able to earn money and

work like her father does. She works as a letter writer and reader in the market.

Her mother even gives compliment to Parvana when Parvana has succeeded

buying their needs. “Take your Father’s writing things and his blanket, and go to

the market,” Mother told her. “Maybe you can earn some money. You’ve been

watching your Father all this time. Just do what he did” (p.74).

Since Parvana has disguised herself into a boy, she is able to do more

activities other than buying things and working in the market. She also takes her

younger sister outside to see the sun and see the situation outside their house.

After succeeding with her younger sister, she now wants to take out her mother,

her older sister, and her younger brother. Since her mother trusts her, her mother


21

agrees with her plan. “Nooria, Ali should go outside. Parvana is able to manage

fine with Maryam, but Ali squirms so much. You will have to hold onto him”

(p.90).

Besides finding the characterization through another character’s opinion, the

researcher also finds the characterization through the direct comment from the

author. According to Murphy (1972), the author could use the direct comment in

describing the characterization (p.172). As seen from the author’s comment

Parvana is a reliable person. The author describes why Parvana is being outside

with her father. “Parvana was there only to help her father walk to the market and

back home again after work” (p.7). Then, when Parvana is asked to fetch water,

even though Parvana does not want to do it, but the author gives a clear comment

that Parvana has to fetch the water because there is no one else. “Parvana knew

she had to fetch the water because there was nobody else in the family who could

do it” (p.20-21). Through the author’s comment, the writer sees that the family

relies on Parvana for going outside and doing outside activities.

Through another character’s opinion and direct comment from the author, it

can be seen that Parvana is a reliable person. This character does not change from

the beginning until the end of the story. Parvana’s family needs her help in order

to keep alive. It makes Parvana a reliable person.

B. Women’s opression in Afghanistan as exposed in The Breadwinner

In analyzing this study, the researcher employs the sociocultural-historical

approach. Therefore, the researcher needs to provide a review on Afghanistan


22

during the Taliban regime. It is expected that the information might help the

readers understand the history of Taliban in Afghanistan and might enrich the

readers’ knowledge about Afghanistan during the Taliban regime.

Afghanistan is one of a Moslem countries in South Central Asia. It is

located in South Central Asia near Pakistan and Iran. The declaration of

Afghanistan was in 1919. Based on the novel,

Afghanistan has been at war since 1978, when American-backed figthers

opposed the Soviet-backed government. In 1980, the Soviet Union invaded

Afghanistan, and the war escalated, with both sides bombing and killing

with modern weapons. After the Soviets left in 1989, a civil war erupted, as

various groups fought for control of the country. (Ellis, 2000:167)

Before the Taliban, Afghanistan was led by a king. The king was Mohammed

Zahir Shah. Then, Taliban took over the country in 1996.

Bajoria and Laub (2013) defined Taliban as a “Sunni Islamic extremist

group that ruled Afghanistan from 1996-2001”. Bajoria and Laub (2013) also

stated that the Taliban was formed by Afghan Mujahideen who fought against the

Soviet. The Taliban was emerged as a force in national politics in 1994 in the

midst of the country’s civil war. In governing the country, the Taliban applied an

austere form of Islamic Law.

Besides a review on Afghanistan, the researcher also employs theory of

setting in analyzing the second formulated problem. A setting in the novel refers

to setting of place and setting of time. According to Abrams (1985) setting is “the

overall setting of a narrative or dramatic work is the general locale, historical

time, and social circumstances in which its action occurs” (p.192). By knowing


23

the setting of place and time, readers can obtain more detailed information about

the story in the novel.

The setting of place in the novel was in Afghanistan and the setting of time

was during the Taliban regime which was in 1996 to 2001. During the Taliban

regime women were oppressed by the Taliban. The Taliban applied rules which

were not fair to women. Many women struggled to survive during the Taliban

regime even though they could not do much. Women’s oppression happened

during the Taliban regime.

During the Taliban regime, women does not have their freedom. Cudd

(2004) defines oppression as a name as social injustice, which is to say that it is

perpetrated through social institutions, practices, and norms on social groups by

social groups. Oppression can be done to everyone (p.2). Cudd (2004) also

defines oppression as a “harm, which persons are systematically and unfairly

constrained, burdened, or reduced by any several forces” (p.2) In this study the

person refers to women. The Taliban apply very strict rules to women. The

Taliban forbade women to go to school or work. By employing the theory of

women’s oppression, the following is the evidence of women’s oppression during

the Taliban regime which is exposed in the novel.

1. Women are not allowed to get education

The Taliban has ordered all women to stay inside the house. During their

regime, women are not allowed to go to school. As stated by An-Na’im (1998), in

1996 the Taliban issued an edict forbidding women to attend school (p.11). It also

happens in the novel.


24

The Taliban had ordered all the girls and women in Afghanistan to stay

inside their homes. They even forbade girls to go to school. Parvana had to

leave her sixth grade class, and her sister Nooria was not allowed to go to

her high school (p.7).

Once the Taliban find out about school, they would close the school immediately.

“The Taliban would close down any school they discovered” (p.132). Therefore,

besides women are not allowed to go to school, there is also no more school in

Afghanistan because the Taliban has closed the school.

2. Women are not allowed to work

Besides school, women are also not permitted to work. An-Na’im (1998)

states the Taliban forbid women to work outside the home (p.11). In the novel,

Parvana’s mother does not work anymore because the Taliban has kicked her out.

Their mother had been kicked out of her job as a writer for a Kabul radio station”

(p.7). Besides her mother, Mrs. Weera also loses her job. “She had been a physical

teacher before the Taliban made her leave her job” (p.58). Women are allowed to

do the housework only. “Mother and Nooria were always cleaning something.

Since they couldn’t work or go to school, they didn’t have much else to do”

(p.22). Only men are allowed to work. Men do the shopping which is usually done

by women. “Men were supposed to do all the shopping” (p.54).

3. Women must wear burqa

Even though the Taliban has ordered women must stay inside the house,

women could still go outside. However, if they go outside, there is also a rule for

them to obey. Women must wear burqa when they are outside. An-Na’im (1998)

states “In public, women must be covered from head to toe in a burqa, a body-


25

length covering with only a mesh opening to see and breathe through” (p.11). By

wearing burqa, they could only show their eyes. Burqa covers their body and their

faces. In the novel, it is explained that burqa is, “A long, tent-like garment, it

covers women completely and even has a narrow mesh screen over the eyes”

(p.169). If they go outside without burqa, women could get trouble and

punishment.

“Where is your burqa?” She looked around but couldn’t see one.

“Are you outside without a burqa?” The woman nodded.

“What are you doing outside without a burqa? You could get in a lot of

trouble for that” (p.145).

When Parvana is asked to go shopping, she is confused about what is she

going to do in order to buy the things. Parvana is confused because she does not

wear burqa. She does not know how to shop because there is also a rule for

women when they are shopping.

Parvana wasn’t sure if she would consider a woman. On the one hand, if she

behaved like woman and stood outside the shop and called in her order, she

could get in trouble for not wearing burqa. On the other hand, if she went

into a shop, she could get in trouble for not acting like woman (p.54).

Women could be punished for not wearing burqa. When Parvana in the market

and she does not wear her burqa, she gets caught by the soldier.

“What are you doing on the street dressed like that?”

“You must be covered up! Who is your father? Who is your husband? They

will be punished for letting you walk the street like that!” The soldier raised

his arm and brought his stick down on Parvana’s soldier (p.55).

By wearing burqa, sometimes women could not see the street clearly. It is difficult

for women to walk with burqa.

“How do women in burqas manage to walk along these streets?” Parvana

asked her father.


26

“How do they see where they are going?”

“They fall down a lot,” her father replied.

He was right. Parvana had seen them fall (p.17).

4. Women are not allowed to enter to the shop

Even though the Taliban has ordered women to stay inside, women are still

allowed to go outside but they must wear burqa. For example, to go to a shop to

buy things. If a woman does not have husband or son, then she does the shopping.

However, once she goes to a shop, she must stay outside the shop. There will be a

punishment for the shopkeepers who disobey the rule. An-Na’im (1998) states

male physicians cannot properly examine women patients because of the

prohibitions on touching women or looking at the bodies. If the male physicians

are caught treating women, they would be beaten and thrown to jail (p.17). The

rule is also applied to shopkeepers who treat women inside the shop. Therefore, if

women go to a shop, women must stay outside the shop.

Women were not allowed to go to into the shops. Men were supposed to do

all the shopping, but if women did it, they had to stand outside and call for

what they needed. Parvana had seen shopkeepers beaten for serving women

inside their shops (p54).

5. Women are not allowed to be outside alone

Women are not allowed to be outside without a companion. Once they go

outside they must be accompanied by a man. An-Na’im (1998), states the Taliban

forbid women to leave their homes unless accompanied by a husband, father,

brother, or son (p.11). If a woman does not have a man with her, the woman must

have at least a note from her husband which says her husband allow her to go

outside. However, women are not allowed to take public transportation. “Mother

wasn’t supposed to be outside of her home without a man, or without a note from


27

her husband” (p.38). When Parvana and her mother want to go to the prison to get

her father out of jail they cannot take the public transportation. “Buses were not

permitted to carry women who did not have a man with them. They would have to

walk a whole way” (p.38). It is not fair because men are allowed to take the public

transportation even when they are alone.

6. Women must walk slowly

Another rule for women is they must walk slowly. According to An-Na’im

(1998), “Women are not permitted to wear white (the color of the Taliban flag)

socks or white shoes, or shoes that make noise while they are walking” (p.11).

Women are not allowed to make noise while walking. “The Taliban had made it a

crime for women to make noise when they walked” (p.148). Based on the rule, it

is really difficult for women to beoutside. Many rules are applied to them but

those rules are only for women.

Based on the data which is shown above, women are treated unfairly during

the Taliban regime. Many rules are applied to women. However, the rules are not

applied to men. During the Taliban regime, women could not have their freedom.

Women are being oppressed by obeying the Taliban’s rules.


28

CHAPTER III

CONCLUSIONS AND SUGGESTIONS

In this chapter, the researcher provides the result of the analysis of this study

and the suggestions for future researchers and future teachers or lecturers.

A. Conclusions

The conclusion of this study is Afghan women suffer a lot during the

Taliban regime. However, it does not make some of them giving up. Based on the

story in the novel and the analysis of the characterization in the main character,

the main character in the novel, Parvana is a brave and a mature girl. However, in

the beginning of the story, the main character is a coward and an envious girl. The

characteristics are changed in the middle of the story due to Parvana’s father’s

arrest and the situation in Kabul and Parvana’s family. Women’s oppression and

Parvana’s father’s arrest change Parvana’s characteristics into a brave and a

mature girl. Besides the changing in the characteristic, there is one characteristic

which does not change. Parvana is a reliable girl.

Since the Taliban has ordered all women to stay home, and cover

themselves from head to toe, Afghan women feel hopeless and useless because

they could only do home activities such as cleaning, cooking, and take care of

babies, if they have one. However, the rules are only applied to women while men

can still go outside for working. The rules are only applied for women and make

them feel that they are being oppressed. The rules are not fair between men and

women. By analyzing the women’s oppression experienced by Afghan women,


29

this study exposes the feeling of Afghan women and also their opinion towards

Taliban’s rules for Afghan women. It helps the readers understand their feeling

and how bad the women’s oppression in Afghanistan.

B. Suggestions

In addition to the conclusion, the reseacrher proposes suggestions for future

researchers and future lecturers/teachers.

1. For Future Researchers

The Breadwinner, novel of Deborah Ellis is about women who struggle

from Taliban and an eleven-year-old girl who becomes breadwinner for her

family. Taliban leads the country by applying very strict rules. For future

researchers, the researcher suggests analyzing the novel from the psychological

aspect. The future researchers might analyze the inner conflict which is

experienced by the main character and the supporting character. The supporting

character in the novel is Shauzia. Shauzia is an eleven-year-old girl who also

becomes the Breadwinner for her family. Parvana and Shauzia work together in

order to keep their family alive. However, they have different family situation. It

might be interesting and thoughtful to compare and contrast these two characters.

2. For Future Lecturers/Teachers

In this part, the researcher proposes suggestions for future teachers or

lecturers who are interested in women’s oppression. This novel is about the

struggle of little girl in being breadwinner for her family and women’s oppression

which is experienced by Afghan women during the Taliban regime. Since

oppression has negative meaning, the teachers or lecturers are expected to be able


30

to build the sensitivity of the students about women’s oppression. Later on, the

teacher can utilize the novel as a subject of learning.


31

REFERENCES

Abrams, M. H. (1985). A glossary of literary terms. New York: Holt, Reinhart &

Winston Inc.

An-Na’im, A. A. (1998). The Taliban’s war on women: A health and human

rights crisis in Afghanistan. Boston: Library of Congress Catalog.

Bressler, C. (1999). Literary criticism: An introduction to theory and practice.

Upper Saddle River, NJ: Prentice Hall, Inc.

Ellis, D. (2000). The breadwinner. Toronto: Groundwood Books.

Holman, C., & Harmon, W. (1986). A handbook to literature (5th

ed.). New York:

Macmillan, Inc.

Langland, E. (1984). Society in the novel. Chapel Hill: The University of North

Carolina Press.

Murphy, M. J. (1972). Understanding unseens: An introduction to English poetry

and the English novel for overseas students. London: Allen & Unwin Ltd.

Woods, H. S., & Rohrberger, M. (1971). Reading and writing about literature.

New York: Random House.

Bajoria, J., & Laub, Z. (2013). The Taliban in Afghanistan. Retrieved November

14th

, 2013, from http://www.cfr.org/afghanistan/taliban-

afghanistan/p10551

Cudd, E. A. (2004). How to explain oppression: Criteria of adequacy for

normative explanatory theories. Retrieved November 14th

, 2013, from

http://kuscholarworks.ku.edu/dspace/bitstream/1808/7605/1/How%20to%

20Explain%20Oppression%20post%20print.pdf

Wall, L. (2014). Gender equality and violence against women: What’s the

connection. Retrived June 29th

, 2015, from,

http://www3.aifs.gov.au/acssa/pubs/researchsummary/ressum7/ressum7.pd


32

APPENDIX 1

SUMMARY OF THE NOVEL

The Breadwinner is a

novel by Deborah Ellis

which is published in 2000.

The story is about an eleven-

year-old girl, Parvana, who

becomes a breadwinner for

her family and who can

make a living for the whole

family. She becomes the

breadwinner for her family

because there is no one else

in the family. She becomes

the Breadwinner because

she is the only one who is

accustomed to be outside. She is accustomed to be outside because she always

accompanies her father when he goes to work in the market.

Since the Taliban has ordered all women to stay inside and only men who

are allowed to go outside, Parvana’s father is the only one in the family who can

go out of the house to work or do things outside. Parvana accompanies her father

to work in the market. Her father needs her because her father has lost his leg


33

during the war. However, while she is in the market, she is not allowed to do

anything even to look at the customers. So, she only sits in the market all day

waiting for her father to finish his work. Her father works as a letter reader and

writer. Most Afghans cannot read or write.

One day, after arriving at home, Parvana’s mother and Parvana’s older sister

are cleaning the house. Her older sister, Nooria, asks her to fetch the water while

she and her mother prepare for dinner. After having dinner, suddenly, soldiers

come to their house and arrest her father without any specific reason. The soldier

only says that Taliban knows about her father’s education. Her father goes to

school in London so her father could speak English and the Taliban forbids it and

arrests him.

As her father has been arrested, there is no one in the house who can go to

work. Her mother is sad and refuses to talk to anybody in the house. Parvana’s

older sister makes them breakfast. In the third day after her father’s arrest, they

are out of food. Her older sister asks her to go to the market and buy bread, rice,

fruit, and vegetables. However, she does not manage to buy them all. While she is

in the market, the soldier has caught her and hit her. While she is hit by the

soldier, she shouts to the soldier and asks him to stop hitting her. The soldier is

surprised and Parvana has a chance to escape. She runs away until the soldier

cannot catch her. She meets Mrs. Weera on the street. Mrs. Weera and Parvana go

back home together.


34

Mrs. Weera is her mother’s friend. She only lives with her grandson. After

Parvana and Mrs. Weera arrive at home, Nooria tells Mrs. Weera about her

father’s arrest and her mother’s condition. Mrs. Weera has talked to her mother,

finally her mother wants to talk them all again. Mrs. Weera stays one night at

Parvana’s home and has a discussion with her mother. In the next morning, when

Parvana wakes up, they tell Parvana about their plan. Since there is no man in the

family, someone must go outside to work and buy things. So, Mrs. Weera and her

mother make a plan about disguising her into a boy.

At first, Parvana does not agree to their plan. She refuses to do it and asks

her older sister to do it because she is the oldest. However, after having a

discussion with Mrs. Weera, Parvana decides want to do it. She agrees to disguise

herself into a boy. Her mother cuts her hair and put her older brother’s clothes on

her. She wears her older brother’s clothes because he has died.

Since Parvana is able to go outside now, Parvana works hard and earns

money as much as she can. While working in the market, she meets her friend

who also disguises herself into a boy. The Talib’s rules have changed the girls to

change their identity in order to be alive. Parvana also works as a letter reader and

writer like her father does. However, only working as letter reader and writer

cannot earn much money. So, she joins her friend to work as bone digger. Since

working as bone digger is dangerous, she only works for a week.

Parvana spends days outside, she works as hard as she can. One day, her

mother tells her that her older sister is going to get married with a man in Mazar-I-


35

Sharif. That place has not been attacked by Taliban. Her mother tells her that she

and others are going to Mazar-I-Sharif including Parvana. However, Parvana

refuses to go because she is sure that one day her father will come back to the

family. Finally, her mother agrees to leave Parvana in Kabul with Mrs. Weera.

Then her mother, Nooria, Maryam, and Ali go to Mazar-I-Sharif to meet Nooria’s

future husband.

After her family left her, Parvana is sad so she decides to take a rest for few

days. After resting for few days, she goes back to work in the market. One day,

she goes home late and it is raining. She decides to stop at an empty building and

wait for the rain to stop. At that building, she hears someone is crying. Then, she

asks the person about his/her position because it is dark in the building. Since that

person does not answer Parvana, Parvana finds her matches. She strikes her

matches. Finally, she sees a person near the wall. After introducing herself to that

person, Parvana takes that person home. At home, that person introduces herself

to Parvana and Mrs. Weera. That person is Homa. She is from Mazar-I-Sharif.

She tells Parvana and Mrs. Weera that she has just lost her family because the

Taliban has attacked there. Parvana is shocked. At night, she cannot sleep,

because she knows that her family now is in trouble and she does not know where

they are now.

After hearing Homa’s story, Parvana is sad, so she decides not to work for

few days. She is resting at home. Being home without doing anything make her

bored. In the next day, she decides to go back to work. One day after working, she

sees two men in front of her house. She enters the house and she sees her father


36

lays down in the Toshak. Parvana is happy because her father is back. After

thanking the two men who bring her father, Parvana tells her father about

Nooria’s marriage. Then, her father decides that he and Parvana are going to the

refugee in Mazar-I-Sharif to find her mother, Nooria, Maryam, and Ali.


37

APPENDIX 2

BIOGRAPHY OF DEBORAH ELLIS

Deborah Ellis was an award-winning author, a feminist, and a peace activist.

Deborah penned the international bestseller The Breadwinner. Deborah Ellis was

born in Cochrane, Ontario, Canada, in 1960. She lived up in Moosonee right close

to James Bay for the first couple of years of her life. Her parents were working at

a hydro outpost up near Abitibi Canyon which did not exist anymore. Then they

moved to South when Deborah was a little kid. She and her parents moved to

several places due to her parents’ work. Deborah Ellis has one sister who two

years older than her. All her public school took place in Paris.

She grew up in a small town. Deborah started writing since she was 12 years

old. In that age, she had a thought of being a writer. However, at the age fourteen,

she got put into a psychiatric hospital; she stayed there for couple years. In high

school, she joined the Peace Movement. This Peace Movement group was an


38

organization of men who were jerks. Since Deborah was isolated, it took some

time for her to realize the fact that those men were jerks.

In her journey of being a writer, she got lots of rejections. It was a long road

for her to be an author. Once she got her book rejected, she’d always have the

sense that maybe the next one or the next one after that would be the one that

would do it and finally she got one. Deborah usually started writing from a

question. Like in her book, “Looking for X”, that book came from a question. The

question was, “What would it be like to be the daughter of a stripper?”

Deborah has travelled to many exotic places including Pakistan. She spent

her time in Pakistan by helping in refugee camps in 1997. She began to write her

book The Breadwinner after her visit in the refugee camps. In the camp, she met a

woman who was a member of Afghan women’s organization. She talked to a

woman whose daughter was still in Kabul, Afghanistan. The woman told her

about how her daughter’s struggle in order to keep the family alive. That woman

cut her daughter’s hair so she could disguise herself into a boy and could go

outside freely.

It stunned her to listen to that kind of story. Since then, she heard that there

were few kids who have done that same type of thing. The Breadwinner was not

selling in English speaking country. Deborah noted that there was a South

American edition in Spanish, and the book had also been purchased for markets in

Italy, Greece, Denmark, Germany, Norway, Japan, Croatia, India, Sweden, and

Switzerland.


39

Deborah is a passionate advocate for the disenfranchised. She “walks the

talk,” donating most of her royalty income to worthy causes — Canadian Women

for Women in Afghanistan, Street Kids International, the Children in Crisis

Fund of IBBY (International Board on Books for Young People) and UNICEF.

She has donated more than one million dollars in royalties from her The

Breadwinner books alone.

Adapted from:

http://deborahellis.com/

http://deborahellis.weebly.com/biography.html

http://www.umanitoba.ca/cm/profiles/ellis.html


40

APPENDIX 3

LESSON PLAN

BASIC READING I

Subject : KPE 110 Basic Reading I

Topic : Women’s Oppression

Meeting : 1 meeting

Semester : 2 of English Language Education Study Program

Time Allocation : 2x50 minutes class meeting

Material : Literary text; prologue page 7-17

A. Basic Competences:

Competence

On completing this course the students will be able to:

a. Understand some basic reading strategies, namely KWL,

previewing, predicting, skimming, scanning, finding pronoun

referents, and guessing words meaning from contexts.

b. Apply the reading strategies when reading various types of texts.

c. Read the text aloud with correct pronunciation.

d. Provide the meanings of essential used in the texts discussed and

used them appropriately.

Conscience


a. Identify humanistic and life values in the reading texts.

b. Get good values in the texts for self enrichment.

Compassion


a. Show concerns on social issues revealed in the reading texts.

b. State their attitudes towards particular social issues in the reading

texts in a form of reflective writing.

B. Indicators:

1. The students are able to apply some reading strategies

2. The students are able to find the meaning of some vocabularies found in

the text

3. The students are able to find the important information of the text

4. The students are able to find the main ideas of the text

5. The students are able to give response to the text

C. Teaching Activities:

No Activities Time

Allocation

1 Pre-Reading Activities

1. The teacher greets the students 15’


41

2. The teacher asks the students what they have learnt

in the previous meeting

3. The teacher gives the pre-reading questions related

to the topic for today’s learning activities

4. The teacher and the students share (asking

experiences, opinion) together related to the main

issue that they found in their society.

5. The teacher explains the topic which is going to

be learnt for today

2 Whilst-Reading Activities

1. The teacher distributes text and handouts

2. The teacher explains the text and exercises briefly

3. The teacher asks the students to read the text

4. The teacher asks the students to answer some

vocabulary words

5. The teacher and the students discuss the vocabulary

they found in the text

6. The teacher asks the students to answer the

comprehension questions in group

50’

3 Post-Reading Activities

1. The teacher and the students discuss the

comprehension questions

2. Explain the task that will be submitted by the

student next week.

3. The teacher asks the students what they have learnt

from today’s lesson

4. Closing

35’

D. Assessment

CRITERIA SCORE

Pre-reading activity Not assessed

Vocabulary building 15

Finding moral and social values 10

Text understanding 30

Comprehension question 45

Total 15+10+30+45 = 100


42

APPENDIX 4

TEACHING MATERIALS

A. Pre-reading Questions

1. What do you know about women’s oppression?

_________________________________________________________

2. What is your opinion about women’s oppression?

_________________________________________________________

3. In your opinion, do men have more power than women?

_________________________________________________________

B. Find the meaning of these words below using a dictionary!

No Words Synonym Part of

Speech

Sentences Using the

Words

1 Whisper

2 Infant

3 Slump

4 Invisible

5 Disrupt

6 Recognize

7 Definite

8 Tattletale

9 Scream

10 Ladles

C. Answer the questions related to the text correctly!

1. Why could Parvana go outside?

____________________________________________________________

____________________________________________________________

2. What are Taliban rules to women during their regime?

____________________________________________________________

____________________________________________________________


43

3. Why does her father need Parvana in order to work?

____________________________________________________________

____________________________________________________________

4. What does Parvana’s father do in the market?

____________________________________________________________

____________________________________________________________

5. What is Taliban?

____________________________________________________________

____________________________________________________________

D. Answer the questions related to the text below in group!

1. In your opinion, why does Parvana go to market with her father? Not

Nooria, her older sister?

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. What social and moral values do you find in the text? Explain!

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. Based on the last sentence of the text, please continue the story by using

your own sentences!

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


44

Read this following text!

The Breadwinner

One

“I can read that letter as well as Father can,” Parvana whispered into the

folds of her chador. “Well almost.”

She didn’t dare say those words out loud. The man sitting beside her

Father would not want to hear her voice. Nor would anyone else in the Kabul

market. Parvana was there only to help her father walk to the market and back

home again after work. She sat well back on the blanket, her head and most of her

face covered by her chador.

She wasn’t really supposed to be outside at all. The Taliban had ordered

all the girls and women in Afghanistan to stay inside their homes. They even

forbade girls to go to school. Parvana had to leave her sixth grade class, and her

sister Nooria was not allowed to go to her high school. Their mother had been

kicked out of her job as a writer for a Kabul radio station. For more than a year

now, they had all been stuck inside one room, along with five-year-old Maryam

and two-year-old Ali.

Parvana did get out for a few hours most days to help her father walk. She

was always glad to go outside, even though it meant sitting for hours on a blanket

spread over the hard ground of the marketplace. At least it was something to do.

She had even got used to holding her tongue and hiding her face.

She was small for eleven years. As a small girl, she could usually get away

with being outside without being questioned. “I need this girl to help me walk,”

her father would tell any Talib who asked, pointing to his leg when the high

school he was teaching was bombed. His insides had been hurt somehow, too. He

was often tired.

“I have no son at home, except for an infant,” he would explain. Parvana

would slump down further on the blanket and try to make herself look smaller.

She was afraid to look up at the soldiers. She had seen what they did, especially to


45

women; the way they would whip and beat someone they thought should be

punished.

Sitting in the marketplace day after day, she had seen a lot. When the

Taliban were around, what she wanted most of all was to be invisible.

Now the customer asked her father to read his letter again. “Read it slowly,

so that I can remember it for my family.”

Parvana would have liked to get a letter. Mail delivery had recently started

again in Afghanistan, after years of being disrupted by war. Many of her friends

had fled the country with their families. She thought they were in Pakistan, but

she wasn’t sure, so she couldn’t write to them. Her own family had moved so

often because of the bombing that her friends no longer knew where she was.

“Afghan covers the earth like stars cover the sky,” her father often said.

Her father finished reading the man’s letter a second time. The customer

thanked him and paid. “I will look for you when it is time to write a reply.” Most

people in Afghanistan could not read or write. Parvana was the one of the lucky

ones. Both of her parents had been to university, and they believed in education

for everyone, even girls.

Customers came and went as the afternoon wore on. Most spoke Dari, the

same language Parvana spoke best. When a customer spoke Pashtu, she could

recognize most of it, but not all. Her parents could speak English, too. Her father

had gone to university in England. That was long time ago.

Now, the country was ruled by the Taliban militia. They were Afghans,

and they had very definite ideas about how things should be run. When they first

took over the capital city of Kabul and forbade girls to go to school, Parvana

wasn’t terribly unhappy. She had a test coming up in arithmetic that she hadn’t

prepared for, and she was in trouble for talking in class again. The teacher was

going to send a note to her mother, but the Taliban took over first.

“What are you crying for?” she had asked Nooria, who couldn’t stop

sobbing. “I think a holiday is very nice.” Parvana was sure the Taliban would let

them go back to school in a few days. By then her teacher would have forgotten


46

all about sending a tattletale note to her mother. “You’re just stupid!” Nooria

screamed at her. “Leave me alone!”

One of the difficulties of living with your whole family in one room was

that it was impossible to really leave anyone alone. Wherever Nooria went, there

was Parvana. And wherever Parvana went, there was Nooria.

Now most of the country was controlled by the Taliban. The word Taliban

meant religious scholars, but Parvana’s father told her that religion was about

teaching people how to be better human beings, how to be kinder. “The Taliban

are not making Afghanistan a kinder place to live!” he said.

After a few more customers had come and gone, father suggested they end

their work for the day. They left the busy part of the market and turned down a

side street to their building. Parvana carefully guided her father around the pot

holes and broken places in the road.

“How do women in burqas manage to walk along these streets?” Parvana

asked her father. “How do they see where they are going?” “They fall down a lot,”

her father replied. He was right, Parvana had seen them fall.


47

APPENDIX 5

MAP OF AFGHANISTAN


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · The writer finds the story in the novel is interesting to ... dan resensi pada Afghanistan selama masa pemerintahan ... and never ending