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ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree h
s il g n E n
i LanguageEduca iton
y B n
a r
F siscaKaritkaKuswidyasari 1 4 1 2 1 5 0 : r e b m u N t n e d u t
S 4 9
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree L
h s il g n E n
i anguageEduca iton
y B n
a r
F siscaKaritkaKuswidyasari 1 4 1 2 1 5 0 : r e b m u N t n e d u t
S 4 9
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
s a , s e c n e r e f e
r ascien itifcpapers hould.
r a k a y g o
Y ta ,July18th ,2012 r
e ti r W e h T
n a r
F siscaKaritkaKuswidyasair 1
4 1 2 1 5
i v
T C A R T S B A
ir a s a y d i w s u
K , Fransis c K tra a ika . 2012. Tambudza’i s Effort s in Obtaining n
o it a c u d
E in a Patriarcha lCutlure a sseen in Tstis iDangarembga’ sNervou s
s n o it i d n o
C . Yogyakatra :Program Stud iPendidikan Bahasa Ingg irs ,Universtia s
. a m r a h D a t a n a S
e l o r s ’ e l a m f o e c n e u lf n i e h t s a h y t e i c o s r o s n o it a n n i a tr e c f o e r u tl u c e h T
e h t e c n i
s beginningofl fie .Pat irarchyi sasocia lsystem wheremale shavehighe r n
o it a n i d r o b u s s a y l n o t r a p y a l p o h w s e l a m e f n a h t y ti r o h t u
a . In facing the
e r u tl u c l a h c r a ir t a
p around the society ,human beings reac tdfiferenlty. Those n
o it c a e
r s wli lproduce some problems t hat lead someone t o pu tmany effo trs t o t
u o t e
g frombeingthepat irarcha lcutlure’ sp irsone .r f
o s i s y l a n a n a s i y d u t s s i h
T Tambudzai’ s characte r in Tstis i s
’ a g b m e r a g n a
D Nervou sCondiitons .Thi sstudy mean sto reveal Tambudzai’ s i
s tr o f f
e n obtainingeducaiton i n apat irarcha lcutlure. Thewrtie rthenf ormulates )
1 ( : s n o it s e u q o w
t How i sTambudza’i scharacte rdescirbed in t hi snovel ,and ( 2 ) e
r a t a h
W Tambudzai’ seffo trsi nobtainingeducaitoni napat irarcha lcutlure? o
w t e h t r e w s n a o
T problems ,the wrtier uses sociocu tlura l– histo irca l e
c n i s h c a o r p p
a thestory oft he novel i s i n around 1960s , tii ncluded a sahistory d
n
a thecutlureatt ha tyeari n lfuenced thesociety .To solvet hef ris tproblem,t he ir
e t c a r a h c d n a r e t c a r a h c n o y r o e h t s e s u r e ti r
w zaiton . To answe rthe second
f o y r o e h t s e s u r e ti r w e h t , m e l b o r
p patirarchy to help in ifnding the analysis ’ s
tl u s e
r .
t a h t s w o h s t l u s e r y d u t s e h
T Tambudzai i sa pretty young woman from a
i s e d o h
R who ha scharacteirsitc sa sfollows :(1) hardworking, (2 )cu irou ,s (3 ) ,s
t n e m g d u j d n a s e c n a r e tt u r e h n i h s r a
h )(4 kind,and( 5)intelilgent.Thepat irarchy s
e k a m e r u tl u
c Tambut ogivemoreeffo trsi nordert oobtaineducaiton Keywords :Tambudzai ,Tstis iDangarembga ,nervou scondiitons ,effo trs ,
ii i v
ACKNOWLEDGEMENTS
, ll a f o t s ri
F I would ilket o thank my Lord ,Jesu sCh irst ,Sain tHolyMary d
n
a myguardianAngelsfo rThei rendles sblessingsandgrace ,fo rgivingmeabig h
tl a e h d n a h t g n e rt s , ti ri p
s , so t ha tIcould ifnishing my study i n SanataDharma .
y ti s r e v i n U
y m k n a h t o t e k il d l u o w o s l a
I honored thesi sadviso rHenny Herawa it , ,.
d P .
S M.Hum. fo rhe rh elpand itme sduringw iritngmyt hesi .sThankh rerfo a ll e
h
t suppo tr ,guidance ,suggesitons da n correcitons . Iwould ilke to thank my
Kaprodi C .Tutyandari ,S.Pd. ,M.Pd., and my Wakaprodi Drs .Barl iBram ,
,. d E .
M Ph.D. a nd also my academic advisor Ag .Hard iPrasetyo ,S.Pd. ,M.A. r
i e h t r o
f suppo tr, paitenceandmoitvaiton untlitheendo fmystudy . Ialso would k
n a h t o t e k
il myPBI’ slecturers rf llo a theknowledgetheyhadtaugh tandhelped y
m g n i v o r p m i e
m poo rEngilsh and teaching skills . Iwould ilket o t hank Mbak i
n a h
D a nd Mbak Tari ,ou rPendidikan Bahasa Inggris’ ssecretairate staff ,fo r r
i e h
t paitenceandhelpi nanyadminisrtaitvematte.r y
M greatest grattiude to my amazing parents ,Papi Agusitnu sKustowo m
a M d n
a i MariaTheresiaTr iMurn iWidiyastu it, B. .Sc rf t o h oel ve ,paitence , tr
o p p u s d n a s r e y a r
p . Iwould ilke to thank ym big brothe rYohane sChrisitan .
d M . A , o t n a y d i w s u
K P ar. fo rgiving me rtoubles almos tevery day ,my big ,
r e t s i
s “Cece” Gertrudi sElmin Steyowat iA.Md. Man. fo ryou rsuppo tr and ,s
r e y a r
p my “Cece F gon ” Ike Yovtia , S.E. and my meimei Alexandra “
a i n n a f e h
T Fanny” , fo rmaking me beileve tha t Ican go through wtih ti and g
n i h s u
p me back when I’m down .Thank them f t eo r h i rcounltes slove ,help , e
c i v d
a ,prayers and suppo tr . Iam also very gratefu lfort hel ov eand laugh from s
t e p d e v o l e b y
m ,my mood maker, Carlo ,Ponty ,Romeo ,Cruz and Ltilte y
w o l
G rfo alway sb irgh tmyday .s
Ialso would ilke t o t hank mybigfamliy;t o my grandmaCrisitne Woro ,
it a ij u
x i ,
i r a b a
J OmPudjo ,TanteArni ,OmNarso ,TanteNany ,OmSigti ,TanteNia , ,
i r d n A e t n a T , s u g A m O , k i I m
O fo rtherisuppo tr da n prayer severynight. Ialso d
l u o
w ilke to thank Brigitta Dhin iPutr iKinasih ,Stefan iYunia Suryandar,i .
d M .
A lla my cousins ,niece sand nephew sfort hel ove ,cares ,laugh, prayersand tr
o p p u
s . Iwould ilket o presentt hist hesi sa sagitff o rmy beloved grandparents , o
n o g r a M , o t m a k r u M s u l u a
P andBandiyahinheaven.
Ialso would ilke to thank my bes tfirends :Yosephine Kris it “Jojo”, a
ti n A i r ti F a t e d a n r e
B S.Pd. ‘Deta” ,Denny Chrisitan “Deny” ,Oilvera Ika a
r d n a
C “Oilph” ,YohanaKurni tta ,S.Pd .“Ntia” ,Franciscu sXaveriu s“ aK ” i e
g o S g n a s i
W ,fo ral lo fthei rf irendship ,suppo tr and l aughters .Thank sal o tfo r l
l
a thes hairng ,help ,ands uppo tr. ,t
s a e l t o n t u b t s a
L Iwould ilket ot hankal lPBIs tudents rf a ll o wonderfu l s
t n e m o
m and unforgettable memo ire s du irng the itme in Sanata Dharma .
y ti s r e v i n
U Wewli lmee teachotheragain,soon i nt hef uture . Ialso would ilket o k
n a h
t lla the people t ha t Icould no tmen iton here, t hank them very much .May d
o
G blessu smore.
, e v o l y m l l a h ti W
x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv N
A U J U T E S R E P N A A T A Y N R E
P PUBLIKASI ... v T
C A R T S B
A ... i.. v K
A R T S B
A ... iiv S
T N E M E G D E L W O N K C
A ... iiv i S
T N E T N O C F O E L B A
T ... x S
E C I D N E P P A F O T S I
L ... x ii
N O I T C U D O R T N I .I R E T P A H
C ... .. 1 1
.
1 Backgroundoft heStudy ... 1 2
.
1 ProblemFormulaiton ... 3 3
.
1 Objecitveoft heStudy ... 3 .... 4
.
1 Benefti soft heStudy ... 4 5
.
1 De ifniitono fTerms ... 5
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... 7 1
.
2 Reviewo fRelatedTheo ires ... 7 1
. 1 .
2 Theoryo fC iritca lApproach ... 8 2
. 1 .
2 Theoryo fCharacte r ... 9 3
. 1 .
2 Theoryo fCharacteirzaiton ... 01 4
. 1 .
2 Theoryo fPatirarchy ... 13 2
.
2 Theoreitca lFramework ... 5..1
Y G O L O D O H T E M . I I I R E T P A H
C ... 61 1
.
i x 2
.
3 Approachoft heStudy ... 17 .... 3
.
3 Methodoft heStudy ... 81
. V I R E T P A H
C ANALYSIS ... 2 0 1
.
4 TheCharacte irsitc so fTambudzai... 02 1
. 1 .
4 Tambudza’isPhysicalCharacte irsitcs... 12 2
. 1 .
4 T bam udza’is Personaltiy ... 32 2
.
4 Tambudzai’ seffo trsi nobtainingeducaitoni napatirarcha lcutlure .. 13 y
ti s r e v i d s ’ x e S 1 . 2 .
4 ... 13 2
. 2 .
4 Householdproduciton ... 53
D N A S N O I S U L C N O C . V R E T P A H
C SUGGESTIONS... 3 8 1
.
5 Conclusions ... 83 2
.
5 Suggesitons ... 04 o
it s e g g u S 1 . 2 .
5 nsf o rFutureResearchers ... 0..4 s
r e h c a e T r o f s n o it s e g g u S 2 . 2 .
5 ... 14
S E C N E R E F E
R ... 24 S
E C I D N E P P
ii x
S E C I D N E P P A F O T S I L
E H T . A X I D N E P P
A NERVOUSCONDITIONS ... 45 .
1ThePorrtai to fTstis iDangarembga ... 64 .
2TheBiographyo fTstis iDangarembga ... 74 .
3TheSummaryo fT heNervou sCondiitons ... 05
. B X I D N E P P
A THEDESIGNOFTHEMATERIALS ... 3..5 .
1Syllabus ... 54 .
2LessonPlan ... 75 .
1 I R E T P A H C
N O I T C U D O R T N I
f o d n u o r g k c a b e h t s i tr a p t s ri f e h T . s tr a p e v if o t n i d e d i v i d s i r e t p a h c s i h T
t r a p s i h T . y d u t s e h
t discusse sthetopicoft hestudy.I talsoexplain swhythenovel
n e s o h c s
i a sthe p irmary data o fthi sstudy .The second par ti sthe problem
. n o it a l u m r o
f I tcontains research quesiton sto be answered a sthe focu so fthi s
. y d u t
s Thet hridpatri st heobjecitve soft hestudy .Thef ou trhpatri st hebeneif to f
y d u t s e h
t which contain s the advantage s o fthe study .Th e las tpar ti sthe
i n if e
d iton of t erms .I tconcern swtih t he de ifniiton o fsome t erm srelated t o t hi s
. c i p o t
1 .
1 Backgroundoft heStudy
Anoveli soneofl tieraryworkswhichrevealst heporrtaya loff actuall fie
t s a p e h t n
i ,present da n futurei n af ormo fw irtten r ecord . tIr eveal sourf eeilngs ,
s a e d
i , rtadiiton and lfie’ smeaning .The story o fthe nove lwli lin lfuence the
. s n o it a s n e s t n e r e f fi d e c n e ir e p x e o t e l p o e
p Ltierature show su sthe value so flfie
d l u o h s t a h
t be shared among other .s I tinvolve ssocia levent ,thoughts ,feeilng ,
.t i e d i s n i y t e i c o s e h t d n a , e d u ti tt a
Thewo lrdha smanysocieites.Each society ha sti sowncutlure ,ti snorms ,
e h t d li u b t a h t s t c e p s a e h t f o e n o s i e r u tl u C . s e u l a v s ti d n a , s n o it i d a rt s
ti society .
g n i d r o c c
A toGeetrz( 1973 ,) i nMirrorf o rMan ,ClydeKluckhohndeifne scu tlure
g n il e e f , g n i k n i h t f o y a w a , p u o r g s i h m o r f s e ri u q c a l a u d i v i d n i e h t y c a g e l l a i c o s e h t
g n i v e il e b d n
a , andanabsrtacitono fbehaviou .r
e r u tl u c e h
T ofs ocietyalsoi ncludest her ule so fbehavio ,rl anguage,r tiuals ,
e l y t s , y g o l o n h c e
t o fdress ,way so fproducingandcookingf ood,r eilgion ,poilitca l
.s m e t s y s c i m o n o c e d n
a I tmeanseachsociety i n t hewo lrd canno t ilveapar tfrom
. e r u tl u c r i e h
t T hecutlurei sdeeplyengravedinsidet henaitve’ sblood ,i t itedt hem
p
u . tIi n lfuenced in everyaspect sofl fie ,sincet hey ilved wtihand based on t hei r
e r u tl u
c .
e h
T cutlureo fcetrain naiton so rsociety hast hei n lfuenceo fmale’ srole
l f o g n i n n i g e b e h t e c n i
s fi . e I ti sknown as patirarcha lcutlure .According to
s , ) 1 9 9 1 ( r e m e a r
K ome say sthe concep to fpatirarchy statred six thousand year s
.) E C B 0 0 0 4 ( o g
a Thehisto ircalr esearche rha snotf oundy etthespeci ifc itme ilne
n e h
w patirarchals rtucture sstatre odto c r. cu
i tl a M o t g n i d r o c c
A – Douglas( 2007 )andFerguson ( 1999) ,pat irarchyi sa
. y ti r o h t u a y r a m ir p e h t s a t c a s e l a m e h t e r e h w m e t s y s l a i c o
s Here ,male shave
i
h ghe rauthortiy t han f emale swho play par tonly a ssubordinaiton . tImean smen
t n a n i m o d e r
a and hav ethep irvliegeofsomeaspects, i ncluding thefather .In t he
f o e l o r g i b a s a h r e h t a f ,t s a
p thei rchlidren’sl fie .Fathe rhast he irghtt omakeany
n e r d li h c r i e h t r o f t s e b e h t e b l li w t i s k n i h t e h t a h t n o i s i c e
d ’ esl fi (para .1048) .
r u tl u c l a h c r a ir t a p n
I e , tii smoslty seen t he injusitce o f irght sbetween the
x e s e ti s o p p
o . Thi skind o fstiuaiton happen ssince t hey arei n ealry age .Sincea
n o
s wli lalway shave hi sown authortiy and wli lbecome thebreadwinner i n t he
t n i n o s s i h t u p s y a w l a s r e h t a f , y li m a
, d n a
h thedaughte ri sonly an ornament .Theson sreceivehighe rp irvliegein t he
y li m a
f ,fo rexamplet hey ge teducaiton wherea sthe daughter ss tay a thome and
. k r o w e s u o h e h t n r a e
l Thi skindofs tiuaitoniss hownint hi snove.l
s i h c i h w , l e v o n s ’ a g b m e r a g n a D i s ti s T s e z y l a n a r e ti r w e h t s i s e h t s i h t n I
d e lt it n
e Nervou sCondiiton .s Frist ,the wrtie ranalyzes how t he main character,
i a z d u b m a
T descirbesin t henovel .Thewrtierf ocuse son he rphysica lappearance
r e h d n
a personaltiy .Second, t hewrtie ranalyzeswha tare Tambudza’ieffo trs t o
n i a t b
o educaitoninapatirarcha lcutlureass eeni nt henove.l
d n a s c it s ir e t c a r a h c s ’ u b m a
T effo tr sin a pat irarcha lcu tlure lead her to
n o it a c u d e n i a t b
o .Fo llowing every singlestep t ha tshemakes to receivewha tshe
, s t n a
w to know how she srtuggles to obtain educaiton wherea s he r famliy
e g a r u o c s i
d s he rmany itme .sInt hi sstudy ,rea s der wli lbeablet oseeTambudza’i s
s tr o f f
e inordert oo t nba i theeducaiton.
2 .
1 ProblemFormula iton
n
I thist hesi ,st hewrtierf ormulatedt woquesitons :
.
1 How a re Tambudzai’ sphysica lappearance and he rpersonaltiy in
s ’ a g b m e r a g n a D i s ti s
T Nervou sCondiiton sdescirbed?
.
2 Wha tare Tambudzai’ seffo trs ot obtain educaiton in a pat irarcha l
e r u tl u c ?
3 .
1 Objec itve soft heStudy
e h
f e h
T ri st aim o fthe study is to ifnd ou thow the main characte ro fthe novel ,
i a z d u b m a
T i sdescirbed .Thewrtie rfocuse sonehe rphysica lappearanceand he r
. y ti l a n o s r e
p Seco nd, the aim of thi sstudy i sto reveal Tambudzai ’effo tr sin
g n i n i a t b
o educaitoninapatirarcha lcutlurea sseen i nTstis iDangarembga’ snove l
s n o it i d n o C s u o v r e
N .
4 .
1 Benefti soft heStudy
c r a e s e r e h t , s r e d a e r e h t r o f y d u t s s i h t m o r f s ti f e n e b e m o s e r a e r e h
T he r
s r e d a e r y d u t s s i h t g n i d a e r y B . s k r o w y r a r e ti l e v o l o h w s t n e d u t s r e h t o d n a f l e s r e h
l e v o n e h t t u o b a e r o m d n a t s r e d n u o t e l b a e r
a andt hecharacteri nsidet hestory ,so
l e v o n e h t g n i d a e r y o j n e o t e l b a e r a s r e d a e r e h t t a h
t . Thewrtie ralsohopest hatt he
e
r sul to fthi sstudy able to help u sreailze tha teducaiton i svery impo trant ,no t
t s a p e h t n i y l n
o andpresent ,bu talsoi nt hef uture.
r e h t o o t e c n e r e f e r a s a n o it c n u f o t e l b a s i y d u t s s i h t y ll u f e p o h , d n o c e S
o h w s t n e d u t
s havei nteresti n doing othe rstudie son t hesamenovel ,so t hatt hey
.r e tt e b l e v o n e h t d n a t s r e d n u o t e l b a e r a
n o e g d e l w o n k s ’ r e h c r a e s e r e h t h c ir n e o t d e t c e p x e s i y d u t s s i h t , d ri h T
g n i d n a t s r e d n u r e p e e d t e g l li w r e h c r a e s e r e h T . l e v o n y ll a i c e p s e , s k r o w y r a r e ti l
e r u tl u c s ti d n a e fi l n a m u h t u o b
a .We are also able to learn in giving a sharp
e r a e r e h t , d a e t s n i ; n o it a u ti s e ti h w r o k c a l b a y l p m i s t o n s i e r u t a r e ti l e c n i s , s i s y l a n a
5 .
1 Deifni itono fTerm s
n
I thi sstudy ,somet erm sareused. I nordert o haveaclea runderstanding
s i h t f
o study,t hewrtierincludes twode ifniitonsoft heterm .s
y h c r a i r t a P
s e n if e d y h c r a ir t a p , y d u t s s i h t n
I as t he socia lsystem in which thefathe r
e c e h t s a d e l u
r nrta lo ffamliy and socia lorganizaiton. Thefather shold authortiy
r p d n a , n e r d li h c , n e m o w r e v
o ope try .I tshow stha tmen are the mos tpowerfu l
s r e b m e
m .A society i sconsidered patirarcha lwhen men estabilsh o rinheir ta
. y ti r o h t u a d n a r e w o p f o s n o it i s o p e t a n i m o d y e h t e r e h w r e d r o l a i c o
s sA stated by
s ’ n a ll i M c a
M inEncyclopediao fSexandGender , fdeines
“Pat irarchy” :a s
o t l a rt n e c s i r e h t a f e h t f o e l o r e h t h c i h w n i m e t s y s l a i c o s a s i y h c r a ir t a P
, n e r d li h c , n e m o w r e v o y ti r o h t u a d l o h s r e h t a f e r e h w d n a , n o it a z i n a g r o l a i c o s
o t l a rt n e c n e e b s a h y h c r a ir t a p f o e l p i c n ir p e h t , y ll a c ir o t s i H . y tr e p o r p d n a
o s e h
t cia,l l egal ,po ilitcal ,and economicorganizaiton o fHebrew ,Greek , n
i p e e d a d a h s a h d n a , s e r u tl u c e s e n i h C d n a , n a i d n I , n a m o
R lfuence on
.) 4 0 1 1 ( n o it a z il i v i c n r e d o m
, l e v o n e h t n
I Jeremiah ,Tambu’sf athe,ri sthel eade roft hef amliy .Hewa s
n r e c n o c y l e r a
b ed wtih the future and succes so fhi schlidren .However ,he i s
s ’ n e r d li h c s i h e g a r u o c n e o t e lt ti l s e o d d n a n o it a c u d e f o l u f n i a d s i
d ambiiton s
d n a i a z d u b m a T
( Netsai). Sincet hesonsi nt hef amliywli lbet hecenrta loff amliy ,
r e h t a f s ’i a z d u b m a T , h a i m e r e
J no ly focused on he rbrother ,Nhamo’ seducaiton .
e s u a c e b n o i s i c e d s i h s e k a t h a i m e r e
J Nhamo i st heeldes tand t heonly son i n t he
y li m a
y t e i c o S
y t e i c o s , y d u t s s i h t n
I deifne sa sagroupo fpeople.In ilnewtihMerrli land
, ) 2 5 9 1 ( s ’ e g d e r d l
E theydeifnes ocietya s“Thegroup,r angingupwardi ns izef rom
. ) 0 2 . p ( ” y t e i c o s f o t i n u l a rt n e c e h t s i ,r e b m u n d e n i m r e t e d n u n a o t s n o s r e p o w t
n e h
W wecombinet hemeaningo fPatirarchy and Society,i twli lbecome
y t e i c o s l a h c r a ir t a
P .I tmeansa group o fpeoplewhich ti sauthortiy i n t he famliy
. t n a d n e c s e d e h t o t e c n a ti r e h n i s a n e v i g s i e g a e n il e h t m o h w o t s e l a m e h t y b s e l o r
s a h c u s , y li m a f e h t n i n o it i s o p s i h t r o p p u s o t s e g e li v ir p l a r e v e s s a h t n a d n e c s e d e h T
c u d
e aiton .
r a li m i s s i
tI t o Tambudzai ’stiuaiton, wherei ’t so nly Nhamo (hi swomb’ s
g o t e g e li v ir p e h t s a h o h w ) r e h t o r
b o to school ,wh lie Tambudza ihas to grow a
y a p o t e z i a m f o t o l
p h er schoo lfees and go tmany discouragement sfrom he r
s t n e r a
p .In othe rwords ,patirarcha lsociety i san organized communtiy wtih ti s
e r e h w , n e m y b d e ll o rt n o c t a h t s e l u r f o s t e
s tii shardt o beconvincedi n changing
7 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
t s ri f e h T . s tr a p n i a m o w t o t n i d e d i v i d s i r e t p a h c s i h
T patr i sa review of
n r e c n o c h c i h w s e ir o e h t d e t a l e
r wtiht het heoreitca lreviewandparitculalryexplain
f o s e v it c e j b o e h T . tr a p s i s y l a n a e h t n i d e y o l p m e e b l li w t a h t s e ir o e h t d e t a l e r e m o s
f o n o it p ir c s e d e h t n i a l p x e d n a s s u c s i d y ll a c i s a b y d u t s e h
t the main characte ro f
n o it i d n o C s u o v r e
N and also t heeffo trs fo themain characte rto obtain educaiton
m a T y b d e y a rt r o p s
a budzaii nt henovel .Thetheo ire spresentedherearer elatedt o
, h c a o r p p a l a c it ir c f o y r o e h t e r a s e ir o e h t e h T . s c i p o t e s e h
t theory o fcharacter ,
. y h c r a ir t a p f o y r o e h t d n a n o it a z ir e t c a r a h c f o y r o e h t
e h t e h t h ti w s l a e d r e t p a h c s i h t f o t r a p d n o c e s e h
T oreitcalf rameworkwhich
s w e i v e
r somet heo irest ogivet heguidancei n f ocusingt heanalysi soft hesubjec t
. y d u t s s i h t n i
1 .
2 Reviewo fRelatedTheories
e r a t a h t s e ir o e h t e m o s n i a l p x e l li w r e ti r w e h t , y d u t s l a c it e r o e h t s i h t n I
t r o p p u s o t t n a tr o p m i e r a s e ir o e h t e s e h T . s i s e h t e h t o t d e t a l e
r t heanalysi sonTstis i
e r a s e ir o e h t e h T . k r o w s ’ a g b m e r a g n a
D theory o fciritca lapproach ,theory o f
h t ,r e t c a r a h
1 . 1 .
2 Theoryo fCriitca lApproach
s i h t n
I study ,the wrtier needs to choose one o fthe theo ire so fciritcal
e l b a n e o t s e h c a o r p p
a h er in having reasonable judgments .The judgment swli l
o f r e i s a e t i e k a
m rthewrtiertoanalyzet henove ldeeper .By using an approp irate
d n a l e v o n e h t f o s e u l a v t a h w d n a t s r e d n u o t e l b a l li w r e ti r w e h t , h c a o r p p a l a c it ir c
n i ) 1 7 9 1 ( s d o o W d n a r e g r e b r h o R . d e p a h s s i t i w o
h Reading and Wriitng abou t
e r u t a r e ti
L disitnguish ifve crtiica lapproaches .The ciritca lapproache sare the
l a r u tl u c o i c o s , h c a o r p p a l a c i h p a r g o i b , h c a o r p p a t s il a m r o
f – histo irca lapproach ,
. h c a o r p p a l a c i g o l o h c y s p d n a h c a o r p p a c i e p o h t y m
s e s u r e ti r w e h t , s i s e h t s i h t n
I the sociocutlura l– histo irca l approach .
i d r o c c
A ng to Rohrberge r and Wood s (1971) , the sociocutlura l – histo irca l
o t e c n e r e f e r e h t n i e b s i k r o w l a e r e h t e t a c o l o t y a w y l n o e h t t a h t s t s i s n i h c a o r p p a
y t e i c o s r o e c a l p e h t e z y l a n a o t t n a tr o p m i s i t I . ti s e c u d o r p t a h t n o it a z il i v i c e h t
t a e r c a s t c e lf e r h c i h
w edworkdeeply .
e r u tl u c e h T . e fi l r i e h t n o e c n a d i u g s e m o c e b t a h t e r u tl u c s e t a e r c y t e i c o S
it t e s e h t e c n i S . g n i h t y l n o e h t t o n s ’t a h t t u b , y t e i c o s e h t s t c e f f a y ll a e r f l e s
ti ng o f
6 9 1 d n u o r a n i s i l e v o n e h
t 0s ,wecancalli thistory and wha thappen sdu irngt hi s
c it ir c l a c ir o t s i h e h T . y t e i c o s e h t s e c n e u lf n i o s l a e m
it sexaminesomework swhich
o t d e t a l e r e r a , s d o ir e p n e v e r o r o h t u a r o c i p o t t n e r e f fi d r o e m a s e h t e v a
h each
r e h t
o ’ s work .Society ,cutlure and history have a relaiton and by using the
l a r u tl u c o i c o
r i e h T . d e t a c it s i h p o s s s e l e b y a m d n a s n o it c n u f d e ti m il e r o m n i g n i d n o p s e r
n o p s e
r set oexpe irencei sl es scomplexandl essr efreshing( para .86 – 01 1 .)
3 . 1 .
2 Theoryo fCharacteriza iton
. y r o t s e h t g n o l a ” t c a “ d n a ” e v il “ e r a s r e t c a r a h c e h t d n if l li w e w l e v o n e h t n I
r p e b t s u m t i , r e t c a r a h c y l e v il t a h t t p e c c a s r e d a e r e h t e k a m o t r e d r o n
I esented
e r a s r e t c a r a h c e h t e r e h w s s e c o r p e h t s i n o it a z ir e t c a r a h c , e s a c s i h t n I . s s e l w a lf
l p o e p l a e r s a d e y a rt r o
p ei n t henovel .In t hist hesis t he wrtier eu s s the t heory o f
e z y l a n a o t n o it a z ir e t c a r a h
c thedescirpiton fo Tambudzai’ scharacte rdeepe.r
y h p r u
M (1972 )statest henineway swhich enableanauthort opresentt he
e r a s y a w e n i n e h T . s r e d a e r e h t r o f y l e v il d n a y l b a d n a t s r e d n u l e v o n e h t n i r e t c a r a h c
: s w o ll o f s a d e n i a l p x
e
.
1 Persona ldescirpiton
r o h t u a e h
T i sablet o descirbeone’ sappearanceand clothestha theo rshe
s a h c u s r e t c a r a h c n i a tr e c f o s li a t e d r o s n o it p ir c s e d e t a r u c c a e h t g n i v i g s i tI . s r a e w
d li u b e h
t t(he shapeand sizeo fsomeone’s body), t heskin – colo ,r t he hai,r t he
h t n e e s e b n a c y ti l a n o s r e p d n a t i a rt ’ r e t c a r a h c A . g n i h t o l c e h t d n a e c a
f rough t he
. n o it p ir c s e d s li a t e d
.
2 Character sass eenbyanother
r o h t u a e h
’ s r e t c a r a h c r e h t o n A . n o i n i p o d n a w e i v f o t n i o
p opinion can help the reade rto
. n o i s s e r p m i s ’ r e t c a r a h c e h t d n a t s r e d n u
.
3 Speech
r o h t u a e h
T i sablet o giveusi nsighti ntot hecharacte ro fcetrain person i n
s i h t r e v e n e h w e b n a c h c e e p S . s y a s n o s r e p r a l u c it r a p e h t t a h w m o r f k o o b e h t
p o s e v i g r o , e l p o e p r e h t o h ti w n o it a s r e v n o c a s a h , s k a e p s n o s r e
p inions .Heo rshe
l c s u s e v i
g u e abou thi so rhe rcharacter .Speech show sa characte rpersonaltiy
. y lt i c il p m i
.
4 Pastl fie
a t u o b a g n i h t e m o s n r a e l d n a w o n k o t r e d a e r e h t s e ti v n i r o h t u a e h T
e h t t u o b a s e u l c e m o s h ti w m e h t g n i d i v o r p y b e fi l t s a p r o d n u o r g k c a b s ’ n o s r e p
p l e h n a c t a h t s t n e v
e the reade rin shaping the person’ s rtati .The clue scan be
, g n il e e f d n a s t h g u o h t s ’ n o s r e p e h t , t n e m m o c t c e ri d s ’ r o h t u a e h t h g u o r h t n e v i g
s ’ n o s r e p A . l e v o n e h t n i n o s r e p r e h t o n a h g u o r h t o s l a d n a s n o it a s r e v n o c h g u o r h t
f o s y a w r e h r o s i h s e c n e u lf n i e fi l t s a
p thinkingandbehaviourt owardothe rpeople .
.
5 Conversaitono fothers
r e d a e r e h t s e d i v o r p r o h t u a e h
T wtihclue sabou taperson’ srtatit hrough
.l e v o n e h t f o r e t c a r a h c e h t t u o b a y a s y e h t t a h w o s l a d n a n o it a s r e v n o c e l p o e p r e h t o
e l p o e p r e h t o t u o b a k l a t e l p o e
P andt heentriet hingt heys aymaygiveaclueabou t
.
6 Reaciton
r e d a e r e h t s e d i v o r p r o h t u a e h
T wtih clue sabou ta person’ s rtai tthrough
s s n o it c a e r s ’ n o s r e p A . e c a f y e h t s n o it a u ti s s u o ir a v n o t c a e r n i y a w n w o r i e h
t how
. y ti l a n o s r e p d n a t i a rt r i e h t
.
7 Driec tcomment
t c e ri d r o n o i n i p o n a g n i v i g y b t i a rt s ’ n o s r e p a s e b ir c s e d r o h t u a e h T
s i h n o d e s a b t n e m m o c t c e ri d r o n o i n i p o s i h s e v i g y ll a u s u r o h t u a e h T . t n e m m o c
. y r o t s e h t n i h ti w e n il n i t u p d n a w e i v f o t n i o p
.
8 Though t
Theautho rgivest her eadert heknowledgeabou taperson’st houghts .Thi s
l a i c e p s h ti w r e d a e r e h t s e d i v o r p r o h t u a e h T . y ti l a e r n i o d t o n n a c r o h t u a n a t a h w s i
n I .l e v o n e h t n i n o s r e p a f o t h g u o h t t s e p e e d e h t o t n i d e g g u l p h c i h w e c i v e d t e r c e s
a e r e h t , y a w s i h
t de rknow swhatt heparitcula rperson i st hinking abou tand wha t
.s g n i h t n o n o i n i p o r e h r o s i h
.
9 Manneirsm
s i h T . s e i s a r c n y s o i d i r o s ti b a h , m s ir e n n a m s ’ n o s r e p a s e b ir c s e d r o h t u a e h T
t u a e h T . ti a rt s ’ n o s r e p e h t t u o b a s e u l c h ti w r e d a e r e h t s e d i v o r p n o it p ir c s e
d ho ralso
n a d o o g e h t s l a e v e
t e n r a B , n o it i d d a n
I (2005) state stha tcharacte irzaiton o rpersonaltiy i s
y b d n a m e h t t u o b a y a s s r e h t o t a h w y b , y a s y e h t t a h w y b r o o d s r e t c a r a h c e h t t a h w
tt e s e h
t ing i nwhich theymove( para .338) .Theparitcipaitonoft hoset hing smay
d n a l e v o n e h t n i s e l o r r e h r o s i h r e t c a r a h c f o d n i k t a h w d n a t s r e d n u s r e d a e r e h t p l e h
. l e v o n e h t n i r e t c a r a h c h c a e f o y ti l a n o s r e p e h t g n i w o n k n i t n a tr o p m i
4 . 1 .
2 Theoryo fPatriarchy
s e h t s i h t n
I is , the wrtier eu s s the theory patirarchy i n understanding
f o r e t c a r a h c n i a m e h t s a r e t c a r a h c s ’i a z d u b m a
T Nervou sCondiitons and also
g n il a e v e
r he reffo trs to obtain educaiton in a pat irarcha lcutlure .Thist heory can
h w y ll a i c e p s e , s i s y l a n a e h t n i d e s u e
b en thewrtie rneeds toexamineTambudzai ’
n i a t b o o t s tr o f f
e educaitoninapatirarcha lcutlure.
e m o s e r a e r e h t t a h t g n ir e d i s n o c , s s u c s i d o t c i p o t d o o g a s i y h c r a ir t a P
n a t s i n a h g f A , a i d n I s a h c u s s e ir t n u o
c , South Afirca , and Pakistan u se the
t s y s y h c r a ir t a
p emi n t hei r ilves .Inpat irarchy ,women areexpectedt o besocially
r o f y r a s s e c e n e b o t d e m i a l c s i e t a t s s i h t e s u a c e b e v i s s a p y ll a c i s y h p d n a t n e d n e p e d
t c a f n I . y li m a f e h t n i e l o r l a n r e t a m r i e h
t thi s stiuaiton happens because the
s e c n a h n e e l o r s ’ n e m o
w thepowe ro fmen .
k o o b r e h n i ) 0 0 0 2 ( n e s d a M y b d i a s s
A Feminsi tTheory and Ltierary
e c it c a r
P tha tpat irarchyi sacutlura lsystemandapoilitca lsystemt ha tp irvliege s
e h t t a t s e r e t n i e l a m s e v r e s s u h t d n a n e m f o s d n a h e h t n i r e w o p s e c a l p d n a n e m
o w f o e s n e p x
e men .Walby agree swtih Madsen a sshe wrtie sin Pliche rand
s ’ n a h e l e h
s d l o h e s u o h f o s d a e h e h t e m o c e
b t(hei rown famliy , ) whlie thefemalechlidren’ s
s i n o it a n i d r o b u s s e v i w d n
a along t heril fie .Thedaughter sareablet oescapefrom
e c n a n i m o d s ’ r e h t a f r i e h
t when they place themselve s a s wive s unde r the
n a m r e h t o n a f o e c n a n i m o
d (para.239) .The paritcipaiton so fthose explanaiton s
h c r a ir t a p w o h d n a t s r e d n u s r e d a e r e h t p l e h y a
m a lcu tlurein lfuence sTambudzaii n
l e v o n e h t n i e fi l y li a d r e
h ,especially t oward she reffo trst o obtain educaiton i n a
e r u tl u c l a h c r a ir t a
p .
2 .
2 Theoreitca lFramework
o t s e ir o e h t e m o s s e s u s i s y l a n a e h
T helpt hewrtieri n ifndingt heanswe ro f
e r a y e h T . n o it a l u m r o f m e l b o r p e h t n i d e s o p o r p s n o it s e u q h c r a e s e r e h
t theory o f
s e s u r e ti r w e h t ,t s ri F . y h c r a ir t a p f o y r o e h t d n a n o it a z ir e t c a r a h c f o y r o e h t ,r e t c a r a h c
p u s a s a n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h
t poritng t heory t o help t he wrtie r
e s e h t g n i s u y B . i a z d u b m a T , r e t c a r a h c n i a m e h t g n i z y l a n a d n a g n i d n a t s r e d n u n i
t s ri f e h t r e w s n a o t r e ti r w e h t p l e h l li w t i r e t a l s e ir o e h
t researchquesiton .
y h c r a ir t a p f o y r o e h t e h t s e s u o s l a r e ti r w e h
T to help rh e in analyzing and
e h t g n i d n
if answers fo the second research quesiton .Thet heory o fpatirarchy i s
. s g n i d n if e h t e z y l a n a o t y r o e h t e l b a ti u s t s o m e h
t The wrtie rused the theory to
l a e v e
r Tambudzai’s effo trsi n obtaining educaiton that i sseen t hrough t he story .
e h
6 1
I I I R E T P A H C
Y G O L O D O H T E M
, a t a d y r a m ir p e h t s n i a l p x e r e t p a h c s i h
T approach and procedure so fthe
s i t r a p t s ri f e h T . y d u t
s the objec to f the study ,which explain s the wrtier’ s
o it a r o l p x
e n ofthenoveli nt hist hesis .Thesecondpa tri stheapproachoft hestudy .
tI containst heapproach tt ha thewrtie ruses toanalyzet henovel .Thel as tpa tri s
tI . y d u t s e h t f o d o h t e m e h
t consist so fsome step stha tthe wrtie rconducts in
g n it e l p m o
c st hi thesi .s
1 .
3 Objec toft heStudy
d e lt it n e l e v o n a s i s i s e h t s i h t f o t c e j b o e h
T Nervou sCondiiton ,w irtten by
s a w a g b m e r a g n a D . a g b m e r a g n a D i s ti s T d e m a n n a m o w ) n a e w b a b m i Z ( n a c ir f A n a
n i p u t h g u o r b d n a n r o
b Rodhesia ,Af irca .She studied medicineand psychology ,
l l u f g n it ir w o t g n i n r u t e r o f e
b – itme .Shealso ha sw irtten aplay enitlted SheNo
r e g n o
L Weeps .Todaybeside sw iritng ,shework sa sascirptwrtier ,consutlan tand
a g b m e r a g n a D , y lt n e c e R . r o t c e ri d m li
f i sworkingonhers econdnove.l
s n o it i d n o C s u o v r e
N i sfris tpubilshed a t the Un tied Kingdom by The
ti r w e h t , y d u t s s i h t n I . 8 8 9 1 n i d t L s s e r P s ’ n e m o
W e ruse sonet hati spubilsheda t
d n u o b d n a d e t n ir p t I . 4 0 0 2 n i d t L g n i h s il b u P e k r a l C a i b e y A y b K U , e ri h s d r o f x O
, g n i d a e R , . d t L n a m y W & x o C y b n i a ti r B t a e r G n
i Berkshrie .Dangarembga –
e h t y b d e ll a c s i l e v o n e s o h
w Judge soft heCommonweatlhWrtier sP irze :a s
n a f o e l g g u rt s d n a t h g il p e h t f o n o it a r o l p x e e v it i s n e s d n a l u fi t u a e b a …
f o e s n e
s sefl .A disitnguishing feature o fthi swork i s ti scourageou s t
n e m e t a t s r e d n u g n it a t s a v e d s ti d n a y t s e n o h
, e v it a r r a n t a e r g , e l a t s s e l e m it a h ti w y r o t s r e h h g u o r h t e l y t s c i s s a l c e h t t u o g n ir b
. e n il y r o t s e h t g n o l a e g a r u o c f o l l u f d n a s r e t c a r a h c g n o rt s
e h
T Nervou sCondiitonsi sdivided i nto 10 chapter sand consisted o f213
w e i v r e t n i e h t f o e g a p l a n o it i d d a h ti w ( s e g a
p par twtih t heauthor) .I ti sa non –
a i s e d o h R f o e l p o e p e h t d n a i a z d u b m a T f o y r o t s i h l a n o s r e p a h ti w l e v o n l a n o it c if
) e w b a b m i Z r o f e m a n r e m r o f
( tha t related to thei r way o f lfie , cutlure and
. n o it a c u d e
2 .
3 Approachoft heStudy
s e s u c o f y d u t s s i h
T on Tambudzai’ seffo trs in obtaining he reducaiton a s
t h g ir r e
h .The wrtie ruses the sociocutlura l– histo ircal approach because thi s
s e s u c o f h c a o r p p
a on the civiilzaiton o rsociety a sthe reference .I ti sthe mos t
t e c n i s , e z y l a n a o t c i p o t e h t h ti w d e t a l e r e b o t h c a o r p p a e l b a ti u
s he novel t ells su
n i e r u tl u c l a h c r a ir t a p e h t t u o b
a Rodhesia .Related t ot hi sapproach Gueirn ( 2011 )
h c a o r p p a s i h t “ t a h t s e t a t
s see sa ltierary work chielfy ,i fno texclusively ,a sa
h t f o s e m it d n a e fi l e h t r o s e m it d n a e fi l s ’ r o h t u a s ti f o n o it c e lf e
r echaractersi nt he
4 4 . p ( ” k r o
w .)
e h
T sociocutlura l – histo ircal approach see s the ltierary work a sthe
fi l n i n o it c e lf e r s ’ r o h t u
a e,i ncludingt her ealtiyt ha thappen swh liet hewrtie rwrote
f o t x e t n o c e h t o t n i y r o t s e h t t e r p r e t n i ll i w h c a o r p p a e h T . y r o t s e h
t sociocutlura l–
l a c ir o t s i
i a z d u b m a T t u o d n if o
t ’ sphysica lcharacteirsitc sand he rpersonaltiy and also to
l a e v e
r Tambudzai’ seffo trsi nobtainingeducaitoni napat irarcha lcutlure.
l a i c o s d n a r e t c a r a h c r e h d n a t s r e d n u o t r e d r o n i p e t s s i h t s e o d r e ti r w e h T
o t p i h s n o it a l e
r ward s othe r people especially the people who are close to
i a z d u b m a
T .The wrtie rread sthe novel severa l itme sand take snote so n some
s e ir o e h
t related to the topic .The theo ire st hat related to the study can help the
r e ti r
w in analyzing thestory .Thewrtie r ifnd ssomet heo ire sand booksr elated t o
s e li p m o c d n a s e ir o e h t e s o h t s e k a t r e ti r w e h t , y l h tr u o F . m e h t t c e ll o c d n a c i p o t e h t
s e t o n e h t l l
a .The las tstep ,the wrtie rorganize sthe analysi sbased on some
m r o f e h t n i s i s y l a n a e h t s e ti r w n e h t d n a , s e ir o e h
0 2
V I R E T P A H C
S I S Y L A N A
e r a t a h t s n o it s e u q h c r a e s e r o t s r e w s n a e h t s e s s u c s i d r e t p a h c s i h T
. s tr a p o w t o t n i d e d i v i d s i n o i s s u c s i d e h T . n o it a l u m r o f m e l b o r p e h t n i d e t a l u m r o f
c a r a h c n i a m e h t s a s ’i a z d u b m a T f o s i s y l a n a e h t s i tr a p t s ri f e h
T te roft he novel .
e h T . l e v o n e h t f o r e t c a r a h c n i a m e h t f o s c it s ir e t c a r a h c e h t n o s e s u c o f s i s y l a n a e h T
r o t r a p d n o c e
s the las tpar ti sthe analysi sof Tambudzai’ seffo tr sin obtaining
n o it a c u d
e .Each analysi si sdiscussed using the theo ire stha tare stated in the
.s e ir o e h t d e t a l e r f o w e i v e r
1 .
4 TheCharacterisitc so fTambudzai
e r e
H in the novel ,Tambudza ican be classiifed a sthe majo rcharacter
s e s u a c e
b ince the beginning o fthe story, the autho rmenitons rh e many itmes
e n il y r o t s e h t g n o l
a .The reader swli lcompletely pu tthei rfulles tatten iton to
. l e v o n e h t n i n o it c n u f l a r u t c u rt s f o y e k e h t s i e h s e c n i s i a z d u b m a T
o w t o t n i n o it a z ir e t c a r a h c e h t s e d i v i d r e ti r w e h t ,i a z d u b m a T g n i b ir c s e d n I
d e b ir c s e d s i i a z d u b m a T w o h s e s s u c s i d t r a p t s ri f e h T . s e ir o g e t a c n i a
m physically ,
s ’i a z d u b m a T w o h s e s s u c s i d e n o d n o c e s e h t d n
a personaltiy i sdescirbed. In
( s y a w e n i n s e s u r e ti r w e h t , s c it s ir e t c a r a h c e h t g n il a e v e
r persona ldescirpiton ,
, n o it c a e r , s r e h t o f o n o it a s r e v n o c , e fi l t s a p , h c e e p s , r e h t o n a y b n e e s s a r e t c a r a h c
t c e ri
d commen,t t hough tand manne irsm ) to understand t he characte rpresented
o n s i e r e h t f I . l o o h c s o t o g t o n d l u o c e h s f i n o it u l o s a d n if l li w e h S . n o it a c u d e
d n a s e il a e m t n a l p l li w e h s , y e n o
m sel ltit opayt hes choolf ee.
2 .
4 Tambudza’i sefforts inobtainingeduca itoninapatriarcha lcutlure.
e h t f o s t c e f f e y n a m s e c n e ir e p x e y l e r u s i a z d u b m a T , lr i g e u q i n u a g n i e B
e k a m t a h t y li m a f e h t f o s r e b m e m r e h t o m o r f m e t s y s y h c r a ir t a
p s he rpu tmany
s tr o f f
e to go to school .Madsen stated tha tpatirarchy i sa cutlura l i(deological )
f o s d n a h e h t n i r e w o p s e c a l p d n a n e m s e g e li v ir p t a h t m e t s y s l a c it il o p a d n a m e t s y s
d n a n e
m thu sserve smalei nteres tatt heexpenseo fwomen .Thewrtie rexamines
e h
t novel to revea ltheeffo tr so fTambudza ifrom the obstacles in a pat irarcha l
. y r o t s e h t h g u o r h t n e e s s i t a h t e r u tl u c
d e if it n e d i y b l a
W sixsrtucture so fpat irarchynamelyhousehold produciton ,
e l a m , e t a t s e h t , k r o w d i a
p violence ,sexualtiyand cu tlure .In t hestudy, t hewrtie r
s l a e v e
r Tambudza’i seffo tr sin a patirarcha lcu tlure into tw o p s atr based on the
y r o t
s :sex’ sdiverstiyandhouseholdproduciton.
2 .
4 1. Sex’ sdiverstiy
n
I thi sstudy,t hewrtier dif s n sexesdiverstiy wtihin t hepowe rsrtuctureo f
a ir t a
p rchy systemwheret hemenhavehighe rautho irty andbiggerpowert oward s
n e r d li h c d n a n e m o
w . nI the inside fo a smal lfamliy o rsociety where they are
t t u p , e fi l y li a d e h t n i m e t s y s y h c r a ir t a p e h t g n i y l p p
a hi skind o fstiuaiton since
e r a y e h
t intheealryage.
o m a h N t a h t a e d i s ’ e l c n u y m n e e b d a h t
I shouldgot oschoo latt hemission . f l e s m i h h s i u g n it s i d d l u o w , d i a s e l c n u y m , e c n a h c e h t n e v i g f i , o m a h N
. n o i s s e f o r p t n e c e d a r e t n e o t y lt n e i c if f u s t s a e l t a , y ll a c i m e d a c
n o it a c u d e e h t n i s t n e m e v o m n e m o w s ti m il y h c r a ir t a p e h
T ifeld. tI i s ifnei f
s ’t
i only read a smal lpiece o fnewspape rtha ti sused to wrap the bread whlie
t g n i o
d he household. There i sno rule abou tthat aciton where you canno tread
g n i k o o c e h t o d e li h
w .Tambud zaidoe sherr esponsiblitiya sawoman ,bu tshestli l
.s t n a w e h s t a h w s t e
g
u b m a
T d zai ha sproven he rfamliy tha tshe doe sthe household wel.l eS h
e v o r p o s l
a s tha twomencanbebothgoodi nhouseholdandeducaiton ,bygetitng a
.t r a e H d e r c a S e h t f o e g e ll o C s e i d a L g n u o Y e h t m o r f p i h s r a l o h c s l l u
f Howeve,r
n o r e t a l ,l o o h c s t a d o o g e h s t a h t s e v o r p e h s f i n e v
e thepatirarchymatter sshowup
. n i a g
a Tambudzai’ suncle, Babamukuru disapprove she rdecision to ente rthe
a e b o t r e h s t n a w e l c n u r e h e s u a c e b , tr a e H d e r c a S e h t f o e g e ll o C s e i d a L g n u o Y
. o o t t n e c e d t a h t n a m a g n i y r r a m y b n a m o w t n e c e d
d e ir r a m e b o t n o it i s o p a n i e b l li w u o Y . y e n o m g n i n r a e e b l li w u o y e m it n I
a y
b decen tmanands e tupadecen thome.I nallt ha twearedoingf o ryou , m o r f d e v r e s b o e v a h I d n a , s r u o y f o e fi l e r u t u f s i h t r o f u o y g n ir a p e r p e r a e w
o t lr i g g n u o y a r o f g n i h t d o o g a t o n s i t a h t r u o i v a h e b s ’ r e t h g u a d n w o y m
e ti h w e s e h t h ti w h c u m o o t e t a i c o s s
a people, t o have t oo much freedom . I . p ( ’ n e m o w t n e c e d o t n i p o l e v e d t o n o d t a h t o d o h w s lr i g t a h t n e e s e v a h
) 3 8 1
t u o b a s y a w l a t o n s e o d t
I awoman’ sdesitny t o f ollowhe rhusband should
d n a e m o h t a y a t s y l n
o no tbeablet o g ethighe reducaiton .Tambud szaii good i n
e r u tl u c y h c r a ir t a p e h t g n i y e b o y d a e rl a s i e h s s d r o w r e h t o n i , d l o h e s u o
h .However ,
e b n a c e fi w e s u o h d o o g
a awell-educated woman . Sinceeducaiton i severyone’ s
8 3
V R E T P A H C
N O
C CLUSIONS ANDSUGGESTIONS
if e h T . s tr a p o w t f o s t s i s n o c r e t p a h c s i h
T rs tpatri s t he conclusion oft he
. y d u t
s The wrtie rdraws theconclusion based on t he problem formulaiton t hati s
r e t p a h c n i d e t a l u m r o
f one and also based on the analysi sin chapte rfour .The
d n o c e
s par to fthi schapte ri ssuggesiton sfo rfu trhe rresearcher sand Engilsh
r e h c a e
t s whoapplyt hiss tudyi nhi so rhi so rhert eaching– learningacitvtiy.
1 .
5 Conclusions
g n i z y l a n a r e tf
A Nervou sCondiiton ,thewrtieri sablet o drawconclusion s
h t f
o i sthesis ,byapplying et h theoryo fc iritca lapproach( sociocultura l– histo irca l
h c a o r p p
a ) ,theoryo fcharacte,rt heoryo fcharacteirzaitonandt heoryo fpatirarchy
. h c a o r p p
a The wrtie r analyzes Tambudza’is characteirsitc s and Tambudzai’ s
i s tr o f f
e nobtainingeducaitoni npat irarcha lcutlure.
u b m a
T dzai’ sphysical ed sc irpitoni sdescirbeda sa 1 - 3 year soldt eenage
8 6 9 1 n i d e i d r e h t o r b r e h n e h w l ri
g .Shewas asmall ,prettyandplumpAfircangilr.
d e v il e h
S in Rodhesia .Howeve rwhen the story ends ,Tambudzai’ sage w sa
g s a w u b m a T n e h w e m it e h t l it n u s 0 2 r e h n o d n u o r
a etitng a scholarship from
. s 0 7 9 1 n i tr a e H d e r c a S e h t f o e g e ll o C s e i d a L
t n
I he study , the wrtie r reveal s if ve personaltiy rtati s o f Tambudzai .
d n a s e c n a r e tt u r e h n i h s r a h , s u o ir u c , g n i k r o w d r a h e r a s c it s ir e t c a r a h c s ’i a z d u b m a T
n e g il l e t n i d n a , d n i k , s t n e m g d u
n i e c n i s k r o w d l o h e s u o h e h t o s l a d n a g n i n e d r a g e h t o d o t w o h n r a e l i a z d u b m a T
o c e b g n i k r o w d r a H . e g a y lr a
e m s e he rhabi.t Thi shabi talso i n lfuence sTambud zai
y d u t s r e h n
i ,t ol earnhardert hant heothers tudent .s
u b m a
T d zai also ha sa very big cu irostiy ,a sexpected t o someonewho i s
t r e g a e y ll a e
r o go t o school .Shedoe sno thave et h sameoppo truntiy ilkeNhamo
o t y ti n u tr o p p o e h t o s l a d n a n o i s s i m e h t t a l o o h c s o t o g o
t enjoy thej ourney f rom
e h t o t n o i s s i m e h
t homestead, regulalry ,and also the oppo truntiy to ge tsimlia r
ti li c a
f y whichi sgiven yb he runcle. Thoseoppo truniite smakehe rwonde rhow i t
. o m a h N e k il e c n a h c e h t e v a h o t s l e e
f Beingcu iro si sagood rtatitohave . tI lead s
u b m a
T d zaitoknowabou tmanyt hings . tIi salsogoodwhens heuse she rcu irostiy
.l o o h c s t a
e h t g n i d a e r r e tf
A nove l fo r severa l itmes , the wrtie r concluded tha t
u b m a
T d zai i sharsh ,because she i sa kind o fperson who ilkes to ciritcize by
o s l a d n a s d r o w l e u r c g n i y a
s because he rmind’ sjudgment son thing sfrom the
o m a h N r e h t o r b r e h t u o b a d e k l a t e h s e m it y r e v e n e e s s i tI . y r o t s e h t f o g n i n n i g e b
w o h w y li m a f e h t f o r e b m e m r e h t o e h t d n
a e reunfari t o Tambudza ibecauseshe
. o m a h N e k il y o b a t o n l ri g a s a w
u b m a T t a h t s l a e v e r o s l a y d u t s s i h
T d i za i sani ntelilgen tperson . tIi sproven
o s l a d n a n o it s e u q p r a h s d n a l a c it ir c a d e k s a e h s e m it y r e v
e wtihhe rsharpanalysi s
. w o n k o t s t n a w e h s s g n i h t e h t n
o tIi sawastefors omeone hw o vh e a asmar tbrain
t o n t u
b beablet olearntheknowledge .Fo trunately ,Tambud ezain ve rg s ive up i n
f I . l o o h c s o t o g t o n d l u o c e h s f i n o it u l o s a d n if l li w e h S . n o it a c u d e r e h g n i u s r u p
u b m a T , n o it a c u d e g n i n i a t b o n
I d zaihast o facethepatirarcha lcu tl uretha t
r e h s ti b i h n
i study .The patirarchy system tha tplaces Nhamo in the fris tplace
s e k a
m Tambud zai to give more effo tr s in orde r to obtain h er educaiton .
u b m a
T dzai’ seffo tr sin planitng the seed sand selilng the green meaile s(wtih a
o r f p l e h e lt ti
l m he rteacher) help he r to go back to schoo l again unit lthe
e d i w s i y ti n u tr o p p
o l yopenatferhe rbrother’ e h sd a t becauseoft hemumps.
u b m a T f o t r o f f e r e h t o e h
T d szaii shown when sheprovest ha tshei svery
n i d o o
g both household work s a nd a t school . She prove s i t by g t ge it n a
p i h s r a l o h c
s fromt heYoungLadie sCollegeoft heSacredHeatr.
2 .
5 Suggesitons
s t s i s n o c t r a p s i h
T o f two pa trs . They are the suggesitons fo rfuture
n o it s e g g u s d n a s r e h c r a e s e
r s fo rEngilsh t eachers .Thefris tseciton concern swtih
u
f turer esearcher swho arei nterested i nl tieraryworks .Thenex tseciton concern s
t u o b
a thei mplementaiton ofl tierary work i nt eaching - learningi mplementaiton .
e fi l f o e u l a v e h t d n a e r u s a e l p , e g d e l w o n k h ti w r e d a e r e h t s e d i v o r p e r u t a r e ti
L .
. 2 .
5 1 .Suggestionsf orFutureResearchers
s n o it i d n o c s u o v r e
N i sa popula rltierary w irtten by Tstis iDangarembga .
e h t e s u y d a e rl a s r e h c r a e s e r e m o
S novelast herir esearch t opico rmateiral .O fneo
e h
t topicsthatt hewrtie rcan ifndi :s nego itaitoni denttiyi nacolonia lstatea sseen
u b m a T n
e k a m o t s t n a w o h w r e h c r a e s e r e r u t u
f Nervou s Condiitons a s thei r research
r e tt e b s i l a ir e t a
m toavoiddiscussingt hes amet opica smenitonedbefore.
Thewrtie rsuggest sanyf uturer esearchert o developdfiferenttopicrelated
e h t o
t Nervou sCondiitons .There are severa lpossibiilite ssuch as : how the
d n a e r u tl u c n r e t s e w w o h , s r o i v a h e b a h s a y N e h t e c n e u lf n i e r u tl u c n r e t s e w
a y N d e c n e u lf n i e r u tl u c l a h c r a ir t a
p sha t’hough t on every aspect ,and how the
y t e i c o s d n a y li m a f ri e h t n i i y a g n i h S ’ a M d n a u r u g i a M p a rt n e n o it i d a
rt .
r o f s n o it s e g g u S . 2 . 2 .
5 Teache rs
I I g n i d a e R c i s a
B i sappilcable t o teach the reading skli lrelated to the
. s s a l c e h t n i s t c e j b u
s BasicReadingI Icoverst hebasicreadingskills (previewing ,
r i e h t s p o l e v e d d n a ) t x e t n o c m o r f s g n i n a e m d r o w g n i s s e u g , g n i n n a c s , g n i m m i k s
y r a l u b a c o v h s il g n
E . In thi s study the wrtie r use some page s o f “Nervou s
s n o it i d n o
C ” novel a sareading mateiral i n t eaching reading .Then extacitons i n
g n it ir w e r a n a l p n o s s e l e h
t – when the student sanswe rreading comprehension
s n o it s e u
q – and late ron both on ilstening and speaking – when the students
.s s a l c e h t f o t n o r f n i tl u s e r n o i s s u c s i d r i e h t t n e s e r p
r e ti r w e h t , r e v o e r o
M u s se the novel to bulid student’ svocabulary tiems .
s ’l e v o n e h
T setitng i sin 1 6 s9 0 . The unique and rare vocabulary tiem sare
e h t t u o h g u o rt d e d a e r p
s novel .Therearewordst ha tmos tpeopledono tusuallyus e
ir n e y l e r u s l li w s e ir a l u b a c o v e u q i n u s i h T . e m it t n e s e r p s i h t n
i ch student swords
