ABSTRACT
VERONICA PRAMUDITA AYU TRIASTUTI. The Reaction of Chizuko Sakata against the Class and Race Discrimination in Wakako Yamauchi’s The Music Lessons.Yogyakarta: Departement of English letters, Faculty of Letters, Sanata Dharma University, 2016.
This Undergraduate Thesis analyzes a play by Wakako Yamauchi entitled The Music Lessons. This play told about the life of the mother from Japan (Issei) named Chizuko Sakata who immigrated to the United States with her three children. They had to face many problems and discrimination.
This play also told about condition of Japanese immigrant people in the 19 Th centuries. This Undergraduate Thesis has three questions. First is to know the characteristics of the Chizuko Sakata. Second question is to reveal how Chizuko experienced two patterns of discriminations (class and race). The last question is to know the reaction of the main character to face the discrimination. The title of this play was “The Music Lessons” because this was one of the cruel ways from Kaoru (Japanese itinerant) to do the discrimination to Chizuko through Aki (last child of Chizuko). Kaoru made Aki felt in love, followed him, and wanted to leave Chizuko to go to the town with him.
This research method is the library research method. The writer made the analysis by looking for the sources, for example books and electronic sources. These sources help the writer find the literary work that related with the analysis, making the analysis, and approach that related with the analysis. The writer uses the Socio Cultural-Historical Approach to know the history of Japanese people did the immigration in the 19th century.
ABSTRAK
VERONICA PRAMUDITA AYU TRIASTUTI. The Reaction of Chizuko Sakata against the Class and Race Discrimination in Wakako Yamauchi’s The Music Lessons.Yogyakarta: Prodi SastraInggris, Fakultas sastra, Universitas Sanata Dharma, 2016
Skripsi ini menganalisis drama Wakako Yamauchi yang berjudul The Music Lessons. Drama tersebut bercerita tentang kehidupan seorang ibu imigran asal Jepang( Issei) bernama Chizuko Sakata yang melakukan imigrasi ke Amerika Serikat bersama tiga orang anaknya. Mereka harus menghadapi banyak masalah dan diskriminasi.
Drama ini juga bercerita tentang keadaan kondisi masyarakat imigran dari Jepang pada abad ke 19.Penelitian ini memiliki tiga permasalahan. Pertama adalah untuk mengetahui karakteristik dari tokoh utama. Permasalahan yang kedua adalah untuk mengungkap bagaimana tokoh utama mengalami 2 bentuk diskriminasi (kelas dan ras). Permasalahan yang terakhir adalah untuk mengetahui reaksi dari tokoh utama dalam melawan diskriminasi. Judul dari drama ini adalah “The Music Lessons” karena ini adalah salah satu rencana jahat Kaoru( pengembara asal Jepang) untuk melakukan diskriminasi kepada Chizuko melalui Aki( anak terakhir Chizuko). Kaoru membuat Aki jatuh cinta, mengikutinya, dan ingin meninggalkan Chizuko untuk pergi ke kota.
Metode penelitian ini adalah metode kepustakaan. Penulis membuat analisis dengan mencari sumber berupa buku dan sumber dari internet. Sumber-sumber tersebut membantu penulis untuk menemukan karya sastra yang berkaitan dengan analisis, membuat analisis, dan pendekatan yang berkaitan dengan analisis. Penulis menggunakan pendekatan Socio Cultural-Historical untuk mengetahui sejarah orang-orang Jepang melakukan immigrasi pada abad ke 19.
i
THE REACTION OF CHIZUKO SAKATA AGAINST CLASS AND
RACE DISCRIMINATIONS IN WAKAKO YAMAUCHI’S
THE MUSIC
LESSONS
AN UNDERGRADUATE THESIS
Presented as a Partial Fullfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
VERONICA PRAMUDITA AYU TRI ASTUTI Student Number: 124214049
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
ii
THE REACTION OF CHIZUKO SAKATA AGAINST CLASS AND
RACE DISCRIMINATIONS IN WAKAKO YAMAUCHI’S
THE MUSIC
LESSONS
AN UNDERGRADUATE THESIS
Presented as a Partial Fullfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By
VERONICA PRAMUDITA AYU TRI ASTUTI Student Number: 124214049
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
vii
“You shall love the LORD your God woth all yor heart, with all your soul, and with all your
mind”.
-Matthew 22:37-
“Never give up on what you really want to do. The person with big dream is more powerful than the one with all facts”
- Albert Einstein-
“It isn’t how much we do, but how much love we put into what we do that really counts”
viii
For Jesus Christ,
My beloved Mother and Father,
My brothers and friends
And
x
LEMBAR PERTANYAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ... vi
MOTTO PAGE ... vii
1. Theory of Character and Characterization ... 8
2. Theory of Discrimination ... 9
3. Theory of the Relation between Literature and Society ... 11
C. Review of the Japanese Immigrant in the US in 19th Century ... 12
A.The Characteristics of Chizuko Sakata ... 20
1. Poor Economically ... 20
2. Having Strong-Willed and Struggling ... 23
3. Attentive to Her Children... 25
B. The Discriminations that Chizuko Experienced ... 26
1. Class Discrimination ... 26
2. Race Discrimination ... 32
xi
1. Class Discrimination ... 36
2. Race Discrimination ... 39
CHAPTER V: CONCLUSION ... 41
BIBLIOGRAPHY ... 43
APPENDIX ... 44
xii ABSTRACT
VERONICA PRAMUDITA AYU TRIASTUTI. The Reaction of Chizuko Sakata against the Class and Race Discrimination in Wakako Yamauchi’s The Music
Lessons.Yogyakarta: Departement of English letters, Faculty of Letters, Sanata Dharma University, 2016.
This Undergraduate Thesis analyzes a play by Wakako Yamauchi entitled The Music Lessons. This play told about the life of the mother from Japan (Issei) named Chizuko Sakata who immigrated to the United States with her three children. They had to face many problems and discrimination.
This play also told about condition of Japanese immigrant people in the 19 Th centuries. This Undergraduate Thesis has three questions. First is to know the characteristics of the Chizuko Sakata. Second question is to reveal how Chizuko experienced two patterns of discriminations (class and race). The last question is to know the reaction of the main character to face the discrimination. The title of this play was “The Music Lessons” because this was one of the cruel ways from Kaoru (Japanese itinerant) to do the discrimination to Chizuko through Aki (last child of Chizuko). Kaoru made Aki felt in love, followed him, and wanted to leave Chizuko to go to the town with him.
This research method is the library research method. The writer made the analysis by looking for the sources, for example books and electronic sources. These sources help the writer find the literary work that related with the analysis, making the analysis, and approach that related with the analysis. The writer uses the Socio Cultural-Historical Approach to know the history of Japanese people did the immigration in the 19th century.
xiii ABSTRAK
VERONICA PRAMUDITA AYU TRIASTUTI. The Reaction of Chizuko Sakata against the Class and Race Discrimination in Wakako Yamauchi’s The Music
Lessons.Yogyakarta: Prodi SastraInggris, Fakultas sastra, Universitas Sanata Dharma, 2016 Skripsi ini menganalisis drama Wakako Yamauchi yang berjudul The Music Lessons. Drama tersebut bercerita tentang kehidupan seorang ibu imigran asal Jepang( Issei) bernama Chizuko Sakata yang melakukan imigrasi ke Amerika Serikat bersama tiga orang anaknya. Mereka harus menghadapi banyak masalah dan diskriminasi.
Drama ini juga bercerita tentang keadaan kondisi masyarakat imigran dari Jepang pada abad ke 19.Penelitian ini memiliki tiga permasalahan. Pertama adalah untuk mengetahui karakteristik dari tokoh utama. Permasalahan yang kedua adalah untuk mengungkap bagaimana tokoh utama mengalami 2 bentuk diskriminasi (kelas dan ras). Permasalahan yang terakhir adalah untuk mengetahui reaksi dari tokoh utama dalam melawan diskriminasi. Judul dari drama ini adalah “The Music Lessons” karena ini adalah salah satu rencana jahat Kaoru( pengembara asal Jepang) untuk melakukan diskriminasi kepada Chizuko melalui Aki( anak terakhir Chizuko). Kaoru membuat Aki jatuh cinta, mengikutinya, dan ingin meninggalkan Chizuko untuk pergi ke kota.
Metode penelitian ini adalah metode kepustakaan. Penulis membuat analisis dengan mencari sumber berupa buku dan sumber dari internet. Sumber-sumber tersebut membantu penulis untuk menemukan karya sastra yang berkaitan dengan analisis, membuat analisis, dan pendekatan yang berkaitan dengan analisis. Penulis menggunakan pendekatan Socio Cultural-Historical untuk mengetahui sejarah orang-orang Jepang melakukan immigrasi pada abad ke 19.
1 CHAPTER I
INTRODUCTION
A. Background of the Study
Literature is one tool to reveal and tell the reality about human life. The authors express their works on what they feel, hear, see, and experienced by themselves. The happiness, love, sadness, hatred, fortune and misfortune are the examples of the feeling of the author in life. Through their literary works, they can share or give some ideas or issues to the readers. They also can share the reality of life, either good or bad. The problems in human life are various. Their problems in life can come from many points of views, for example in economic and social point of view. Their economics’ condition can be good, like prosperity or welfare,
but if their economics’ condition is bad, can create the discrimination and they
will be isolated. The low class people usually get unjustice and bad treatment from the high class people in certain region. This bad treatment is called discrimination.
Discrimination was done to the Japanese immigrant in the America at 19th century. They were difficult to get the job because of the numbers of immigrant grown significantly. “By the 1920s, the numbers of Japanese American families
The job that was availabled at that time was mostly as a land-worker and farmer. First, Japanese people expected that they would get a better life in America. But, some of them must face the reality that they could not own the land, and it was difficult to get a job. The job that availabled at that time, such as: as a land-worker and farmer were looked for by many immigrants . All of these problems happened because of the immigration rules that made by United States government.
The topic is worth studying because discriminations always happen to minority group. The writer wants to show some the kinds of discrimination which happened to the minority group, Japanese immigrant in America. The writer also wants to show how the main character struggled with the dicrimination.
Chizuko’s family through her children. Through this literary work, the author tries
to show what happened to Japanese immigrant in 19thcentury. This drama reveals the kinds of discrimination and the struggle of main character against the discrimination. The discrimination of the Japanese immigrant was done either from the Japanese nation or by the white people.
B. Problem Formulation
These are three problems that writer wants to answer and analyze: 1. What are the characteristics of Chizuko Sakata related with discrimination?
2. How does Chizuko experience class and race discriminations? 3. How does Chizuko’s reaction against class and race discriminations?
C. Objectives of the Study
D. Definition of terms
To avoid the misunderstanding and misconcept, some definitions that related to the topic can help the reader in this study and make the readers easier to understand this study. The writer use the terms of race, class, and discrimination.
1. Race
“Race is a mode of classification of human beings which distinguishes between
them on the basis of physical properties (eg. Skin colour, facial features)”. (Edgar and Sedgwick, 2002: 323). It is taken from Cultural Theory, The Key Concepts, It This definition is used in Wakako Yamauchi’s The Music Lessons because there
was a race discrimination against Japanese people in the 19th century. The race discrimination is shown by white peoples through the Japanese immigrant. The whites people ( The United States) are always dominant to Japanese people. The United States people feel that they are richer and higher class. Race is also important to differentiate with others. For example, a person or group of people who have the same skin colour is surely speak the same language and do the same culture
2.Class
appropriate with the Japanese immigrant’s life in the United States. The reason
is Japanese immigrant are always differs to United States people. This is because the Japanese people are included the lower class people.
3. Discrimination
Discrimination is important because discrimination is the main topic in this study. Discrimination is also one phenomenon of that faced by subject in this play, in this study Chizuko Sakata. The treatement to Japanese immigrant was appropriate with this discrimination. According to Joan Ferranate in International Encyclopedia of Ethics that quoted by John K. Roth,
Discrimination is the unequal or unbalances treatment, whether intentional or unintentional of individuals or groups on the basis of group relationship or membership that is unrelated ability or past performance (Roth, 1995:232).
6 CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
The writer uses three related studies to support the analyis of this study. The first Related Studies is Girl in Translation by Meity Kubuan Adelina, a student of English Letters of Sanata Dharma University. Her undergraduate thesis is entitled “Class and Race Discrimination against the Chinese Immigrant in the USA in the 20thcentury in Jean Kwok‟s Girl in Translation”. In this thesis, Meity analyzed the struggle of the main Character (Kimberly Chang) against the discriminations against the Chinese immigrant in 20th century. The discrimination is seen and revealed by Meity through the characteristics of the main character and the setting. Meity also stated how Kimberly Chang changed her personality because of the society around her. This is the focus on her study. “The focus of this study is to see the class and race discrimination in Chinese immigrant‟s society in the 20th century through the characteristics of the main character and the setting of the story” (Kubuan, 2015: 4). There are three objectives that related with her study.
Different with Meity who analyzed the class and race discrimination through setting and characteristic of the main character, the writer analyzes the class and race discrimination with only the characteristics of the main character and the characterization. The writer also used the same approach with Meity, Sociocultural-Historical approach. “To analyze the novel Girl in Translation, the writer uses the Sociocultural-Historical approach” (Kubuan, 2015: 25).
The second Related Studies is Los Vendidos by Destyan Pijar Buana, a student of English Letters of Sanata Dharma University. His undergraduate thesis is “Racial Discrimination towards Mexican-American through setting in Valdez‟s
Los Vendidos”. In this thesis, he analyzed the race discrimination towards Mexican-American people through the setting. “The second objective is to reveal the racial discrimination towards Mexican-American people, which is main point of this study through the setting of this play. (Buana, 2015: 5)”. The approach that Buana used is same with the writer used. “The approach used to analyze this
thesis is Socio-cultural historical approach (Buana, 2015: xii).
Different with Buana, the writer does not only reveal the racial discrimination but only the class discrimination. The reason is Japanese immigrant also got the discrimination based on economic class and their degree. The second difference is the writer does not reveal the discrimination with the setting of the play like Buana used.
people (Whites) with Asian American students. She ( as a teacher) made a critic
about the racial discimination and violence tendency between students. She also
wanted to justice to her students. She wanted all her students have the same
treatment, especially in skin color. “Racial discrimination and violence,
everyone at this meeting agreed, are horrible, contemptible” (Bhruel, 1993:
pp.53-69).
Different from Bhruel who criticized the racial discrimination between the students, in this research, the writer wants to reveal not only the racial discriminations, but also the other discriminations. The discrimination that the writer means is class discrimination.
A. Review of Related Theory
1. Theory of Character and Characterization (Characterizing)
Character is one important intrinsic element in a story. The story becomes unclear without the characters and their characterization. In a Glossary of Literary Terms, Seventh Edition, Abrams said that:
Characters are the person represented in a dramatic or narrative work, who are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities by inferences from what the persons says and their distinctive ways of saying it-the dialogue-and from what they do-the action.(Abrams, 1999: 32).
characteristic of characters in a drama or fiction that has a particular moral, intellectual, and emotional in their attitude. The readers can identify or make a conclusion that those qualities above are characteristic of characters in a drama or fiction.
Characterization is the important element to identify the character in the literary work. According to Robert and Jacobs, there are four ways to identify the characteristics of the characters.
1. What the characters themselves say (and think, if the author expresses their thought)
2.What the characters do
You have heard that ―actions speak louder than words, and you should interpret actions as signs of character.
3.What the other characters say about them
In stories and plays, as in life, people often talk about other people. 4.What the author says about them, speaking as storyteller or observer What the author says about a character is usually to be accepted as truth. Naturally, authors must be accepted on matters offact(Roberts & Jacobs, 1987:147-148).
The characterization of the main character can be showed by many ways above. The main character‟s characteristic can be showed through the main character‟s
say and do, in this play Chizuko. The characteristics of Chizuko can also be showed through by other characters. In addition, the characteristic of Chizuko is described by the author. The author has the role as a story teller behind the story.
2. Theory of Discrimination
According to Joan Ferranate in International Encyclopedia of Ethics that quoted by John K. Roth,
Discrimination is the unequal or unbalances treatment, whether intentional or unintentional of individuals or groups on the basis of group relationship or membership that is unrelated ability or past performance (Roth, 1992:232).
Racial discrimination is the way of discrimination based on race
There are two kinds of discriminations that become the issue according to play The Music Lessons, Class and Race discrimination. Class and Race discrimination is important in this analysis of the study. The reason is Class and Race discrimination are the two kinds of discrimination that the writer wants to reveal from the main character. These theories are to answer the main issue or phenomenon of this study related with the kinds of discrimination. “Class is a category of social standing defined by class condition, such as economic condition (Ritter, 1986: 42).
From these statements above, the writer can make a conclusion that Class Discrimination is something to make fine distinction in a group or a person about the social condition or economic status.
According Stokely Carmichael and Charles K. Hamilton that quoted by John K. Roth:
Racial Discrimination is a subtle form of unequal treatment based on race that is entrenched in social custom that is, social institutions. Institutional discrimination may include segregated housing patterns, redlining by financial institutions, and the practice of minority group members being of forced continually into low-paying jobs (Roth, 1992: 232).
Racial discrimination is the way of discrimination or unequal treatment based on race. Minority group members being of forced continually into low-paying jobs, like Japanese immigrants. Race discrimination is discrimination based on physical properties, such as: Skin colour, facial features.
These statements above are appropriate with the Chizuko and her children‟s experience in the United States as a Japanese immigrant. Chizuko had to receive the reality that she is treated unfairly. The reason is Chizuko and family came from lower class. Chizuko also got then low paying jobs, like as a farm. Class discrimination was showed by Kaoru Kawaguchi who was also Japanese immigrant. The proofs was showed by his arrival in looked for the job to Chizuko and also the rule from United States government. Racial discrimination was showed by Billy Kane through the Chizuko children. He humiliated the Chizuko‟s family by their family custom and also their economic status in the United States.
3. Theory of the Relation between Literature and Society
Rene Wellek and Austin Warren in Theory of Literature said that,
Literature is a social institution, using as its medium language, a social creation. Such traditional literary devices as symbolism and metre are social in their very nature. They are conventions and norms such could have arisen only in society. But, furthermore, literature represents „life‟ and „life‟ is, in larger measure, social reality, even though the natural world and the inner or subjective world of the individual have also been objects of literary „imitation‟ (Wellek and Warren, 1956: 94).
It can conclude that literature is one language media for human to create some literary works. Literature is also become the representation of human‟s life. Since most part human life is surrounded by society and consists of social reality, literature is also become the representation of social reality. As the human being who lives in particular society, the author can be the source of information where she or he comes from. He may tell about what happened in his/her life through the art work or literature.
It is also said that “Much common approach to the relations of literature and society is the study of works of literature as a social document and as assumed pictures of social reality”(Wellek and Warren, 1956:102).
It means that literature is picture of social reality the author himself. Author‟s life is closely related with society.
4. Review of the Japanese Immigrants in the US in 19th Century
bulk of the Japanese immigrant. The issei (Japanese imigrant) women had to face the hard life in the United States to fulfill their family need. The laws that made the burden for Japanese immigrant, such as: They had to borrow the child‟s name to own the land.
The arrival of Japanese immigrants were caused by some problems, such as in the below:
Despite their attempts to prove their “Americanness,” both Nisei and Issei were targeted in the anti-Japanese hysteria that swept the country with the onset of World War II (archive.vancouver.wsu.edu).
So, Japanese did the immigration because of the World War II influence. They were also affected by the World War II that announced the Anti-Japanese. They became a victim by the World War II.
Because of the problem above, Japanese immigrant had to face the difficulties. They had to life far from families and friends. They also had to hard work to survive in the United States. All of these were because they were life isolated. They lived in the very simple house not really good. In addition, they must received their condition, whether good or not.
Many Issei women were dissapointed with their new homes, far for families and friends, which often required enduring discrimination and hard work to survive(archive.vancouver.wsu.edu/).
By the 1920s, the numbers of Japanese American families had grown significantly, and a high percentage had moved from migratory work to own businesses or farm (archive.vancouver.wsu.edu/).
So, the Japanese immigrants‟ arrival had grown significantly. United States government gave the limited job for them because of it. The effect to Japanese immigrant from the problem above is discrimination because of the law or rule, especially about the land.
The Issei also sought to retain the rightful places in communities by circumventing discriminatory state laws that banned their owning or leasing land. Some immigrant residents sub-leased land from American citizens and other registered land in the name of their Nissei children who were American citizen because of birth (archive.vancouver.wsu.edu/).
Japanese immigrants had to face many difficulties and problems because of the rules from United States government. Their land owning and validation became disturbed and difficult. They looked for many ways so that they ( Japanese immigrant) and their family got the validate land. This is for the sake of the welfare and survival in the United States. They became work harder so that they could survive in the United States.
5. Theoretical Framework
problem formulation is about the how the main character (Chizuko) is described.
Second, is the Theory of Discrimination. This theory is to understand the kinds of Discrimination that faced by Chizuko through her society. There are two kinds of discrimination, Class and Race Discrimination. Class discrimination is done the Japanese nation (Kaoru) who wanted to look for the job. And also Billy Kane ( White people). Racial discrimination is done by Billy Kane, white people, who humiliated Chizuko‟s family through Chizuko‟s children. The theory of Class and Racial discrimination is to understand deeply about the kinds of discrimination (Class and Racial) themselves.
The last theory is Theory of Relation Between Literature and Society. This theory is used by the writer to relate between the author‟s literary work and the author‟s social lifeon the real life. It means that author‟s literary work
16
CHAPTER III METHODOLOGY
A. Object of the Study
The object that the writer used to analyze this study is The Music Lessons. The author or writer was Wakako Yamauchi. This drama was written in 1953. The publisher of this drama is University of Massachusetts Press. This drama was written by Yamauchi during the period of immigration. This drama consists of two acts and forty three pages. Act one is divided into four scenes and act two is divided into six scenes. This drama also showed the experience of Yamauchi because this drama was more or less the same with her life- experience.
This story was about the first generation of Japanese immigrants (Chizuko and her children) who faced of the discrimination, either from the same Japanese itinerant (Kaoru) or white people from United States (Billy Kane). Chizuko wanted to maintain her family economic condition and her family integrity. She
did not want her last child (Aki) was influenced or persuaded by Kaoru’s violin
B. Approach of the Study
The writer uses Sociocultural -Historical Approach to analyze the play The Music Lessons. Robert said that “Sociocultural -Historical Approach is a traditional approach which stresses the relationship of literature to its historical period, and for this reason, it has had a long life” (Robert, 1995: 266). Although much literature may be applicable to many places and times, much of it also directly reflects the intellectual and social worlds of the authors. “When the work is written, what the circumstances that produces it, what major it deal with, and how it fits to the author career" (Robert, 1995: 266).
This approach told about the reflection of author’s life in the past period through the literary work. The author wrote the literary work based on his/her life experience. It is also discuss about how the author reflects the historical period from the real life of him/her into the literary work. The author also told her life story through the literary work. In addition, it also discusses the facts and major issue from the literary work which is written by the author. The major issue that becomes the phenomenon in the play that the writer wants to reveal is discrimination.
The quotation above has the meaning that the way to determine the work of the author is to see the civilization or history of his/her life.
Civilization is defined as the attitudes and actions of a specific group of people and point out that literature takes this attitudes and actions as its subject matter (Rohrberger & Woods, 1971:9).
The writer uses this theory to analyze how the story in this play reflects the real or true life of the author through this story. This approach also helps the writer to understand the social background of the Japanese immigrant in the United States. In addition, the writer become understands the reasons of Japanese people did the immigration in the 1900s. The story of this play is appropriate with author’s real life.
C. Method of the Study
20
CHAPTER IV ANALYSIS
This chapter concerns on the analysis of characteristics of chizuko, the kinds of discrimination, and Chizuko struggles of Chizuko to face the discrimination. This chapter is divided into three subchapters. First is characteristics of Chizuko, the second is the kinds of discriminations that appropriate with the story. The last is
the proofs of Chizuko‟s struggles in order to face the discrimination.
A. The Characteristics of Chizuko Sakata
The first problem formulation is about the characteristics of the main character (Chizuko). The characteristics of main character can be analyzed by the Theory of Characters by Abrams of which says that “Characters are the person represented in a dramatic or narrative work, which are interpreted by the reader as being endowed with particular moral, intellectual, and emotional qualities” (Abrams, 1999:32). In addition, the Theory of Characterization by Robert and Jacobs that says four ways to analyze the characacters:
1. What the characters themselves say (and think, if the author expresses their thought)
2.What the characters do
You have heard that ―actions speak louder than words, and you should
interpret actions as signs of character. 3.What the other characters say about them
By these statements above, the writer can make a conclusion that Chizuko Sakata is one of the characters that has particular moral, intellectual, and emotional qualities.
Chizuko Sakata is the main character in The Music Lessons. She immigrated and experienced the hardships of life with her children to America. The society around her has shaped her personality. These are the characteristics of Chizuko.
1. Poor Economically
Chizuko was honest when she told Kaoru the condition of her. She told her condition and her family honestly. When Kaoru asked for a job, Chizuko told about her economic condition honestly. Chizuko was only depended her life by her land harvest. The reason was her land harvest was limited and she did not have money to pay Kaoru. Chizuko‟s money sometimes did not enough to fulfill
her children‟s needs. The condition of Chizuko‟s land was depended on the
weather.
CHIZUKO.Well, we never know how it turns out. Sometimes it‟s good; sometimes is bad. A lot depends on weather, prices…thing like that (Yamauchi, 1935:407).
This statement above had the meaning that the economic condition of Chizuko depended on her land. Her land condition could be good or bad.
CHIZUKO. I do not know why he‟d do that. He knows I don‟t have the
money to hire. There‟s plenty of work here, but I just don‟t have the
money right know (Yamauchi, 1935:407).
Chizuko said the statement above when Kaoru first came to Chizuko‟s house.
informed him. Chizuko also told about her condition about her land condition, which was not good. She told Kaoru that her land was not as good as Kaoru thought.
CHIZUKO. Then sometimes, when it rains, there‟s nothing to do (Yamauchi, 1935:407).
Chizuko showed that her money was depended on her land result (harvest). So, she cannot pay Kaoru. She only could pay Kaoru when her land was successful or harvest. Her statement below showed that she could not pay Kaoru until harvest came.
CHIZUKO. All right. But no pay until after the harvest (Yamauchi, 1935: 408).
Chizuko was not able to pay Kaoru after she got enough money. The reason was because the condition of Chizuko‟ land was limited. Chizuko was reallly have no money. Kaoru keep asked Chizuko for a job. The condition of Kaoru more or less same with Chizuko. Kaoru wandered to a Chizuko‟s house for a job . He was informed by his friend, Nakamura about Chizuko.
KAORU. You‟re sure she‟ll hire me?
NAKAMURA. Well, I‟m not sure. You said you‟re looking for work and I
thought, well, maybe Chizuko. She runs this farm all by herself
and…Chizuko –san! One thing you ought to know about farming; there‟s
always a work to be done; the problem is money. There‟s not a lot of it around these days, (he opens the door and peers in). I guess she went out.
Depression‟s still here for us farmers, you know (Yamauchi, 1935:404).
Nakamura has known before about Chizuko‟s condition. He keep showed
Chizuko‟s condition to Kaoru. He( Nakamura) thought that Chizuko can repaired
Kaoru‟s condition as a farmer and itinerant. This can make the burden of Chizuko
suggested Kaoru to look for the job from Chizuko to make the condition of Chizuko became worse. Kaoru just did the kind to Chizuko and her children so that Chizuko did not know his bad plan. This way could make the condition of Chizuko especially economic condition became worse. Chizuko‟s burden in economic condition could be added because of Kaoru.
2. Having the Strong-Willed and Struggling
Second characteristic of Chizuko was she has the strong willingness in facing the discrimination. Her strong willingness was showed when she saw Kaoru and Aki kiss together. Chizuko was very angry and got rid Kaoru because of his (Kaoru) attitude.
CHIZUKO. Please-please-please”. Don‟t beg now. Pack your things and get out! (she pulls shirts and things off the pegs and throw them on the bed) (Yamauchi, 1935:442).
The statement above showed that Chizuko has the strong willingness to get rid the person who has disturbed her and her family.
CHIZUKO. I‟ll fix you. I‟ll get the police.
KAORU. Be reasonable. Let‟s talk this over (Yamauchi, 1935:443).
Chizuko also has the hard willingness to send the Kaoru in the jail. Chizuko has the hard willingness although she faced the discriminations.
CHIZUKO. When I left Japan, I never knew it would be like this. The babies came so fast, and me, by myself, no mother, no sister-no one-to help. I was so young (Yamauchi, 1935: 426).
This statement above showed that Chizuko was struggling to grow her three children. She took care and grown up them by herself without anyone help. The problem for her was increase because of economic condition. She also took a role as a father to earn the money for her and her family‟s life.
Chizuko did the struggle because she faced the hard life. She was also hard work to support and keep their children so that they were not influence with the condition.
CHIZUKO. I hear myself: Don‟t do this; don‟t do that. Wear you sweater;
study hard…” I try t o say other things: “How smart you are; how pretty you look…” but my mouth won‟t let me. I keep thinking, life is
hard. I shouldn‟t let them think it would be easy (Yamauchi, Kaoru. This was one way of Chizuko to earn the money.
Chizuko struggled to get the partnership in a job. She wanted to return her
family‟s condition. She thought that Kaoru could help her. This condition of
Kaoru was not as Chizuko thought. Kaoru did not have money. He wanted work on a land of himself.
CHIZUKO. I have been thinking…ah, wondering how could you feel about…what you think about staying on…on this farm.With us. I
KAORU. I have no money, Chizuko-san.
CHIZUKO. (quickly) Oh, you pay nothing. I mean a joint venture. More or less. This farm is too much for a woman alone and
I…(Yamauchi, 1935:428).
The conversation above showed that Chizuko persuaded Kaoru to joint venture. Chizuko wanted Kaoru to work together on her land. The land result could be divided by both of them when harvest.
3. Attentive to Her Children
Fourth characteristic of chizuko was attentive to her children. Chizuko showed the attention by her dialogue. She talked to her eldest child (Ichiro) when her children went home from school. Ichiro was asked by Chizuko why he and his sister, Aki walked separately .Chizuko worried about Aki‟s condition. Aki was the only daughter of Chizuko. Aki was also the last child of Chizuko.
CHIZUKO. She‟s (Aki) inside. What‟s the matter with you, Ichiro? I
told you always walk together. You‟re the oldest and...(Yamauchi,
1935:430).
CHIZUKO. I want you to walk together. I told you that. Anything can happen (Yamauchi, 1935:430).
These proofs above showed that Chizuko attentive to her children. She did not want anything bad was happen to her three children, included Aki. She was also love to her children.
Chizuko‟s love and care also showed when her last child (Aki) wanted to go with
Kaoru.
CHIZUKO. Aki, I don‟t want you to get hurt, Your life is my life.
We‟re once.
AKI. No! We‟re not! We‟re not the same!
The proofs above means that Chizuko did not want Aki left her and got the bad influence from Kaoru. Chizuko was also hurt if Aki was disturbed or broken heart that caused by Kaoru.
Although Chizuko experienced the hard life, she was still showing her love, attention, and care to her children. Her children were like the precious things for her between her hard life. She did not want her family became break in the immigrant place. She kept show her love and attention her children although sometimes her children were naughty and rebel, like Aki. She wanted her children became success. Chizuko wants become good mother to three children. Chizuko also did not want Aki become got the bad influence from Kaoru. The reason was Kaoru only want to tempt Aki so that she wanted to go with Kaoru. Chizuko kept love and care to Aki although Aki did want to hear her. Chizuko
gave her care and love to Aki for the sake of Aki‟s happiness.
B. The Discriminations that Chizuko Experienced 1. Class Discrimination
There were two kinds of discrimination that face by Chizuko. First is Class and the second is Race. These two kinds of discrimination made Chizuko and her
children‟s became difficult.
Chizuko‟s economic condition. However, Nakamura kept asking Kaoru to work in
Chizuko‟s house.
KAORU: Yes, yes. I was looking for work and he thought you might be able to use me (Yamauchi, 1935:407).
This statement above shows that Kaoru wanted to look for the job and got the money from Chizuko. Chizuko has not enough money to pay Kaoru. Kaoru and her friend, Nakamura looked for a job as a farm to Chizuko. Chizuko did not have enough money to pay Kaoru. The cause of this problem was the rule from United States government.
NAKAMURA. „S true. Orientals .can‟t own land here. It‟s the law.
KAORU. The law? Then how is it that (you)…
NAKAMURA. Well, I lease. If you have a son old enough you can buy
land under his name. He‟s American citizen, you see? That‟s if you
have enough money (Yamauchi, 1935:412).
These statements above showed that the rule from United States government made the difficulties for Japanese immigrants. They had to own the land under
their children‟s name who born in United States. Japanese immigrants felt
difficult to own the land. They had to face the difficulties for the sake to survive. They could not own the land if they did not obey this rule. This law also made Japanese itinerant, as Kaoru became felt difficult look for a job. He became look for the job to Chizuko. This was included the class discrimination. The other
evidence that United States government‟s rules make the class discrimination was
NAKAMURA. You know, Chizuko- san, when I first saw him in town –no job, nothing-just a suitcase and a violin-I felt sorry for him, then ( I thought of you) (Yamauchi, 1935:432).
Chizuko was clearly having no much money to pay Kaoru if he worked in
Chizuko‟s house.
CHIZUKO. I do not know why he‟d do that. He knows I don‟t have the money to hire. There‟s plenty of work here, but I just don‟t have the
money right know (Yamauchi, 1935:407).
This statement of Chizuko above showed that she did not know why Nakamura
brought Kaoru in Chizuko‟s house.
Chizuko affected the policy or rules of United States government. Chizuko made her three children shopped the daily staples as much as Chizuko can. This condition was because of the limited condition, money, and result from land (harvest). They had to receive the food staples based on Chizuko money. Aki (last child of Chizuko) made the complaint.
AKI. It‟s no fun shooping: Shoyu, rice, miso…Always the same old stuff. ICHIRO. Stop complaining. Next time, do not go (Yamauchi, 1935:405). From the statements above, Aki said that the food staples in Chizuko‟s family were boring to Aki. The reason was the money of Chizuko was limited to buy the other interesting or delicious foods. The money of Chizuko did not enough for several months and hast to last until spring.
CHIZUKO. (Counting the change and putting it away in a jar) Money has to last until spring (Yamauchi, 1935:406).
the United States. The other kinds of class discrimination were from the Kaoru and Nakamura. They humiliated Chizuko because of her condition. They did this without Chizuko knew. They were not only adding the Chizuko burden in economy, but also the condescended and humiliated Chizuko.
NAKAMURA.Too bad. She‟s getting all stringy and dried up. Heh, I remember when she was young-kinda pretty-but she‟s getting all. Oh-oh.. (Yamauchi, 1935:414).
These statements above showed that Nakamura was humiliating or mocking
Chizuko‟s appearance. Nakamura and Kaoru were admiring Chizuko when she
was young. After Chizuko became older, they humiliated her about her appearance. He and Kaoru tend to have the bad thought of Chizuko. They did all of these because of the drink influence. Nakamura also tried to influence Kaoru that Chizuko was not good person. He also persuaded Kaoru that Chizuko could give many problems.
NAKAMURA. She‟ll give you a disease, Kawa. You don‟t want to fool
around with that kind. (Kaoru laughs). I mean it. They can get you in a lot of trouble.
KAORU. I know, I know (Yamauchi, 1935:414).
NAKAMURA. And the day after he was buried, she‟s out there
plowing the field.
NAKAMURA. (Obvious) Red wine. (to Kaoru) Can you believe it? A
woman behind the ass of a horse, the day after her man‟s
funeral. It isn‟t right (Yamauchi, 1935:414).
These statements above showed that Nakamura had the bad prejudice about Chizuko. He thought that Chizuko did not care, love, and more concerned about the work to earn the money. Actually, Chizuko wanted to forget her sadness about
her husband‟s death. The way she forgot her sadness or cry was by working in her
land.
KAORU. What did she say?
NAKAMURA. She says that‟s the way she cries …by working
(Yamauchi, 1935:414).
Chizuko had many ways to make her burden in her life become less. She wanted to forget her sadness by working and working. She thought that by working, she
can fulfill her family‟s needs and her sadness became less. She also wanted to
forget all her problems in her life, especially economic and discrimination. However, Nakamura and Kaoru did not know about the condition of Chizuko truly. They did not know how Chizuko hard worked to survive and fulfill her family needs. The respond of Kaoru and Nakamura was the opposite. They were kind and good in front of Chizuko. They had the bad purpose behind Chizuko.
They did the bad purpose to Chizuko. The means of Kaoru‟s arrival in Chizuko‟s
house have the hide purpose. This plan was set before without Chizuko know. Nakamura influenced Kaoru.
Nakamura wanted to influence Kaoru that Chizuko can be lie on Kaoru or became good person only in front of Kaoru. The sentence Japanese stick Japanese above had the meaning that fellow Japanese people can make disadvantages each other. Nakamura thought that Chizuko made the new problem to Kaoru. The statement of Nakamura above also had the meaning that one of ways to out from the problem in the Unites States was to stick the fellow Japanese immigrant. Kaoru and Nakamura considered that looking job for Chizuko and grabbed the job to fellow Japanese was one better way to out from their job problem. This way was
the same with sentence “Japanese stick Japanese”. Kaoru also had the one hide
bad purpose. He wanted to own the land himself.
KAORU. Well, to be honest, I planned to work on a piece of land for myself one day (Yamauchi, 1935:428).
Kaoru said this statement without his awareness. Chizuko was surely shocked
with Kaoru‟s talk. Chizuko thought that Kaoru did not like to live Chizuko„s
house. The purpose of Kaoru was to take the benefit of Chizuko. He did the lie with his kind. He gave some presents to Chizuko and her children. This way of Kaoru was the cruel way that planned by him.He did this with the purpose to draw sympathy and take a heart of Chizuko and her children.
KAORU. (Ha-ha) Got some things there.
ICHIRO. What for? What‟s this for?
Kaoru gave some presents Chizuko and her children to get his purpose to get a job or land result. He wanted to make Chizuko and family became believe in his kind. Chizuko and her children did not know the real personality of Kaoru. Kaoru made the tricks with his presents. Kaoru also taught the violin lesson to Aki. This was discrimination pattern did by Kaoru to Chizuko. Kaoru wanted to persuade Aki so that she believed with his kind.
KAORU. Oh, Aren‟t you cold out here, Aki-chan?
AKI. The music is so beautiful
KAORU. Come inside. I‟ll teach you to play this (Yamauchi, 1935:422).
All of these were the patterns of Class Discrimination both from fellow Japanese people (Kaoru and Nakamura) and rules from United States government. The class discrimination that happened to Chizuko by Kaoru, Nakamura and United States government was appropriate with the Theory of Discrimination that says:
Discrimination is the unequal or unbalances treatment, whether intentional or unintentional of individuals or groups on the basis of group relationship or membership that is unrelated ability or past performance (Roth, 1995:232).
2. Race Discrimination
“Race is a mode of classification of human beings which distinguishes
between them on the basis of physical properties (eg. Skin colour, facial features)”.
The quotation above means that Race Discrimination is the discrimination that distinguishes on physical properties, such as Skin colour, facial features).
Billy Kane showed race discrimination indirectly to Chizuko through her children.
The reason was the age of Billy was same with Chizuko‟s children. Billy did not
proper if he did the race or racial discrimination directly with Chizuko. Billy had the arrogance attitude to Chizuko and her children with his richness.
This quotation above appropriated with the problems that experienced by Japanese people, especially Chizuko. She was not only getting the class discrimination but also the race discrimination. Billy Kane humiliated Chizuko through her children. Billy Kane showed race discrimination indirectly. He had the arrogant personality because of his richness. Billy told how rich his father‟s was to Chizuko children. For example, Billy told Tomu (Second children of Chizuko) with the picture that he went to Yoshemite National Park.
BILLY. (In the yard; to Tomu). Guess what? We went to Yoshemite last week
TOMU. Oh, yeah! (Yamauchi, 1935: 409).
children‟s suffer in the United States. Billy also showed that he was richer or
more prosper than Chizuko and her children‟s condition. Billy‟s family could get the prosperity between the immigration conditions. Billy mentioned the Yoshemite National park in front of Tomu. Billy did this because he wanted to prove that white people in the United States could go to Japanese tourism place.
Billy‟s attitude showed that he humiliated Chizuko and children. Billy, as white
people wanted to show the superiority as United States people. Race discrimination that was done by Billy also included the class discrimination. The reason was that the United States people or White people usually dominant in economic or social condition. The domination was usually making the problems or disadvantages to other people. Billy was included one of Whites people who did arrogance with Japanese people, especially to Chizuko and her children. Billy showed his arrogance when he had the new thing from his father. He wanted to show to Chizuko and her children that he has the expensive thing. Chizuko and her children could not buy the thing as Billy had.
BILLY. (honking the horn again) Look at this. TOMU. Swell! Did you buy it?
BILLY. Sold twenty-four Wolverine salves for it. TOMU. Salves?
BILLY. Yeah. You can get one too. Just sell the salves. My dad bought all mine (Yamauchi, 1935:418).
BILLY. Busy, busy, busy. This family‟s always busy. What do you do for fun?
ICHIRO. Oh, we have fun. We…we seed, we seed, we irrigate and
in winter we light smudge pots
BILLY. That‟s fun? (Yamauchi, 1935:419).
The statements of Billy had the meaning that Billy did not like the hard work. Billy considered that works in the fields or did the planting the plants were the boring work. Billy also considered the works in the fields was not fun at all. The responds from the other children from Chizuko about the attitude of Billy were different. The reason was that they did not receive that their family and their mother were treated like that. Aki and Ichiro treated Billy different.
BILLY. Hi! Want to see what I got, Ich?
ICHIRO. Don‟t have a time.
BILLY. Aki?
AKI. I‟m busy (Yamauchi, 1935:418).
C. The Reaction of Chizuko When Faced the Discrimination 1. Class Discrimination
There were some reactions of Chizuko to face the discrimination. Chizuko did not want to let the discriminations appears on her. The first was the reaction of Chizuko when faced the Class Discrimination and second when she faced the Race discrimination. The reaction of Chizuko was showed when faced the class discrimination that caused by Kaoru. Kaoru was not only discriminate Chizuko about the economic condition, but also about her last child (Aki). Kaoru had the
bad purpose. He wanted to attempt Chizuko‟s family through the presents that he
gave to Chizuko‟s and family. Kaoru also tried to influence Aki with gave her the
violin lesson. Kaoru wanted Chizuko and her chidren believe to Kaoru. Chizuko
considered Kaoru‟s good purpose as the cruelty. Moreover, Kaoru has made Aki
felt in love with him. Aki did not want to separate with Kaoru. Chizuko thought that Kaoru has betrayed her believe. Chizuko reacted from the discrimination with got rid Kaoru. Chizuko considered Kaoru as the disturber. Chizuko was angry when she saw Aki and Kaoru kissed and hold together.
CHIZUKO. Please-please-please”. Don‟t beg now. Pack your things and get out! (she pulls shirts and things off the pegs and throw them on the bed) (Yamauchi, 1935:442).
CHIZUKO. You thought you could fool me. You…you violated trust.
You violated my daughter (Yamauchi, 1935: 443).
Kaoru did such a thing unconsciously. He was drunk last night. While she went home in the night, he went with the women.
CHIZUKO. Do you really believe this?...this old man loves you? (Aki looks at Kaoru. He avoids her eyes) He doesn‟t know the meaning of the word. I know his kind. Where do you think he goes on his day off? To women! He goes to women, Aki (Yamauchi, 1935:444).
Chizuko has thought that Kaoru was lie on her. Kaoru was just pretend with his kindness. He wanted to play or tempt Chizuko and Aki. Kaoru‟s purposes were
bad. He came to the Chizuko‟s house with the purpose to look for a job. After
many month he live in Chizuko‟s house, he showed his bad attitude, like became
the drunkard. Then, he tempted Aki with his violin lessons. This violin lesson was to influence or play Aki.
Chizuko wanted to protect Aki from Kaoru. Chizuko wanted to the best thing for Aki.
CHIZUKO. Aki, I don‟t want you to get hurt, Your life is my life.
We‟re once.
AKI. No! We‟re not! We‟re not the same!
CHIZUKO.I mean, when you hurt, I hurt (Yamauchi, 1935:439).
Chizuko also banned Aki to fell in love with Kaoru. The reason was Kaoru‟s age
and Aki„s age twice. Kaoru was too old for Aki.
Chizuko wanted to protect and the best for Aki. She did not want Aki got the bad influence from Kaoru, the itinerant. Chizuko also wanted to send Kaoru to the police. Kaoru kept stay to his argument that he did nothing with Aki.
CHIZUKO. I‟ll fix you. I‟ll get the police.
KAORU. Be reasonable. Let‟s talk this over (Yamauchi, 1935:443).
Chizuko reacted from the class discrimination that caused by Kaoru with got rid Kaoru and threatened Kaoru to imprison in jail. Chizuko was not tolerance with
Kaoru‟s attitude. It was because Kaoru was the drunkard, very tricky, and liked
to tempt women. The other ways of Chizuko to react or respond with the class discrimination was work and work. This way was done by Chizuko to earn the money. Chizuko kept work in her land although her husband just died.
NAKAMURA. And the day after he was buried, she‟s out there
plowing the field
NAKAMURA. I couldn‟t believe it. The day after she buried him
(Yamauchi, 1935:413).
Chizuko did this way so that she could survive in the United States. She would do everything so that her family was happy. Chizuko. Chizuko also wanted to do joint venture with Kaoru. Chizuko did this before she knew the real personality of Kaoru. She wanted her land become fast in made the result or harvest. Chizuko did not want Aki got the terrible things when Aki went to kaoru. Chizuko realized and protected Aki that her future was still good than Chizuko had.
CHIZUKO. You will have more. Things are not the same as they were
for me. You‟re young-you have lots to look forward to. I just don‟t
2. Race Discrimination
Chizuko also reacted from race discrimination. Chizuko reacted from race discrimination indirectly. The children of Chizuko (Ichiro and Aki) helped their mother to prevent from discrimination. Aki and Ichiro did not like Billy‟s attitude. Aki and Ichiro did not want Billy humiliate their family.
ICHIRO. Your friend, Tomu
AKI. (to Ichiro). I suppose he has something else to show us (Yamauchi, 1935:418).
Ichiro did not consider that Billy was his friend. Aki guessed that Billy showed his thing. Billy was also showing his arrogance when showed his new thing. Billy
considered Chizuko‟s children could not have or buy the thing as Billy has.
Chizuko and her children (Tomu and Ichiro) struggled from discrimination. They considered the hard work in the land or field was the fun work. Chizuko and her children reacted and prevented the humiliation or discrimination from Billy by thought positively. They kept showing their happiness and fun when worked in the land. They did not show that they had many problems and faced the discrimination. They told Billy that worked in the field was the fun work. They showed her fun and happiness in front of Billy. They did not show that they were under pressure because of the discrimination. Chizuko and Ichiro hid their true feeling about their work. Tomu also followed to add his statement about the work. Tomu considered that study all other times was the fun work.
ICHIRO. Lots of fun. Two o‟clock in the morning…could as hell. And pretty soon we‟ll be doing brush covers.
TOMU. Yeah, and all the other times we study, study, study. That‟s the
kind of fun we have.
CHIZUKO. It‟ll be better this year (Yamauchi, 1935: 419).
Actually, Chizuko found the difficulties and suffer with her condition in United States with her children. She faced all of her problems with the positive thing like the statements above. She did not want her burdens of life or problems became added. Chizuko changed her mind became positive. Chizuko did not want Billy more humiliate her and her children. The brave and distinct attitude of was showed by Chizuko when Billy showed his new bicycle. Chizuko did like
Billy‟s attitude. When Tomu tried to honks the horn of Billy bicycle, Chizuko
was angry.
BILLY. (to Tomu) You can give them away. My mom‟s going to give them to friends for Christmas. ( Tomu honks the horn several times ). CHIZUKO. ( Leaning out the door) Shhh!
TOMU. My mom‟d hit the ceiling. (Yamauchi, 1935:418).
41
CHAPTER V CONCLUSION
This analysis of the story of The Music Lesson focused on the discrimination that has to face by Chizuko Sakata as the main character. The kinds of discrimination that Chizuko experienced were class and race discrimination. The writer analyzed the characteristics of the main character of the story, Chizuko Sakata. After analyzing the characteristics of the main character, the writer revealed the class and race discrimination.
First, the writer finds out the characteristics of the main character, Chizuko Sakata was described as a poor economically. Chizuko became poor because of the land law rule from the United States government and Kaoru Kawaguchi, the Japanese itinerant.
Kaoru came to the Chizuko’s house to look for the job as a farmer. Chizuko also has
the strong-willed and struggling personality, and attentive to her children.
Second, the writer wants to reveal the kinds of discrimination, class and race discrimination. The class discrimination was showed by law or rule of the United States government and Kaoru. The government made the Japanese immigrant becomes difficult in owning the land and job. Kaoru also did the class discrimination. He added the burden life of Chizuko with looked for the job. Kaoru also humiliated Chizuko about her appearance and tempted Aki, Chizuko’s last child. Billy Kane, the
white friend of Chizuko’s children, showed race discrimination. He humiliated the
42
43
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44 APPENDIX
Summary of the Wakako Yamauchi’s The Music Lessons
This story was about Chizuko’s life in the immigration place, Unites States.
Chizuko had to face many problems and hard of life. These problems or hard life were called the discrimination. Chizuko had to face the discrimination because of the rules of the United States government. One the rule was the Japanese immigrant had to own the land under their children name.
The story was begun with the Kaoru Kawaguchi, the Japanese itinerant who looked for job to Chizuko. Kaoru was informed by Nakamura to get the job. The economic condition of Chizuko was the opposite form the Kaoru’s expectation. Kaoru’s purpose was bad. He did the lie for Chizuko. He became a drunkard,
humiliated Chizuko, tempted women behind Chizuko. Chizuko did not know the true personality of Kaoru. She kept tell her difficulties to Kaoru.
Chizuko did not expect before that her life became hard. She had to fulfill her three children lonely. Chizuko also got the race discrimination. Billy Kane (the friend of Chizuko’s children) did race discrimination indirectly Billy showed her new
45
Chizuko reacted from class and race discrimination. She got rid Kaoru from her house. She did this way because she felt disturb with Kaoru’s attitude. Kaoru only
pretended Chizuko with gave Chizuko and her children the presents. Kaoru also made Aki became fell in love with Kaoru. Chizuko got rid Kaoru when she saw Kaoru kissed and hold together. Chizuko also struggled from discrimination with told and realized Aki that Kaoru was not the good a person. Chizuko also banned Aki to go with Kaoru to the city.
