Malala Yousafzai's Liberal Feminist Idea Against Gender Discrimination in Pakistan As Reflected in Her Work I Ammalala

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MALALA YOUSAFZAI'S LIBERAL FEMINIST IDEA AGAINST GENDER DISCRIMINATION IN PAKISTAN AS REFLECTED IN HER WORK I AMMALALA

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment ofthe Requirements for the Degree ofSarjana Sastra in English Letters

By VALENTINA PRAMUDITA HAPSARI Student Number: 114214063

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATADHARMA UNIVERSITY YOGYAKARTA 2016 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

MALALA YOUSAFZAI'S LIBERAL FEMINIST IDEA AGAINST GENDER DISCRIMINATION IN PAKISTAN AS REFLECTED IN HER WORK I AMMALALA

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment ofthe Requirements for the Degree ofSarjana Sastra in English Letters

By VALENTINA PRAMUDITA HAPSARI Student Number: 114214063

ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATADHARMA UNIVERSITY YOGYAKARTA 2016

ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Sarjana Sastra Undergraduate Thesis

MALALA YOUSAFZAI'S LIBERAL FEMINIST IDEA AGAINST GENDER DISCRIMINATION IN PAKISTAN AS REFLECTED IN HER WORK I AMMALALA

VALENTINA PRAMUDITA HAPSARI

Student Number: 114214063

Approved by 9~ Ni Luh Putu Rosiandani, S.S, M.Hum. June 6,2016 Advisor (

Drs. Hirmawan Wijanarka, M.Hum June 6, 2016 Co-Advisor

iii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A Sarjana Sastra Undergraduate Thesis

MALALA YOUSAFZAI'S LIBERAL FEMINIST IDEA AGAINST GENDER DISCRIMINATION IN PAKISTAN AS REFLECTED IN HER WORK I AMMALALA

VALENTINA PRAMUDITA HAPSARI

Student Number: 114214063

Defended before the Board ofExaminers

and Declared Acceptable

BOARD OF EXAMINERS

Name Si.....~~· ..••·...n Chairperson· : Dr. F.X. Siswadi, M.A. Secretary : Dra. A.B. Sri Mulyani, M.A, Ph.D Member 1 : Maria Ananta Tri Suryandari, S.S, M.Ed Member 2 :_Ni Luh Putu Rosiandani, S.S, M.Hum. Member 3 : Drs. Hirmawan Wijanarka, M.Hum.

Yogyakarta, June 30, 2016 Faculty ofLetters .~~.~ Dharma University ~ ~ ....-.... ~~ Dean

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STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been obviously submitted for the award of any other degree at any university, and that, the best of my knowledge, this undergraduate thesis contains no material previously written by any other person except where due reference is made in the text ofthe undergraduate thesis.

Yogyakarta, April 27, 2016 a1enti~ V Hapsari

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LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Nama : Valentina Pramudita Hapsari Nomor Mahasiswa : 114214063

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

MALALA YOUSAFZAI'S LffiERAL FEMINIST IDEA AGAINST GENDER DISCRIMINATION IN PAKISTAN AS REFLECTED IN HER WORK I AMMALALA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta, Pada tanggal 27 April 2016

Valeul>LL·~~ udita Hapsari

vi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

When you wish upon a star, makes no diHerence who you are Anything your heart desires will come to you. If your heart is in your dreams, no request is too extreme. When you wish upon a star, a star as dreamers do (Sir Jiminy Cricket, Pinocchiol

vii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TA.~.w~

T• .w~ :t 4MfJ ~

viii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

My deepest gratitude goes to Jesus Christ, My Lord, the one and only and

Mother Mary who never leave me. This thesis can be done because of Their blessings and love which enable me to face the difficulties during the process of making this research.

I would like to express my gratitude to my thesis advisor, Ni Luh Putu

Rosiandani, S.S, M.Hum. who is sincerely willing to help and to guide me patiently from the beginning ofmy writing process.

My special gratitude goes to my beloved family. Thank you for all love, prayers, support, and advice that both of my parents, Mamah and Bapak, and also my grandparents Eyangkung & Eyangii unwarily give.

My biggest thanks to all my best friends who share happiness, laughs, tears together: Ayut, Fanny, Feby, Memes, Dita Woody, Oka, Pipin, Elita,

Ester, Enda, and Jeremy. Although some of us have separated each other now, but I hope our friendship is everlasting.

I also thank my fellows Rotaractors in Rotaract Club of Yogya Tugu and

Rotaract Club D-3410 Indonesia, Ambassadors of World Wide Brotherhood, and my whole class C batch 2011. I am so happy to have all ofthem as my family.

Last but not least, I also thank for those who have given many supports and their prayers to encourage me so that I am able to fmish this undergraduate thesis.

Valentina Pramudita Hapsarl

ix PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

TITLE J»A(;E ii ~J»~O,,~J»A(;E iii ACCEJ»TANCE J» A(;E iv LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILM1it~•••...... •....•.....•.....•...••.....•.•..••.•...•.••.•..•.••••...•....•.••.•.••••." STATE~NT OF OIlI(;~~IT1{...... •.....•...... •...•....•...... vi ~OTTOJ»A(;E "ii DEDICATION J» A(;E viii ACKNOWLED(;E~ENTS ix TABLE OF CONTENTS xi ABSTItJ\CT xii JtBST1lIt1( xiii

CHAJ»TE~ I: INT~ODUCTION 1 A. Background ofthe Study 1 B. Problem Formulation 4 C. Objective ofthe Study 5 D. Definition ofTerms 5

CHAllTE~ II: RETIEW OF LITEItJ\TURE A. Review ofRelated Studies 7 B. Review ofRelated Theories 10 1. Theory ofCharacter and Characterization 13 2. Theory ofLiberal Feminism 11 3. Theory ofGender Discrimination 13 4. Women and Feminism in Pakistan 14 C. Theoretical Framework 15

CHAJ»TE~ III: ~THODOLO(;1{ A. Object ofthe Study 18 B. Approach ofthe Study 19 C. Method ofthe Study 20

CH~TE~I": ANAL1{SIS A. The Description ofthe Main Character: Malala Yousafzai. 22 B. The Practice ofGender Discrimination in Pakistan .33 C. Malala Yousafzai's Liberal Feminism Idea against Gender Discrimination in Pakistan 41 CH~TE~ " : CONCLUSION 47 ]JI]JLI()(;~II1{...... •.•...... •.....•.•..••.....•...... •...... •50

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ABSTRACT

Valentina Pramudita Hapsari. 2016. Malala Yousafzai's Liberal Feminist Idea Against Gender Discrimination In Pakistan As Reflected In Her Work I Am Malala. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2016.

The object that the writer used in this thesis is a novel titled I Am Malala. It tells about the life ofa young woman who witnesses injustice between male and female in Pakistan. The fact that there are many unequal treatments between different genders make a young girl, Malala Yousafzai wants to change women's life in her country. The treatments caused the limitations of women's right to develop their own rights. Under that condition, Malala refuses to be silent and continuing to speak up. Her campaign about women education's right made her an assassination target by the Taliban. She was shot on left side of her forehead on the school bus while she was on her way home. There are three problems that have to be answered in order to see how liberal feminism is seen through Malala's struggle against gender discrimination in Pakistan. The problems are: (l) How is the major character, Malala Yousafzai, presented in the novel? (2) How is the practice ofgender discrimination presented in the novel? (3) How is Malala Yousafzai's liberal feminist idea against gender discrimination? The method of the study that is used is library research. The primary source of the study is the novel I Am Malala: The Girl Who Stood Up for Education and was Shot by the Taliban while the secondary sources are the books that are related to the study and also internet sources. The writer also uses some of the previous studies which have been discussed before. Since the study discusses a girl's ideas and struggles to get gender equality, the writer uses feminist approach. The writer fmds out that Malala is described as a competent, inquisitive, courageous, critical, compassionate, and humanitarian. Then, the writer finds out the practice of gender discrimination that occurs in the novel. There are three categories of gender discrimination: gender discrimination in education, gender discrimination in social life, and gender discrimination in political spheres. The writer finds out many gender inequalities between male and female in Pakistan. The writer also finds out how the major character reacts towards the gender inequalities, and how the major character's struggles towards gender inequalities. The last, the writer relating the characteristics of the major character with the practice of gender discrimination that Malala experienced as a victim and a witness, the way she showed liberal feminism through her ideas and struggle can be revealed. It is divided into two categories: in education and in Pakistan tradition.

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ABSTRAK

Valentina Pramudita Hapsari. 2016. Malala Yousafzai's Liberal Feminist Idea Against Gender Discrimination In Pakistan As Reflected In Her Work I Am Malala. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2016

Objek yang penulis digunakan dalam penelitian ini adalah sebuah novel berjudul I Am Malala. Buku ini menceritakan tentang kehidupan seorang gadis yang melihat ketidakadilan antara laki-Iaki dan perempuan di Pakistan. Fakta bahwa ada banyak perlakuan yang berbeda terhadap laki-laki dan perempuan membuat seorang gadis muda, Malala You~afzai ingin mengubah hidup perempuan di negaranya. Perbedaan perlakuan tersebut menyebabkan keterbatasan hak perempuan untuk mengembangkan hak-hak mereka sendiri. Dalam kondisi itu, Malala menolak untuk diam dan tetap menyuarakan haknya. Kampanyenya mengenai hak pendidikan untuk perempuan ini membuatnya menjadi target pembunuhan oleh Taliban. Dia ditembak di dahinyasaat sedang dalam perjalanan pulang menggunakan bus sekolah. Ada tiga pertanyaan yang perlu dijawab untuk melihat bagaimana feminisme liberal dilihat melalui perjuangan Malala melawan diskriminasi gender di Pakistan. Pertanyaan-pertanyaan tersebut adalah: (1) Bagaimana tokoh utama, Malala Yousafzai, digambarkan dalam novel? (2) Bagaimana praktek diskriminasi gender yang terdapat di dalam novel? (3) Bagaimana pemikiran feminis liberal Malala Yousafzai digunakan untuk melawan diskriminasi gender? Metode penelitian yang digunakan adalah studi pustaka. Sumber utama dari penelitian ini adalah novel I Am Malala: The Girl Who Stand Up for Education and was Shot by the Taliban, sedangkan sumber tambahannya adalah dari buku-buku yang berkaitan dengan penelitian penulis dan dari internet. Penulis juga menggunakan beberapa penelitian yang telah dibahas sebelumnya. Karena penelitian ini membahas pemikiran seorang gadis dan perjuangannya untuk mendapatkan kesetaraan gender, penulis menggunakan pendekatan feminis. Penulis mendapatkan bahwa Malala adalah orang yang kompeten, ingin tahu, berani, kritis, penuh kasih, dan memiliki rasa kemanusiaan. Kemudian, penulis menganalisis praktek diskriminasi gender yang terjadi di dalam novel. Ada tiga kategori diskriminasi gender: diskriminasi gender di dalam pendidikan, diskriminasi gender di dalam kehidupan sosial, dan diskriminasi gender di dalam ranah politik. Penulis mendapatkan banyak praktek ketidaksetaraan gender antara laki-Iaki dan perempuan di Pakistan. Penulis juga menemukan bagaimana tokoh utama bereaksi terhadap ketidaksetaraan gender, dan bagaimana perjuangan tokoh utama terhadap ketidaksetaraan gender. Yang terakhir, penulis mengaitkan karakteristik tokoh utama dengan praktek diskriminasi gender yang ia alami sebagai korban dan saksi, cara tokoh utama menunjukkan feminisme liberal melalui pemikiran dan perjuangannya bisa diungkap. Hal ini dibagi menjadi dua kategori: di dalam ranah pendidikan dan di dalam tradisi di Pakistan.

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CHAPTER I

INTRODUCTION

A. Background ofthe Study

In many parts of this world, gender discrimination can be one of the main

problems. Women are often viewed as the inferior subject in some aspects of life

like social, economy, and politics (Bressler, 1999: 180). Until nowadays,

especially in the Islamic countries like Pakistan, Afghanistan, and Arab Saudi, the

practice of gender discrimination still an issue. Those countries have strong

patriarchal traditions that oppressed women. Men dominate lives while women

get unequal treatment or discrimination.

Men, either unconsciously or consciously, have oppressed women,

allowing them little or no voice in the political, social, or economic issues oftheir

society. By not giving voice and value to women's opinions, responses and

writings, men have therefore suppressed the female, defined what it means to be

feminine, and thereby devoiced, devalued, and trivialized what it means to be a

woman. In effect, men have made women the "non-significant other" (Bressler,

1999:180).

Since women are seen as the "non-significant other", they do not have the

same rights and opportunities as men have. It is difficult for them to voice their

thoughts and opinions (Bressler. 1999: 180). In fact to date, women positions in

the Muslim countries are unequal or even lower than men. Men usually have the

most powers in many aspects.

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I Am Malala: The Girl Who Stood Up for Education and was Shot by The

Taliban is the literary work that the writer used to discuss. This novel is an autobiography novel written by Malala Yousafzai and co-written by Christina

Lamb. The book is published in 2013. Autobiography is one ofthe literary works that shows a personal experience. According to S.H. Steinberg in Cassell's

Encyclopedia ofWorld Literature volume 1: Histories and General Articles, "The autobiography arose from the desire to present personal experience directly, unhampered by the artificiality of impersonal forms" (Steinberg, 1973: 74). In other words, it can be said that autobiography is a work ofliterature that describes a person's life story told by the individual himself as faithfully as possible.

Experiences and events that the author has experienced directly can create some literary works. The form of the autobiography as a first-person narrative in a chronological sequence has remained remarkably constant (Steinberg, 1973: 76).

In I Am Malala, the main character, Malala Yousafzai witnesses gender injustice and fears ofmany girls to go to school because there are many rules that oppressed them in the Swat Valley, her hometown in Pakistan. In Pakistan society, the traditional patriarchal system is very strong. Women are expected to be obedient. This tradition makes women often face the oppression, whether it is conscious or unconsciously. In most families, women cannot get education and professions. They must be responsible for the household matters. Women only stay at home waiting to be married, whereas men go to school to get educations

(Yousafzai, 2013: 29). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In Pakistan tradition itself, there are many rules that forbid women to develop themselves and it became stronger after the Pakistani Taliban came

(Delavande, 2013: 1). Even though the traditional patriarchal system still happens,

Malala's father, Ziauddin Yousafzai is not a typical man with the patriarchal paradigm. He came from a backward village, but he believed that his education forced his personality to make a good living and paradigm of life. Malala knew, as girls get older, they would be· expected to stay at home to cook and serve their brothers and fathers. Supported by her father, she decided that she would not be like that.

Malala's will is to bring an equal status to women, further shaping her ideology as the frontrunner of liberal feminism in Pakistan. Which is an ideology that has certain goals. That is to aim for equal legal, political and social rights for women (Humm, 1992: 181).

In 2007, a militant group which known as Tehrik-i-Taliban (TTP) began to control Swat Valley to spread their version of Islamic law (Sharia law). The law includes the prohibition on women's education, death penalties for barbers, dancers, and music shop owners. Men must have beards and women must wear burqas. Women are also banned from going to the bazaar. TTP claimed that polio vaccination is one of a Western conspiracy to make Muslim women infertile so that people would die out. While boys and men could travel freely from town to town, girls and women could not go outside without the companion of their male relative. They can go outside, but only in emergencies, where it is a must for them PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to wear the veil. Violence also happened everywhere and many people were killed almost every day (Yousafzai, 2013: 120).

According to The Koran, translated by J.M. Rodwell, mentioned that:

"Whoso doeth that which is right, whether male and female, ifa believer, him will we surely quicken to a happy life, and recompense them with a reward meet for their best deeds" (Rodwell, 1994: 178). This statement proves there is no gender differentiation in Islam. The founder of Pakistan, Mohariuned Ali Jinnah said,

"No struggle can ever succeed without the participation of women side by side with men. There are two powers in the world; one is the sword and the other is the pen. There is a third power stronger than both, that of women" (Yousafzai, 2013:

31).

As a woman, the writer is interested in observing deeply about gender discrimination in an Islamic country and women struggles towards it though the situation does not support them to develop, which is represented by Malala

Yousafzai. Women must be aware of their rights. This study will help the readers understand why the gender discrimination can imply a girl to fight and gain her rights.

B. Problem Formulation

From the background above, the problems are set as follow:

1. How is the major character, Malala Yousafzai, presented in the novel?

2. How is the practice ofgender discrimination presented in the novel?

3. How Malala Yousafzai's used liberal feminist idea against the gender discrimination? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

C. Objectives of the Study

The objective of the study is mainly to answer the problem formulated.

There are three objectives ofstudy based on the problem formulation.

The first objective is to answer the first problem about the presentation of

Malala Yosafzai's character, which can be seen through the speech, character as seen by others, reactions, direct comments, and thoughts. The second objective is to answer the second problem about the practice of gender discrimination in

Malala's society that are presented in the novel. The writer then divides it into three categories of gender discrimination. There are gender discrimination In education, gender discrimination in social life, and gender discrimination In political sphere. The last objective is to answer the third problem about Malala's liberal feminism idea towards gender discrimination in Pakistan. By relating the first objective and the second objective, the writer is able to identify the practice of gender discrimination in Pakistan in order to answer the third problem about how Malala fights against gender discrimination in Pakistan.

D. Defmition of Terms

To avoid misunderstanding on certain terms, the writer would like to define some terms that are mentioned in the title of the undergraduate thesis and in the problem formulation. The definition of terms will help the readers to understand this study.

According to Peter Barry in his book, Toril Moi explains that the different concept of 'feminist', 'female', and 'feminine'. Feminist means a political PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

position; 'female' is a matter of biology; and 'feminine' is a set of culturally defined characteristics. (Barry, 2002: 122)

To explain the term of liberal feminism, Rosemary Putnam Tong said that,

"the goal of liberal feminism is to create a just and compassionate society in which freedom flourishes, only in such a society can women as well as men thrive

(Tong, 1998: 12).

According to Jane Pilcher and Imelda Whelehan in their book, gender is defined as "a line of demarcation between biological sex differences and the way these are used to inform behaviors and competencies, which are then assigned as either 'masculine' or 'feminine'" (Pilcher and Whelehan, 2004: 56). With that being said, gender is a way to differentiate two sexes based on their biological characteristics. These characteristics will define the nature oftwo sexes whether it is male or female.

Another term IS discrimination. Discrimination, according to Thomas

Hoults in his book, defines discrimination as unfavorable treatment of individuals or groups, such treatment being based on purely arbitrary grounds (Hoults, 1974:

108). From the definition above, discrimination can be explained as a different treatment that is imbalance and could cause harm to a person or thing based on the group, class to which that person is perceived to belong to rather than on individual merit.

From those definitions above, we can say that gender discrimination is the different treatment, which is an imbalance to a person or group of people because oftheir sex. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II

REVIEW OF LITERATURE

A. Review of Related Studies

I Am Malala: The Girl Who was Shot by the Taliban was published in

2013, written by Malala Yousafzai and her co-writer Christina Lamb. This book shares a story about Malala's life under patriarchy and the Taliban regime. She described the history, political situation, faith, and also her desire to get her right especially about education. She was born on July 12, 1997, in Mingora, a town in the Swat District of northwest Pakistan. In 2009, she began to write a diary for

BBC Urdu using a pseudonym Gul Makai about a young girl's life under terrors caused by the extremist. During that time, the Taliban closed all the schools as an edict banning of girls' education. More than 500 schools in Pakistan were closed forcedly and bombed. Because of that condition, many girls were out of schools.

She refused to become silence and kept fighting to achieve her rights to get educations. Malala has the courage to stand up for girl's right that came through the education from her father, Ziauddin Yousafzai, who is involved in local politics and community with his vocal support of education for both men and women. Three years later at October 9, 2012, she was targeted by the Taliban and shot in the head when she was returning from school on a bus. She became an assassination target because she had campaigned for women's right ofeducation.

There are already some studies about gender discrimination, which were done by many researchers. The first research was written by Rr. Yudith Mariaran

7 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Tresnowati, entitled Latifa 's Liberation During the Taliban Era in Afghanistan as

Seen in Her Work My Forbidden Face. In her undergraduate study, she analyzes

about a little girl named Latifa who attempted to achieve freedom in Afghanistan in which was taken over by the Taliban that time.

Latifa is a teenage girl who was born and raised in Afghanistan. She faces the era of the Taliban in which they try to create a pure Moslem country there. There are two conclusions that can be drawn from the analysis ofthe novel, My Forbidden Face. The first conclusion, it is stated clearly in the novel that the political situation in Latifa's country is still endangered because many harsh actions occur almost every day. Besides that, she is also banned and can't perform significant actions outside her apartment. Having this situation, a young girl can feel distressed and afterwards, she can have a pessimistic opinion about her future. In contrary with the other teenage girls in their age, Latifa still has a hope for her future and she is not really affected by the Taliban. (Tresnowati, 2004: vi)

She emphasizes on the struggle against gender discrimination that the main character has. Her thesis helps the writer to understand more about the related feminism ideas in the Islamic country. It also gives the writer an idea of how a young girl fights through gender discrimination in her respected country.

But contrary to Mariaran's radical feminist approach on her thesis, the writer will not follow her footsteps by using a different approach.

The second study is done by Anita M. Weiss. In her article "Women's

Position in Pakistan: Sociocultural Effects of Islamization", she analyzes the

effects ofIslamic laws for women in Pakistan. The system would reduce women's power and participation in legal, educational, political institutions. In her article,

she gives some evidence of gender discrimination effect on Pakistan society. The

correlation ofher study takes place at Pakistan's education, the exact place where

Malala finds struggles at and affects Malala's character in the novel. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

The gender discrimination in Pakistan becomes apparent when we realize that barely one-sixth ofthe female population has had a minimum ofthree years schooling, producing one of the lowest female literacy levels in the world. (Weiss, 1986: 867)

The third study is done by Syeda Wadiat Kazmi in her article "Role of

Education in Globalization: A Case of Pakistan". The study analyzeo Pakistan's development as a country with the poor education system in Asia. The objective of her study is also to show Pakistan's progress in education development and its effects of Islamic laws for women in Pakistan. The added information about

Pakistan's education can really give the writer knowledge of Malala's enthusiasm to lift this country's education.

The low female literacy rate is one of the main causes of women's low participation in the political, economic and social activities. They cannot achieve their rights and compete for available opportunities in the job market. This situation has led to the social and economic dependence of women which in tum ensure male domination in society. (Kazmi, 2005:94)

The majority ofprimary school teachers, particularly women have had less than 10 years of schooling. They have often not studied cores subjects, such as mathematics and, therefore generally lack knowledge of the subject matter and are unable to communicate effectively. (Kazmi, 2005:102)

The fourth study is done by Adeline Delavande and Basit Zafar, entitled

Gender Discrimination and Social Identity: Experimental Evidence from Urban

Pakistan. This study analyzed how gender discrimination in Pakistan depends on the social identities of interacting parties. There is a relationship between gender discrimination and social-economic status or social class of the households.

Higher status women in Pakistan are less discriminated against, and lower socio- economic (Delavande and Zafar, 2013:23). This particular last study of total four PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

related studies will help to present how critical the practice of gender discrimination in Pakistan.

B. Review of Related Theories

1. Theory of Character and Characterization

In order to analyze the problem of this thesis, the theory of character and characterization will be applied to help the writer find out the" characteristic ofthe main character.

According to M.H Abrams's book, characters is stated:

Characters are the persons represented in a dramatic or narrative work, who are interpreted by the reader as possessing particular moral, intellectual, and emotional qualities by inferences from what the persons say and their distinctive ways of saying it-the dialogue-and from what they do-the action. (2009: 42)

Perrine suggests two ways in performing characters through direct and indirect presentations (1974:68). The direct presentations tell about how the personality of the character is. It can be through the exposition or analysis, or someone else in the story who tells us what they are like. The indirect presentations tell about things that reveal the personality of a character such as their thoughts and actions.

According to M.l Murphy, there are nine ways to identify the characters and personalities of a character in a novel (1972: 171). However, there are only five different techniques that the writer will use to present the character. The writer decided not to use the other four because they are not fit to identify the character and personalities in the novel. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

a. Speech

The author gives an insight into the character of one of the persons in the book through what the person says. Whenever a person speaks, whenever he is in

conversation with another, whenever he puts forward an opinion, he is giving the reader some clues to his character. b. Character as seen by another

The author can describe a character through the view, opinions, attitudes, and

comments of other characters. The reader will see the characteristics of the

character through the eyes ofanother characters.

c. Reaction

The author can give the reader a clue to a person's character by letting the readers know how that person reacts to various situation and events.

d. Direct Comments

The author can describe or comment on a person's character directly.

e. Thoughts

The readers can know one's character through the direct knowledge ofwhat a person has in mind presented by the author. (1972: 164-1 71 )

2. Theory of Liberal Feminism

This undergraduate thesis discusses gender discrimination in a patriarchal

society. In the novel, the main character, Malala Yousafzai is struggling to reach

her right to get education in her country, Pakistan. In the patriarchal society,

women are forced to be obedient. The writer is using the theory of liberal PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 12

feminism to analyze the struggle perfonned by Malala's fight against gender discrimination. The reason is because liberal feminism supports individual freedom and gender equality so that women's issues can no longer be ignored

(Humm, 1992: 181).

The word 'feminism' did not exist in English language until the 1890s.

The word feminism can stand for a belief in sexual equality combined with a commitment to eradicate sexist domination and to transfonn society (Humm,

1992: 1). There are many kinds of feminism but liberal feminism suits the most with Malala's commitment to equal the rights for women and men in Pakistan.

The liberal feminism mostly projected women to achieve the same opportunities as men have. It concerns with obtaining equal rights through legislative refonns.

Mary Wollstonecraft, one ofthe liberal feminists said that women are lacking the liberty because they are not allowed to make their own decision for their life

(Humm, 1992: 180).

Maggie Humm in her book, stated "liberal feminism aims to achieve equal legal, political and social rights for women." (Humm, 1992: 181). Liberal feminists believe that women and men have the right to get equality in education, political, and occupational opportunity.

Rosemarie Putnam Tong in her book said that liberal feminist's wish is to free women from oppressive gender roles from the roles that usually gives women a lesser place or no place at all like in the academy, forum, and marketplace (Tong, 1998: 34). According to Tong, liberalism is the school of political thought from which liberalism has evolved (1998: 10). Because of this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13

transfonnation, she believes that only with it, society can thrive equally between women and men. She said that the goal ofliberal feminism is "to create a just and compassionate society in which freedom flourishes". She adds that "only in such a society can women as well as men thrive." (Tong, 1998:12)

3. Theory of Gender Discrimination

Discrimination is behaving differently toward people in a social group.

Although people tend to think of discrimination in negative tenns, it also can result in someone's being treated more positively than he or she otherwise would be based on group membership. But the vast majority of researches are focused on its negative aspects. Discrimination issues because ofgender, race, age, sexual orientation, disability status, or any other factor is of the negatives that cause individuals to lose opportunities and options. In their book, Whitley and Kite said that discrimination could manifest itself in many ways, both verbally and behaviorally, and in many settings (Whitley, 2009: 13).

Gender discrimination is a kind of discrimination which is based on gender role. The gender discrimination might happen in many sectors such as social, education, health, politic, and economic. Todd D. Nelson stated in his book that gender discrimination always hanns women because "individuals still perceive that women and men should occupy traditional roles. The traditional roles itself tends to limit people to particular roles, it gives a greater power and authority to men, and lead to women's dependency on men" (Nelson, 2009: 413). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14

4. Women in Pakistan

Pakistan is a relatively young nation. This country is an Islamic

Republic; every rule and regulation in the country is based on Islamic law. To

reflect this concern, Deborah L. Madsen calls patriarchy as a cultural

(ideological) system that privileges men and all things masculine, and a political

system that places power in the hands ofmen and thus serves male interests at the

expense of women (Madsen, 2000: xii). The patriarchy ideology caused

oppression to women in the Pakistani society. Women are viewed inferior to be

"reined in" by men for the better or, in the majority of cases, for the worse. They

cannot raise their voice against violence by men, i.e. fathers, brothers and, after

marriage, husband and their male relatives, who are in control of their physical

being. (Ibrahim, 2005: 2)

Usually, females are expected to take care of the house as a wife and a

mother, whereas the males dominate outside to study or work. Male children are

prized and privileged over female children in major families. The male also gets

more freedom to choose what they want, in the family and society. Because of

that, the quality of women education in Pakistan is very low. This is one of the

reasons why women have difficulty to develop in this country.

Pakistan is ranked 144th out of 145th countries in gender gap among the worst places for women in the world (World Economic Forum, 2015: 9). In 2008 the Taliban forced all girls' schools to close. All girls must stay at home and stop PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

going to school. Many threats and bombing terrors happened in many part of this

country. The low female literacy rate is one of the main causes of women's low

participation in the political, economic, and social activities. They cannot achieve

their rights and compete for available opportunities in the job market. This

situation has led to the social and economic dependence of women which in tum

ensures male domination in society (Kazmi, 2005: 94).

Furthermore, Nelson addresses that everyday experiences against women

includes hostile comments directed at women, and unwanted sexual attention. The

experiences also include general mistreatment in work and academic settings that

are more often experienced by women than men. Broader than those contexts,

everyday experience also include in restaurants, bars, and stores perpetrated by

employees directed at their customers, home and social gatherings perpetrated by

friends and family members, and streets perpetrated by strangers. Thus, these

experiences include comments and behaviors that form hostile work

environments, chilly classroom climates, and non-prosecutable comments and

behaviors that intertwine within the fabric of women's public and private lives.

(Nelson, 2009: 420). Exactly reflects the everyday lives ofPakistani women.

5. Theoretical Framework

There are three problems formulated related to this research. Each problem uses the theories in order to analyze Malala's fight against gender

discrimination in Pakistan. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

In order to answer the first problem formulation, the theory of character and characterization by M.H Abrams and M.J Murphy are applied. They provide the writer some ways to identify Malala's character through her speech, reactions, direct comments, thought, and conversation ofothers.

The second question is formulated to identify the practice of gender discrimination revealed in the novel. The explanation about gender discrimination is taken from Todd D. Nelson in Handbook of Prejudice, Stereotyping, and

Discrimination. The book is especially used to identify the gender discriminations that cause Malala's struggle. But before going further, it is important to understand the definition of discrimination alone. That is where The Psychology of Prejudice and Discrimination written by Whitley and Kite comes to place.

They help the writer for more insight about discrimination itself.

The last question stated in the problem formulation asks about the

Malala's fight against gender discrimination in Pakistan. This is where liberal feminism comes into mind. Rosemarie Putnam Tong in Feminist Thought: A

More Comprehensive Introduction and Maggie Humm in Feminism: A Reader help the writer to explain the behaviorally actions from Malala. After explaining liberal feminism, the patriarchy system is a must to differ the gender role.

Deborah L. Madsen with her book Feminist Theory and Literary Practice explains about it within the society. The study done by Faiqa Ibrahim on the acceptance of honor killing proves the bigger picture of gender discrimination issues around the country. The honor killing has made women suffer as a whole against their basic rights; human, constitutional and Islamic. Reports from WorId PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 17

Economic Foreign also support this study by saying Pakistan is among the worst places for women in the world. Syeda Wadiat Kazmi in her journal Role of

Education in Globalization: A Case ofPakistan completes the questions asked of

the last problem formulation by giving more insights of what it means to have

such system to occur in a country. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III

METHODOLOGY

A. Object of the Study

I Am Malala: The Girl Who Stood Up for Education and was Shot by the

Taliban was published as an autobiographical novel. It was written by Malala

Yousafzai and her cowriter Christina Lamb. The Little, Brown and Company first published the novel in 2013. This novel is divided into five parts and consists of

527 pages.

The story begins with the prolog with Malala's words as the description about her life story: "I come from a country which was created at midnight. When

I almost died it was just after midday." She said a year has passed since the day she left for school and a member of the Taliban shot her head on the school bus.

She describes her happy childhood life, but not when she turned to a teenager. Her father, Ziauddin Yousafzai is a teacher who works hard to fulfill his dream of building a school. He has the beliefs that girls should be given the same educational opportunities as same as boys have.

Everything changed not long after the Tehrik-i-Taliban Pakistan came to the Swat Valley. Their harsh ideas about Islam gave women's life difficulties to develop their knowledge, skills, and potentials. Malala and her father became very outspoken about the right of girls to have their rights for education. Ziauddin

Yousafzai continuously encouraged his daughter to write and attend school though they lived in the dangerous situation. In 2009, Malala published her diary

18 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19

using a pseudonym Gul Makai on BBC Urdu. In her blog, she described her daily life as a young girl under the Taliban regime. In 2011, Malala was nominated for

International Children's Peace Prize by Desmond Tutu and also become the winner ofNational Youth Peace Prize.

On Tuesday, October 9, 2012, Malala was targeted by the Taliban for

"spreading secularism". A gunman shot her head and ended in her shoulder. Soon she ran off to a hospital in Pakistan. But because the poor medical treatment in

Pakistan, later she moved to Queen Elizabeth Hospital in Birmingham for better care and rehabilitation. Her extraordinary experience brought the world's attention and reaction. After six months of recovery in Birmingham, two years later, on

October 10, 2014, she was announced as the youngest Nobel laureate for her dedication to voice for girl's education.

I Am Malala is a true story that describes a young girl's life in a patriarchal society. This novel shows many pieces of evidence about gender discrimination that women in Pakistan have experienced. Even though the situation does not support her, Malala Yousafzai still presents the struggle to get her right because she believed that she is doing is the right thing.

B. Approach of the Study

The writer uses the feminist approach in order to understand the situations

and women position in Pakistan. The reason is because liberal feminism supports

individual freedom and gender equality so that women's issues can no longer be

ignored (Humm, 1992: 181). PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 20

The word 'feminism' did not exist in English language until the 1890s.

The word feminism can stand for a belief in sexual equality combined with a commitment to eradicate sexist domination and to transform society (Humm,

1992: 1). Since the idea of feminism is reflected in this study, the feminist approach is used to analyze this work.

According to Humm, the feminism approach is that it tries to aim to achieve equal legal, political and social rights for women which transcends the traditional of literature (1992: 181). As many patriarchal societies have made women the "non-significant other" unconsciously or consciously, feminists try to fight to get their rights as same as men have (Bressler, 1999: 180). The feminist approach helped the writer to see the struggle of women towards gender discrimination to get the equality.

c. Method of the Study

The method that is used by the writer in this undergraduate thesis is the library research. To support the study, the writer uses reliable sources from both books and online sources. The primary source ofthe study is I Am Malala written by Malala Yousafzai and co-written by Christina Lamb.

The secondary sources were taken from books, online sources, and some other journals, which have related information on gender discrimination and women's right in Pakistan. The sources were also taken from articles or website information on the internet. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 21

To conduct this study, the writer used some steps. The first step was comprehensively reading the primary source, I Am Malala: The Girl Who Stood

Up for Education and was Shot by the Taliban by Malala Yousafzai and her co writer Christina Lamb. By reading and re-reading the novel, the writer tried to find out the important points of the novel. After finding the topic, the writer started to do the second step, in which it is to formulate the problem into three questions that can be used as the writing guidelines.

The third step was collecting the data, which are related to the problems that will be used as the secondary sources. The information was collected from books, online sources, news, articles and journals such as theories of gender discrimination stated by Todd D. Nelson in Handbook ofPrejudice, Stereotyping, and Discrimination, and the theory of feminism stated by Rosemarie Putnam

Tong in Feminist Thought: A More Comprehensive Introduction. The fourth step is writing the analysis to answer the problems formulation by applying a theory of character and characterization, a theory of gender discrimination, and the theory offeminism.

The last step is drawing the conclusion from the analysis. It is formulated by answering the three questions stated in the problem formulation in a brief explanation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER IV

ANALYSIS

In this chapter, the three problem formulations are answered. There are

three parts of this analysis. The first part is answering the first problem, which is

about the presentation of Malala Yousafzai's characteristics in the novel. The

second part is answering the second problem, which is about the practice of

gender discriminations that presented in the novel. The last part is identifying how

Malala Yousafzai's characteristics and the practical of gender discriminations

affect her struggle.

A. The Description of the Major Character: Malala Yousafzai.

In describing Malala Yousafzai's characteristics as the major character in

this novel, the writer used the theory of character and personalities by M.l.

Murphy (Murphy, 1972: 164-171). In this analysis, the writer only used five of

them: speech, character as seen by another, reactions, directs comments, and

thoughts on the story. Based on the theory, the writer could describe the

characteristics ofMalala Yousafzai as:

1. Competent

Malala is a competent girl. She is very good at learning and highly

motivated for being the top in her class. She was used get the first rank in her

class when she was in primary school. She also would help her classmates who had difficulties on understanding subjects in school. Because of that, her

classmates called her "a genius girl" (Yousafzai, 2013: 69). Not so long after that,

22 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

· 23

there was a new classmate named Malka-e-Noor came to Malala's class. She was a bright student, and came to be the first rank in the end of year exams beating

Malala's position. Malala was shocked and cried.

"The competition was always between me and my best friend Moniba, who had beautiful writing and presentation, which the examiners liked, but I knew I could beat her on content. So when we did the end-of-year exams and Malka-e-Noor came first, I was shocked. At home, I cried and cried and had to be comforted by my mother" (Yousafzai, 2013: 69).

Malala always takes every subject seriously to get good marks, showing her competitiveness to get higher ranks than her classmates. After Malala was beaten by Malka-e-Noor, she tried to study hard to regain her achievement in class. It is indicated in sentences below.

My rivalry with Malka-e-Noor continued, but after the shock of being beaten by her when she first joined our school, I worked hard and had managed to regain my position on the school honors board for first in class. (Yousafzai, 2013: 135)

When Geo News Channel is looking for a small girl to be an interviewee, no one wants because they are scared. Malala realized that it is her chance to use her rights to speak up. She believed that she is doing the right thing. Because of her impressive thoughts, the journalists give comments that she is a bright girl.

I was only eleven, but I looked older, and the media seemed to like hearing from young girl. One journalist called me takra jenai-a "bright shining young lady" and another said I was pakha jenai-wise beyond my years. (Yousafzai, 2013: 141)

2. Inquisitive

Malala Yousafzai is an inquisitive person. She has a big motivation for going to school and study. She is intellectually curious, eager for knowledge and never let anyone or anything get in her way to get an education. In the first part PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI I 24 I

until the end of the novel, her motivations were so obvious for us to find. By the time Taliban came to Swat, everything in Malala's life was changed. Malala's family also got the terrors from Taliban because her father's bravery actions to come outspoken and involved in a group and committee against the Taliban. But it did not stop Malala from wanting to go to school.

"I am only human, and when I heard the guns my heart used to beat very fast. Sometimes I was very afraid, but I said nothing, and it didn't mean I would stop going to school. But fear is very powerful and, in the end, it was this fear that had made people tum against Shabana. Terror had made people cruel. The Taliban bulldozed both our Pashtun values and the values ofIslam." (Yousafzai, 2013:153)

In 2007, a group of militant called Tehrik-i-Taliban or TTP began to control Swat Valley. At the next year, Maulana Shah Dauran who is a TTP's militant and a deputy of Fazlullah (TTP's leader) announced on the radio that all girls' schools would close (Yousafzai, 2013: 146). They have already made the terrorism statements by blowing up the tourists' holiday destinations and hotels.

They have also started to blow up hundreds of schools. Because ofthat condition, there are some teachers in Malala's school, Kushal Girls High School & College, who chose to stop teaching. Some were traumatized after witnessing a beheaded corpse. These teachers are scared because of the risks. Not only teachers but students also started to leave the school. Many of Malala's friends had left Swat

Valley. Even in this situation, Malala did not give up.

"I didn't want to give in either. But the Taliban's deadline was drawing closer: girls had to stop going to school. How could they stop more than 50,000 girls from going to school in the twenty-first century?" (Yousafzai, 2013:158) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A few weeks before Khushal School closed, a senior video journalist from

The New York Times named Adam Ellick, accompanied by a Pakistani journalist,

Irfan Ashraf, as the interpreter came to Malala's family. Adam wanted to make a documentary film and an interview with Malala's father, Ziauddin Yousafzai as the local activist and the owner ofKhushal School. But Adam eventually changed the focus on Malala because he was interested in her strong desire for school.

Malala said to the documentary makers, "They cannot stop me. I will get my education at home, school or somewhere else. This is our request to the world-to save our schools, save our Pakistan, save our Swat. (Yousafzai, 2013:161)

The original idea for the documentary had been to follow my father on the last day of school, but at the end of the meeting Irfan asked me, "What would you do if there comes a day when you can't go back to your valley and school?" I said this wouldn't happen. Then he insisted and I started to weep. I think it was then that Adam decided he should focus on me. (Yousafzai, 2013: 159)

In 2009, the situation became worst. One by one, the student has stopped coming to the class and even leaving the valley. They were moving to the capita; of

Khyber-Pakhtunkhwa Province, Peshawar, to get an education. Malala and her family are still in Swat because her father insisted not to leave. At 14 January 2009, the Kushal School was closed. The school's headmistress, Madam Maryam, told the student it was winter vacation, without mentioning the date when the class will start again.

The bell rang for the very last time, and then Madam Maryam announced it was winter vacation. But unlike in other years, no date was announced for the start ofnext term. Even so, some teacher still gave us homework. In the yard, I hugged all my friends. I looked at the honors board and wondered of my name would ever appear on it again. Exams were due in March, but how could they take place? Coming first didn't matter if you PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

couldn't study at all. When someone takes away your pens you realize quite how important education is. (Yousafzai, 2013: 160)

The situation in Swat valley becomes very dangerous, thus forcing Malala's family to leave Swat, without knowing when they could return. They moved to their cousin's house, which is far away out of the valley. Malala's mother said to her that she must leave her school bag because they might have a limited space.

Malala feels devastated because she has to leave them all behind. When she got home, she never stops to cried. She said, "I didn't want to stop learning. 1 was only eleven years old, but 1felt as though 1had lost everything." (Yousafzai, 2013: 161)

She also said 1must leave my school bag because there was so little room. 1 was horrified. 1 went and whispered Quranic verses over the books to try and protect them. (Yousafzai, 2013: 178)

After Malala and her family had been away from Swat Valley for about three months, they came back and saw the sad picture of the city. As they drove back home, they saw many buildings were blown up with bullet holes in the walls.

After arriving at home, Malala immediately checked up all of her goods. We can see Malala's strong desire to study down displayed in this paragraph below.

To my joy, 1 found my school bag still packed with my books, and 1 gave thanks that my prayers had been answered and that they were safe. 1 took out my books one by one and just stared at them. Math, physics, Urdu, English, Pashto, chemistry, biology, Islamiyat, Pakistan studies. Finally, I would be able to return to school without fear. (Yousafzai, 2013: 190-191)

She enjoys learning every subjects and gain her knowledge. That is why

she loves school. When she was forced to leave the valley, she was very upset

because she had to leave her textbooks. After she was shot by the Taliban and

woke up in the hospital in Birmingham, she asked her parents to get her PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

textbooks because her finals are coming up soon. Even after almost killed by the

shot in the head, she still wants to learn things.

When I heard they would be in Birmingham in two days, I had one request. "Bring my school bag," I pleaded to my father. "If you can't go to Swat to fetch it, no matter-buy new books for me, because in March it's my board examination". Of course, I wanted to come first in class. I especially wanted my physics book because physics is difficult for me, and I needed to practice numerical, as my math is not so good and they are hard for me to solve. (Yousafzai, 2013: 285)

3. Courageous

Malala is a courageous girl. She has no fears even though she lived in the

very dangerous condition. We can see her brave character through some events in

the novel. After the Taliban came, bans after bans were soon followed. They

closed the beauty parlors and banned shaving that made many barbers lost their jobs. All men should grow beards, and women were banned from going to bazaar.

When Malala and her mother went to Cheena Bazaar, her mother asked her to

hide her face, but she refused it by saying, "It doesn't matter, I'm also looking at

them," and her mother became very angry (Yousafzai, 2013:119).

Malala's family had been getting threats from Taliban for many years.

Because of that, her mother was very worried if one of her family members

becomes the Taliban's target. Malala herself sometimes made some imaginations

whenever she walks alone after school. But, her big ambition to get education

right has made her to not be afraid.

Like my father I've always been a daydreamer, and sometimes in lessons my mind would drift and I'd imagine that on the way home a terrorist might jump out and shoot me on those steps. I wondered what I would do. Maybe I'd take off my shoes and hit him, but then I'd think if I did that there would be no difference between me and a terrorist. It would be better PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

to plead, 'OK, shoot me, but first listen to me. What you are doing is wrong. I'm not against you personally. I just want every girl to go to school.' (Yousafzai, 2013:7)

People in Mingora are now living under Taliban threats and the city suddenly becomes a horror place. One day, there were enormous explosions in a mosque near Malala's house by a suicide bomber. All the people in town were shocked and scared, but words from her father have made her realized that the courage will always arise.

'Are you scared now?' I asked my father.'At night our fear is strong, lani,' he told me, 'but in the morning, in the light, we find our courage again.' And this is true for my family. We were scared, but our fear was not as strong as our courage. (Yousafzai, 2013: 138)

Then they told me about the call from home and that they were taking the threats seriously. I don't know why, but hearing I was being targeted did not worry me. It seemed to me that everyone knows they will die one day. My feeling was that nobody can stop death; it doesn't matter if it comes from a Taliban or cancer. So I should do whatever I want to do. (Yousafzai, 2013: 224)

Malala's courageous characteristic can also be seen in what other people say about her. Because of her brave action against the Taliban, Malala got some dead threats. Malala was shot by a member of Taliban in the school bus when the students are on the way back home. Soon, the news about Malala's shot was spread widely. At that time, Malala has quite made her name already because of her campaign, so there were many journalists, reporters and photographer from national and international media gathering outside the hospital waiting for the news about her. When her father heard Malala's incident, he ran to the hospital as soon as possible to see her daughter. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

My father's heart sank. He pushed through the people and ran through the camera flashes into the hospital. Inside I was lying on a trolley, a bandage over my head, my eyes closed, my hair spread out. 'My daughter, you are my brave daughter, my beautiful daughter,' he said over and over, kissing my forehead and cheeks and nose. (Yousafzai, 2013: 246)

4. Critical

Malala is a critical girl. She makes some judgments about "the wrong

things" which have happened in her society. This characteristic can be seen

through her thoughts and reactions. Malala criticizes this particular code,

Pashtunwali, a tradition that obliges Pashtuns to give hospitality to all guests.

Malala believes this tradition has caused people in this tribe to hate each other and

killing each other.

I think everyone makes mistakes at least once in their life. The important thing is what you learn from it. That's why I have problems with our Pashtunwali code. We are supposed to take revenge for wrongs done to us, but where does that end? Ifa man in one family is killed or hurt by another man, revenge must be exacted to restore nang. (Yousafzai, 2013: 72)

Malala's critical character is also shown through her thought. She made a

criticism about women position in Pakistan. Women are often seen as weak. She

thinks that the real power is actually in the hands ofwomen.

A man goes out to work, he earns a wage, he comes back home, he eats, he sleeps. That's what he does. Our men think earning money and ordering around others is where power lies. They don't think power is in the hands of the woman who takes care of everyone all day long and gives birth to their children. (Yousafzai, 2013: 116)

When her father met his fellow activists, Malala often comes with him to join the gathering. The friends of her father, who are also activists, gave lots of

interviews on radio, VOA, and BBC. When they came to Malala's house, she

would bring them tea and then sit quietly listening as they discussed what to do. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

(Yousafzai, 2013:139). These routines have opened Malala's knowledge and also influenced her to fight for her right. It was shown through her reactions on

Taliban's authorities to close all girls' schools in Pakistan.

First I thought it was a joke. "How can they stop us from going to school?" I asked my friends. "They don't have the power. They are saying they will destroy mountain but they can't even control the road." (Yousafzai, 2013:146)

The Taliban spread their own version of Islam and forced people to accept it. The murders, bombing, and terrors are everywhere. People heard bad news about Taliban every day. It made Malala think that what Taliban did is abusing their religion.

I couldn't understand what the Taliban were trying to do. "They are abusing our religion," I said in interviews. "How will you accept Islam if I put a gun to your head and say Islam is the true religion? If they want every person in the world to be Muslim, why don't they show themselves to be good Muslims first?" (Yousafzai, 2013: 149)

5. Compassionate

Malala's determination to care for people who seek help is another added

personality that the writer found. Malala willingly asking her father to give "free

places" at his school to the scavenger children of the rubbish mountain. Many

families did not want to pay school fees to their daughters, and Malala persuaded

her father to give "free places" to a number ofgirls.

That afternoon, when my father came home from school. I told him about the scavenger children and begged him to go with me to look. He tried to talk to them, but they ran away. He explained that the children would sell what they had sorted to a garbage shop for a few rupees. The shop would sell it on at a profit. On the way back home I noticed that he was in tears. "Aba, you must give them free places at your school," I begged. (Yousafzai, 2013: 81) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

By the end of 2011, Malala had collected a lot of money. She was nominated for the International Children's Peace Prize by South African activist

Desmond Tutu, and later on at December 2011, Pakistan's Prime Minister awarded her the first Pakistan's National Youth Peace Prize. The government had awarded her about a half million rupees. She also got 100,000 rupees to support her school to build science laboratory and a library by the local army commander,

Major General Ghulam"Qamar. Those prizes do not make Malala lose her fight as he still concentrates for her ambition, to "winning the war".

I began to see the awards and recognition just like that. They were little jewels without much meaning. I needed to concentrate on winning the war. My father used some of the money to buy me a new bed and cabinet and pay for tooth implants for my mother and a piece of land in Shangla. We decided to spend the rest of the money on people who needed help. I wanted to start an education foundation. This has been on my mind ever since I'd seen the children working on the rubbish mountain. (Yousafzai, 2013: 217)

The compassionate characteristic of Malala is also proven by her thought about a young girl who sells oranges. Malala made a promise to herself that she will use her power to help others to get their rights, especially education right.

As we crossed the Malakand Pass I saw a young girl selling oranges. She was scratching marks on a piece of paper with a pencil to write. I took a photo of her and vowed I would do everything in my power to help educate girls just like her. This was the war I was going to fight. (Yousafzai, 2013 :21 7)

6. Humanitarian

Because of her father and mother, Malala grew up as a humanitarian. She saw harsh condition in her country and wants to help people, especially the poor who often receive injustice treatment. One day, she said to her friends at school PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

that they should help the street children. Her humanitarian character is shown through her statement below:

I told my friends at school about rubbish-dump children and that we should help. Not everyone wanted to, as they said the children were dirty and probably diseased, and their parents would not like them going to school with children like that. They also said it wasn't up to us to sort out the problem. I didn't agree. "We can sit and hope the government will help, but they won't. If I can help support one or two children and another family support one or two, then between us, we can help them all." (Yousafzai, 2013: 88)

Not everyone wanted to help the poor people and those who are need help.

However, Malala did not agree with that idea and ask her friends to help because she knows that it is not just government's responsibility, everyone must be responsible to support others. Her father, Ziauddin Yousafzai told Malala to not depend on the government.

Another Malala's humanitarian character can be seen through her action to make a letter to God. One of her dreams is to make a better world. After she asked her friends to help the children in the rubbish dump, then she wrote a prayer to God in a letter. She rolled and tied the letter to a piece of wood, and let it flowed into the Swat River with a hope ifGod would find it there.

I wrote a letter to God. "Dear God, "I wrote, "I know you see everything, but there are so many things that maybe, sometimes, things get missed, particularly now with the bombing in Afghanistan. But I don't think you would be happy if you saw the children on my road living on a rubbish dump. God, give me strength and courage and make me perfect because I want to make this world perfect. Malala." (Yousafzai, 2013: 89)

She gets upset because the bombing and terrors that made a massive damage. Especially the street children in the rubbish dump. She also gets upset at the injustice that was made by the Taliban and their misinterpretation of religion. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

This is shown through Taliban's restrictions that do not allo'w people to listen to music, watching movies and dancing. The Buddhist statues and stupas were destroyed because they believed it is haram and sinful.

They warned people to stop listening to music, watching movies and dancing. Sinful acts like these had caused the earthquake, Fazlullah thundered, and if people didn't stop they would again invite the wrath of God. Mullahs often misinterpret the Quran and Hadith when they teach them in our country, as few people understand the original Arabic. Fazlullah exploited this ignorance. (Yousafzai, 2013:113)

After the coming of Taliban, there are many harsh rules. They destroyed the Buddhist statues and stupas which they believed are haram, sinful, and prohibited. Women are not supposed to go outside oftheir home. The Taliban also banned people from playing Carrom-Malala and her friends' favorite traditional game. She felt like the Taliban saw people as "little dolls" to control, telling them what to do and how to dress. (Yousafzai, 2013: 124)

B. The Practice of Gender Discrimination in the Novel.

The second part of the analysis is about the study of every aspect of the practice gender discrimination in the novel. Those aspects of discriminations are divided into three categories ofdiscrimination on women that could still be found in the novel. There are gender discrimination in education, gender discrimination in social life, and gender discrimination in Pakistan political sphere. The restriction on education is a practice of gender discrimination. This is explained through how females are not allowed to enjoy education in Pakistan. The next one is the practice of gender discrimination within society. The intolerable of females walking around the town is one ofmany highlights ofgender discrimination in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

society. This may become the most covered issues in Malala's book, as women should defer to men in Pakistan. The inferiority of women, sexual coersion and exploitation are common in the country. The last aspect is the gender discrimination in Pakistan political sphere. As reflected from the book, the gender discrimination in Pakistan tradition is an accustomed life to every female in the country and is likely to prejudice the women's welfare. This also includes the low number ofwomen participation in legal issues. a. Gender Discrimination in Education

Malala is regarded as the girl who stands for education. While the literacy rate ofpeople in Pakistan are low, the writer holds stand to justify only the gender discrimination in education, and not on a whole. In her book, it is clearly noted that millions of girls in Pakistan do not go to school. It can be seen when Malala wrote a story about her father.

My aunts did not go to school, just like millions ofgirls in my country. My father believed that lack of education was the root of all Pakistan's problems. My father believed schooling should be available for all, rich and poor, boys and girls. (Yousafzai, 2013: 55)

Malala's struggle to fight for education undoubtedly came from her father,

Ziauddin Yousafzai. In a strong patriarchal society, her father chooses to defend human rights to get education. His argumentations against a maulana or Islamic scholar over restriction show how some people could still not bear with tolerance in education.

'Maulana, you have driven me to the wall!' my father said. 'Who are you? You are crazy! You need to go to a doctor. You think I enter the school and take my clothes off? When you see a boy and a girl you see a scandal. They are schoolchildren. I think you should go and see Dr Haider Ali!' (Yousafzai, 2013: 126) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Although Ziauddin could send off this particular maulana, he could not defend his school, since most ofthe teachers went out to join a militant movement called by a name of Tehrike-Nifaz-e-Sharia-e-Mohammadi (TNSM), the group founded by Maulana Sufi Mohammad. He went to jail in 2002 and his son-in-law,

Maulana Fazlullah, then led his organization. One day, Sufi Mohammad proclaimed from jail that education for women and girls' madrasas should be stopped and closed. For those who stopped their education in the name of Islam will be congratulated by Fazlullah in Radio Mullah and told that they will go to heaven. From the jail, Sufi Mohammad also proclaimed that there should be no education for women even at girls' madrasas. He said, "If someone can show any example in history where Islam allows a female madrasa, they can come and piss on my beard" (Yousafzai, 2013: 149). This is a proofofhow dominant men could have had in Pakistan over women and it is showing women's restriction on education.

But of course at school, we were under threat too, and some ofmy friends dropped out. Fazlullah kept broadcasting that girls should stay at home, and his men have started blowing up schools, usually during nighttime curfew when the children were not there. (Yousafzai, 2013: 137)

Then the Radio Mullah turned his attention to schools. He began speaking against school administrators and congratulating girls by name who left school. 'Miss So-and-so has stopped going to school and will go to heaven,' he'd say, or, 'Miss X of Y village has stopped education at class 5. I congratulate her.' Girls like me who still went to school he called buffaloes and sheep. (Yousafzai, 2013: 148-149)

It does not stop there. Aside from being called buffaloes and sheep, they proclaimed that having an education would result in going to hell. Further notice PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

of how Islamic law could affect women in this country and creating a subtle restriction in it.

One Talib could intimidate a whole village. We children were cross too. Normally there are new film releases for the holidays, but Fazlullah had closed the DVD shops. Around this time, my mother also got tired of Fazlullah, especially when he began to preach against education and insist that those who went to school would also go to hell. (Yousafzai, 2013: 150)

To fight this chaotic state created by the Taliban, Ziauddin and his daughter Malala went on a live show called Voice ofAmerica. Muslim Khan, the

Taliban spokesman also join their conversation by phone confirming their actions to blast schools. From what Malala wrote below, it can be seen that gender discrimination on education causing the destruction and many children lose their rights for schools and education.

Muslim Khan said that Sangota was a convent school teaching Christianity and that Excelsior was co-educational, teaching girls and boys together. 'Both things are false!' replied my father. 'Sangota school has been there since the 1960s and never converted anyone to Christianity - in fact some of them converted to Islam. And Excelsior is only co-educational in the primary section.' (Yousafzai, 2013: 143) b. Gender Discrimination in Social Life

In Pashtun social life, it is rare for Pashtun men to share their thoughts, opinions, or even some event in their daily activities with the wives. The pious

Moslem always pray five times a day, but women are not allowed to pray in the mosque. The mosque is only for the men. (Yousafzai, 2013: 22)

Bernard E. Whitley said that "culture influences stereotyping and prejudice

because members of a culture hold sets of beliefs in common, including beliefs

about behavior, values, attitudes, and opinions" (Whitley, 2009: 6). In a male PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

dominated country like Pakistan, people tend to follow their culture and tradition.

They have come to believe that good women should be obedient, wear a burqa,

and does not go to school or work outside the house. Malala's mother, Tor Pekai,

entered school when she was six. She was brighter than boys but later, she

stopped going to school because she believed that women's life would end up in

the kitchen, waiting to be married and raised children.

There seem no point in going to school to just end up cooking, cleaning and bringing up children, so one day she sold her books and never came back. (Yousafzai, 2013:40)

A further argument of gender discrimination in Pakistan tradition can be seen in Soraya's case. In this country, there are many conservatives that hold the view that undervalued people's life. Pakistan has a tradition called swara, a treaty where a girl can be given to another tribe to resolve problems between tribes.

In our village, there was a widow called Soraya who marries a widower from another clan which had a feud with her family. When Soraya's family found out about the union, they were furious. They threatened the widower's family until a Jirga of village elders was called to resolve the dispute. The Jirga decided that the widower's family should be punished by handling over their most beautiful girl to be married to the leas eligible man of the rival clan. The boy was a good-for-nothing, so poor that the girl's father had to pay all their expenses. Why should a girl's life be ruined to settle a dispute she had nothing to do with? (Yousafzai, 2013:67)

The Pashtunwali tradition has been passed on for generations. The traditional system in Pakistan also placed women to be inferior and weak.

Women must be obedient. They must live in purdah, and only can go out with a male relative companion. When a woman left her purdah, she must use burqa to hide her face. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Women in the village hid their faces whenever they left their purdah quarters and could not meet or speak to men who were not their close relatives. I wore more fashionable clothes and didn't cover my face even when I became a teenager. One of my male cousins was angry and asked my father, "Why isn't she covered?" He replied, "She's my daughter. Look after your own affairs." But some of the family thought people would gossip about us and say we were not properly following Pashtunwali. (Yousafzai, 2013: 66)

Starting 1977, General Zia ul-Haq came to power after overthrowing

Zulfikar Ali Bhutto. Under his regime, women's live"s become so much oppressed.

The Islamic law that Zia brought has made women's freedom becomes limited.

They are not permitted to have a bank account by themselves, not allowed to play sports, and also the injustices happened at the court. There are some cases at that time that show the gender discrimination in social life.

General Zia brought in Islamic laws which reduced a woman's evidence in court for only halfthat of a man's. Soon our prisons were full of cases like that of a thirteen-year-old girl who was raped and became pregnant and was then sent to prison for adultery because she couldn't produce four male witnesses to prove it was a crime. A woman couldn't even open a bank account without a man's permission. As a nation, we have always been good at hockey, but Zia made our female hockey players wear baggy trousers of shorts, and stopped women playing some sports altogether. (Yousafzai, 2013: 31)

Malala realized, as girls got older their rights will be more limited. There are many rules that make women lose their right to develop their potentials, even rights to live a life as a human. Men and women who are not relatives cannot interact freely in public. For those who are caught having interaction in public places, they will get a punishment because it is considered as a bad thing that brings shame to the family.

There was a beautiful fifteen-year-old girl called Seema. Everyone knew she was in love with a boy, and sometimes he would pass by and she PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

would look at him from under her long dark lashes, which all the girls envied. In our society for a girl to flirt with any man brings shame on the family, though it's all right for the man. We were told that she had committed suicide, but we later discovered her own family had poisoned her. (Yousafzai, 2013: 66-67)

Apart from not allowing females to get justice at the court, having a bank account by themselves, playing sports and getting an education, women are also told they can't go to the bazaar. Ifthey want to go outside the house, they must be wearing a burqa. During Eid, Malala and her family went to their family village.

When they stopped at Taliban checkpoint, a member of Taliban told Malala and her mother, "Sisters, you are bringing shame. You must wear burqas." (Yousafzai,

2013:118)

In the end of 2008, Fazlullah' Deputy Maulana Shah Dauran announced that all girls schools should be closed. This statement has made Malala feels so devastated. Not only education, the Taliban also banned all the entertainments. A dancer named Shabana was killed by the Taliban because what she did was thought as an immoral thing.

We heard about Shabana's death the next morning. On Mullah FM, Fazlullah said she deserved to die for her immoral character and any other girls found performing in Barn Bazaar would be killed one by one. (Yousafzai, 2013: 148)

This immoral tragedy only strengthens the established fact of prejudicial treatment towards women in Pakistan. The Taliban claimed that Shabana was a bad person and she was not a Muslim, and it was right that she was killed because she's a dancer. Shabana's case had become a trending topic for people in Swat.

Many of them agreed with the Taliban and continuously making negative responses towards her. Music and art are one of the precious treasures of Swatis PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

proud culture. But the Taliban's rule has made most the artists, dancers, and musicians in Swat stopped or move away to other countries (Yousafzai, 2013:

148).

c. Gender Discrimination In the Political Sphere

The writer has learned that gender discrimination in the political sphere

can be seen after Benazir Bhutto, a female and daughter of the former prime

minister, becoming the first elected prime minister in the Islamic world. This

shown that very few of women are allowed to participate in Pakistan politics. If

Benazir was not a daughter of powerful man, there will never be a first female

leader in Islamic world. She is a daughter of Zulfikar Ali Bhutto, the first elected

prime minister in Pakistan. Mr Bhutto was the first Pakistan leader who stands up

for common people, but he died by execution (Yousafzai, 2013: 30). The praise

ofthe country towards Benazir Bhutto can be seen in Malala's writing below.

Benazir had been in exile since I was two years old, but I had heard so much about her from my father and was very excited that she would return and we might have a woman leader once more. It was because of Benazir that girls like me could think of speaking out and becoming politicians. She was our role model. She SYmbolized the end of dictatorship and the beginning ofdemocracy as well as sending a message ofhope and strength to the rest ofthe world. She was also our only political leader to speak out against the militants and even offered to help American troops hunt for bin Laden inside Pakistani borders. (Yousafzai, 2013: 129)

Benazir Bhutto resemblances hopes to Pakistan people. These efforts of

liberal feminism are directed towards the reform of patriarchy rather than the

structural change ofa male-dominated society (Madsen, 2000: 35).

While some were praising her, some were opposing her. The Taliban

targeted not only common people who were not following their rules, but also the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

politicians. One of Taliban's targets is Benazir Bhutto. She often gives speeches against the extremists. She even offered helps to help American troops to hunt bin Laden in Pakistan. For Pakistanis, Benazir Bhutto brought up hopes and

strength but at the same time faced the opposition from the Islamic fundamentalist movement. One day in an election day, a suicide bomber blew himself near Benazir's car when she addressed her declaration to defeat the

extremists. Her dead made the country lose their hope. For the Taliban followers, it was considered the right thing that she was killed. This is evidence and a

further notice that some people are cautious about change or innovation for

women to develop in this country.

"It was a very good job she was killed," he said. "When she was alive she was useless. She was not following Islam properly. If she had lived there would have been anarchy." (Yousafzai, 2013: 134)

C. Malala Yousafzai's Liberal Feminism Idea against Gender

Discrimination in Pakistan.

The raising of women's consciousness of gender oppression and raising as

a political issue the personal experience of that oppression were central to the

efforts ofearly second-wave feminism (Madsen, 2000:9). Malala has experienced

the oppression since she was a child. She has become a witness and victim

throughout her life. In this third part, the writer will examine on how Malala

Yousafzai's liberal feminist idea against gender discrimination in Pakistan that is

reflected through her characteristics. At the first and second part, the

characteristics of Malala and gender discrimination in Pakistan have been PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

analyzed. Those are used to identify Malala's idea of liberal feminist to get the

same right as men have in her country.

1. In Education.

Malala is known as the youngest feminist in Pakistan. In a male-dominated

society, women are often oppressed. Malala thinks by doing some actions, she is

able to encourage her society especially women to fight against the inequality. She realized that education should also be enjoyed as the rights for both men and

women. In her younger years, Malala's goal and motivation is clearly not in the

same page with other girls in her society. The writer finds that her action to fight

against gender discrimination is reflected with her liberal feminist' idea. Her work

to achieve equal legal, political and social rights for women is constructed in a

particular way to view her struggle against gender discrimination in Pakistan

(Humm, 1992:181).

Pakistan is a patriarchal society. As described above, women are often

seen as inferior. From Malala's characteristics, the writer can see Malala's

determined efforts to fight against the gender discriminations. Malala is a

courageous and critical girl. With her courageous acts, she reflected her liberal

feminism idea to fight the discriminations against women. Malala put up herself

to speak to the media often because all the girls are scared. She understands that if

the people were still and silent, nothing would ever change. In fact, many people

in Pakistan are too afraid to speak out. Malala believed that what she did is a right

thing, so she put up herself to be interviewed by media. "If one man, Fazlullah, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

can destroy everything, why can't one girl change it?" (Yousafzai, 2013: 142).

One day, Geo TV was inviting her for an interview.

Afterward I thought, The media needs interviews. They want to interview a small girl but the girls are scared, and even if they're not, their parents won't allow it. I have a father who isn't scared, who stands by me. He said, "You are a child and it's your right to speak. " (Yousafzal, 2013: 141)

Malala's parents, especially her father Ziauddin Yousafzai, have been the biggest influence on her. Even though many girls stopped going to school,

Malala's parents have never once suggested her to withdraw from school.

Ziauddin, as a school owner, also thinks that he would still continue to educate children in Swat until the last room, last teacher, and the last student was alive.

(Yousafzai, 2013: 146). He believed that school should be available for the rich and the poor, the girls and the boys. He encouraged Malala to go to school because education is important. He also encouraged her to write and speak out for human rights. Because ofher father, Malala knows it is her right as a young girl to fight for her future.

One day, a Peshawar's BBC radio correspondent named Abdul Hai Kakar was looking for a schoolgirl to write a diary (blog) in BBC to show a human side ofthe tragedy in Swat. Nobody wanted to take the chance, so he asked Malala and she agreed. Malala thinks that it is a must for her to do some actions to fights for education rights.

When I overheard my father talking about this, I said, "Why not me?" I wanted people to know what was happening. Education is our right, I said. Just as it is our right to sing. Islam has given us this right and says that every girl and boy should go to school. The Quran says we should seek knowledge, study hard and learn the mysteries of our world. (Yousafzai, 2013: 154) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Although she never wrote a diary before, she still wrote the story with Hai

Kakar's help. In her blog, she used a pseudonym Gul Makai and she described her personal feelings about her daily life under Taliban's regime and their terror that almost made her education come to an end.

Soon, many people were talking about the diary of Gul Makai. It has successfully received public's attention. Malala felt that her writings have made a strong impression on the critics because she knew many people heard her voice.

From that event, she learned that she got many supports when she took action.

The diary of Gul Makai received attention further afield. Some newspaper printed extracts. The BBC even made a recording of it using another girl's voice, and I began to see that the pen and the words that come from it can be much more powerful than machine guns, tanks or helicopters. We were learning how to struggle. And we were learning how powerful we are when we speak. (Yousafzai, 2013: 157)

As a critical girl, she criticizes the Taliban, their beliefs in girls should not go to school and learn Western ways. Malala and her father visited many places

Peshawar and went to many radio and TV channels in order to make people understand what was happening in their country and encouraged them. They went on to as many radio and TV channels as possible. "They can stop us going to school, but they can't stop us learning." I said. (Yousafzai, 2013: 161)

My father and I went to Peshawar and visited lots of places to tell people what was happening. I spoke of the irony of the Taliban wanting female teachers and doctors for women yet not letting girls go to school to qualify for these jobs. (Yousafzai, 2013: 162)

Malala loves her school life. For her, education is very important. She believed that education is neither Eastern or Western, education is human. Every child should learn everything and choose which path to follow (Yousafzai, 2013: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

162). She knows education is the only way to bring Pakistan to a better future.

She knows that the root of all Pakistan's problem is the lack of education. That is why she struggles a lot. Her humanitarian character can be seen through her action by giving courage to people through her words. She cannot stop thinking about a girl on the rubbish mountain who had been sorting rubbish. That event touched her heart to build an education foundation someday.

I wanted to reach all people living in poverty, those children forced to work and those who suffer from terrorism or lack of education. Deep in my heart, I hoped to reach every child who could take courage from my words and stand up for his or her rights. (Yousafzai, 2013: 309)

When Sufi Mohammad declared to stop girls to get an education on 15

January 2008, Malala was so devastated because she didn't want to stop her education. She even began to think about the other ways so she would stillieam.

For example, try to go to another city which is safer than Mingora, or do the risky thing like forming a secret school. She said, "The Taliban could take our pens and books, but they couldn't stop our minds from thinking." (Yousafzai, 2013: 146)

I took a photo of her and vowed I would do everything in my power to help educate girls just like her. This was the war I was going to fight. (Yousafzai, 2013: 215)

From the quotation above, her struggle can be seen. She wants girls to have the opportunities to get good educations just like all boys. Malala's life had changed so much after the shooting tragedy. She got an intensive care at the military hospital and later moved to Birmingham for better treatment and facilities. Many people in the world were talking about her. After her recovery, she was nominated for the Nobel Peace Prize. She also got the chance to deliver her thought through her speech at the United Nations in New York. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

"Let us pick up our books and our pen," I said. "They are our most powerful weapons. One child, one book and one pen can change the world." (Yousafzai, 2013: 310)

Malala received a standing ovation from the audience after delivering such

strong speech. Because of her hard works and brave actions, she got many

supports from all over the worlds, except Pakistan.

Today we all know education is our basic right. Not just in the West; Islam too has given us this right. Islam says every girl and every boy should go to school. In the Quran it is written, God wants us to have knowledge. He wants us to know why the sky is blue and about oceans and stars. (Yousafzai, 2013: 311)

2. In Pakistan Tradition.

Rosemarie Putnam Tong in her book said that liberal feminist's wish is to

free women from oppressive gender roles from the roles that usually gives women

a lesser place or no place at all like in the academy, forum, and marketplace

(Tong, 1998: 34). In patriarchy society, especially in Pakistan, the men think that

women only appropriate for jobs which are associated with traditional feminine

personality, like give birth, cooking, and serving their fathers, brothers, and

husbands. Malala's ideas and struggles about the equality and opportunity of

education for women and men in Pakistan reflect a form offeminist theory, liberal

feminism. We can see her struggle toward the discrimination from her criticism on

Pakistani tradition. She criticizes the assumption by people about women's

independence in Pakistan. It does not mean that women do not want to obey the

men, but she only wants equality between women and men. Education is for all

people. They can sit together and have the same opportunities to give

contributions in their nation. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47

In Pakistan when women say they want independence, people think this means we don't want to obey our fathers, brothers or husbands. But it does not mean that. It means we want to make a decision for ourselves. We want to be free to go to school or to go to work. Nowhere is it written in the Quran that a woman should be dependent on a man. The word has not come down from the heaven to tell us that every woman should listen to a man. (Yousafzai, 2013: 219)

Malala was born in a country where its culture forced women to have limited freedom. In a patriarchy society like Pakistan, women are not capable of having the same opportunity as men have. When a girl turned into thirteen or fourteen years old, she should be in purdah because she already considered as an adult in Islam. Purdah is a separate room behind a curtain that has a function to separate women from the sight ofmen or strangers.

Malala disagree with the ideas ofsome people about Islam.

I am proud that our country was created as the world's first Muslim homeland, but we still don't agree on what this means. The Quran teaches us sabar-patience--but often it feels that we have forgotten the word and think Islam means women sitting at home in purdah or wearing burqas while men do jihad (Yousafzai, 2013: 91)

Wearing burqa is like walking inside big fabric shuttlecock with only a grille to see through and on hot day it's like an oven. At least I didn't have to wear one. (Yousafzai, 2013:)

Fazlullah, the Taliban leader made a rule to close the beauty parlors and banned shaving. These made all the barbers lose their job. The Taliban also banned women from going to Cheena Bazaar and use burqa or at least hide their face under veil. They said, "A girl is so sacred she should in purdah, and so private that there is no lady's name in Quran, as God doesn't want her to be named"

(Yousafzai, 2013: 121) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48

These rules made Malala sick. When Malala and her mother went to Cheena

Bazaar, her mother warned her to hide her face because people are looking at

Malala. She refuses by saying, "It doesn't matter; I'm also looking at them."

(Yousafzai, 2013: 118)

Malala and her bestfriend, Moniba, are like to share stories and their dreams together. They also shared Justin Bieber song, Twilight movies, and even the best a brightening creams. Moniba told Malala that her dream was to be a fashion designer, but she knew her family would disagree with her idea. Because of that, Moniba hid her dreams and said to everyone that she wanted to be a doctor. It is difficult for women in Pakistan society to have a chance to be what they want, and sadly most of all girls accep!ed the situation. But it is different with Malala, who never hid her desire to be what she wants.

"It's hard for girls in our society to be anything other that teachers or doctors if they can work at all. I was different-I never hid my desire when I changed from wanting to be a doctor to wanting to be an inventor or a politician." (Yousafzai, 2013 :7)

Malala was inspired to be a politician by Benazir Bhutto. She believed that because of Benazir, a girl like her could think of speaking out and take actions.

When her family was in Internally Displaced Persons (IDPs) camp, she begins to dream to be a politician someday. It is shown at a sentence below.

When we were IDPs I had thought about becoming a politician and now I knew that was the right choice. Our country had so many crises and no real leaders to tackle them. (Yousafzai, 2013: 204)

Most developing countries are suffering problems such as unemployment, low earnings, inflation, corruption, exploitation, rapid population growth and, above all, political instability resulting from low literacy rate. Education is the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49

effective solution to improve the economy of a country and remove the appearing immoral or corruption society (Kazmi, 2005: 91). Education is the root of all of

Pakistan problems. That is why, Malala stood up with the spirit of liberal feminism. She wanted the equality between male and female in her country.

Ignorance allowed politicians to fool their people and bad administrators to be re elected. Malala wanted a peace in every home, every street, every village, and also every country. And the least, she dreamed education for every boy and girl in the world, not only in Pakistan, when women and men can sit down together, reading books, and be friends at school. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER V

CONCLUSION

This chapter presents the conclusion of this research after the writer has done the analysis that answers three of the problem formulations in the previous chapter. This part aims to highlights the main points of each subchapter in the analysis without giving any further explanation. Since there are three problem formulations in this research, there are three conclusions as well. The first problem is how the major character, Malala Yousafzai, presented in the novel.

The second is how the practice of gender discriminations presented in the novel.

And the last, is Malala's liberal feminist idea towards gender discrimination in

Pakistan.

Based on the analysis that has been discussed above, there are three problem formulations, which have been answered. First, the writer discusses about the description of the major character's characterization. Malala Yousafzai, the major character, is described as a competent, inquisitive, courageous, critical, compassionate, and humanitarian. Her strong desire to study can be seen in her competitiveness to get higher ranks than her classmates. Eventhough the situation become dangerous because of Taliban's terrors, it still did not stop her to go to school. Malala is also a courageous girl. In the novel, Malala got dead threats from the Taliban because her brave action to speak up in the mass media, like radio and television. She is also known as a critical person. It can be seen by her judgements about her society. For example, she criticizes women position in her

50 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

country, which often seen as weak. Besides that, Malala is also described as compassionate and humanitarian. After she met a girl who sells oranges, she made promise to herself that she will use her power to help others to get their rights. She wants to help people, especially the poor.

The second problem that was analyzed in the thesis is about the practice of gender discriminations in Pakistan. Men are dominating in many aspects of life.

All rules and decisions are depending by male only. These facts made women become inferior and oppressed. In the analysis, the writer divides the practice of gender discrimination into three categories, which are: gender discrimination in education, gender discrimination in society, and gender discrimination in Pakistan politics.

There are many restrictions in education aspect that causing the literacy rate of people especially women are low. For example, the Taliban broadcasted that girl should not go to school, even girls' madrasas. Not only banning girls from schools, they also bombed many schools in nighttime.

In the Pakistan society, there is always a big gap between men and women.

In Pashtun tradition, it is believed that good women should be obedient, wear burqa, does not go to school, and stay in purdah. Women are also seen as a property. A girl can be given to another tribe to resolve problem between tribes.

Not only in education and society, gender discrimination is also shown in

Pakistani political sphere. Benazir Bhutto was killed in her election day because of a suicide bomber blew himself near her car. For Taliban followers, it was believed as a right thing because for them, she was not following Islam properly. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52

The last part of this chapter is dedicated to discuss about the last problem formulation, which is about Malala's struggle against gender discrimination in

Pakistan. Malala's ideas of liberal feminism can be seen through her characteristics and struggles. In this part, the writer divides it into two categories based on what Malala has done regarding on the practice of gender discrimination: Malala's liberal feminism ideas in Education and Malala's liberal feminism ideas in Pakistan tradition.

As a competent and inquisitive girl, Malala values education a lot. She knows that education is human right and also a key ofa bright future. Education is neither for boys or girls, but both. With her courageous character, she put up herself to come outspoken in televisions, newspaper, and radio and involved in a group against the Taliban. Even after she was shot by a member of Taliban she still able to encourage her society, especially women to fight to get their right and realize their potentials.

Through her critical mind, Malala critizes the society by always questioning why and making some judgments about the "wrong things" within the society, for example the women position in Pakistan society, cultural and religious values that limit women's right. The discrimination, coercion, and many rules that causes harm towards women's right that she has seen and experienced in her society makes her fights a lot in order to get gender equality and a better life, with freedom and peace for every human being. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

BIBLIOGRAPHY

Abrams, M.H. A Glossary ofLiterary Terms Sixth Edition. New York: Hancort Brace Jovanovich College Publishers, 2009.

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Bressler, E. Charles. Literary Criticism, an Introduction to Theory and Practice. New Jersey: Prentrice Hall, 1999.

Delavande, Adeline, Basit Zafar. "Gender Discrimination and Social Identity: Experimental Evidence from Urban Pakistan". No. 593 (January, 2013). Federal Reserve Bank of New York Staff Reports. (www.newyorkfed.org/medialibrary/media/research/staff_reports/sr593.pd f.) Jan 25, 2016

Hoult, Thomas Ford. Dictionary of Modern Sociology. New Jersey: Littlefield, Adam & Co.,1974.

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Ibrahim, Fariqa. "Honour Killing Under the Rule of Law in Pakistan". Thesis. Montreal: McGill University, 2005.

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Pilcher, Jane and Imelda Whelehan. Fifty Key Concepts in Gender Studies. London: SAGE Publications Ltd., 2004.

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Weiss, Anita. "Women's Position in Pakistan: Sociocultural Effects of Islamization". Vol. 25, No.8 (Aug., 1985), pp. 863-880. Asian Survey. (www.jstor.org/stable/2644115). May 26,2015.

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Yousafzai, Malala, Christina Lamb. I Am Malala: The Girl Who Stood Up for Education and was Shot by the Taliban. New York: Little, Brown Company, 2013. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

APPENDIX

Summary of Malala Yousafzai's I Am Malala: The Girl Who Stood Up for

Education and was Shot by the Taliban

I Am Malala is a novel that tells about Malala Yousafzai's life story. This novel was written by Malala herself with was helped by her co-writer Christina

Lamb. She was born on July, 12, 1997, in Swat Valley, Pakistan. Malala and her family lived in the largest town in the valley, called Mingora. In her younger time,

Swat Valley was known as a popular tourist destination in her country. Malala described Swat Valley as "the most beautiful place in all the world, there are a heavenly kingdom of mountains, gushing waterfalls and crystal-clear lakes"

(Yousafzai, 2013: 22). However, after the Taliban came and tried to take control the valley,'everything began to change, especially about women's life. They make many edict rules and against education. The Taliban has think that read books or learn English or studies science will make children become Westernized

(Yousafzai, 2013: 205).

Malala is a student of the Khushal Public School that was founded by her father, Ziauddin Yousafzai, before she was born. As a highly educated person,

Ziauddin has a dream to build his own school because he wanted to "encourage independent thought and hated the way the school he was in rewarded obedience above open-mindedness and creativity" (Yousafzai, 2013: 62). Malala's spirit comes from her father. He continuously encouraged his daughter to write and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

attend school though the Taliban banned it. She and her father became very outspoken about children's right for education.

Malala began to write a blog for BBC Urdu about her life under the

Taliban. To hide her identity, she used a pseudonym Gul Makai. Her first diary entry appeared on January, 3, 2009. The diary of Gul Makai' was quickly become very popular. She continued to speak out about women's right and education right. In the couple years later, she was nominated for the International Children's

Peace Prize by Desmond Tutu and also become the winner of Pakistan's National

Youth Peace Prize.

Because ofher actions, the Taliban issued a dead threat against her. In the next year, in October, 9, 2012, a gunman shot her head on her way home for school. She received intensive care in military hospital in Peshawar, but because her critical condition, she was flown out from Pakistan to Queen Elizabeth

Hospital in Birmingham to receive the further care.

Malala's shooting incident was brought the world's attention and reactions. She said, "I realized that the Taliban had done was make my campaign global" (Yousafzai, 2013: 356). After the six months recovery in Birmingham, she began to attend school in Birmingham. She also gave speech in front of the

United Nations. In October 2014, she received the Nobel Peace Prize as children's activist and women's rights activist.