REPRESENTASI PEREMPUAN DAN RELASI KEKUASAAN PADA CERPEN RUMAH-RUMAH NAYLA KARYA DJENAR MAESA AYU

  • Lia Metha Sevita Ika Sulistiyarini Universitas PGRI Semarang
  • Asropah Pendidikan Bahasa Indonesia, Pascasarjama,Universitas PGRI Semarang
Keywords: Women’s Representation, Power Relations, Trauma

Abstract

This article aims to analyze the short story Rumah-Rumah Nayla by Djenar Maesa Ayu, featured in the collection Kasur Tanah Cerpen Pilihan Kompas 2017, using Sara Mills' critical discourse analysis approach. The story presents a complex representation of women through the main character, Nayla, who undergoes an identity shift from being a wife in an "ideal" life to an independent woman who is alienated due to past trauma. This research employs a descriptive qualitative approach with a case study method focused on Rumah-Rumah Nayla by Djenar Maesa Ayu. This approach was chosen as the study focuses on analyzing the meanings and discourse formed within the text, through a gender perspective and how the discourse constructs the position of women in a patriarchal society. By applying positionality analysis of the subject and object within Rumah-Rumah Nayla, this article explores how women are positioned as speaking subjects and as objects within the view of a patriarchal society. The results show that the story critiques traditional gender roles and illustrates the challenges women face in reclaiming agency under social dominance and personal trauma.

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Muttaqin, A., Noor, A., Tohari, A., Darma, B., Ayu, D. M., Oddang, F., Sikumbang, F., Soethama, G. A., Tranggono, I., PW, L., Ole, M. A., Aleida, M., Seftiana, M., Wijaya, P., Dahana, R. P., Rifka, Siregar, S., Supratika, Triwikromo, T., & Sumarwan, W. (2018). Kasur Tanah Cerpen Pilihan Kompas 2017. Kompas Media Nusantara.
Published
2024-12-31
How to Cite
Sulistiyarini, L. M. S. I., & Asropah. (2024). REPRESENTASI PEREMPUAN DAN RELASI KEKUASAAN PADA CERPEN RUMAH-RUMAH NAYLA KARYA DJENAR MAESA AYU. Didaktik : Jurnal Ilmiah PGSD STKIP Subang, 10(04), 255 - 263. https://doi.org/10.36989/didaktik.v10i04.4523