‭STUDENT WORKSHEET‬

‭Reading Science Fiction through Structuralist Analysis‬

‭Group C. Members:‬
1‭ .‬ ‭ imas Satria Pranata‬
D (‭ 2211421078)‬
‭2.‬ ‭Zahra Alya Hayahanifah‬ ‭(2211421100)‬
‭3.‬ ‭Anggita Windahaya Fatiha‬ ‭(2211421095)‬
‭4.‬ ‭Dzohiroh Fathiah Al haq‬ ‭(2211421088)‬

‭Table 1.‬

‭No‬ ‭Excerpt‬ ‭ enter‬

C ‭ argin‬
M ‭Description (Explaining the‬
‭Construction‬ ‭Construction‬ ‭dominance of the Center)‬
‭1‬ ‭"Finally, The‬ ‭The Chief‬ ‭Jonas‬ ‭ he Chief Elder one-sidedly‬
T
‭Receiver must have‬ ‭Elder‬ ‭assign Jonas the position of‬
‭one more quality, and‬ ‭the Receiver of the Memory‬
‭it is one which I can‬ ‭without asking and telling‬
‭only name, but not‬ ‭Jonas what does it means to‬
‭describe. I do not‬ ‭him. This left him in fear for‬
‭understand it. You‬ ‭the future as he doesn't know‬
‭members of the‬ ‭what his selection mean and‬
c‭ ommunity will not‬ ‭what he was or would‬
‭understand it, either.‬ ‭become.‬
‭Perhaps Jonas will,‬
‭because the‬
‭current Receiver has‬
‭told us that Jonas‬
‭already has this‬
‭quality. He calls it the‬
‭Capacity to See‬
‭Beyond."‬
‭The Chief Elder‬
‭looked at Jonas with‬
‭a question in her‬
‭eyes. The audience‬
‭watched him, too.‬
‭They were silent.‬
‭For a moment he‬
‭froze, consumed with‬
‭despair. He‬
‭didn't have it, the‬
‭whatever-she-had-sai‬
‭d. He didn't know‬
‭what it was. Now was‬
‭the moment when he‬
‭would have to‬
 c‭ onfess, to say, "No, I‬
‭don't. I can't," and‬
‭throw himself on‬
‭their mercy, ask their‬
‭forgiveness, to‬
‭explain that he had‬
‭been wrongly chosen,‬
‭that he was not the‬
‭right one at all.‬‭(p. 63‬
‭PDF)‬

"‭ Jonas," she said,‬

‭speaking not to him‬
‭alone but to the‬
‭entire community of‬
‭which he was a part,‬
‭"you will be‬
‭trained to be our next‬
‭Receiver of Memory.‬
‭We thank you‬
‭for your childhood."‬

‭ ut at the same time‬

B
‭he was filled with‬
‭fear. He did not‬
‭know what his‬
‭selection meant. He‬
‭did not know what he‬
‭was to become.‬
‭Or what would‬
‭become of him.‬‭(p.‬
‭64 PDF)‬
‭2‬ ‭Frowning, Jonas‬
‭walked toward the‬
‭Annex. I will ask The‬ ‭The Giver‬
‭Giver, he decided.‬
‭The old ma looked‬
‭up, smiling, when‬
‭Jonas entered the‬
‭room. He was already‬
‭seated beside the bed,‬
‭and he seemed more‬
‭energetic today,‬
‭slightly renewed, and‬
‭glad to see Jonas.‬
‭“Welcome,” he said.‬
‭“We must get started.‬
‭You’re one minute‬
‭late.”‬
‭ he Receiver‬ ‭Jonas‬
T ‭ he Receiver of Memory is‬
T
‭of Memory/‬ ‭the Giver himself, who keeps‬
‭all the memories of the‬
‭community, including‬
‭memories of pain, suffering,‬
‭war, joy, and so on. He is‬
‭also the one who advises the‬
‭Elders on important‬
‭decisions and is responsible‬
‭for storing and managing the‬
‭memories. The Giver is an‬
‭elderly man who has carried‬
‭the burden of these‬
‭memories for many years,‬
‭and his role is crucial to the‬
‭functioning of the‬
‭community.‬
 “‭ I apology - “ Jonas‬ I‭ n this excerpt, we see that‬
‭began, and then‬ ‭the Receiver/the Giver is‬
‭stopped, flustered,‬ ‭highly respected by the‬
‭remembering there‬ ‭community including Jonas.‬
‭were to be no‬ ‭The Receiver/the Giver has a‬
‭apologies. He‬ ‭very important position in‬
‭removed his tunic and‬ ‭the community. In fact, he‬
‭went to the bed. "I'm‬ ‭plays a role in making both‬
‭one minute late‬ ‭small and big decisions.‬
‭because something‬
‭happened," he‬
‭explained. "And I'd‬
‭like to ask you about‬
‭it, if you don't mind."‬
‭“You may ask me‬
‭anything."‬
‭Jonas tried to sort it‬
‭out in his mind so‬
‭that he could explain‬
‭it clearly. "I think it's‬
‭what you call‬
‭seeing-beyond," he‬
‭said.‬
‭The Giver nodded.‬
‭"Describe it," he said.‬
‭(P. 91/ 48 PDF)‬
‭3‬ ‭“Lily,” Mother‬ ‭ he‬
T ‭ he‬
T ‭ his excerpt shows that there‬
T
‭reminded her,‬ ‭government‬ ‭community‬ ‭are policies that limit the‬
‭smiling, “you know‬ ‭of the Elders‬ ‭number of births per family.‬
‭the‬ ‭The form of domination‬
‭rules.”‬ ‭shown is the Elders'‬
‭Two children — one‬ ‭government intervention‬
‭male, one female —‬ ‭who regulate births in their‬
‭to each family‬ ‭communities. This is done to‬
‭unit. It was written‬ ‭avoid problems caused by‬
‭very clearly in the‬ ‭overpopulation. However,‬
‭rules.‬ ‭this can also suppress‬
‭Lily giggled. “Well,”‬ ‭people's desire to have more‬
‭she said, “I thought‬ ‭children than specified.‬
‭maybe just this‬
‭once.”‬‭(p. 8)‬
‭4‬
“‭ Jonas was‬ ‭ ssignments‬
A ‭ he‬
T ‭ ne of the most critical‬
O
‭surprised. There‬ ‭Assigned by‬ ‭Newchildren‬ ‭elements of the cultural‬
‭was no way,‬ ‭Community‬ ‭system depicted in The‬
‭of the Elders‬ ‭Giver, ‘Assignments’ are‬
‭really, to know in‬
‭tools used by the elders to‬
‭advance. It was a‬ ‭exert control. It acts as a‬
‭secret selection,‬ ‭Central Construction‬‭By‬
‭made by the‬ ‭determining the role and‬
l‭eaders of the‬ r‭ esponsibilities of each‬
‭community, the‬ ‭member of the community,‬
‭Committee of‬ ‭the elders are better able to‬
‭Elders, who took‬ ‭regulate the members’‬
‭the responsibility‬ ‭behavior. Moreover, they are‬
‭heavily structured and are‬
‭so seriously that‬
‭based on careful observation‬
‭there were never‬ ‭and evaluation to determine‬
‭even any jokes‬ ‭the person’s skills and‬
‭made about‬ ‭aptitudes. At the same time,‬
‭Assignments.‬ ‭however, assignments also‬
‭help to impose the rules and‬
‭ is mother‬
H ‭tenets of Same on the people.‬
‭seemed surprised,‬ ‭Individuality and choice are‬
‭too. “How could‬ ‭de-emphasized, in this‬
‭you have known?”‬ ‭cultural system, with people‬
‭being encouraged to conform‬
‭she asked.‬
‭to societal expectations and‬
‭His father smiled‬ ‭norms.‬
‭his gentle smile.‬
‭“Well, it was clear‬ I‭ n the context of the‬
‭to me — and my‬ ‭community’s cultural system,‬
‭parents later‬ ‭newchildren represent a‬
‭confessed that it‬ ‭margin construction‬‭. They‬
‭had been ob-‬ ‭are introduced into the world‬
‭vious to them, too‬ ‭by being born but have no‬
‭assigned roles in society or‬
‭— what my‬
‭predetermined‬
‭aptitude was. I had‬ ‭characteristics. The‬
‭always loved the‬ ‭newchildren are integrated‬
‭newchildren more‬ ‭through their innocence,‬
‭than anything.‬ ‭which contrasts the regulated‬
‭When my friends‬ ‭and controlled lives of the‬
‭in my age group‬ ‭people. Thus, they also‬
‭were holding‬ ‭question how the rules and‬
‭bicycle races, or‬ ‭construction of the‬
‭building toy‬ ‭community influence and‬
‭shape them and how they‬
‭vehicles or bridges‬
‭will mold their future.‬
‭with their‬
‭construction sets,‬
‭or — “‬
‭“All the things I‬
‭do with my‬
‭friends,” Jonas‬
‭pointed out, and‬
‭his mother nodded‬
‭in agreement.”‬
‭(page 15 PDF)‬