CHILDREN EMPOWERMENT IN C.S. LEWIS’ NOVEL “THE LION, THE WITCH AND THE WARDROBE”

This research is aimed to describe Lucy’s thoughts, feelings, and actions in C.S. Lewis’s novel The Lion, the Witch, and the Wardrobe. The problem that formulated in the research will be answered based on Lucy’s thoughts, actions, and feelings and then describe it. The main source for this research was C.S. Lewis’s novel The Lion, the Witch, and the Wardrobe. This novel is considered as a children’s literature. The focus and the data for this research were events in the novel which showing Lucy’s thoughts, feelings, and actions. The data were analysed by using qualitative content analysis. The instrument was the researcher himself. There are four criteria: credibility, transferability, dependability, and confirmability, which the researcher used in order to make trustworthiness. The findings showed that this novel contains children’s empowerment. Children empowerments are considered as important aspects in children’s story and it has great influence to enrich children’s intelligence and emotion in their growing period, The Lion, the Witch and the Wardrobe can be categorized as a good novel.


INTRODUCTION
The importance attached to children's education is widening with the book into everyday life that will meet the needs of children to read. At the present time, there are available a wide range of books that can be read both printed and digital books, so it makes easy for children or anyone to select books to be read. One of the best books to be read by children is the children literature. As pointed out by (Lynch-Brown & Tomlinson, 1999) Children's literature is good-quality trade book for children from birth to adolescence, covering topics of relevance and interest to children of those ages, through prose and poetry, fiction and nonfiction. Saxby (1991) said that literature is the image of life. Image of life can be understood as a concrete representation of life as encountered in the factual life. So that, it is easy to be imagined while reading, but relatively in a short form because it is compacted. In literature, illustrated life events are through characters in living the life that narrated in the plot. However, not all readings that have characteristics like that can be expressed as Winch (1991) said that a good children's book that delivers and set out from children's lens. It is also reinforced by Nodelman (2008) who proposed that children's literature characteristically describes things from a childlike point of view. It is one of the basic capitals for children to understand about world and life they live in. children have the right to get a book containing a lot of information about life experiences to developing their fantasy. Fantasy may refer to the final results of the psychological procedure of fantasizing, in which case it is a result of the mind's ability to make an image of objects that are not physically present or even conceivable (Gates, et al. 2003). Let and give children a chance to grow and develop their fantasy.
There are some genres in the children's literature. Genre refers to the type or category of literary grouping which is usually based on style, form, or content. This has the consequent understanding that in a kind of literature there are a number of elements that share the same traits and elements that show the difference. Talks about the types will be different for each type but also contain overlapping elements. This is because in each genre there are certain elements that are more or less the same, while different is found only in combination and level. That is, a story form grouped into one subgenre in a genre can have characters that can be found in another subgenre but with different criteria. According to Lych-Brown and Tomlinson (1999), there are six genres or categories in the children's literature: poetry, traditional literature, modern fantasy, realistic fiction, historical fiction, and nonfiction -biography and informational book.
According to Lynch-Brown and Tomlinson (1999), poetry is the expression of thoughts and feelings through a rhythmical synthesis of creative and lovely words chose for their vibrant impacts; Traditional literature includes a few distinctive sorts of stories, but since they were altogether shared orally for so long, they have many highlights in like manner; Modern fantasy refers to the assortment of literature in which the occasions, the settings, or the characters are outside the domain of possibility; Realistic fiction refers to stories that could, in fact, happen to people and creatures, it is inside the domain of plausibility that such occasions could happen or could have happened; Historical fiction is realistic fiction set in a period sufficiently remote from the present to be thought about history; Nonfiction for children is not limited to works containing just actualities. Instead, this genre can best characterize as far as accentuate. The substance accentuation of children's nonfiction is archived actualities.
The most important element in children's literature is characters. Lynch-Brown & Tomlinson (1999) said that characters, the "actor" in a story, are another element of fiction vital to the enjoyment of a story. A well-portrayed character can become a friend, a role model, or a temporary parent to a child reader. In general, Character means the aggregate of mental, emotional, furthermore social qualities that recognize an individual. In children's literature, the character may be used to imply a person, a personified animal or object that inhabits in a story (Lukens, 1990: 80). In the story, the significance of a character decides how completely the character is produced and comprehended by the readers. Character development refers to the progression, good or bad the character experiences over the span of occasions in the story (Brown & Tomlinson, 1999: 29). Therefore, Stories improve children's comprehension of complex human conduct and empower them to encounter vicariously a different scope of characters and relationship (Gamble & Yates, 2002).
In Indonesia, character building has been taught since childhood. As stipulated in Ministerial Regulation No. 23/2015 issued by the Culture and Elementary and Secondary Education Ministry that the growth of characters, hereinafter abbreviated as PBP, is the activity of attitude and habituation positive behaviors in schools that start from the first day of school, the orientation of new learners to junior high school, high school and school medium-sized vocational, up to graduation school. Character building can be built from children's literature or book. Ellis (2002) stated that representing human struggles and feelings is an essential part of good storytelling. Whether told in the books of young children or of adults, stories give the reader the vicarious experience of living through the trials and the thrills of characters in a book. With reflection, the reader can decide how he or she personally would have responded to the decisions the fictional character made. Each of those reflections and decisions gradually influences the thoughts and actions of the reader. Therefore, it can be said that characters in the children's literature can help to build children's character building.
The Lion, the Witch, and the Wardrobe, as one of the children's novels, it is interesting to be studied from many perspectives, such as plot, characterization, point of view, and setting. In order to be a focus on the research, the research will be restricted to the description of the main character, Lucy's thoughts, actions, and feelings and others' comments appraising them, showing their efforts to deal with their life and the empowerment characterization of the children. The limitation of the problems is mainly based on the relevance of the research question, which is "What are Lucy's thoughts, feelings, and actions appear in the novel?"

METHOD
This research uses the descriptive qualitative method. According to Shields and Rangarajan (2013), descriptive research is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred. Rather it addresses the "what" question (What are the characteristics of the population or situation being studied?). This is in accordance with Sekaran (2006) who said that descriptive research seeks to understand characteristics of individuals or organizations by offering a profile to describe relevant aspects of the phenomena of interest.
The main source of the research is the novel entitled The Lion, the Witch, and the Wardrobe by Clive Staples Lewis, or he is better known as C.S. Lewis. He is best known for his works of fiction. Geoffrey Bles published this novel in England in 1950. It is the first published and best known of seven novels in The Chronicles of Narnia (1950 -1956). The researcher only focuses on one of the main characters, Lucy, because she plays a lot and dominates in this novel. So, it is interesting to be studied.
The data are analyzed by using content analysis. Krippendorff (2004) stated that content analysis is a research technique for making replicable and valid inferences from texts (or other meaningful matter) to the context of their use. The qualitative content analysis procedure which is used in this research is inductive category development. Its methodology details a foundation of definition got from the hypothetical foundation and research question which decide the part of the printed considered (Mayring, 2000).
According to Lincoln and Guba (cited in Elo, et al, 2014), there are four criteria for assessing the trustworthiness of qualitative research, that is, credibility, dependability, conformability, and transferability. Credibility is aimed at achieving the validity of the data. The researcher can achieve credibility through carefully and comprehensively reading and re-reading the selected data in accordance with the research question so that the data can be considered credible. This criterion is done until the researcher gets certainty and could not find any other significant variation in the data.
The data of the research are events occurred in The Lion, the Witch, and the Wardrobe by C.S. Lewis that describe the empowerment of child characters to cope with their problems and feelings. The empowerment of children is shown through the capability and sensibility of children in solving their problems and others' problems and also understanding others' feelings. Besides the characterization of the child characters, children's empowerment is also strengthened by the praise of other characters for children's kindness. The focus of the research is events, which show the empowerment of the main character, Lucy to deal with her problems of lives and feelings.
The researcher also applies triangulation technique to gain credibility of the data. Triangulation is the process of corroborating evidence from different individuals, types of data, or methods of data collection in descriptions and themes in qualitative research (Creswell, 2012). The researcher applies one technique of triangulation that is from a different individual. In this technique, the researcher asks another individual or person to discuss the valuable data to know the correct interpretation of the events whether they are relevant to the children's empowerment or not. The person who became another individual to triangulate is Adam Anshori. He is the lecturer of children's literature in English Education Department in the Islamic University of Indonesia. Therefore, his capability in analysing children's literature will be in accordance with the research.

RESULTS AND DISCUSSION
There are many books written for children. However, it is impossible to analyse all of the books. Therefore, the researcher only focuses on one book in order to have a detailed analysis. The researcher chooses The Lion, the Witch, and the Wardrobe by C.S. Lewis because the main characters are children. Especially, Lucy is a child who has the curiosity to open the wardrobe, thus bringing her and her siblings into the world of Narnia. It shows that children in this book have empowerments. According to Oxford Online Dictionary (n.d) empowerment is the authority or power given to someone to do something. Ellis (2002) stated that representing human struggles and feelings is an essential part of good storytelling. Whether told in the books of young children or of adults, stories give the reader the vicarious experience of living through the trials and the thrills of characters in a book. With reflection, the reader can decide how he or she personally would have responded to the decisions the fictional character made. Each of those reflections and decisions gradually influences the thoughts and actions of the reader.

Thought Empowerment
The Lion, the Witch, and the Wardrobe present Thought Empowerment that is thinking the ability of the children through its child character's knowledge or idea and understanding others feelings. Thought Empowerment is divided into two parts. They are Thought Empowerment through Children's Knowledge or Idea and through Understanding Others Feelings.

Thought Empowerment through Children's Knowledge and Idea
Children have their own intelligence in the form of their knowledge and idea. Knowledge includes their ability to understand something, familiarity gained by their experiences and information achieved, whereas, the idea is about their plan, opinion, or conception of something. In The Lion, the Witch, and the Wardrobe, Lucy is presented as a curious and intelligent child. 'Hadn't we all better go to bed?' said Lucy. 'There's sure to be a row if we're heard talking here'…. (Lewis, 1950: 2).
In this conversation, Lucy has an idea that it will be better go to bed rather than talking and arguing. Moreover, when they are heard by the owner of the house, which is the Professor. In this case, Lucy shows the wisdom. Lucy, as the youngest child in this story, has already understood what will happen if they are heard by the owner of the house, the Professor. Lucy's ability to understand the situation around her is one of the forms of children's empowerments. "Do you know," said Lucy, "I really believe he means us to follow him"… (Lewis, 1950: 26).
In this story, it reinforces that Lucy can understand the situation around her. She can understand about Robin's mean that the Robin means them to follow him. Lucy has knowledge about it from Robin's behaviour itself. When they follow the robin, the Robin