Kumpulan Teori Sastra

KUMPULAN TEORI SASTRA
ACKNOWLEDGEMENT
ABSTRACT
1. THE COMPARISON OF FATE IN SHAKESPEARE’S ROMEO AND
JULIET AND REBECCA SERLE’S WHEN YOU WERE MINE
1.1. RESEARCH QUESTIONS

1) How fate depicted Shakespeare’s Romeo and Juliet and Serle’sWhen
You Were Mine?
2) How can fate in Romeo and Juliet and Sarle’sWhen You Were Mine
be compared?
1.2. THEORITICAL REVIEW

1.2.1. The Definition of Comparison
According to Oxford Advanced Learner’s Dictionary,
comparison means the process of comparing two or more people
or things. According to Wikipedia, the definition of comparison
is “setting one thing alongside another to look for similarities,
differences and relative sizes or other properties. From the two
definitions above, the writer can conclude that comparison is an
act to find the equality of something.
1.2.2. The Definition Of Plays

In literature, there are many kinds of works, such as
poetry, short stories and play. The term ‘paly’ can refer to both
the written works of play wrights and usually consists of scripted
dialogue between ones characters to another character. ‘play’ is
usually perpormed in the theater. According to Oxford Advances
Learner’s Dictionary, ‘play’ is defined as a represent ( a
character) in a theatrical performance or a film.
1.2.3. Tragedy
The writer can conclude that tragedy is related to human
life and refers to the body language which could express our
emotions.
1.2.4. Fate
In order to attain a complete understanding of fate three
types of sources are consulted, namely, dictionary, encyclopedia
and philosophical textbook which discusses the topic of fate.
1.2.4.1. Dictionary Meaning of Fate

According to Oxford Advances Learner’s Dictionary,
‘fate’ means the development of events outside a person’s
control, regarded as predetermined by a supernatural power.
Fate that means prophetic declaration, oracle, and prediction.
In Greek literature play, especially in the tragedy of
Shakespeare’s work, the sense of fate seems very strong in
affecting the human life.
1.2.4.2. Encyclopedia Meaning of Fate and Fatalism

According to Stanford Encyclopedia of philosophy, fate
come from fatalism, fatalism is commonly used to show our
attitude or belief toward something in the chain of events that
occur in the future or events that are not able to avoid.
1.2.4.3. Philosophical Meaning of Fate and Fatalism
According to Richard Taylor, an American philosopher
wrote about ‘fate’ in by setting that fate is the belief that
happens in life could not be avoided (Taylor 1963: 55).
Richard Taylor in his book Metaphysics has given different
of Determinism and Fatalism. Determinism is a theory that
believes that all events that happen because of causes.
1.3. ANALYSIS
1.3.1. The Comparative Analysis Between The Play And Novel
The similarities opf the play and the novel come from
the love story between Romeo and Juliet in Shakespeare’s work
and Rob and Juliet in When you were mine by Sherle. From the
anlysis, the writer concludes that the similarities between the two
works begin with their meeting in the dance party and then they
have fall in love at the same moment. Their emotion shows up
in the environment, their respond for each other until they die
together. They have shared the same fates whether their life
buries with their life.
The importance part that makes them different is in the
way they die. This is the interesting part and the points of the
story. In the Shakespeare’s Romeo and Juliet, both of them
commit suicide. Romeo drinks a bottle of poison when he sees
Juliet “dies”, but at the time he is affected by the situation that
his emotions is bigger than himself. Meanwhile in the novel of
Rebecca Serle, she has picture the ending of Rob and Juliet begin
from a quarrel between Rob and Juliet about the relationship
with Rob’s family. He thinks that she lies to him and he is too
angry and because of that he is drunk. Probably he wants to
forget about the problem. His condition at that time has made
him into an accident and craches on the cliff and fortunately she
is in the car. The accident is caused both of them to die.
From the explanation about the writer conclude that the
tragic ending written by Shakespeare is the ending that can’t be
accepted by common sense because it is done by human itself
and suicide is not allowed in Christianity and probably the
ending that was chosen by Shakespeare is one of his rejections
to Christianity although the story was written in the renaissance
period when people revolted againt the Christian doctrine.
Otherwise, the ending of Serle’s novel can be accepted by
common sense, because the accident is not done by human but it
is outside of human willingness.
1.4. THEORITICAL FRAMEWORK
FATE
Meaning of fate Features of fate
Affects
course of life
Dictionary
meaning
unavoidable
Philosopichal
Encyclopedia meaning
meaning Can be positive or
negative
Lack of
casual
relationship Anchored towards
in event a destiny
1.5. FINDINGS
1.5.1. Fate in Romeo and Juliet
First, he has broken heart because his loving is rejected.
Second, romeo meet another girl, named Juliet. The third, they
have fall in love and then their love bring them to their fate. Then
Romeo and Juliet got married. Because of the fight which causes
the killing of tybat by Romeo, he gets a punishment from the
prince. Because of that he can’t leave Verona because his wife
is still there. Then Juloiet’s father want she to marry with Paris,
a kinsman of prince. Then Juliet feel so helpless, she event wants
to kill herself if she will marry another man than Romeo.
Finally Juliet desperate and wants to ends her life by
cutting her pulse. Then Romeo hear this and from his servant and
ask him to bring the horse and he goes to Verona. He fells so
heartbroken when he sees her dead body and he cannot think
clearly. He decided to ends his life to join his beloved wife.
Before he comes to grave yard he goes to a pharmacist to buy
poison. Before he drink the poison he sees her for the last time
and want to keeps their love buried with their live. After Romeo
dies, Juliet wakes up and finds out that her husband has already
died by having drunk a bottle of poison. Therefore when she sees
the knife she uses it to end her lofe to join with her husband.
1.5.2. Fate in When You Were Mind

This story is about some teenagers who still study in the
high school. The fate shows that the acts of Rob to Rosaline in
pretending to know about her future seem that he is trying to lead
a destiny. Finally he meet Rosalina’s cousin, Juliet. Rob is one
of that she loves and goes to date with. They have been friends
for so long. Their fate begin after their meeting and everything
happen next will change their life. Their meeting in the school at
the first day make a sense that the situation happens at that time
can’t be avoided, because she has been attracted by Rob and the
dance party arises in their dfirst meeting.
The situation has lead them to a deep relationhip that has
more than just friends. Their fiuture relationship has arisen
slowly as it affects Rosaline’s feelings. Finally she says that she
is in love with him and doesn’t want him to be sad. Her love for
him makes her can’t think in rational way and it means that is a
negative impact. After Rob has quarreled with Juliet, they have
an accident on the cliffs. He is in drunk at that time and he is not
conscious.
1.5.3. The Comparative Analysis Between the Play and Novel

The similarities opf the play and the novel come from
the love story between Romeo and Juliet in Shakespeare’s work
and Rob and Juliet in When you were mine by Sherle. From the
anlysis, the writer concludes that the similarities between the two
works begin with their meeting in the dance party and then they
have fall in love at the same moment. Their emotion shows up
in the environment, their respond for each other until they die
together. They have shared the same fates whether their life
buries with their life.
The importance part that makes them different is in the
way they die. This is the interesting part and the points of the
story. In the Shakespeare’s Romeo and Juliet, both of them
commit suicide. Romeo drinks a bottle of poison when he sees
Juliet “dies”, but at the time he is affected by the situation that
his emotions is bigger than himself. Meanwhile in the novel of
Rebecca Serle, she has picture the ending of Rob and Juliet begin
from a quarrel between Rob and Juliet about the relationship
with Rob’s family. He thinks that she lies to him and he is too
angry and because of that he is drunk. Probably he wants to
forget about the problem. His condition at that time has made
him into an accident and craches on the cliff and fortunately she
is in the car. The accident is caused both of them to die.
From the explanation about the writer conclude that the
tragic ending written by Shakespeare is the ending that can’t be
accepted by common sense because it is done by human itself
and suicide is not allowed in Christianity and probably the
ending that was chosen by Shakespeare is one of his rejections
to Christianity although the story was written in the renaissance
period when people revolted againt the Christian doctrine.
Otherwise, the ending of Serle’s novel can be accepted by
common sense, because the accident is not done by human but it
is outside of human willingness.
1.6. REFERENCES
Aruan.DM.2012. penuntun menulis skipri UMI ;Medan unpublished
Elizabethan era wikipedia, the free encyclopedia 12 april 2013

http://en.wikipedia.org/wiki/elizabethan era
Fatalism. Stanford encyclopedia of philosophy 10 april 2013
http://plato.stanford.edu/entries/fatalism/
Fate (2000) oxford advanced learner’s dictionary. Vol.6
Fate.wikipedia, the free encyclopedia 09 april 2013

http://en.wikipedia.org/wiki/fate
2. THE ANALYSIS OF PREJUDISM AND DISCRIMINATION IN J.
K. ROWLING’S HARRY POTTR CHAMBER OF SECRETS

1) What forms of prejudism and discrimination can be found in the
novel?
2) What are the sociological aspects that trigger prejudism and
discrimination conducted by the higher class towards the lower
class in the novel?

2.2.1. Prejudism
Prejudism is the precursor to discrimination, before the
higher people discriminate the low people, they would first have
a negative prejudice in their mind.
1) Cognitive prejudice, referred to what is considered right,
stereotype is one of cognitive prejudice.
2) Affective prejudice, referred to what a person likes of
dislikes, emotional aspect.
3) Conative prejudice, referred to how a person is tendency to
act, think and act negatively.
2.2.2. Discrimination
It can be concluded that discrimination is a negative
behavior from the higher group of people towards the Low group
of people, by acting unfair and try to push away the low group
of people.
Allport (1954) says that discrimination is the third step
of the scales as he depict in his research. His research could be
defines as:
1) Anti-locution
a) Hate speech (dehumanization)
 They do Jokes about Muslim, Irish, Jewish, Black,
Asian-American, Native American, women, etc.
b) Avoidance
 Members of a higher group actively avoid members of
marginalized groups.
 Harm is not intended but it is done through isolation.
c) Discrimination
 Actively targeting marginalized person.
 Denying opportunities of marginalized people to have
their houses, jobs, education, etc.
d) Physical Attack
 Doing physical harm to members of marginalized
group.
 Includes love crimes, vandalizing, lynching, etc.
e) Extermination
 Attempt to massacre entire group of people.
 Indian Wars to kill Native Americans.
 “The Final Solution” for Jewish population.
 “Ethnic Cleansing” in Bosnia.
2.2.3. Prejudism And Discrimination In Sociological View

Globally speaking, prejudice in society could occur is
because of the limited resources. The higher class of people
would like to take the advantage by the lower class people to
have an advantage, as an example in America the white people
owns the black people to work for them as slaves while they do
not get the appropriate amount of money as return. By doing this
action, the victim becomes less-motivated.
According to Chin (2004, p. 69), the prejudiced people
will firstly captured the things that capture their attention and
they will tend the process of information about the first
impression of that person. In their mind, there are actually
mental pictures or categories of people that they pay attention
on, some negatives and positives.
According to Goode (1986), another sociological view
about discrimination that happen in the society is because of the
society that determines people from the tasks and ranks some of
them as more valuable than the others. We can take a little
explanation from the example, societies or people considerable
respect the people who has a job as a doctor or lawyer and they
far less respect to the job of people that do a digger job or carry
burdens.
According to Festinger (1950) in sociology aspect, social
influence is one of the factor in Social discrimination, the group
of people may try to change the deviant’s position or conversely
the deviant may try to change the group’s position.
2.2.4. Prejudism And Discrimination In The World

The world consists of so many varieties of people and
cultural orientations which are built around sharp divisions
between the opposite of higher class and Low class people. In
the History, the Higher class of people always thought that they
are the best and they have a fully power to overcome the lower
class of people.
Even though, God creates people in the same of equality,
the white people always though that they are the first and the
black people are on the second, so that the black people as a
“Property” and they sell them to get money, the gentleman will
come to the house of Slaves and bargain with the “owner” to get
the “property” that they would like to.
2.2.5. Mimetic Theory

According to Teeuw (1984), literary works could be
divided into four forms, such as: objective approach, expressive
approach, mimetic approach and pragmatic approach. Objective
approach is an approach which focuses on the literary works
itself, expressive approach is an approach which focuses on the
writer of the literary works, mimetic approach is an approach
that focuses on the universe that involves in the literary work as
the reality representation and pragmatic approach is an approach
which focuses on the readers.
In order to finish his thesis, the writer chooses mimetic
approach as his theoretical approach. The writer believes by
choosing mimetic approach, it will help the writer to maintain
the analysis. Mimetic approach will help the writer to relate th
problem in the novel with the problem that people face
(universe).
2.3. ANALYSIS
Here the writer would like to present his analysis about the
forms and social factors of prejudism and discrimination in Harry Potter
Chamber of secrets novel. In order to make the thesis easier to be
analyzed, the writer will serves the analysis based on the prejudism or
descriminiation and the social aspects occur to minority class by the
mojprity classs or non-class people.
2.3.1. Characters Or Group Of People

2.3.1.1. Forms Of Prejudism Or Discrimination And Social Aspects
Experienced By (Harry Potter (Half-blood)
In this chapter, the writer will discuses the forms
of prejudism or discrimination an social aspects that happen
to Harry Potter (half-blood wizard). The prejudism or
descriminatin that occur between normal (muggle) and
wizard (Harry Potter). Harry Potter is the main character in
Harry Potter novels trilogy, Harry Potter is being consider as
the half-blood tribe, which his father is a magician and his
mother is a muggle-born. Since he was a baby, Harry Potter
has been left at his uncle house namely Dudly’s family, his
uncle name was Vernon, petunia as his uncle’s wife and they
have one kid.
Every day in his life, Harry Potter being treats
likwe he is not a haman. A for that, the writer will try to
reveals the data which consisted of forms of prejudism or
discrimination aspects acted by Dudley’s family as a normal
human to Harry Potter as a magician.
2.3.1.1.1. Summary Of Types Of Prejudism Or Discrimination
Treatment And Sociological Aspects.
1) Cognitative Prejudice (form of prejudism)
Harry experienced this by his uncle’s attitude
toward him and also from Ernie, one of his
classmates.
2) Discrimination (Allpotr’s scale)
Harry experienced this when he makes mistakes
and his uncle’s treatment is pretty bad toward
him.
3) Anti-locution (Allport’s scale)
Harry experienced this when his uncle mentions
that hogwarts is a plac for an abnormal people.
4) Blatant Discrimination (form of discrimination)
Harry experienced this by his uncle’s and aunt’s
attitudes toward him.
5) In-group And Out-group System (Tajfel’s
theory)
Harry experienced this when the data shows that
his uncle, Durley’s (normal people) believes
being a wizard is kind of shame to the family.
2.3.1.2. Forms Of Prejudismor Description And Social Aspects

Experienced by Dobby (house-elf)
In this chapter, the writer will discuss about the
discrimination experienced by Dobby. House elf is a magical
tribe known pure-blood type. House-elves are fully enslaved
and completely under wizard power. They have no rights and
no presentation at the ministry. Many rules and laws bind
them to their masters. In the novel Harry Potter Chamber of
secrets, the house elf that is enslaved is called Dobby. Dobby
served malfoy’s family of family of pure-blood tribe.
Actually, house-elf used to be a very powerful creature,
which has the same power like the other wizard.

Dobby experienced this by his master (malfoy’s
family)
2) Covert Discrimination (form of discrimination)
Dobby experienced this when Harry Potter treats
him like an equal.
3) Conative Prejudice (form of prejudism)
Dobby experienced this when Harry Potter make
a bad impression to him.
4) Avoidance (Allprort’s scale)
Dobby experienced this by Lord Vorldmort (dark
lord) an his master.
5) Discrimination (Allpoort’s scale)
Dobby experienced this since he was born.
6) Physical Attack (Allport’s scale)
Dobby experienced this when Mr.malfoy kicks
him on the ground and when he tries to protect
Harry Potter from Mr. Malfoy attecks.
7) Social Influence (festinger’s theory)
Dobby experienced this when Harry Potter
treaten him that will struggles him if he does not
let Harry Potter goes his away.
8) Categorization (goode’s theory)
Dobby experienced this when he tells Harry
Potter about the struggle of his past life.
theory)
Dobby experienced this since he can’t used his
magic freely.
2.3.1.3. Forms Of Prejudice And Discrimination Experienced by

Weasly’s Family (pure-blood)
In this chapter, the writerdiscuss the prejudism and
discrimination experienced by weasly’s family as one of the
member of pure-blood family. They are considered as blood
traitors, they will face the same prejudice and discrimination
as the minority groups. According to Pius Thickness, “the
blood traitors are as bed as the mudbloods”. Moreover, they
are willingly to associate with muggles, muggles-borns, and
half-blood and do not consider themselves superior to others
because of their blood status.
1) Cognitive Prejudice (form of prejudism)
This is happen when Mr. Malfoy deprives an idea
consider wizard by their’s blood is crucially
important.
2) Affective Prejudism (form of prejudism)
Weasly’s family experienced this when mr.
Malfoy disagree with Arthur Weasly decision to
help the lower class family.
3) Conative Prejudism (form of prejudism)
Weasly’s family experienced this when draco
Malfoy says that they dislike people who help the
lower class.
This form has been experienced when Ron
Weasly is discriminated by Draco Malfoy.
5) Covert Discrimination (form of discrimination)
Weasly’s family experienced this when the
moment he builds the protection of ministry.
6) Avoidance (Allport’s scale)
Weasly’s family also experienced this in the
same when Mr.Malfoy says that the ministry of
protection must not b created
7) Social Influence (Festinger’s theory)
Ron weasly experienced this when Draco Malfoy
states that the sign of Harry Potter is much more
precious.
8) In-grup And Out-group System (Tajfel’s theory)
Arthur weasly experienced this by mr. Malfoy
hates toward lowr class family.
2.3.1.4.Forms Of Prejudice And Discrimination Experienced by

Hermione Granger (mud-blood)
In this chapter the writer will discuss prejudism
and discrimination towards Granger’s is the family,
Hermione Granger is the member of Granger’s family.
However, Grangerr’s family is considers as a mudblood by
the pure-blood. They are witches and wizards who may be
subject to negative social concequences due to having a low
status relative to those in the majority group. They are on
the receiving end of the term mudblood, which means dirty
or common blood. Mudblood is a nickname of a magician
whom is and her parents are muggles, they have no power to
magic.

1) Connotative Prejudice (form of prejudism)
Hermione Granger experienced this Ron Weasly
prejudice against the Malfory’s family
2) Blatant Discrimination (form discrimination)
Hermione Granger experienced this by
malfaoy’s family.
3) Subtle Discrimination (forrm of discrimination)
Hermione Granger experienced this when the
other people think that mudblood is not a good
wizard.
4) Convert Discrimination (form of discrimination)
Hermione Granger experienced this by Draco
Malfoy.
5) Anti-lucotion (Allport’s scale)
Hermione Granger experienced this when
everytime she has been called by the other pure-
blood.
6) Avoidance (Allport’s scale)
Hermione Granger experienced this when mr.
malfoy considers the important point of haing a
pure-blood.
7) Extermination (Allport’s scale)
Hermione Granger experienced this by either
pure-blood and dark lord.
8) Categorization (goode’s theory)
Hermione Granger experienced this when
malfoy’s family with the decision.
9) Social Influence (festinger’s theory)
Hermione Granger experienced this when she
has been a friend and Harry Potter.
theory)
Hermione Granger experienced this when her
closed friend.
Prejudism and Descrimination
Type of Prejudice and The Theory Of Prejudism and

Descrimination Descrimination
1. Cognitive Prejudice
2.Attective Prejudice 1. Prejudism and in
3.Conative Prejudice Sosiological view
2. The novel “Harry
1. Anti-locution Potter’s Chamber of
2. Avoidance Secrets
3. Descrimination 3. Prejudism and
4..Physical Attack Descrimination in
5.Extermination the word
4. Mimetic Theory
2.5.FINDINGS
Analysis of forms and social

factors Prejudism and
Discrimination
The characters of The summary of the

Prejudism or types of Prejudism or
Discrimination discrimination
1. Blantet discrimination
Forms of Prejudism or
Discrimination and social 2. Covert discrimination
aspects experienced by 3. Conative prejudice
Harry Potter (half-blood).
4. Avoidance
5. Discrimination
6. Physical attack
Forms of Prejudism or 7. Social influence
Discrimination and social
8. Categorization
aspects experienced by
Dobby (house-elf) 9. Extermination
10. In-group and out-group
Weasly’s family (pure-
blood)
Hermione Granger (mud-
blood)
2.6.REFERENCES
Allport,Gordon W. 1954. Nature of prejudice cambrige: Harvard
university press
Chin, jean lau 2099 the pshychology of prejusim and
discrimination: disability united states : ABC-CLIO-LLC

Festinger, schachter L, S, and back K . 1950 social processes in
informal groups.
Goode, William J. 1986. Principle of sociology Equality and
inequality Colombia university.
Whitley, Bernard 2009 thr pshychology of prejudice and
descrimiation united states: prepress PMG.
J.K. Rowling’s Harry Potter : chamber of secret, accessed on 25th
march 2014 on 12.00 <http://en.wikipedia.org/wiki/Harry_Potter>
The meaning of social psychology, accessed on 28th march 2014
on 08.00
<http://www.simplypsychology.org/social-psychology.html>.
To understand more about prejudism, acccssed on 02th april 2014
on 20.30
<http://www.understandingPrejudicee.org>
To understand more about discrimination, accessed on 02th april
2014 on 21.15
<http://www.smccd.edu/accounts/saterfield/psyc106_03/Chpt10
%20prejudiceDiscriminatin>
3. THE CHARACTER OF LIFE OF JOHN STEINBECK’S NOVEL
THE PEAR

1) What makes the main character’s personality change ?
2) How does the life’s character change after the appearance of the
pearl ?

3.2.1. Clarification of Terms
The title of this thesis is the character of life in John
Steinbeck novel “ the pearls”. And the thesis statement is
“steinbeck plainly portlays the unsatisfied human nature in the
short happy life of pippin IV through the characters “ dialog and
deed”. The writer feels it is very important to clarify the terms
used in the analysis so that each meaning of the terms will be
clear and understandable.
The three meaning that is goinmg to be used in the
anlysis are : apparently colloquialism, an a simple manner, and
in a plain manner. This means that three of them will be the
divisions in analyzing the unsatisfied human nature found in the
short story.
Human nature consist of two wors, human and nature.
The new expanded webster’s dictionary define human as
belonging to man or or man kind; having the qualities of the man
. “(s.v human) “ and the new expanded webster’s dictionary state
nature as : individual constitution, sort, natural human isntinc,
“(s.v nature )”.
It is important to give the meaning of human nature as a
whole, not only word to word. The writer found a clear definition
of human nature in the webster’s ninth new collegiate dictionary
which states the nature of human beings as :
1) The complex behavioral patterns, attitudes, and ideas which
human beings acquire socially.
2) The complex of fundamental dispositions and traits o
human beings. (s.v. “human nature “).
Further , comprehensive meanings of dialog are :
1) Conversation between two or more persons.
2) The conversation between the characters in the novel,
drama, etc.
3) An exchange of idea or opinions on a particular issue, esp.
Apolitical or religious issue, with a view to reaching an
amicable agreement or settlement.
4) A literary work in a form of a conversation : a dialogue of
plato, (vide “dialogue”)
In fact, ine of the sites of the internet points out deed us :
1) Something that is carried out; an act or action.

2) A usually praise worthy act; a feat or exploit.
3) Action or performances in general, (vide “deed”)
Character also plays a big role in this analysis. That is

why the writer felt the importance af defining the meaning of it.
On the other hand, the oxfors advanced learner’s

dictionary defines character briefly as, “all the mental or moral
qualities that make a person, group, nation, etc different from
others.” (s.v. “character”).
3.2.2. Theoretical Approach

William Henry Hudson states “literary research should
be based on the interpretation and the analysis of literary works
itself ( 1949:66). But not only have that, as a matter of fact, the
real life of the author and the social condition of the time when
the story written also have a big dealt in analyzing the story.
The principle of analysis applied to the study is
psychological analysis. Freud states that, “ behavior is
determined by the unconscious mind, a repository of repressed
impulses and desires, of which the walking mind is completely
unaware, but determine the way think, feel, and act.
According to Teeuw, a literary works relates to the
universe, artist, and audience. Based on this concept, the first
analysis focuses to the literary workls itself, which is called as
objective approach. The second focusses to the writer of the
literary works, called as expressive approach. The third focuses
of the universe that involves in the literary works as the reality
representation, called as mimetic approach. The last approach
focusses to the reader(s), which is called as pragmatic approach.
(1984:50).
3.2.3. Principle of Analysis

The writer has used the objective approach to describe
the intrinsic element of the short story as the principle of
analysis. This thesis employs the psychological analysis, and for
that the writer will use the library research. It means that the
analysis may deal with the data from the text of the literary works
itself and all material, information and data carried out from the
literary works. The data were taken from the literary works itself
likje, objects, events, dialogues, and incidents.
3.3. ANALYSIS
3.3.1. Analysis Of Characters
3.3.1.1. Kino
Kino is the husband of Juana and the father of
Coyotito. Kino lived at Lowick, a small village near the wide
sea which made his fate as a pearl diver. Kino with his simple
life lived in brush house. Since a tragedy was triggering his
live to change from a normal life into an ambitious life,
kino’s story began to be very dramatic.
In the end, however kino’s expectation didn’t
become a reality. He was depressed because of two things.
First, he was very affended because of his son nearly feel into
the verge of death. Second, he was fallen into agony because
he felt that dream can found everything what was in his
mind.
3.3.1.2. Juana
Juana was a typical woman and mother. Who was
often to give an advice to her husband, more than that she
wanted to live spacefull live along with his husband and son
rather than to live in luxury. She was religious, almost
unreasonable, for she declined to wear ornaments for
religion’s sake. Juana had that kind of beauty which seems
to be enhanced by her poor and common garment. She was
usually spoken of as very clever, ye she had ideas which
might make a cautious man stop to think first.
3.3.1.3. Coyotito
Coyotito is the son of Kino and Juana. The mayor
problem was this young baby still can’t do much in his life
like the others baby. The most attractive attention of Juana
toward him was to planning for his future, such as she has
been taught to move well and to have fine manners.
Moreover, he is the initiator of this story instead of the pearl
itself.
3.3.1.4. Juan Thomas

Juan thomas was Kino’s cousin as well as Kino’s
neighbor, and he lived in the village as a fisherman. Juan was
the supporting character in this story, when Kino began to
panic and lost his house. It was Juan who let him and his
family to stay in their house. The good thing from Juan was
he never tried to stab Kino in the back.
3.3.1.5. The Doctor

The doctor came from an old family in the North
City. He was young and bold but his determined character
was closed by his greed and despair. The doctor was serious
minded and determined to work for the building of a new
hospital in city, but he was choosen to be a volunteer doctor
in a small village. He was an independent man. He helped
Kino and his family but only to be paid not as a volunteer.
He was not succesful as a doctor. He couldn’t make enough
money since the villager demand to gain a free medical
treatment from him.
3.3.2. Analysis of Psychological Conflict Experienced by Main
Characters
3.3.2.1. Kino And Juana
At first, Kino believed him to have a bad omen
from ancient legends. But that morning he made a bad
mistake which made his friends with him. The quotation
below shows what that Kino feeling.
Now Kino got up and wrappet his blanked about
his head and nose and shoulders. He slipped his feet into his
sandals and went outside to watch the down.
Outside the door he squatted down and gathered
the blanket ends about his knees. He saw the speecks of gulf
clouds flame high in the air. And a goat came near leaped
into flame and threw spears of light through the chinks of the
brush-house wall and threw a wavering square of light out
the door. A late moth blustered in to find the pair. The song
of the family came now from behind Kino. And the rythm of
the family song wasthe grinding stone where Juana worked
the corn for the morning cakes.
After the situation over, Kino was not happy. He
was succesful in his aim to found his problem. She was
obediant and respectful and cheerful and patient, she could
arch her back in child pain with hardly a cry. Juana could
stand fatigue and hunger, she feel stronger than her husband.
Juana not only a calm wife, but also a great woman
who thought the duty of wife is to help a husband. She was
a wife whose heart was full of affection. Although some
quarrels occured in their marriage, she always tried to keep
the harmonious life between themby avoiding the quarrel
and trying to understand her husband’s behavior.
The conflict between both of them were on the
form of psychological conflict. Juana and Kino were too
pushy which made Kino feel restless and depressed. The
second psychological conflict was about the desire of
keeping the pearl. He was torn by his own feeling, wheter he
has to listen to Juana or not.
3.3.2.2. Kino And Juana Psychological Conflicts
After Kino tried to find other place, his settlement
in the town was evidently due to his ambition, as it is shown
in the quotation below :
“Juana” he said, I will go on and you will hide. I
will lead them into the mountains, and when they have gone
past, you will go North to Loreto or to Santa Rosalia. Then,
if I can escape them, I will came to you. Iot is the only safe
way.
Moreover, fright can cause mental depression,
and if it gets worse it will probably make a person mad.
Therefor, we don’t have to be afraid of what happens today
and what will happen tomorrow.
Kino didn’t tell Juana what had happened. But
when she visited her son, he learned the truth. The shock to
her terrible. This is shown in the quotation below:
And then Kino stood uncertainly. Something was
wrong, some signal was trying to get through to his brain.
Tree frogs and cicadas were silent now.and then Kino’s
brain cleared from its red concentration and he knew the
sound, the keening, moaning, rising hysterical cry from the
little cave in the side of the stone mountain, the cry of death.
From the analysis, it can be concluded that the
conflicts between Kino and Juana was also psychological.
Psychologically they were so attracted to each other that they
then forgot to consider psychological impact.
CHARACTER
TYPES OF EXAMINE THE

CHARACTER CHARACTER
SIMPLE (FLAT)
FROM ACTS
CHARACTER
COMPLEX
(ROUND) FROM SPEAKS
CHARACTER
FROM WALK
ALL OUTWORD
ACTION
3.5. FINDINGS
The writer found thatr there are two types of characters in this
novel. The first character is simple (flat) character and the second is
complex (round ) character. And the resolution in this novel is analysis
is the remorse. Kino regrets that he didn’t throw up the pearl. This is
cause by the greed and survivalist of life. One may not be able to hold
the precious thing like treasure as the most important like family is
always comes first.
3.5.1. Conclusion
1) Kino sustains three stages of personality changes. The first
stage is when Kino has to struggling to save his son,
Coyotito. The second stage is when Kino has found the pearl.
The last stage is when Kino has to survive from being
terrorized by the towns people including the head priest,
hunter and merchant.
2) The elements that make Kino changes his personality is
depicted from the conflict of his life, the conflicts with Juana,
and the conflict with the towns people.
3.6. REFERENCES
Grolier. 1976. The new grolier webster international dictionary
of the english language.
“Human”, the new expanded webster’s dictionary.
“Nature”, the new expanded wbster’s dictionary.
“Deed”, oxford advanced learner’s dictionary.2000. London:
Oxford University Press.
“Plainly”, the free dictionary website, 13 October 2014, 20.00
Wib.
Read, Allen Walker, 1999. Websters comprehensive
dictionary. Trident Press International.
Shipley, Joseph Twadell. 1971, Dictionary of world literary
terms. Allen
Steinbeck, John. 1993. The pearl. California : penguin books.
Steinbeck, John. 2001. The short reign of piipin IV. United
kingdom :penguin books.
4. THE INFLUENCE OF THE CHARACTER OF MORRIE
SCHWARTZ TOWARDS TO MITCH ALBOM

1) How is Mitch Albom as the main character portrayed in the
novel?
2) How is Morrie Schwartz described in the story?
3) How does Morrie Schwartz influence Mitch Albom’s personality?
4.2.THEORITICAL REVIEW
The writer used stated by Rohrberger and Wood Jr. (1971: 6-
15) say that to study a piece of literature, we have to use critical
approaches to literature. Therefore, they provide approaches which the
readers may well apply in evaluating a literary work. Those approaches
are the formalist approach, the biographical approach, the sociocultural-
historical approach, the mythopoeic approach, and the psychological
approach. The writer stated that the formalist approach focuses on the
total integrity of the literary piece and almost entirely on its aesthetic
value.
The formalist critic examines the literary piece without
reference to facts of the author’s life. The writer stated that the
biographical approach analyzes the literary work related to the author’s
background of life. To the reader must know the background and the
personal life of the author in order to get a deeper understanding of his
literary work. Generally, this approach is applied for biographical
novels.
The writer stated that the sociocultural-historical approach
believes that the literary work is influenced by the social, culture and the
historical background of the author. Therefore, the author’s social,
cultural and historical life takes an important place in determining his
literary work.
The writer stated the mythopoeic approach seeks to discover
certain universally recurrent patterns of human thought, which they
believe find expression in significant works of art. These universally
recurrent patterns are those that found first expression in ancient myths
and folk rites and are so basic to human thought that they have meaning
for all men.
The writer stated the psychological approach involves the
effort to locate and demonstrate certain recurrent patterns. The
proponents of this approach consider that the behaviour and statements
of the character may reflect their psychological order.
4.2.1. Character
Character takes an essential role in a literary work.
Character also determines the quality of a literary work.
Abcarian (1998:6) says that good stories are usually interesting
from the beginning till the end. They present characters the
readers care about and they might be reasonable or unreasonable.
4.2.1.1. Definition of Character

Roberts and Jacobs (1987:63) define a character as
a reasonable imitation of a human being, with all the good
and the bad traits of being human. In a story a character
usually must face a major problem which may involve
another character. The character may win or lose. He/she
may learn and be the better for the experience or may miss
thepoint and be unchanged despite what has happened.
4.2.1.2.Types of Character
Guth and Rico (1997: 70) categorize characters as
flat characters and round characters. A flat character is a one-
dimensional character which has a one-track personality.
The readers can guess what this character will be or what this
character will do because a flat character is usually simple.
On the contrary, a round character has a combination of
traits. This character usually undergoes changes in some
aspect. The changes may be better or worse; smaller or
larger.
4.2.1.3.Definition of Characterization
Along with the word character is
‘characterization’. Murphy (1972: 161) defines
characterization as the way in which an author attempts to
make his characters understandable and come alive for his
readers. Hence, the readers are able to visualize the
characters as the author expected.
4.2.1.4.Methods of Characterization
Murphy (1972: 161-173) proposes methods of
characterization to discern how an author conveys the
characters and the personalities of the people he writes about.
These methods are personal description, character as seen by
another, speech, past life, conversation ofothers, reaction,
direct comment, thought, and mannerisms.
1) The first method is personal description. Using this
method, the author can describe a person’s appearance
in terms of build, face, skin-colour, hair, and clothes in
order to describe the character.
2) The second method is character as seen by another.
Instead of describing a character directly, the author can
describe the character through the eyes and opinions of
another in this way. The reader gets, as it were, a
reflected image. This method can give the impressions
of shape, cleanliness, firmness, smoothness, colour, etc.
3) The third method is speech. Using this technique, the
author can give the readers an insight into the character
as one of the persons in the book through what that
person says. Whenever a person speaks, whenever he is
in conversation with another, whenever he puts forward
an opinion, he is giving us some clues to his character.
4) The fourth method is past life. Using this method the
author can give us a clue to events that have helped to
shape a person’s character by letting the reader learn
something about a person’s past life.
5) The fifth method is through the conversation of others.
Using this technique, the author can also give the readers
clues to a person’s character through the conversations
of other people and the things they say about him. People
talk about other people and the things they say often give
as a clue to the character of the person spoken about.
6) The sixth method is reactions. In this way, the author can
also give the readers a clue to a person’s character by
letting us know how that person reacts to various
situations and events. For example, when a lady passes
by. Someone may greet her while lifting his hat to show
his politeness, while others may just keep standing still.
4.2.2. Personality
According to Kalish (1973: 5), “Psychology is the
science that attempts tounderstand, describe, predict, and to
influence behaviour – particularly human behaviour”
4.2.2.1.Definition of Personality
Many psychologists try to define the meaning of
personality. One of them, Kalish (1971: 52-53), states that
personality is a dynamic organization of characteristic
attributes leading to behaviour and distinguishing one
individual from other individuals.
4.2.2.2.Factors Determining Someone’s Personality

Human personality is not shaped by itself. There
are some factors determining one’s personality. According
to Hurlock (1974: 143-380), there are eight factors which
establish someone’s personality. Those factors are physical
determinants, intellectual determinants, emotional
determinants, social determinants, aspirations and
achievements, sex determinants, educational determinants,
and family determinants.
4.3.ANALYSIS
4.3.1. The Characterization of Mitch
Character has various types, Holman and Harmon (1976:
82) categorize character into two types: major character and
minor character. A major character is a character that plays the
most important role in a story. A major character becomes the
focus of the story. He or she is the most frequently appeared
character is the story from the beginning until the end.
Meanwhile, a minor character takes a less important role in the
story. He or she does not always appear in the story. According
to this theory, in Albom’s Tuesdays with Morrie , Mitch is
categorized as the major character because Mitch plays the most
important role in a story. He becomes the focus of the story as
well. Compared to other characters, Mitch is the most frequently
appeared character in the story from the beginning until the end.
Hence, Mitch becomes the center character in the story as the
major and protagonist character.
In order to find out how the author characterizes his

character, Murphy’s theories of characterization (1972:161-173)
are applied. They are personal description, character as seen by
another, speech, past life, conversation of others, reaction, direct
comment, thought, and mannerisms. However, the author only
makes use some of them.
They are personal description, character as seen by

another, speech, past life, reaction, direct comment, thought, and
mannerisms. Using these methods the author portrays Mitch
Albom as:
1) Smart
Mitch Albom is described as a smart student. He is able
to finish his high school one year earlier than his peers. He
becomes the youngest student in the class when he attends
Brandeis University. Hence, in order to hide his identity as
a young student on campus, he wears old gray sweatshirts
from a local gym while walking around with an unlit
cigarette in his mouth, although he does not smoke.
It is my freshman year. Morrie is older than most of the
teachers, and I am the younger than most of the student,
having left high school a year early. To compensate for my
youth on campus, I wear old gray sweatshirts and box in a
local gym and walk around with cigarette in my mouth, even
though I do not smoke. (p30).
Morrie Schwartz, Mitch’s former teacher at Braindes
University, also confesses that Mitch is a clever student. In
his graduation day, Mitch introduces his parents to his
favourite professor, Morrie. Afterwards, Morrie says to
Mitch’s parents how Mitch takes every class he has taught.
He tells them that Mitch is a special boy, which makes Mitch
embarrassed. (p.4)
In addition, after Mitch gives Morrie a briefcase he
bought one previous day, Morrie says to Mitch that he is one
of Morrie’s good students from which we can infer that
Mitch is a smart student. “Mitch, you are one of the good
ones,” he says, admiring the briefcase. Then he hugs
me’(p.4)
Based on the proofs above, the author describes Mitch as
smart student who can be seen through the author’s direct
comments and characters as seen by others.
2) Hard Working
Mitch Albom is described as a thirty-seven years old
man who is very busy with his jobs. It is seen through
Mitch’s personal description.
I was thirty-seven, more efficient than in college, tied to
computers and modems and cell phones. I wrote articles
about rich athletes who, for the most part, could not care less
about people like me. (p.34)
Moreover, when Mitch has to face the death of his uncle
whom Mitch idolizes very much he becomes more
ambitious to be a successful man. Their relationship is just
like a close friend. It is his uncle who has taught Mitch to
play music, to drive, and to do many other things. They are
so close. Unfortunately, fate says a different thing. The uncle
dies at the age of forty-four because of pancreatic cancer.
Mitch feels deeply depressed.
At the same time, I had my first seriious encounter with
death. My favorite uncle, my mother’s brother, the man who
had taught me music, taught me to drive, teased me about
girls, thrown me a football- that one adult whom I targeted
as a child and said, “That’s who I want to be when I grow
up”- died of pancreatic cancer at the age of forty four. (p.15)
However, his uncle’s death gives a positive effect to him.
After his death, Mitch decides not to play music at half-
empty night clubs anymore. Instead, he goes back to school.
He finishes his study and earns a master’s degree in
journalism and takes the first job offered as a sports writer.
This time, he does not want to waste the time since then time
is very precious for him because he believes that he would
suffer a similar disease. (p. 96)
Then he works very hard as he bounces around from a
country to another. He is determined never to end up his life
like his uncle. He wants to achieve many accomplishments
and has a lot of money by which he thinks that he can control
things and can get happiness. He wants to achieve them
before he gets sick and finally dies like his uncle. Thus, his
past has contribution to make him as a workaholic. (p. 17).
As he is a workaholic, Mitch works without considering
time. He works and works without feeling tired.
After Mitch marries Janine, his work still becomes his
first priority. One usually spends his days with his couple to
have honeymoon or just spending his early weeks of
marriage with his new lover. However, Mitch does not. A
week after his wedding, he is back to work. He puts his
priority on his jobs over his new wife (p.17)
From this point, it becomes clearer that Mitch is a
workaholic. He puts his job as the first priority over all other
things including on the person he admires and respects,
Morrie.
Through Mitch’s personal description, his past life, the
author’s direct comment, his reaction, and the character as
seen by others above, it is clear that Mitch is described as a
workaholic.
3) Boastful
Mitch is also characterized as a boastful man. On the
graduation day, Mitch promises Morrie that will keep in
touch. “He asks if I stay in touch, and without hesitation I
say, “Of Course.”(p.4)
However, Mitch does not keep his promise. He
disappears for years without any reasons or explanation that
Morrie knows.
At this point, I should explain what had happened to me

since that summer day when I last hugged my dear and wise
professor, and promised to keep in touch. I did not keep in
touch. (p.14)
Mitch does not only lie to his admired teacher, but also
to the woman that he has married for years, Janine. Ke
promises to her that one day they will build a happy family
together, something that Janine wants very much. In fact,
he breaks up his promise again. He never build up a family.
For years after their marriage, he never makes Janine’s
dream come true. (p.17)
Not only Morries and Janine have got Mitch’s broken

promises, but also he does the same thing to himself. When
Morrie asks some questions to Mitch, questions on what
Mitch has got after he graduates from college, suddenly
Mitch remembers his promise to himself. He promises
himself that he would never work for money. He would join
the Peace Corps and live in beautiful, inspirational places.
Mitch has broken up his own promise to himself as now he
is working for five jobs chasing money and achievements.
(p.34)
Based on the author’s direct comment, Mitch’s speech,
thought, and reaction, it can be concluded that Mitch is a
boastful man. He does not only lie to Morrie as his admired
teacher and Janine as his beloved wife, but he also lies to
himself.
4.3.2. The Description Of Morrie Schwartz

1) Old and Dying
Morrie loves dancing very much. When he is still
healthy, he uses to go to Harvard Square every Wednesday
night for dancing in the crowd. Whatever kind of music is
played, it would always be suitable for him to dance (p.5).
One day, Morrie and Charlotte go to a neorologist’s office.
After the neurologist examines, he judges that Morrie is
suffering from Amyotrophic Lateral Sclerosis (ALS) that is
a disease which attacks human’s muscles (p.7)
Morrie Schwartz is also described as an old man. He is
about seventy eight years of age (116). His hair is thin and
almost white. His face is also skinny and bony. At the first
time Mitch sees Morrie, he comments, “I had not seen him
in sixteen years. His hair was thinner, nearly white, and his
face was gaunt” (p.27)
Based on Morrie’s personal description and character as
seen by another, it is clear that Morrie is characterized as an
old man of seventy-eight who is dying because of ALS.
2) Tough
Although Morrie is an old man and suffering from a
deadly illness, he does not give up. He is a tough man. When
a doctor states that he is suffering from ALS, he is shocked.
However, he does not regret his fate. On the contrary, Morrie
keeps fighting against his illness and never gives up. He is
and old man, but he has a thought that “dying” is not the same
as “useless” and he wants to prove it. (p.12).
Day by day, Morrie’s health is getting worse. He is not
able to stand all alone anymore now because his legs are
numb. Therefore, he uses a wheelchair. When he is eating,
he also begins to cough. However, this worsened condition
does not make him give up or depressed. On the contrary, he
is able produce beautiful ideas which he writes on any kind
of papers. (p.18).
Suffering from a deadly illness can be a nightmare of
endless sadness for people. Sometimes Morrie mourns for
himself until he cries, but he is not buried in that sadness. He
has a strong will to survive. (p.21-22)
Morrie’s illness has weakened his body, but not his mind
and feeling. On the contrary, he becomes a tough man. His
weak body does not weaken his spirit, but strengthens it.
Once, when Mitch visits him, Morrie tells that death is in
front of his eyes, but he is not scared. His smile says that he
is a tough man.
As a conclusion, Morrie is portrayed as a tough man through
the author’s direct comment, Morrie’s reaction, his
mannerism, and through Mitch’s view.
3) Wise
As an old dying man, Morrie’s wisdom grows along with
his age and his coming death. When he is judged that he
suffers from a deadly illness, immediately he decides to
spend his rest of life to share his knowledge and to give
lessons to all people. He wants people to learn with him as
final project. (p.10)
Morrie also shoes his wisdom when he gets a phone call.
When he is talking to Mitch, suddenly a phone rings.
Connie, his nurse, says to Morrie that he gets a phone call.
However, Morrie asks her to tell the caller to call him later.
This is a wise decision because he does not want anyone to
disturb his conversation with Mitch. He really appreciates
Mitch’s visit since he arrives from far away just to visit him.
(p.33)
Referring to Morrie’s mannerism, reaction, and speech,
the author describes Morrie as a wise person.
4) Modest
Morrie is portrayed as a modest man as well. From the
way he dresses, no one knows that he is a prominent doctor
of sociology, with year of experiences as a college professor
with several well-respected books. (p.5)
On one occasion, when he has a first interview with Ted
Koppel, he does not want to wear beautiful clothes that will
make him look luxurious in front of the camera. He wants to
be the way he really is. Hence, he only wears a shaggy gray
sweater. This attitude reflects his modesty.
Morrie’s personal description, manner, and reaction
above show that Morrie is modest person. He wants people
to see him that way and the author has successfully describe
it.
5) Devoted
Morrie is also characterized as a person who is willing
to devote his best for others. Although he is sick and it is very
hard for him to come to Braindeis University, he does not
want to skip his last class. He wants to announce to his
students by himself that he will not be able to teach anymore.
(p.9)
When Morrie knows that one of his colleagues at
Brandeis dies, he goes to his funeral. At that time, he is
already using a wheelchair which means that his condition is
not good. However, he still goes there and it shows how he
respects his friend. (p.12)
According to Morrie’s mannerism above, the author
describes Morrie as someone who is willing to devote
himself to others.
4.3.3. The Influence Of Morrie On Mitch Albom’s Personality

Development
This part analyzes how Mitch’s personality develops and
what factors influence his personality to develop. The theories
related to personality changes which have been presented in
chapter two are also applied to find out Mitch Albom’s
personality development.
Human personality may be determined by some factors.
Hurlock (1974: 143-380) says that there are eight factors which
can establish someone’s personality. Those factors are
educational determinants, family determinants, sex
determinants, aspiration and achievements, social determinants,
emotional determinants, intellectual determinants, and physical
determinants. From these factors, Mitch’s personality is
establish mainly by aspirations and achievement.
His aspiration comes from his uncle who dies because
of pancreatic cancer. Mitch believes that someday he will also
suffer from the same disease. Referring to the theory of Hurlock
(1974: 265), Mitch’s aspiration is considered negative aspiration
because he wants to avoid failure.
When the significant people endure changes in their
individual’s life, and when he tries to adapt their pattern of
behavior and attitude, beliefs, values, and aspiration, changes in
his personality pattern are inevitable (Hurlock, 1974: 126). At
this point, Mitch’s significant person who influences his
personality is his teacher at Braindeis University, Morrie
Schwartz. At this time, Morrie gives some lessons about “The
Meaning of Life” to Mitch.
4.3.4. Morrie’s Influence on Mitch’s Wisdom

Mitch is not wise at the beginning of the story. He always
puts his first priiority on his work. Moreover, when Mitch visits
Morrie for the first time, he does something which is not wise.
(p.27)
His first visit to Morrie causes Mitch to always
remember Morrie. He is envious with Morrie. Morrie’s words
also haunt him. Morrie gives his first lesson about culture. He
says that mostly American culture does not make peole feel
comfortable. (p.42). Mitch always remembers that words.
On another occasion when Mitch is visiting Morrie,
Morrie does a wise thing that Mitch imitates later on. At that
time, Morrie gets a phone call. However, he really appriciate
Mitch’s visit. Thus, he asks his nursse, Connie, to tell the caller
to call back later since he is visiting his old pal (p.33)
This wise act makes Mitch feel very appreciate. Yet, he
does not understand why Morrie receives him so warmly.
Feeling so touched and arreciated of Morrie’s wisdom. Mitch
imitates the same manner. When he comes back on the following
Tuesday, he does not let his business disturb hiim with Morrie
like his first visit. He wants to be really with Morrie without
thinking about his business. (p.55)
The points above show that Mitch has changed. Morrie’s
wisdom also influences Mitch to be wiser. Mitch has changed
from someone who usually puts his priority on work to the one
who puts Morrie, someone he loves, as his priority during his
visit. Bassed on the analysis above, we can conclude that Morrie
has influences Mitch’s personality through his interaction with
Mitch, his lessons, and through his advice to Mitch.
So referring to the theory of Hurlock (1974: 120-122)
about the characteristics of personality changes. Mitch’s
personality change is categorized as a better change. It is because
he successfully makes an adjustment from someone whi is
selfish to be the one who is able to make a priority wisely.
4.3.5. Morrie’s Influence on Mitch’s Self-Concepts

The self-concept of each individual is different and very
personal. The self-concept of someone is strong in common.
Hurlock (1974: 120) also says that the self-concept is relatively
stable and is unlikely to change. However, she also says that the
core of the pattern and the self-concept can change if the person
perceives shifts in the attitude and treatment of significant people
in his life. In this novel, Mitch has two significant self- concept.
They are the concept of love and the concept that men do not
cry. Morrie’s characteristics are indirectly influence Mitch’s
personality. The following analyses show that Mitch’s self-
concepts change because of Morrie.
4.3.5.1.On Mitch’s Self-Concept of Happiness and Love
As stated before that Mitch wants to get a lot of money
and achievements before he dies like his uncle. He thinks that
money and many achievements will make him happy. Thus,
he becomes workaholic. (p.17)
However, he meets Morrie after 16 years. Then, they
arrange a class every Tuesday. During these Tuesday, Morrie
teaches Mitch abput many things especially about love and
happiness. Morrie askes whether or not Mitch has devoted
himself for love because when Mitch and Morrie are still in
Brandeis University, Mitch says that he will not work for
money, but love. (p. 34)
He also remember Morri’s lesson in university. The
lesson is about love. Morrie knows that although love needs
sacrifice, people will do for that. Therefore, he says that love
always wins. (p. 40)
Mitch also learns a lesson when Morrie warns him that
money is not the most important thing. Morrie also advises
Mitch to be a “fully human” where he has to mingle with the
society around him. He teaches Mitch to love others. (p.46-
47)
Morrie also teaches him a lesson about love to family.
He says that family becomes an important thing of life. The
importance of love to the family will be very clear when
someone is sick. He/she will get love, care, and concern from
his/her family. Thus, love is very important that he wants
Mitch to be aware of. (p. 91-92)
Morrie’s characteristics as a wise and modest person
indirectly influence Mitch’s self- concept to change. Mitch
who is workaholic and who always thinks about money and
achievement develops to be someone who does many
charritites to help other, to devote himself for others, and to
love and care others. He wants to make his life meaningful.
(p.92)
All lessons and advice about love and family that Morrie
has given to Mitch are not a waste because finally they are
able to change Mitch.
Soon after Morrie’s death, Mitch also tries to contact his
brother Peter. He tells Peter how he loves him and how he is
very precious to him that he does not want to lose him. (p.
191)
Mitch’s attitude toward his wife and his brother abovee
shows that Morrie has influenced Mitch’s concept of
happiness. Morrie makes Mitch realizethat it is not money
and achievement that will make him happy, but love.
As a conclusion, Morrie has influenced Mitch’s self –
concept of happiness and love through his interaction with
Mitch, his lessons, and through his advice to Mitch.
4.3.5.2. On Mitch’s Self- Concept that Men do not Cry

Mitch believes that men do not cry. On the contrary
Morrie often cries. He often cries when he feels touched and
there are many things can touch his feeling. Moreover, after
he suffers from ALS, he becomes sensitive. Many times
morrie shows Mitch that he is crying. This shows that he
wants to show Mitch that men are okay to cry. He makes
himself as an example of mand who is crying. (p.166)
On the fourteenth Tuesday, the last day of their class,
Morrie wants to say good-bye. However, it is very hard for
him to say so. Therefore, Morrie askes Mitch to touch his
heart and he cries. Morre thingks it is the way to say good-
bye. (p.184)
After that, Mitch says that maybe Morrie is tired. Thus,
Mitch will go home and come back on the next Tuesday.
However, Morrie just snorts lighlty and tries to laugh.
Poorly, he cannot laugh. It is more like a sad sound. Then,
Mitch kisses Morrie so close and so long, more than usual.
Mitch tries not to cry, but now he fails to do so. It means that
Mitch has changed his self-concept of man’s crying because
finally Mitch cries. ( p.186)
Based on the analysis above, it can be concluded that
Mitch’s self-concept about men and tears changes. He
changes from someone who believes that man does not cry
to the one who thinks that man is all right to cry.
However, in changing Mitch’s self concept, Morrie

needs longer time since self-concept according to Hurlock
(1974: 7) is the core of personality that is hard to change.
Through his lesson and advice he gives on and on to Mitch,
finally Morrie is able to change Mitch’s self-concept. Mitch
does not see happiness and love through money and
achievement anymore. Therefore, he views that love is the
only one thing that will make him happy. His concept of men
and crying also changes. He does not any longer see tears as
a shameful thing for men.
4.4.THEORITICAL FRAMEWORK
LITERATURE
CHARACTER PERSONALITY
DEFINITION OF DEFINITION OF
CHARACTER PERSONALITY
TYPES OF
FACTO
CHARACTER
4.5.FINDINGS
LITERATURE
NOVEL
TUESDAY'S WITH
MORRIE
THE CHARACTERIZATION THE INFLUENCE OF MORRIE

OF MITCH ALBOM AS THE SCHWARTZ ON MITCH ALBOM'S
MAIN CHARACTER PERSONALITY DEVELOPMENT
MORRIE'S INFLUENCE
MORRIE'S INFLUENCE
SMART ON MITCH'S SELF
ON MITCH'S WISDOM
CONCEPTS
ON MITCH'S SELF ON MITCH'S SELF

HARD WORKING CONCEPT OF CONCEPT THAT MEN
HAPPINESS AND LOVE DO NOT CRY
BOASTFUL
4.6. REFERENCES
McCullough, Michael.
http://apps.libraries.psu.edu/PACFTB/bios/biography.cfm?Author
ID=945. Accessed on August 22nd, 2006 at 07. 33 a. m.
http://www.sminkworks.com/authors/mitch_almbom.htm. Accessed on
August 22nd, 2006 at 7. 32 a. m.
http://www.randomhouse.com/features/morrie/. Accessed on July 21st,

2006 at 4.15 p.m.
http://www.albom.com/about_mitch.htm. Accessed on July 21st, 2006

at 4.01 p.m
5. AN ANALYSIS OF FEMINISM PORTRAYED IN THE MAIN
CHARACTER, ELIZABETH BENNET, IN JANE AUSTEN’S PRIDE
AND PREJUDICE

1) What are the characters of the main character, Elizabeth Bennet,
presented in Jane Austen’s Pride and Prejudice?
2) How does the main character, Elizabeth, reveal feminism in the
novel?
5.2.1. Literature
Literature became part of the culture of the community.
Literature is the manifestation of mind in the form of writing.
According Jones (1968:1) says, “Literature is simply another
way, we can experience the world around us through our
imagination”. Literature is related with art, which the author uses
poetic language, inner happiness, and emotion in process of
writing literary work.
The subject of literature is taken from real life. Reading
a literary work means knowing more about life. The reader can
reach the message, idea or value from the literary work which
they read or learn pragmatically. Lukens (2003:9) describes
“Literature at its best gives both pleasure and understanding. It
explores the nature of human beings, the condition of
humankinds”.
There are many kinds of literary work, such as poem or
poetry, short story, novel or prose, drama or playlist, and etc.
reading a literary work is a process interaction between the
author and the reader.
5.2.2. Novel
Novel is one of literary work. Novel attracts the attention
and the interest of many people regardless of their age,
profession or position, everyone almost like to read a novel.
Language in the novel facilitates the readers in understanding
story in novel. It is different from language in poetry which is
governed by poetic convention.
A novel describes the stories of the characters in a
context that set in a logical sequence. With the narrative
technique, novel can depict real picture of the story. From the
depiction, the reader can visualize the story what was told.
Novel almost like short story, but novel is longer.
According to Reader and Woods (1987:6) state, “Fictitious prose
narrative of volume length portraying characters and actions
representative of real life in continuous plot”. A novel can depict
the characters, events, conflicts that reflect the real life in
sequence of plot. The same opinion was come from Hawthorn
(1985:1), he states:
Positive criticism comes from James Ramsay (2013) in
his article Pride and Prejudice: The Classic Jane Austen Novel
is Not Just for Girls, he criticizes:
Pride and Prejudice is valuable because it’s a book for
reading people read people. As is still the case today, this is
particularly difficult for men, whose narratives are culturally
dominant enough that we don’t feel the need to decipher
anything —we just expect that our perceptions match reality.
And this is why boys ought to read Jane Austen. Women have
made it clear enough where we are and where we need to go. It’s
our imperative to pay attention.
This article proves that Pride and Prejudice is great
novel for everyone to read. Not only for women but also for men.
5.2.3. Theory of Character and Characterization
Stanislaw Lem (2005) in his essay My Essay on Pride
and Prejudice says:
The novel follows the main character, Elizabeth Bennet,
and her middleclass family living in 19th century England.
Elizabeth, unlike her younger sisters, is quite quick-witted but
perhaps is too judgmental and relies very heavily on her first
impressions of people; this is clearly evident after her first
meeting with Mr. Darcy.
He means that Elizabeth is a woman that difference with
the other. She has many characters that will reflect her feminism.
Benna Crawford (1999) also comments for the character of
Elizabeth on her essay, Essay topics on “Pride and Prejudice”.
She says that:
Elizabeth is driven by her own romantic notions and by
a bright mind that is more independent than is typical for the time
she lives in. Charlotte is older, plainer, less gifted and far more
pragmatic. Through marriage Charlotte will acquire a secure
place in society. Elizabeth seems to fear that a secure place in
society will bury her alive.
Character and characterization are the most important
elements in a novel. Good character will be one determinant for
the quality of novel. Character and characterizations are
elements of the story that can’t be eliminated. With character and
characterization, the story becomes more real and more alive.
In story of the novel, there are minimal two kinds of
character that can be seen in the story. They are main or major
character and supporting or minor character. A major character
is the central figures or the focus of the story. Usually, major
character emerged from the beginning to the end of the story. On
the other hand, minor character or supporting character is a
character that only accompanied or followed the existence of the
main character.
Stanford (2005:37), states “The protagonist is the major
character with whom we generally sympathize, while the
antagonist is the character with whom the protagonist is in
conflict. The antagonist is generally not symphatetic”.
Character also can be classified into two categories,
namely flat character and round character. Tomlinson and
Brown (2002:25) say:
Flat character is a character described in one-sided or
underdeveloped manner. Although such people do not exist in
real life, they may be justified within the story to propel the plot.
Sometimes the character is shown as an all-evil or all-frivolous
person; for instance, folktales present flat characters as symbols
of good and evil.
According to Gordon and Kuehner (1999:97) state
“Characterization-what the author does to bring a character to
life, to provide the reader with a sense of that character’s
personality, to make that character unique. Authors can
characterize or develop a character directly or indirectly”. From
the characterization itself, character will be presented and
developed, so the readers will understand the character.
However, the writer only chooses five procedures to
understand the character of Elizabeth Bennet so the writer can
get the clue to find the characterization of Elizabeth. They are:
1) Character as seen by another: the author describes the
character through the eyes and opinion of another.
2) Speech: the author can give the readers an insight into the
character of one of the persons in book through what the
person says .
3) Reactions: the author can give a clue to a person’s character
by letting the readers know how that person reacts to various
situations and events.
4) Direct comment: the author can describe or comment on a
person’s character directly
5) Thoughts: the author gives the readers direct knowledge of
what a person is thinking about.
5.2.4. Theory of Feminism

“Women and men should have equal opportunities, that
women should not be discriminated againts based on their
gender, and that women and men should get equal pay for equal
work, chances are she will say yes and so will most men”,
(Rosenstand:2006:566).
Women come in a colorful life with an abundance of
charm. They are depicting strength, perseverance, patience,
fortitude, intelligence, obedience, perseverance and exceptional
intelligence.
This situation reversed because people believe that
women are weak creatures. They consider that woman can work
a little and unable to work hard like a man. Montagu (1953:23)
says that” in almost every society there is a belief that men are
superior and women are inferior, women also think that belief is
right, because it believes as what really happens”. This view
can’t be supposed as a reason that position of women is under
men.
This condition is unfair for women, also portray that
there is gender discrimination in the past. It happens from the
generation to the next until they realize their injustice. It
encourages the emergence a belief called feminism. The feminist
movement related to women’s nature particularly and in general
it related to women’s emancipation. Women’s movement is in
order to reach the equality of right with men in many aspects,
such as politic, social, economy and culture. Rosenstand
(2006:567) says that “the principle of equality does not imply
that everyone is the same, but that everyone should be treated as
equals unless special circumstances apply.
There are three waves of feminist movement. The first,
the second wave and the third wave of feminism. Rosenstand
(2006:575) states that “the first wave generally refers to the
feminist movement in Europe and the United States from its
early beginning the seventeenth century to the accomplishment
of its most urgent goal, the right for women to right”.
There are four genres in this period. They are Liberal
feminism, Radical feminism, Socialist feminism, and Marxist
feminism. The second wave feminism begins on 1960.
According to Ratna (2005:223), the second wave has bring out
two genres, they are existential feminism which explains and
rejects the presence of women to bring up their children. Another
genre is gynocentric feminism which focusing on the disparity
of men and women. While the third wave in the early 1990. This
wave brings four genre, they are postmodern feminism,
multicultural feminism, postcolonial feminism, and
ecofeminism.
There are many perspectives about feminism. The writer
presents four types of feminism, they are Liberal feminism,
Radical feminism, Socialist feminism, and Marxist feminism.
5.2.5. Liberal Feminism

The liberal feminism rose in the seventeenth centuries.
Liberalism gives intensity for the equality rights in occupation
or education. The feminist believe that democracy is naturally
adaptable to equality for the women and men. Every human
being is created with the same rights and every woman must
have the same opportunity in developing their future.
Pilcher and Whelehan (2004:49) state as follow:
“This liberal position is broadly held to be the dominant,
‘common-sense’ stance on feminism, applicable to the majority
of women who identify as ‘feminist’ in some way, but dont want
to overturn the social status quo in order to achieve better social
conditions for women.” Liberal feminism is trying to make
women and men equal, corporate, independent and free to decide
their own future.
5.2.6. Radical Feminism

This type of feminism spreads out in the United States
since 1960s-1970s. They consider that both women and men
must be educated to see the tradition as one of oppression and be
encouraged to create a new one based on a female perspective.
According to Davies in International Encyclopedia of The
Sociology of Education also gives an opinion about radical
feminism.
Rosenstand (2006:596) says:
“The goal of radical feminism is thus to raise the
individual awareness of what the patriarchal tradition has done
to us, men as well as women. We must try to undo the social and
psychological damage done by centuries of male dominated
culture-by making women aware of how much in their personal
and professional lives has been dominated and design by men.”
5.2.7. Marxist Feminism
Marxist feminism is growing up in the second wave
during late 1960s and 1970s, in Britain especially. Marxist
feminist analysis as the identification of the structural elements
that determine the quality and nature of our experience. Pilcher
and Whelehan (2004:50) state that “changes in women’s social
conditions with the overthrow of industrial capitalism and
changing relations of the worker to the means of production”.
They consider that changes of women’s social are from the
economic, social, political structure which related to capitalism.
5.2.8. Socialist Feminism

Women’s participation is important in development of
economy. This condition does not mean to increase women’s
status. In capitalism women’s is in under development. Socialist
feminist is concerned with the roles allocated to women that are
independent of class status. Tuana and Tong (1995:262) say:
“socialist feminist claim that the labor of women, in the
domestic realm serves not only the interests of specific families
but also the interests of capitalism in that the family reproduces
the attitudes and capabilities needed to enter into the wage labor
force. The socialist feminism’s purpose is to construct the
society in order to get equality in gender.”
In this thesis, the writer is going to reveal that Elizabeth,
the main character of the novel, has shown evidences of feminist
action.
5.3.ANALYSIS
There are two main parts that are analysed in this chapter. The
first part is Elizabeth character’s presented in the novel. The second part
is how the character, Elizabeth Bennet, reveals her feminism.
5.3.1. The Character Of Elizabeth Bennet Presented In Pride And

Prejudice
There are many aspects in a novel. Character is the one
of the important aspects in a novel. Abrams (1981:14) defines
that a character is an actor or actress who has role in story or
presented in dramatic or narrative work, who is interpreted by
the readers as being endowed with moral and dispositional
qualities that are expressed in what they say (dialogue) and what
they do (action).
As the first step, the writer will analyze the main
character, Elizabeth Bennet, in Pride and Prejudice. Elizabeth
has a big role in developing the story of Pride and Prejudice. She
is seen to be an atypical female during those times. Intelligence,
bravery, sharp tongue, independence, and feminist views
Elizabeth shares make her a totally different young woman than
other women of her society. Lizzy’s characters are portrayed
below.
5.3.1.1. Elizabeth is an Intelligent Woman

The writer found 9 data which can support that
Elizabeth Bennet is an intelligent woman. In the novel,
Elizabeth or Lizzy is the second daughter of Mr. Bennet and
Mrs. Bennet. Physically, she is not beautiful enough, but she
is her father’s favorite daughter. Mr. Bennet loves her than
the other Elizabeth sister.
Elizabeth is a kind of smart and intelligent woman
that different with the other women in her era. it is known
that intelligent is the character of Elizabeth and her father
admit it. His father was convinced that Elisabeth has an
intelligent thought which distinguished her with other
women at the time. In the other hand, Elizabeth had a quicker
intelligence than her sister. It showed when they met their
new neighbors, Bingley’s family. She has a different view
with Jane. In the first meeting, she was able to guess and feel
if Bingley’s sisters did not like with their arrival except Mr.
Bingley. Elizabeth asked to Jane, but Jane did not feel it.
Elizabeth’s ideas and understanding describe that she
have brilliant thought. Her idea made Jane happier than
before. It can raise Jane wishes towards Mr. Bingley and she
hoped that the impression of Miss Bingley was wrong.
Elizabeth has the ability to understand complex concepts and
understand relationships. She was able to understand the
problem in depth and think about the solutions. On the other
hand, she can answer the question with the rational and
obvious reasons. It reflected on her conversation with Lady
Catherine De Bourgh.
 Data 1.1 Chapter 1 (Page 8)

‘What nonsense! Lizzy is not a bit better than the others.
She is not half as pretty as Jane, nor as good tempered as
Lydia. But you always prefer her.’ (This is her mother
expression when her father preferring Lizzy was
introduced to Mr.Bingley (their new neighbor) than the
other daughters and Mrs.Bennet was disappointed to
hear that)
 Data 1.2 Chaper 1 (Page 8)

‘They are all silly and ignorant, like other girls, said he.
‘But Elizabeth is more intelligent than her sisters.’

‘Elizabeth listened silently, but she was not sure. She had
a quicker and stronger intelligence than her sister. She
did not really like Mr.Bingley’s sisters. They could be
very good humoured when they were pleased, but they
were proud and conceited*. Being handsome, well
educated and wealthy, they had always lived among
other wealthy and well born people. Therefore they
thought themselves better than others.’ ( It was an author
description when Elizabeth visited Bingley’s family)

“Perhaps that is not possible for anyone but my object in
life has been to avoid the weaknesses which often make
intelligence people seem ridiculous”. (Elizabeth’s
intelligent also indicates in her dialogue with Miss
Bingley.)
 Data 1.5 Chapter (Page 49)

‘He has been unlucky to lose your friendship.’ replied
Elizabeth, ‘and he is likely to suffer for it all his life.’
Darcy made no answer.
‘I remember hearing you say Mr.Darcy, that you hardly
ever forgave anybody. I suppose you are very careful
about starting any resentment.’
‘I am’
‘People who never change their opinion must be sure
they are right in the first place.’
‘May I ask what these questions means?’
( It was Elizabeth dialogue with Mr.Darcy in the dance
party)

‘You must decide for yourself. If you think the misery of
disappointing his sisters is greater than the happiness of
being his wife, then of course you must refuse him.’ (The
idea of Elizabeth to Jane about Jane’s relationship with
Mr. Bingley also indicated her intelligent).

‘Really, Madam, I think it would be very hard on the
younger sisters if they could not have a share of
amusements, because their elder sisters do not marry
early. The youngest has the same right to the pleasure of
youth as the oldest. If she were kept back it would not
improve sisterly affection!’ (Elizabeth dialogue with
Lady Catherine De Bourgh)

Elizabeth was distressed. She felt that she had no
business at Pemberley. The possibility of meeting
Mr.Darcy while looking at house instantly occurred to
her. It would be dreadful! She blushed at the very idea.
At last, though her aunt praised the beauty of the house
and its grounds, she decided to go only if she found that
the family were absent from Pemberley. (Elizabeth
thought when her aunt, Mrs.Gardiner ask her to visit
Mr.Darcy’s house)

‘Yes, and heard it before. But the knowledge that his
mother and her aunt wished him to marry Miss De
Bourgh will certainly not keep me from him. If
Mr.Darcy does not wish it himself, why can he not make
his own choice? And if I am that choice, why may I not
accept him?’ (Elizabeth rejected the coercion of Lady
Catherine De Bourgh which require her to refuse
Mr.Darcy’s proposal)
5.3.1.2. Elizabeth is Bravery And Sharp Tongue Woman

Intelligent can’t be separated from Elizabeth, but she
also has another character that will be find in the novel. One
of the other characters is bravery and sharp tongue. This
character is very significant in the novel. Almost the whole
part of the story in the novel, we can find her bravery and her
sharp tongue.
The first data used which can prove that Elizabeth is
bravery and sharp tongue woman is her conversation with
Charlotte Lucas about Jane’s feeling towards Mr. Bingley,
she dared to speak the truth although her words sometimes
sound harsh and could offend the others feeling. But her
bravery in conveying her opinion or idea is very impress and
impressed that she is an honest woman also. Elizabeth’s
bravery reflects when she knew that Jane was very ill, and
she wants to visit her. She did not care if it was far away and
alone. She traveled only on foot without a carriage with her.
Her bravery grew after knowing that Jane was sick. She did
not care about her mother’s prohibition.
Elizabeth bravery also found when she rejected two
proposal, they are from Mr. Collins and Mr. Darcy. Although
Mr.Collins is the heir of her house but she could not
deceiving herself that she dislike Mr.Collins. Elizabeth also
dared to refuse Mr.Darcy’s proposal. Although Mr.darcy is
a rich and esteemed man, it did not change her assumption
that Mr.Darcy is an arrogant. And her reason for her refusal
of Mr. Darcy’s proposal, she openly speaks against
Mr.Darcy and reveals why she did not like him and once
again brave to reject his proposal outright.

‘If he cannot see how she feels about him, then he must
be more stupid than I am!” (Elizabeth dialogue with
Charlotte Lucas about Jane’s feeling towards
Mr.Bingley)

‘How silly you are!’ cried her mother. ‘You will covered
with mud when you get there. You will not be fit to be
seen.’
‘I shall be fit to see Jane – which is all I want. It is only
three miles. I shall be back for dinner.’
She went alone, quickly crossing field after field. (It was
Elizabeth did when he knew that Jane was very ill in
Mr.Bingley’s house)

‘That is an extraordinary hope, sir, cried Elizabeth.
‘I am not one of those young ladies who dare risk their
Happiness on the chance of being asked a second time!
I mean what I say. You could not make me happy and
I am sure that I could never make you so. If your friend
Lady Catherine knew me I am sure she would agree that
I am not suited to the position of your wife.’ (Austen,
2005:53) (That was a conversation between Elizabeth
and Mr. Collins. At that time,she was proposed by Mr.
Collins)

‘Really, madam, I think it would be very hard on the
younger sisters if they could not have a share of
amusements, because their elder sisters do not marry
early. The youngest have the same right to the pleasure
of youth as the oldest. If she were kept back it would not
improve sisterly affection!’
Lady Catherine seemed astonished at not receiving a
direct answer. Elizabeth was the first person who had
ever dared to teased her dignity. (It was a conversation
with Lady Catherine De Bourgh who is respectable
sensible woman indeed)

‘you mean to frighten me, Mr.Darcy, by coming like this
to hear me. But I refused to frightened. I am a stubborn
person. My courage always rises when others try to
frighten me.’ (It was Elizabeth expression when she was
playing the piano after having dinner together at Lady
Catherine’s house and she awakened by the emergence
of Mr.Darcy suddenly)

‘in such cases it is, I believe the custom to express thanks
for the feelings of the gentleman, even when one does
not share them. If I could feel gratitude I would now
thank you. But I cannot – I have never desired your goof
opinion, and you have certainly given it most
unwillingly. I am sorry to have caused pain to anyone. It
has been unintentional, however, and I hope it will not
last long. The pride which you tell me, has long
prevented you speaking to me, can easily overcome your
affection for me after this explanation.’ (Elizabeth
answer when she proposed by Mr.Darcy)

‘From the very beginning, from the very first moment
that I met you, your manner showed me your arrogance,
conceit and your selfish indifference to the feelings of
others. On this basis was built, by later events, an
immovable dislike. After I had known you a month I felt
that you were the last man in the world whom I could
ever be persuaded to marry.’ (Elizabeth’s reasons, why
she did not accept Mr.Darcy’s proposal)

‘I thank you for my share of the favour.’ Said Elizabeth,
‘but I do not much like your way of getting a husband,’
(It was Elizabeth reaction when her sister, Lydia brag
herself because she has been obtained a husband first)

‘And I shall certainly never give it. I shall not be
frightened into anything so unreasonable. I do not know
whether your nephew would approve of your
interference in his affairs. But you certainly have no right
to interfere in mine.’ (Elizabeth’s reaction when Lady
Catherine De Bourgh interfered her to avoid Mr.Darcy)
5.3.1.3.Elizabeth is an Independent Woman

Another characteristic that cannot be missed from
Elizabeth was her Independence. The first evidence is when
she wants to visit Jane in Mr. Bingley’s house, it describes
that Elizabeth is an independence woman. She did not rely
on vehicles or help from the others. On her initiative, she
visited Jane by herself.
She directs the activities of her life to achieve the
goals. She took the decision and run with a conscious and
responsible. Elizabeth also good in organize and maintain
herself that shown her independence. Elizabeth could
manage and maintain herself in every situation and
condition. Elizabeth was an independent woman that she did
not need any help from her sister, Jane to find her life
companion. She can manage and maintain herself to find it.
Elizabeth has a high confidence, steady and firm. She
could not be affected by other easily. And another person
also recognized her confidence that is Miss Bingley’s
opinion.

Elizabeth was really anxious to see her sister. The
carriage was being used and she decided to walk
(Elizabeth would visit her sister, Jane, after receiving a
letter informed that Jane was very ill at Mr.Bingley’s
house)

She went alone, quickly crossing field after field
(Elizabeth’s journey to visit Jane)

She could do no work at all, and she decided soon after
breakfast to give herself some fresh air and exercise.
(The activity of Elizabeth after having a breakfast in
Mr.Collins house)

-she could hardly hide her astonishment. (Elizabeth
expression when she observed Mr.Darcy in a dinner
party at Mrs.Gardiner’s house and she thought that his
behavior was different with before)
‘I must confess, she replied, ‘that I never could see any
beauty in her. Her face is to thin. Her eyes, which have
sometimes been called so fine, have nothing
extraordinary in them. They have a sharp, bad tempered
look, which I do not like at all; and in her whole
appearance there is a self confidence, without fashion,
which is unpleasant.’ (Miss Bingley opinion about
Elizabeth)

‘No, I thank you,’ she replied, trying to calm herself.
‘There is nothing the matter with me. I am only
distressed by some dreadful news which I have just
received from Longbourn.’ (Elizabeth utterance to
Mr.Darcy when she received a letter from Longbourn
which tell about the disappearance of Lydia with
Wickham, then Mr.Darcy offered to help her)

‘if you were to give forty men like him I never could be
as happy as you. Until I have your character, your
goodness, I can never can have your happiness.
No, no, let me manage for myself, and perhaps, if I have
good luck, I may meet with another Mr.Collins in time.’
(Elizabeth expressions when Jane had proposed by
Mr.Bingley, and Jane felt touched to Elizabeth because
she could not find her companion yet.)

‘I have no such thing. I am only determined to do
whatever, in my opinion, will make my happiness,
without concern for you or anyone unconnected with
me’ (Elizabeth’s response when Lady Catherine De
Bourgh were threaten her to avoid Mr.Darcy and
rejected his proposal)
5.3.1.4.Elizabeth is a Family Lover
Family is one of the most important aspects of a life.
Especially for a woman who has a very important role in a
family. Love between family members is a very necessary
factor, as well as Elizabeth. She loved her family so much.
From three data above reflected that how big Elizabeth’s
love for her family. She was really anxious when she know
that Jane was very ill in Mr. Bingley’s house. She cannot
used the carriage to go there, then she decided to walk. She
went alone, quickly crossing field after field. She did not care
about herself. Her desire is as soon as possible meet Jane.
Elizabeth affection also addressed for Lydia, the other
sister. Elizabeth very worried to Lydia that was going to
Mrs.Forster house alone. Because Elizabeth know that
Lydia’s behavior was not as good as her or Jane. She did not
anything happen on Lydia. Elizabeth was worried Lydia’s
ignorance, because she knew that Mr.Wickham was not a
good man. She worried that undesirable thing will happen to
Lydia. Although Lydia did not submit to her but she is still
her family that must be loved. Elizabeth was very care for
her beloved parents and sisters. Elizabeth’s response to
compose her father. She did not want anything happen to her
father due to Lydia.
Elizabeth was very fond of her father. As well as to
her mother, when Lady Catherine de Bourgh visited
Elizabeth house at Longbourn to warn Elizabeth for avoiding
Mr.Darcy, Elizabeth did not want to make her mother
worried if she asked the truth, because Lady Catherine De
Bourgh was insult her and also her family.

carriage was being used and she decided to walk. (It was
Elizabeth did, when she knew that her sister, Jane was
sick)
She had no merits at all except that she was an excellent
walker. How to walk so far, just because her sister had a
cold! Her hair was untidy. Her petticoat was covered
with mud. (Miss Bingley’s ctiticism to Elizabeth for her
arrival to look Jane)

‘She shows her affection for her sister which is very
Pleasant,’ said Bingley. (It was Mr.Bingley opinion
about Elizabeth after Miss Bingley criticize her)
 Data 4.4 Chapter 25 (Page94)

She secretly advised her father not to let her go. She drew
his attention to the crudeness of Lydia’s general
behavior, the bad influence of friendship with a woman
like Mrs.Forster and the probability of her behaving even
more badly in Brighton with such a companion.
(Elizabeth advised her father not to let Lydia go to the
Mrs.Forster by herself)

She burst into tears as she mentioned it and for a few
minutes could not say another word. Darcy, in wretched
Suspense, could only say something about his concern.
And watch her in sympathetic silence. (Elizabeth got a
letter from Jane, asked about Lydia’ goings with
Mr.Wickham)

‘You must not blame yourself too much.’ Replied
Elizabeth (Elizabeth statement to her father when he felt
guilty for disappearance of Lydia and he did not listen
Elizabeth’s prohibition before)
 Data 4.7 Chapter 39 (Page 145-146)
Elizabeth’s congratulations were given with a sincerity,
a warmth, a delight which word could only poorly
express. Every sentence give fresh happiness to Jane
(The expression of Elizabeth when she knew that Jane
had proposed by Mr.Bingley)

Elizabeth made no answer and returned quietly to the
house. Her mother met her with anxious questions about
their visitor. Elizabeth was forced to disguise the truth;
it was impossible to explain the subject of the
conversation. (It was happened when Lady Catherine de
Bourgh visited Elizabeth house at Longbourn to warn
Elizabeth for avoiding Mr.Darcy.)
5.3.1.5. Feminism Portrayed in Elizabeth’s Character in Pride and

Prejudice
In this part, the writer analyzes the type of feminism
presented in Elizabeth’s character, in Jane Austen, pride and
Prejudice. In answering the second problem formulation, the
writer analyzes the development of the female character of
Pride and Prejudice on their idea of feminism.
Background of Pride and Prejudice is around 18th
century in England. At that time a view was developed,
English society based on money, property and social status.
Consequently the English culture becomes increasingly
focused on the amount and concentration of wealth in a
family. The role of woman began to change. The position of
woman was change in family, be a means to achieve or gain
greater wealth. Women's has social ambitions to have a rich
husband. So that the dependence of a woman in a marriage
for financial and survival.
There are many aspects in determining feminism or
someone that considered as a feminist. In this analysis, the
writer would like to focus on Elizabeth’s character and
behaviors which reflect the practices of feminism. In this
novel, the main character, Elizabeth shows the different view
of what is society’s view and expectation about woman.
Feminisme had shown by Elizabeth when she refused
the invitation of Sir William which to dance with Mr.Darcy.
She emphatically rejected because she did not like
Mr.Darcy’s arrogance. Whereas a party is a great event for
women to attract and acquire a rich husband. They show
themselves as much as possible to attract the men, and one
of the ways is dancing. But Elizabeth dared to waste that
opportunity.
Another evidence for feminism on Elizabeth is her
conversation with Mr.Darcy at Mr. Bingley’s house. The
conversation shows that feminism is owned Elizabeth. She
has the same opportunity with Mr.Darcy to argue or defend
herself. Elizabeth is very good at arguing and the way of
thinking equal with men. Whereas at the time, a woman
educational arguably low. Only the rich and nobles family
who send their daughters, while most women were self
educated at home.
From the evidences above, it can be concluded that
the type of feminism represents by Elizabeth in Pride and
Prejudice is Marxist feminism. This type views that the
women’s problems within the framework of capitalism’s
critique. According to Pilcher and Whelehan (2004:50) state
that “Changes in women’s social conditions with the
overthrow of industrial capitalism and changing relations of
the worker to the means of production”. Woman status was
change because of the concept of personal wealth (private
property), like landed gentry that occur on Pride and
Prejudice period.

‘Indeed, Sir, I have no wish to dance. I sincerely hope
that you do not think that I came this way to ask for a
partner!’ Mr.Darcy with grave politeness, asked for the
honour of the dance, but in vain. Elizabeth was
determined not to dance. Nor could Sirn William’s
arguments change her mind. (Elizabeth statements when
Sir William invited her to dance with Mr.Darcy at an
evening party)
 Data 5.2 Chapter 7 (Page 24-25)
carriage was being used and she decided to walk. ‘How
silly you are!’ cried her mother. ‘You will be covered
with mud when you get there. You will not be fit to be
seen. ‘I shall be fit to see Jane – which is all I want. It is
only three miles. I shall be back for dinner.’ She went
alone, quickly crossing field after field. (It was Elizabeth
did, when she knew that her sister, Jane was sick)
 Data 5.3 Chapter 9 (Page 340

‘Every person, I believe, has some special fault of
character which even the best education cannot entirely
cure.’
‘And your fault is a tendency to hate everybody.’ (One
of Elizabeth’s conversation with Mr.Darcy at Bingley’s
house)

‘That is an extraordinary hope, sir,’ cried Elizabeth.
‘I am not one of those young ladies who dare risk their
happiness on the chance of being asked a second time!
I mean what I say, you could not me happy and I am sure
that I could never make you so. If your friend Lady
Catherine knew me I am sure she would agree that I am
not suited to the position of your wife.’ (Elizabeth
rejected Mr.Collins proposal)

‘In such cases it is, I believe, the custom to express
thanks for the feelings of the gentleman, even when one
does not share them. If I could feel gratitude. I would
now thank you. But I cannot - I have never desired your
good opinion, and you have certainly given it most
unwillingly. I am sorry to have caused pain to anyone. It
has been unintentional, however, and I hope it will not
last long. The pride which, you tell me, has long
prevented you speaking to me, can easily overcome your
affection for me after this explanation.’ (Elizabeth
rejected Mr.Darcy’s proposal)
LITERATURE
NOVEL
AN ANALYSIS OF FEMINISIM POTRAYED IN THE MAIN

CHARACTER, ELIZABETH BENNET, IN JANE AUSTEN'S
PRIDE AND PREJUDICE
THEORY OF THEORIES OF
CHARACTER AND FEMINISM
CHARACTERIZATI
ON
LIBERAL
FEMINISIM
RADICAL
FEMINISM
MARXIST
FEMINISM
SOCIALIST
FEMINISM
5.5.FINDINGS
LITERATURE
NOVEL
AN ANALYSIS OF FEMINISM POTRAYED IN THE MAIN

CHARACTER, ELIZABETH BENNET, IN JANE AUSTEN'S
PRIDE AND PREJUDICE
THE CHARACTERS OF FEMINISM POTRAYED IN

ELIZABETH BENNET ELIZABETH BENNET'S
CHARACTER
BRAVE AND
AN INTELLIGENT
SHARP TONGUE
WOMAN
WOMAN MARXIST
FEMINISM
AN
INDEPENDENT A FAMILY LOVER
WOMAN
Based on the story Elizabeth is an intelligent woman, Elizabeth

had a quicker intelligence than her sister. Elizabeth has the ability to
understand complex concepts and understand relationships. She was
able to understand the problem in depth and think about the solutions.
She always concerned with everything happened in her life. On the
other hand, she can answer the question with the rational and obvious
reasons.
Elizabeth is An Independent Woman. Elizabeth is a brave

person who directs the activities of her life to achieve the goals. She
took the decision and run with a conscious and responsible. Elizabeth
could organize and maintain herself.
Feminism was clearly reflected through Elizabeth’s

characters. She is intelligent woman. She is also independent and
confident woman, although it was hard during her period. Elizabeth
portrayed the Marxism feminism. She showed the different images of
what’s society view and expectation about woman.
5.6. REFERENCES
Abrams, M. H. A.1981, A Glossary of Literary Terms. New York, Holt,
Reinhart & Winston Inc.
Ary, Donal et al. 2002. Introduction to Research in Education, 6th ed.
Australia: Wadsworth Thomson Learning.
Austen, Jane. 1962. Pride and Prejudice. London: Macmillan Education
Ltd.
Aziez, F. Furqonul and Hasim Abdul. 2010. Menganalisis Fiksi. Bogor:
penerbit Ghalia Indonesia.
Barnet, Sylvan, Morton Berman and William Burto. 1988. Literature for
Composition 2nd ed. Boston: Scott, Foresman, and Co.
Bogdan, Robert C. 1992. Qualitative Research. USA: Allyn and Bacon
a Division of Simon and Schster.
Davies, B.1996. Gender Theories in Education. New York: Macmillan
Co Ltd.
Febriani, Lia.2011. An Analysis on The Main Character Conflict in the
First Series of Harry Potter and the Soccerer’s. STAIN
Tulungagung, Unpublished.
Friedan, Betty. 1963. The Feminime Mystique. New York: Dell.
Gordon, Jane Bachman And Kuehner, Karen. 1999. Fiction. The
Elements of The Short Story. United States of America; NTC/
Contemporary Publishing Group, Inc.
Guerin, Wilfred, L et al. 1979. A Handbook of Critical Approaches to
Literature. New York: Harper and Row.
Hall, Donald. 1983. To Read Literature Fiction, Poetry, Drama. United
States of America: CBS College Publishing.
Handayani, Christina S & Novianto, Ardhian. 2004. Kuasa Wanita
Jawa. Yogyakarta: LKiS
Hawthorn, Jeremy. 1985. Studying The Novel. London: Edward Arnold
Ltd.
Humm, Maggie. 1990. The Dictionary of Feminist Theory. Ohio: Ohio
State University Press.
Ismiati, Kuntik.2012. An Analysis of Conflicts of The Main Character
in Thomas Hardy’s The return on The Native.
Jones, Edward. 1968, Outlines of Literature. Short stories, novels, and
poems. United States Of America: The Macmillan Company.
Luken, J. Rebecca.2003. A Critical Handbook of Children’s Literature.
Pearson Education, Inc.
Montagu, Ashley. 1953. The Natural Superiority of a Woman. New
York: The Macmillan Company.
Murphy, M. J. 1972. Understanding Unseen: An Introduction to English
Poetry and The English Novel for Overseas Students. London:
George Allen and Unwin Ltd.
6. A STUDY OF THE CHARACTERIZAION OF KITTY FANE IN
THE NOVEL THE PAINTED VEIL BY WILLIAM SOMERSET
MA MAUGHA

1) How does Kittys Characterization development throughout the
story?
2) What are the primary characteristic of her personality?
According to the book entitled literature: Reading, Reacting,
Writing by Kirsnerz and Mandell (2198-218), there are nine approaches
in analyzing literary works. There are nine approaches in analyzing
literary works. They are: formalism, reader-response criticism,
sociological criticism, feminist criticism, Marxist criticism, new
historicism critic, psychoanalytic criticism, structuralism, and the last is
deconstruction.
The writer try to introduce the firs criticism which is the
formalism approach, formalists analyze the text closely, looking at
organization and structure of the text. Readers’ response criticism is one
of the literary theories, which suggested that a text gains meaning from
the reader reading and interpreting.
In sociological criticism, theories said that a literary work
cannot separated from the social context in which it was created and that
any work of literature reflects the society where it comes from, and it
need the existence from the social situation. The fourth one is feminist
criticism that looks at a text from a famele point of view; it looks at the
gander issues that happened in a story or a text.
6.2.1. Elements Of Fiction

The writer use stated by Arp Johnson 107-337 there are
six elements in a fiction book to be analyzed. They are: plot and
structure, character, theme, point of view, symbol, and irony.
The first element of fiction which is plot and structure,
plot in story acts just as map that points direction to a journey,
summary of character and leaves out description and analysis
and concentrates primarily bon major events. The structure
involves more than its story, surrounding the work’s total
organization asapice of literature.
As four types: man versus man, man versus nature, man
versus society and man versus self. The character is a character
is a person who is responsible for the thought and actions within
any literary. Theme conveys of a fiction is its controlling idea or
its central insight. Point of view is the first is the omniscient
point of view, where the story is told in the third person by a
narrator whose knowledge and prerogative are unlimited.
The second one is third person unlimited point of view,
when the story is told in the third person, but from the viewpoint
of one character in the story. The third point of view is first
person point of view. Symbol is something that means more than
what it suggests on the surface.
The writer will focus on the characterization and plot
element that can be found in the elements of fiction above to do
the analysis. The other elements will not be discussed or use in
the data analysis as the writer’s interest is to analyze kitty’s
characterization in the story only.
6.2.2. Characterization
The writer use stated from Kirszner and Mandll book,
literature reading reacting writing, is the way writer develop
character and reveal those character’ straits to reader, A literary
character was made as close as to real human, they possessed
both good and evil qualities, because human nature is not often
entirely bad or perfectly good.
A character’s personality traits and motivation may be
reveled through their action, reaction to situation or other
character, through physical appearance their speech and gesture
and expression, and even sometimes through their names. On the
other hand a round character is usually well developed, complex
and many sided, and they have three-dimensional qualities of
real people. Since round characters are complex, they are not
easily understood.
Fictional character can also be classified as either
dynamic or static dynamic character change through the story,
developing as they react to events and to other character on the
other hand, static character remain essential unchanged: a static
character who was selfish and arrogant will remind essentially
unchanged: a static character who was selfish and arrogant will
remain selfish and arrogant, regardless of the nature of story
conflict.
A dynamic character tends to be around; while a static
character tends to be flat. But sometimes a very complex, well
developed major character may be static, the point of a story may
center on the incapability of the character to change. To
summarize the characterization theory, now the writer will
provide a table summarizing the theory above.
6.3.ANALYSIS
6.3.1. Kitty’s character in the beginning of the story
In the beginning of the story, the first characteristic of
kitty that the writer could imply is a nerve and rather foolish
character that her state of mind was easily changed by the other
person, especially by Charles Townsend, the one that she
thought she was in love with. The writer noticed that these
personalities of kitty from the conversation happened in the very
first when kitty thought that her husband was the one who caught
her and her partner in crime in the dark room. When kitty
delivered his concern to her partner her replied:
“That’s not likely. Have a little pluck, kitty. How can it
possibly be your husband? If he’d come in seen a strange topee
in the hall and come upstairs and found your room locked, surely
he would have made some sort of row. It must have been one of
the servants. Only a Chinese would turn a handle in the way”

“she can be squared and if necessary I’ll put the fear of
God into her. There are not many advantages in being a
government official, but you may as well get what you can out of
it.”
“He must be right”
See from this conversation Townsend did not do much
effort in convincing kitty, but on the other hand she just believed
it right way. This is not common to happen to a married woman
who had reached her maturity stage, but here kitty shows that
she was still foolish and navie that other people could be her so
easily. This should be a dangerous situation for a marrie woman
if someone caught her in act of adultery and instead being
worried kitty foolishness allowed herself to feel relived just by a
little sweet talk that accuracy cannot be proven.
6.3.2. Kitty’s Character in the middle of the story

The first that the writer discovered in the middle of the
story was how kitty characterization show she was getting more
critical and she had lost the innocent and foolish quality that she
possessed early. The writer also believed that through this first
conflict that tried to deal with, as a rising action to the other of
kitt’s development.
“He must have known how she regarded him had
accepted her estimate without bitterness. She was a fool and he
knew it and because he loved her it had made too difference to
him”
“After thinking, thinking, all through those long days she
reted accurately Charles Towsend’s value, he was a common
fellow and his qualities were second-rate.
“He was different with woman; notwithstanding his
shyness you felt in him an exquisite kindliness”
By looking at these quotes about Kitty feeling toward
Walter and Charles Townsend, the writer feels that at this point
of the story kitty was finally learning her lesson on how to see
outside the box. At the beginning of the story, she was someone
who was unable to see from a different point of view Kitty finally
realized that Charles Townsend was not a man worth her love,
and that Walter was a good man after all, despite his shyness,
and had betrayed him.
6.3.3. Kitty’s Character in the last part of the story

The writer felt surprised that towards the ending of the
story Kitty’s personality turned back to the beginning where she
was again the foolish gird as she started with she gave in to
temptation; she fell back straight into Charles Townsend arms
once more, and even though she knew that he was worthless and
was using her only to satisfy his needs. As foster wrote in his
book around characterhas to be chapter to be capable of
surprising the other, if it never surprises it is flat
“Darling don’t you know that I’ve always loved you’ he
said in his deep, charming voice I love you more than ever “
“How can you tell such lie! Let me go. Damn you, let me
go.”
“Don’t be unkind to me, Kitty. I know I’ve been a brut to
you, but forgive me.”
She was shaking and sobbing, struggling to get away
from him, but the pressure of his arm was strangely comforting.
She had so longed to feel them around her once more, just once,
and allher body trembled. She felt dreadfully week.
{…} her personality was dissolved, she was nothing but
desire {...} and she clung to him, desperate and adoring, her
head sank on the pillow and his lips clung to hers.
At this point of Kity’s character development, her action

did not end here. Kitty was not going to let Charles Townsend
ruin her life and future again Kitty, who had gone through a
development at the earlier phase of the story, decided that this
time she had to take action. The quotes will support that Kitty
had actually changes since she started off in the beginning.
KITTY CHARACTERIZATION
BEGINNING MIDDLE ENDING

1. Mature
2. Still had
1. Naïve
More critical in flaws, given
2. Superficial
thinking into
quality
temptation
3. Illogical
3. Logical
4. Responsible
4. Egoistic Less self- 5. Not taking
5. Takes things centered things for
for granted granted
LITERATURE
NOVEL
ELEMENT OF
CHARACTERS
FICTION
6.5.FINDINGS
The conflict that kitty faced made Kitty characterization change and
develop as she dealt with the conflict. That pressure that Kitty faced from the
conflict somehow motive her to be a better person. The writer also believe that
without the conflict and motivation that had happened to Kitty’s
characterization will notchange
DATA ANALYSIS
KITTY'S KITTY'S
CHARACTER IN CHARACTER IN
THE BEGINNING THE MIDDLE
KITTY'S
CHARACTER IN FINDINGS
THE END
6.6.REFERENCES
Camus, Albert. The Rebel. Harmondsworth: Penguin, 1962. Print.
Faulkner, William. "A Rose for Emily." Collected Stories of William

Faulkner. New York: Vintage, 1977. 119-30. Print.
---. "Sanctuary." Novels 1930-1935. New York: Library of America,

1985. 179 - 399.
---. The Sound and the Fury. New York: Vintage, 1956. Print.
Fujie, Kristin. "All Mixed Up: Female Sexuality and Race in The Sound
and the
Fury." Faulkner and Yoknapatawpha: Faulkner's Sexualities.

Jackson: UP of
Mississippi, 2007. 115-30. Web. 7 Apr. 2013.
Garnier, Caroline. "Temple's Drake Rape and the Myth of the Willing
Victim."
Faulkner and Yoknapatawpha: Faulkner's Sexualities.

Mississippi: UP of Mississippi,
164-83. Web. 7 Apr. 2013.
Millgate, Michael. William Faulkner. New York: Grove Press, 1961.

Print.
Nebeker, Helen E. "Emily's Rose of Love: Thematic Implications of

Point of View in
7. AN ANALYSIS OF MORAL VALUES FOUND IN ROBERT
FROST’S SELECTED POEMS

1) What are the moral values found in Robert Frost’s selected poems?
2) How Robert Frost’s literary works can inspire and influence
people?

7.2.1. Definition of Poetry
Poetry (from the Latin poeta, a poet) is a form of literary
art in which language is used for its aesthetic and evocative
qualities in addition to, or in lieu of, its apparent meaning. Poetry
may be written independently, as discrete poems, or may occur
in conjunction with other arts, as in poetic drama, hymns, lyrics,
or prose poetry. According to Hillyer (1960:1), poetry is the one
unbroken thread between us and the past. Poetry also a beautiful
manifestation of the spontaneous emotions of a poet. Poetry
often uses particular forms and conventions to suggest
alternative meanings in the words, or to evoke emotional or
sensual responses.
7.2.2. Definition of Morality

According to Mayer (1951:13) to appreciate the
development of moral ideas, we must be able to understand the
meaning of ethics and morality. Ethics is usually use to describe
the systematic study of group conduct, while morality refers to
the actual way of life which we find exemplified in the various
cultures. Morality can be furthur subdivided into descriptive and
normative. In descriptive morality what is gained is a camera
view of behavior. In normative morality the dynamic roots of the
moral life are inquired into with a view to discovering qualitative
differences, and preparatory to guiding atitudes and conduct in
more worth while directions. According to moral positivism
ideology, good moral or behavior based on :
1) Human Tradition
Human tradition get the power of law and gives
moral extrinsic to kind of different behavior. But not all
morality based on human tradition, because a part of human
tradition is not erase and a kind of behave can not be a human
tradition. The one reason of all that is standards of evil and
good behave is not depend on human tradition at all.
2) Goverment Laws
Morality is loyalty and not loyalty to the civil law.
No one of the country can survive to command an action of
murder, robber, and treason or to forbid on action of friendly,
honestly and loyalty. This action is done before the country
state. So morality is ever had than a country.
3) God’s Wllingness
It is right the morality is depending to the God. And
the will of the good is free. God make good and bad or evil
mbehavior of human. God also command to do all of good
behavior like honour or respect to the older people, honest,
loyal, and many else. To forbid bad behavior like cheat, steal,
hit and etc.
Individual’s morals may derive from society and
goverment, religion or self. When moral values derive from
society and goverment they of necessity, may change as the
laws and morals of the society change. This morality is
clearly demonstrated in the behavior of older imfants and
young toodlers.
Region is another source of moral values, most
religions have built-in list of do’s and don’ts a set of codes
by which is adherents should live. Individuals who are
followers of particular religion will generally make a show
of following that religion’s behavioural code.
7.3. ANALYSIS
There are three poems of Robert Frost that will be anayzed in
this thesis, they are : Fire and Ice, Stopping by Woods on Snowy
Evening, The Road not Taken.
7.3.1. Fire and Ice
Some say the world will end in fire,
Some say in ice,
For what I’ve tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
This is one of Robert Frost’s most popular poems, was

published in December 1920 in Harper’s Magazine and in 1923
in his Pulitzer Prize winning book New Hampshire.

Some say in ice,
In the first and second line, the narrator presents two

options for the end of the world, one by fire and the other one by
ice. Fire is a symbol for desire because fire is capable of
consuming and destroying in everything in its path. The same
can be said for desire.
Passion is able to consume people and make them
become irrational. Sometimes passion is so strong it can lead
people to murder. However, Frost says that desire and passion
could be the end of the world. He doesn’t really mean that a fire
will burn the world.
Ice is a symbol for hated. People full of hate tend to be
more rigid and coldm and it consumes theme to where their lives
become frozen and not alive. In here, Frost is not saying that the
world will literally freeze over but people will become so
consumed with hate that they will let it “freeze” in their lives. He
wants the reader to see that it’s not forces of nature that will
destroy us, but humans themselves will be their own destruction.
Fire and ice are the complete opposite of each other in
literal sense, they never exist with each other, you can’t have fire
and ice exist at the same time without an added component such
as oil. The two element fire and ice are in a never ending conflict
with each other.
Based on the descriptions above, moral values that the
writer found in this poem symbolized by fire and ice. Frost
makes a comparison between them which can make the world to
the end. Both of them really have a huge power to destroy this
world. If we make this comparison in a society, especially in a
relationship of human, as a human we should control our desire
(anger) and hate. If we can’t control it, every human in this world
will have bad relationship and no peace so that one will separate
from another.
7.3.2. Stopping By Woods On Snowy Evening

Whose woods these are I think I know
His house in the village,though
He will not see me stopping here
To watch his woods fill up with snow
My little horse must think it queer

To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year
He gives his harness bells a shake

To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake
The woods are lovely, dark and deep

But I have promise to keep
And miles to go before I sleep
“Stopping by Woods on a Snowy Evening” is generally

regarded as Frost’s masterpiece. The poem is written in 1923 for
which he won the first of his four Pulitzer Prizes. Frost wrote
this poem about winter in June, 1922 at his house in Shaftsbury,
Vermont that is now home to the “Robert Frost Stone House
Museum”. Frost had been up the entire night writing the long
poem “New Hampshire” and had finally finished when he
realized morning had come. He went out to view the sunrise and
suddenly got the idea for “Stopping by Woods on Snowy
Evening”.
Stanza 1
His house in the village,though
The first stanza talk about that a man is returning home

at dusk in his one- horse sleigh stops to enjoy the peace and
beauty occasion that the snow is falling so softly and covered the
woods. There is no other human but he thinks that the owner of
these woods is someone who lives in the village and will not see
the speaker stopping on his property.
Stanza 2
To stop without a farmhouse near
In the second stanza, the man doesn’t find any farmhouse

in the wood.it seems that the wood is isolated. Only he and his
horse are there, so he talks to his horse. He says to him to think
it queer. The speaker in the poem is not alone because horse
having been given some human characteristics.
Stanza 3
He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake
In the third stanza, the speaker continues to gaze into the

snowy woods, his litle horse impatiently shakes the bells of its
harness. The speaker describes the beauty and allure of the
woods as “lovely, dark, and deep” .When the horse “gives his
harness bells a shake” the narrator depends on our ability to hear
these sounds.
Stanza 4
The woods are lovely, dark and deep
But I have promise to keep
In the fourth stanza, the man realizes that he actually has

another task to do. He gaze the woods that so beautiful covered
bt the snow but he must leave the wood to continue his journey.
He still has distance to go by and so with the promises which
must be kept. In this stanza, the narrator makes repetition, and
according to the writer this sentence means he, the man still has
distance to do and he warns himself that he must keep his
promises, because it is the most important thing in enjoyment of
life.
The moral value that the writer found in this poem is
about responsibility more than everything. The writer wants to
tell us not about just responsible but to keep the promise that you
make. The two last sentence not only warn the author but also it
goes us to thinking that keep the promise is the most important
and such an obligation to do that thing than ignore it to do the
timeless. Some people may behave and do anything without
thinking anybody else, but some of them may not. Life is a duty
so that life must be run as good, otherwise we can’t feel regret in
our life.
7.3.3. The Road Not Taken
Two roads diverged in a yellow wood
And sorry I could not travel both
And be the one traveller, long I stood
And looked down one as far as I could
To where it bent in undergrowth
Then took the other,as just as fair

And having perhaps the better claim
Because it was grassy and wanted wear
Though as for that, the passing there
Had worn them really about the same
And both that morning equally lay

In leaves do step had trodden black
Oh, I kept another for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back
I shall be telling this with a sign

Somewhere ages and ages hence
Two roads diverged in a wood, and I
I took the one less travelled by
And that has made all the difference
This poem was written in 1916 and talked about a choice

between two roads, two ideas, and two possibilities of action that
narrator faced. It deals with the choice between two roads and
with the results of the choice which the narrator made. In
addition, Frost claims that he wrote this poem about his friend
Edward Thomas with whom he had walked many times in the
woods near London.
Frost said that while walking they would come to
different paths and after choosing one, Thomas would always
fret wondering what they might have missed by not taking the
other path.
Stanza 1
And be the one traveller, long I stood
And looked down one as far as I could
In the first stanza, the speaker describes his position. He
has been out walking the woods and comes to two roads, and he
stands looking as far down each one as he can see. He would like
to try out both, but doubts he could do that, therefore he
continues to look down the roads for a long time trying to make
his decision about which road to take.
Stanza 2
The second stanza gives us a description about the first
road. The narrator had looked down the first one “to where it
bent in the undergrowth”, he tells that he decided to take the
other path because it seemed to have less traffic than the first.
But then he goes on to say that they actually were very similar
worn.
Stanza 3
The third stanza continues with the cogitation about the
possible differences between two roads. He had noticed that he
leaves fresh fallen on them and had not been walked on, but then
again claims that maybe he would come back but he doubted he
would be able to, because in life one thing leads to another and
time is short.
Stanza 4
In leaves do step had trodden black
Oh, I kept another for another day!
I doubted if I should ever come back
The fourth stanza represents the narrator’s conclusion

that tells us the incident took place long time ago. At the time he
choose the road because only few people had chosen it but his
choice make everything different. In this stanza, he tells his
experience and wants to share it with the others. He wants
everyone knows what he felt in his life.
Stanza 5
I shall be telling this with a sign
Somewhere ages and ages hence
I took the one less travelled by
In the last stanza, he is faced a hard situation where he

must choose one of two roads which are laid in the world. There
are two ways of life in front of him, so he must choose one of
them as his own way of life. Both of them are not familiar with
him but finally he sure to choose different choice than another.
There are some moral values we can find in this poem, they are
:
1) Think deeply before making an important decision in our life
because if we make a wrong decision we will feel regret.
2) Belief and consistence because it will make us confident and
feel happy in our life.
LITERATURE
POETRY (HILLYER,
POETRY DRAMA
1960:1)
POEM
INTRINSIC EXTRINSIC
ELEMENT ELEMENT
MORAL VALUES / MORALITY

(MAYER, 1951:13)
7.5. FINDINGS
The moral value in First poem Fire and Ice is self control. Two
symbols fire “Desire” (anger) and ice “hate”. If we can’t control it there
is no peace and the world will end.
The moral value that found in Stopping by Woods on a Snowy
Evening is about responsibility more than everything and keep the
promise that you make and do not ignore it.
And the last is The Road Not Taken, the moral value that found
in this poem is be wise, consistence and confident in everything.
LITERATURE
POETRY (HILLYER, 1960:1)
POEM
ROBERT FROST' POEMS MORAL VALUES /

1. FIRE AND ICE MORALITY
2. STOPPING BY WOODS ON A (MAYER, 1951:13)
SNOWY EVENING
3. THE ROEAD NOT TAKEN
The moral value in First poem The moral value that found
Fire and Ice is self control. Two in Stopping by Woods on a
symbols fire “Desire” (anger) Snowy Evening is about
and ice “hate”. If we can’t responsibility more than
control it there is no peace and everything and keep the
the world will end. promise that you make and
do not ignore it.
And the last is The Road Not

Taken, the moral value that
found in this poem is be wise,
consistence and confident in
everything.
7.6. REFERENCES
Brinnin, Jhon Malcolm & Bill Read. 2001. The Modern Poets. New
York: McGraw- Hill Book Company.
Hasan, M. Iqbal. 2002. Pokok-Pokok Materi Metodologi Penelitian &

Aplikasinya. Ghalia Indonesia. Bogor
Hillyer, Robert. 1960. In Pursuit of Poetry. McGraw-Hill Book

Company, Inc.
Martin, Alex & Robert Hill. 1991. Modern Poetry. Great Britain:
Prentice Hall International (UK) Limited.
Mayer, Frederick Ph.D & Floyd H. Ross Ph.D. 1951. Ethics and The
Modern World. Dubuque, Iowa: WM. C. Brown Company.
Miller, Ruth & Robert A. Greenberg. 1981. Poetry an Introduction.

Hong Kong: MacMillan Education Limited.
Monaco, Richard & Jhon Briggs. 1974. The Logic of Poetry. The United
States of America: MacGraw-Hill, Inc.
Nazir, Moh. 2005. Metode Penelitian. Ghalia Indonesia. Bogor Selatan.

Nurgiyantoro, Burhan. 1998. Teori Pengkajian Fiksi.
Yogyakarta: Gadjah Mada University Press.
Poesporodjo, DR. W. 1999. Filsafat Moral. CV Pustaka Grafika.

Bandung Rees, R. J. 1973. English Literature. Hong Kong.
The Macmillan Press Limited. Roberts, Edgar V & Henry E.
Jacobs. 1995. Literature. The United States of America:
Prentice Hall.
Siswantoro. 2002. Apresiasi Puisi-Puisi Sastra Inggris. Surakarta:

Muhammadiyah University Press.
Stanford, Judith A. 2003. Responding to Literature: Stories, Poems,

Plays, and Essays. New York: MacGraw-Hill Companies, Inc.
Trilling, Lionel. 1967. Practice of Literature. United States of America:

Columbia University.
8. WOMAN’S PASSSIONS IN ELISABETH BARRETT BROWNING’S
POEMS THE LADY’S ‘YES’ AND HOW DO I LOVE THEE ?

1) How is woman’s passion to be loved truly pictured in The Lady’s
‘Yes’ poem ?
2) How is woman’s passion to love pictured in “How Do I Love
Thee?” poem ?

8.2.1. Poem
A poem has deep meanings in every words, it depends
how a poet tries to explain many things in life into a poem.
People try to analyze poem because in a poem contains many
specific elements and how these specific elements relate to daily
life.
Samuel Johnson as cited by tarigan (1984: 5) describes
that “the poem as spontaneous expression of feelings, which full
of power and based on emotion get together in peace”. From the
explanation above, the writer can say that a poem is an
expressing deep feeling which is full of power and based on
emotion that the writer has experienced.
How beautiful a poem is, if only we can understand
inside the use of imageries in beauty of the poem itself.
Therefore, all the components of a poem can make special
enjoyment for the readers itself. Then they can judge, whether
the poem is beautiful, amusing, interesting, full of hatred or
emotion or full of pleasure.
8.2.2. Structuralism Theory

Structuralism is an approach that analyses and describes
the structure of language, as distinguished from its comparative
and historical aspects become a total meaning.
To understand about structuralism theory, there is an
approach to literature that was developed from a Hermeneutic
concept since the year of 1819 by Friedrich Schleirmacher. Thus,
the concept was developed by Wilhelm Dilthey in 1890.
Hermeneutic concept is the way to receive objective literary
works. Structuralism is the way of thinking about the world,
especially in relation between perception and description in
structure (Hawkes,as quoted by Fananie 2001: 114-116).
Hermeneuitic concept is a science to interpret and to
express the meaning of story in the broad meaning. The process
of interpreting enables to assume or convention that the texts
whose read have wholeness, unity, complexity, and coherence.
8.2.3. Historical Approach

A historical approach analyses literary work according
to its history. It is based on the historical set up of the time the
work was done. In other words, historical approach is one of the
methods to analyze literary work in which the author and the
reader comprehend the message of the literary work by
remembering the moment/historic moment a long with the
literary work written.
There are at least four steps in utilizing this approach:
1) Discovering the time when the poem was made, what
happened to the author in that time, or is there any special
moment in that time which is recorded by historian.
2) Analyzing at glance whether it is connected or not between
the content of the literary work and the certain historical
moments after finding out the basic information of it
concerning the "when".
3) Finding the clues left by the author, usually in the forms of
special terms, symbols, or figurative languages which are
strongly related to the moment of the past which become the
inspiration of the literary work was being made.
4) Interpreting the literary work based on the moment
underlying the creation of it by comprehending and analyzing
the content related to its historical moment.
8.2.4. Biographical Approach

According to Christopher Russell Reaske (1966),
Biography is a detailed description or account of someone's life.
More than a list of basic facts (education, work, relationships,
and death), biography also portrays the subject's experience of
those events.
Biographical approach examines the literary work in
relation to the author’s life. And often a particular poem or song
is subject to this kind of analysis simply by nature of its material
in relation to the background of the author's personal experience.
Understanding the social structure or way of life of a
certain time period give the reader a greater knowledge base
from which to draw conclusions and better understand the
meaning. Discovering details about the author's life and times
also provide similar ways to further develop ideas about the
story. In another wods, biographical approach is an approach
used to understand and comprehend a literary work by studying
deeper about the life of the author.
8.3. ANALYSIS
8.3.1. The Woman’s Passion to be Loved in The Lady’s ‘Yes’
THE LADY’S YES

“Yes,” I answered you last night
“No,” this morning, Sir, I say
Colors seen by candlelight
Will not look the same by day
When the tabors played their best,
Lamps above, and laughs below
Love me sounded like a jest
Fit for Yes or fit for No
Call me false, or call me free
Vow, whatever light may shine
No man on your face shall see
Any grief for change on mine
Yet the sin is on us both
Time to dance is not to woo
Wooer light makes fickle troth
Scorn of me recoils on you
Learn to win a lady’s faith
Nobly, as the thing is high
Bravely, as for life and death
With a loyal gravity
Lead her from the festive boards
Point her to the starry skies
Guard her, by your truthfull words
Pure from courtships’s flatteries
By your truth she shall be true
Ever true, as wives of yore
And her Yes, one said to you
Shall be Yes for evermore
In Browning’s poemThe Lady’s ‘Yes', she ends her
poem with the thought provoking stanza. This poem begins with
a woman agreeing to spend the night with a man, and then regrets
her decision the next morning. As the poem progresses,
Elizabeth tells men to learn to win a lady’s faith. Elizabeth also
tells men to “guard” their ladies. In this poem, there are many
important messages that she tries to tell to society. In society,
people do not respect each other and take people for granted.
Men are cruel to women, and husbands fight with their wives.
Browning explains that every woman has same right as man,
when a man is true, the woman will be true to him.
Here woman’s passion to be loved in The Lady’s Yes
truly will be explained and there are some other passions in this
poem. There are passion to have faith and passion to get the truth
in this poem that seems like clue to explain woman’s passions to
be loved truly in The Lady’s ‘Yes’.
a) Passion to have faith in The Lady’s Yes
Between men and women need faith. According to
Encyclopedia Americana (1997: 848) faith means
confidence and trust in another. Faith comes first but that it
should be followed by good works. The important things in
faith are the element of trust, confidence, surrender, and
submission. It means a woman has faith in a man. Because
faith is the key of everything. Faith does not come easily
without any effort. It can be achieved by making a
commitment between man and woman. It can be seen from
the following quotation:
Yet the sin is on us both

Time to dance is not too woo
Wooer light makes fickle troth
Scorn of me recoils on you
Learn to win a lady’s faith
Nobly, as the thing is high
Bravely, as for life and death
With a loyal gravity
(Stanza IV and V; Line 13-20)
That statement shows how the woman gets faith.
She tries to get the faith at a party. Because she knows that
faith does not come by itself. So, she must learn and try hard
to get the faith from the wooer. Eventhough she has to
struggle againts a wooer at party to has faith for her life and
death. Actually, there is only one disturber at a party. It is
the wooer.
b) Passion to get the truth in The Lady’s Yes

Truth means the quality or state of being true. the
truth is rarely pure and never simple. It means that truth is
complicated. In this poem, the woman wants to tell us that
she has a passion to find out the truth. She knows that to
find the truth is not easy. It can be seen from the following
quotation:
Lead her from the festive boards
Point her to the starry skies
Guard her, by your truth full words
Pure from courtships flatteries
By your truth she shall be true
Ever true, as wives of yore
And her Yes one said to you
Shall be Yes for evermore
(Stanza VI and VII; Line 21-28)
From the quotation above, we can see the woman
is really looking for the truth and she is always trying to find
it. She is looking for the truth by her truthful words.
From the analysis above, it can be concluded that
a similar freedom of choice as well as the ability for women
to change their mind to convincingly argue for the equality
between genders, particularly in a marriage in the poem,
The Lady’s Yes. Barrett Browning sought not only to assert
her right to be a poet, but to be a poet who dealt with key
social and political issues of the day: war, nationalism,
industrialisation, slavery, religious controversy, the
manipulation of power, and the fight for liberty on
numerous fronts.
c) Woman’s Passions to be loved truly in The Lady’s Yes

The Lady’s Yes describe how the revolutionary
concept of a woman behaving candidly, therefore causing a
social commentary of the double standard of expectations
for a woman to have any sexual tinge to her feelings or stray
from the traditional, societal norms. It is revealed in the first
line and second line. Her utterances: Yes and No are
considered paradoxical.
“Yes,” I answered you last night
“No,” this morning, Sir, I say
Colors seen by candlelight
Will not look the same by day
(Stanza I; Line 1-4)
Actually, it explains many things, it is probably not

about woman’s instability but to know the mind state, the
writer goes further to the second stanza. The writer believes
the first stanza is about retelling her actions last night and
this morning.
8.3.2. Woman’s Passion to Love in How Do I Love Thee?
HOW DO I LOVE THEE
How do I love thee? Let me count the ways
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace
I love thee to the level of every day’s
Most quiet need, by sun and candle-light
I love thee freely, as men strive for right
I love thee purely, as they turn from praise
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath
Smiles, tears, of all my life; and, if God choose
I shall but love thee better after death
Elizabeth Barrett Browning in her love sonnet How Do

I Love Thee beautifully expresses her love for her husband.
Listing the different ways in which Elizabeth loves her beloved,
she also insists that if God permits her she will continue loving
the love of her life even after her death. The poem begins with a
question, and answers it. The main point is the author's desire to
tell us how much she loves him with all her heart. The author
expresses how she adores her love by repeating it often. Here the
writer will explain about passion to love in How Do I Love
Thee? but firstly the writer will explain about passion of love
that found in this poetry until knowing woman’s passions to love
in How Do I Love Thee?
1) Passion of Love in How Do I love Thee?
Love is a matter of giving and taking, of mutual
responding and reciprocal interaction. Love involves a
sharing and returning. Most humanist would agree that love
is a necessary ingredient in our lives. In this poem,
Elizabeth wants to tell that woman has an passion in her
live, especially to get her love and how to love. She always
dreams about her passion how to love her husband. She
believes that her dream would come true. It can be seen
from the following quotation:

(Line 2-4)
From the quotation above, we can see that she
really loves someone. She describes love with any ways
which is from the depth, breadth and height. It means she
loves him from the bottom of her heart. She can reach
everything she wants, even though her feeling can not be
seen by someone she loved. She was doing everything
because it is only for her ideal grace.
Love is a strong process of examination in human
life. With true love in everybody, it is the biggest
motivation for a woman to have passion. Without love,
humans will not get a support to achieve their aims.
So, love is the dominant factor to achieve her
desire. According to Warga (1983: 313), love is a strong
fondness or enthusiasm for something. Based on the
explanation above, I can deliver the factor or reason that
triggers of the woman in the poems. We can notice the
explanation about it clearly below.
I love thee to the level of every day’s
I love thee purely, as they turn fro praise
(Line 5-9)
From the quotation above, love is the strong factor
or reason for a woman. The woman really loves someone.
So, It can be the reason to get her passion especially passion
to love her husband. The poem uses the hyperbole, It is
showed in the fourth line of last stanza:
With my lost saints, I love thee with the breath
(Line 12)
The poet shows her love toward a particular person

by saying I love thee with the breath. It means she will give
everything including her breath, in this case means she is
ready to death for him. It also means she cannot live without
breath as well as she cannot live without him. This is a
hyperbole because showing love to someone usually only
showed by giving attention and affection instead of giving
life. It is also showed in the last line of last stanza :

(Line 14)
The poet stated that her love is unending like what

she wrote through the last line in her poem, she will love
her special person even after she died. This statement is a
hyperbole because, it expresses someone’s love when
people are still alive, not until after people die.
The major subject matter of this poem is love. The
poet talks about the emotion of love and she is exploring the
different aspects of that emotion. In the poem, she shows
love from a variety of perspectives. She talks about love
being a quiet, everyday sort of thing. But she also talks
about love being a passionate thing. People who had loved
another for a long period of time knowing that there are all
sorts of different aspects of this emotion. The poet is
bringing these aspects out in this poem.
Overall, this poem describes about the ways
Elizabeth loves her husband. That’s why she uses diction
how instead of why. It is because she won’t describe about
the reason why she loves him since loving someone doesn’t
need any reason. The way she loves him can be measured
by the depth, breadth, and height. She loves him eternally,
until the end of her life even after she died. She loves him
anytime, both in day and night. She loves him sincerely and
purely without need any return. She loves him with her
breath, and always share happiness and sadness in her life
with him.
2) Woman’s passions to love in How Do I Love Thee?

Love according to Elizabeth is not an earthly
concept because she loves freely and purely without
thinking about the why’s and how’s of love and its future
possibilities. Though both the lovers never met but still they
express their love for each other by the means of sharing
poems and this is obviously one of the poems they shared
in the moments of their love.
Elizabeth is also feels on the fact that someone
does not have to pretend that they are morally or ethically
good and goodness is completely a matter of one’s own
choice. Pure love and dedication are the two pillars on
which this poem stands and once again the poem proves the
most cherished notion that love is eternal and it is unaware
of any boundaries.
How do I love thee? Let me count the ways

(Line 1)
The author shows the question that's going to drive

the entire poem: how does she love thee, the man she
loves?. She decides to count the ways in which she loves
him throughout the rest of the poem.

(Line 2-4)
In this phrase she is talking about how deep her
love is for him. She is basically saying that her love is
physical and also spiritual at the same time. That the love
she has for him is in her soul body and mind. She loves him
till she doesn’t exist anymore; she loves him as the perfect
gift, the perfect guy for her.
True love can be profound, deep and moving.
There is hope that great love exists beyond the grave; that a
truly great love never die.
I love thee to the level of every day's

(Line 5-6)
In line 5 and 6 she expresses her love for him by

saying just as we have our basic needs to survive, she has
his love. For her, his love is one of her basic needs, like air
and water, and she needs it day and night. The poem
become much more grounded and down-to-earth in the
description of the next way to love.

I love thee purely, as they turn from praise
(Line 7-8)
She loves him freely as if not by force or obligation

but by her own free will. She is saying that she loves him
purely for love and not the praises or benefits from love.
The poet loves with her whole soul. She loves him for
fulfilling her completely, every hour of the day. She loves
him without asking for flattery or praise. She loves him with
all the emotion she experienced, with a love she believes,
with God’s will, will last for all eternity.
Elizabeth tells, I love thee freely, as men strive for
right. She is implying that men strive for right in a "free"
way. That is, trying to be morally good isn't something
anyone has to do, it's something they choose to do of their
own free will. Everything men do is a choice, but in another
way, a men try to do the right thing because they think they
ought to. So, if her love is just as "free" as being ethically
good, maybe it's something she feels she has to do, even
when she doesn't want to.
Next, the speaker tells us, I love thee purely, as
they turn from praise. That is, her love is "pure" in the way
that being modest and refusing everyone else's admiration
is pure.

In my old griefs, and with my childhood's faith
(Line 9-10)
First the writer needs to explain what old griefs

are. Thinking about an incident in the past that still feel
really angry about. Now imagine if people could use all the
"passion" and intensity of that bitter feeling and convert it
somehow into love. That's what the speaker is talking about.
The speaker of this poem is saying "I love you with all the
energy I used to spend being bitter about stuff in my past.”
The speaker also claims that she loves her beloved with my
childhood's faith.
With my lost saints, I love thee with the breath

Smiles, tears, of all my life; and, if God choose
(Line 12-14)
The poet shows her love toward a particular person

by saying I love thee with the breath. It means she will give
everything including her breath, and she is ready to put her
life to death. It means she cannot live without his breath as
well as she can not live without him. This indicates a
hyperbole because it shows love to someone that usually
only expressed by giving attention and affection instead of
giving life.
It is also showed in I shall but love thee better after
death. The poet states that her love is unending looks like
what she writes through the last line in her poem that she
will love her special person even after she died. This
statement is also a hyperbole because it expose someone’s
love after the death.
If God intends to put both in heaven, or both in
hell, at least they will be able to be with each other in order
to love after death. After death, if it is even physically
possible and if God chooses her to have the ability, then she
will choose to love Robert more after her death.
She is confessing her love for him so strong that
she loves him with the life that’s in her. Line 13 use climax
that showed in line 13 smiles, tears, of all my life; and, if
God choose. Its means that she loves him with every breath
in her body; through the happy and sad times in her life. She
loves him so dearly that even after death, beyond the grave
if god will allow it, she will still love him forever more.
LITERATURE
POETRY
POEM (TARIGAN 1984 : 5)
ELIZABETH'S POEMS
WOMAN'S
1. THE LADY'S 'YES'
PASSION
2. HOW DO I LOVE THEE
1. The Lady’s Yes describe how woman treated by a man. Elizabeth wants to tell that
not all women are easy to be seduced and accept any offer of men just as well with
her. Every woman has any right to be loved not only as a tools for satisfy a man’s
sexual as was the case in that era. In this poem also described how a woman feels
hesitant to change her mind from the man’s offer, but she also realized that all that
happens is not entirely man’s false but also on herself and Elizabeth finally gives some
advices to men how to win woman’s heart bravely and sincerely.
2. How do I love thee? is a poem that explain Elizabeth affection for her husband. She
writes about it to show to the world and Robert Browning the love which hold her
heart through her true words. Her love is of the kind which pulls the poet out of
faithlessness. When she is with her love she feels the same sense of security which
she felt when she was a kid. The poet is taken back to that childhood faith of hers
after falling in love with her soul-mate. Next the poet talks about the intensity of her
affection. She says that her love is present in every breath that she takes. This means
she lives to love. Her love emanates from all her smiles and tears which tell the
readers that she loves her soul mate through both good and trying times. He is there
with her in all the good and bad phases of her life. Elizabeth Barrett finishes this poem
on a very deep feeling. She says that the love which she feels is immortal and if she is
allowed by God she would continue loving her beloved even after death and in her
afterlife.
8.5. FINDINGS
The Lady’s Yes describe how woman treated by a man.
Elizabeth wants to tell that not all women are easy to be seduced and
accept any offer of men just as well with her. Every woman has any right
to be loved not only as a tools for satisfy a man’s sexual as was the case
in that era. In this poem also described how a woman feels hesitant to
change her mind from the man’s offer, but she also realized that all that
happens is not entirely man’s false but also on herself and Elizabeth
finally gives some advices to men how to win woman’s heart bravely
and sincerely.
How do I love thee? is a poem that explain Elizabeth affection
for her husband. She writes about it to show to the world and Robert
Browning the love which hold her heart through her true words. Her
love is of the kind which pulls the poet out of faithlessness. When she is
with her love she feels the same sense of security which she felt when
she was a kid. The poet is taken back to that childhood faith of hers after
falling in love with her soul-mate.
Next the poet talks about the intensity of her affection. She
says that her love is present in every breath that she takes. This means
she lives to love. Her love emanates from all her smiles and tears which
tell the readers that she loves her soul mate through both good and trying
times. He is there with her in all the good and bad phases of her life.
Elizabeth Barrett finishes this poem on a very deep feeling. She says that
the love which she feels is immortal and if she is allowed by God she
would continue loving her beloved even after death and in her afterlife.
8.6. REFERENCES
Abrams, M.H. 1981. The Mirror and the Lamp. London: Oxford
University Press.
Alexander, L.G. 1967. Poem and Prose Appreciation for Overseas

Students. London: Longman.
Barrows, Majorie Wescott. 1968. The American Exprerience: Poem.

New York: Macmillan.
Fananie, Zainudin. 2001. Telaah Sastra. Universitas Muhammadiyah

Surakarta.
Field Enterprise Educational Corporation. 1966. The World Books,

Encyclopedia. London.
Frederick, Juliana Tirajoh. 1988. English Poem: An Introduction to

Indonesian Students. Jakarta: Depdikbud.
Natsir M. 2007. Poem I. Yogyakarta: Up Published.
Reaske, Christopher Russel. 1966. How to Analyze Poem. New York:

Monarch Press.
Sally, S. and James, H. 1989. Research in Education. New Jersey:
Prentice Hall, Inc.
Schleiermacher, Friedrich. 1977. Hermeneutics: The Handwritten

Manuscript, Missoola: MT: Scholars.
Serayawati, A. A. 2000. Poems for Reading. Unpublished.
Siswantoro. 2002. Apresiasi Puisi-puisi Sastra Inggris.

Surakarta:Muhammadiyah University Press.
Sugihastuti. 2002. Teori dan Apresiasi Sastra. Yogyakarta: Pustaka

Pelajar Offset.
Tarigan, henry Guntur. 1984. Prinsip Dasar Sastra, Bandung:

Angkasa.
Wellek, Rene and Warren, Austin. 1949. Theory of Literature. New

York: Harcourt, Brace and Company.
________. 1957. The Barrett of Wimpole Street. Retrieved from
http://www.tcm.com/tcmdb/title/68148/The-Barretts-of-Wimpole-
Street/ (Januari 2015)
________. 2012. How Do I Love Thee? Analysis. Retrieved from
http://www.eliteskills.com/c/2193 (Maret 2015)
________. 2015. Summary of how do i love thee. Retreived from
http://www.shareyouressays.com/97734/summary-of-how-do-i-love-
thee-by-elizabeth-barrett-browning (Maret 2015)
________. 2011. Gender roles in the 19th century. Retreived from
http://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-
the-19th-century (Maret 2015)
________. 1966. Victorian theories of sex and sexuality. Retrieved

from
http://www.victorianweb.org/gender/sextheory.html (April 2015)

________. 2011. Women in Vitorian Era. Retrieved from
http://en.wikipedia.org/wiki/Women_in_the_Victorian_era
(April 2015)
________. 2012. Biographical Approach to Analyze Literature.

Retrieved from
http://awinlanguage.blogspot.com.tr/2012/03/biographical-approach-
to-analyze.html
________. 2015. The Lady’s ‘Yes’. Retrieved from
http://www.poetryfoundation.org/poem/172983
9. THOMAS HARDY’S IDEA ABOUT LOVE IN SOME OF HIS
POEMS

1) Are the poet’s about love related to happiness, sorrowing , broken
heart and unforgettable memories?
2) How does the poet describe the feeling love of sorrowing ,
happiness, broken heart and unforgettable memories?

9.2.1. Love
Love is needed in relationship and loves needs sacrifice.
Love can not be separated from human being because they can
know each other and make relationship based on love. Love is
concerned with feeling. It means that love is a feeling of caring
more someone else, which result happiness.
Love is just when two people love each at her not the
boyfriend and girl friend thing but when they live each day to
see each other faces. They normally also have strong from their
families and friends from community. In a general, from this
perspective romantic love may well be functional by inducing
individuals to become husbands and wives,fathers and mothers.
Thereby creating the new round of nuclear, families needed each
generation.
There are many definition of love. Like : according of
Emily Dickinson is a famous woman because she is write good
love poems. She says “ love is everything”. Usually, Emily’s
love poems come from her unrequited love of a beloved man. In
her love poems Emily’s show that love is more than life and
death. It means without love, life is empty and love can make
this life happy.
According to Thomas Hardy love can make someone
disappointed. He expresses how feeling to sorrow of love. His
wife died suddenly , he began to write a series of love poems
about his late wife. In this love poems, he is express sorrow of
love who make life to be loneliness.
9.2.2. Kinds of Love
There are several greek words for kinds of love that one
regularly to in Christian circles.
1) Storge
Storge refers to familial love. The characteristic of
storge are want to help, give attention, honourable and like to
protect. For example : in the warm affection that parents have
to ward their children because a deep and abiding affection.
Storge lovers are friends first and the friendship
can endure even beyond the break up the sexual relationship.
In this love, describe affection love applies within families or
among those who find themselves spending a lot of time
together.
2) Eros
Eros is for passionate love. It’s most often
associated with sexual desire, it’s not a necessary part of love
but usually accompanies romantic love. There are three
meaning of Eros, those are a winged figure of a child
representing love and power, physical love or sexual desire
and a type of love that seeks fulfillment without violation of
something else.
3) Agape
Agape is love hat is spiritual, not sexual, in its
nature. There are three definition of Agape.. they are the love
of God or Christ for human kind, the love of Christians for
other persons who corresponding to the love of God for
human kind and selfless love of one person for another
without sexual implications.
4) Philia
Philia means friendship love. Philia is stronger
because it’s more by choice. Philia for neighbourly love. The
bands of friendship that blind us together in communicity. In
this love for love refer to brotherly love, including friendship
and affection.
In this kind love, it is not sexual in nature, and
Philia is the embodiment of everything a true, meaningful
friendship represents. I have often counseled teenagers that
they should pursue Philia love with a prospective girlfriend
or boyfriend well before they contemplate any other kind of
love.
9.2.3. Relationship between Literature With Idea

Thomas hardy and Emily Dickinson have same attitudes
idea about love. People who make an analysis of love poems by
Emily Dickinson in his thesis, says : love can make someone
disappointed. Beside it, She says “ love is everything”. Usually,
Emily’s love poems come from her unrequited love of a beloved
man. In her love poems Emily’s show that love is more than life
and death. It means without love, life is empty and love can make
this life happy. She say that love is the first creation in the world
after human being. While according to Thomas Hardy love can
make someone disappointed. He expresses how feeling to
sorrow of love. His wife died suddenly , he began to write a
series of love poems about his late wife. In this love poems, he
is express sorrow of love who make life to be loneliness.
9.3. ANALYSIS
This chapter will discuss each of the poems concerning their
use of imaginary for the expression of the idea about love to his late
wife. The discussion will be used to prove that use of imaginary reveal
the theme of romantic love and how to deep expression idea about love
to his late wife.
9.3.1. Unforgettable Memories

There are two poems who talk about unforgettable
memories,they are At castle Botherel and After a Journey.
1) At castle Botherel
As I drive the junction of lane and highway,
And the drizzle bedrenches the waggonette,

I look behind the fading byway,
And see on its slope, now glistening wet,
Distinctly yet
My self and a girlish form benighted
In dry March weather. We climb the road
Beside a chaise. We had just alighted
To ease the sturdy pony’s load
When he sighed and slowed.
What we did as we climbed, and what we talked of
Matters not much, nor to what it led
Something that life will not be balked of
Without rude reason till hope is dead,
And feeling fled.
It filled but a minute. But was there ever
A time of such quality, since or before
In that hill’s story? To one mind never,
Though it has been climbed, foot-swift, foot- sore,
By thousands more.
Primaeval rocks form the road’s steep border,
And much have they faced there, first and last,
Of the transitory in Earth’s long order,
But what they record in colour and cast
Is – that we two passed.

And to me, though Time’s unflinching rigour,
In mindless rote, has ruled from sight
The substance now, ne phantom figure
Remains on the slope, as when that night
Saw us alight.
I look and see it there, shrinking, shrinking
I look back at it a mid the rain
For the very last time,; for my sand is sinking,
And I shall traverse old love’s domain
Never again
In this poem, Thomas hardy visited place who have

memories to his late wife. Although his wife dead, he is so fall
love it. Because according him, love is unforgettable memories.
Wherever, unforgettable memories is not forgettable enduring
in memory.
This poem was written during March 1913 when

Hardy’s visited Coornwall after the death of his wife. Castle
Botherel is Bostcastle about a mile from St. Juliot where Emma
( his wife) lived when she first me Hardy travelling along a road
near Bostcastle. Hardy recalled a particular incident which took
place on it between himself and Emma forty years before.
For remembered to his late wife, in this poem content

this place possible a declaration of love is left the imagination
for Hardy the importance lies in the fact that it happened and is
still remembered in spite of time’s hardness in removing the
substance of what happened. In the poem ‘At castle Botherel’
,the writer finds a long of imagery inside. They are visual
imagery, tactile imagery, tension imagery, internal sensation,
and imagery.
( stanza 1, lines 1-5)
The visual imagery in the first stanza are :
1) ‘lane’ in line 1 = / As I drive to the junction lane/ ;
2) ‘highway’ in line 1 = / and highway/ ;
3) ‘drizzle’ in line 2= / and the drizzle bedrenches the

waggonette/
4) ‘ by way’ in line 3= / I Look at the fading by way/
5) ‘slope’ in line 4 = / And see on its slope/
6) ’glistening’ in line 4 =/now glistening/
Those scenes try to make the readers know that Hardy is

in middle of a Journey to somewhere. In the readers
‘imagination’, they can see the junction of the lane, the highway,
the drizzle, the fading way, the slope, which is glistening as the
poets experienced.
In the second stanza the writer finds visual imagery such as:
1) ‘ girlish’ in line 6=/ My self and a girlish from benighted/
2) ‘ road in line 7= / we climb the road/
3) ‘pony’ in line 9 = /to ease the sturdy pony’s load/
Those lines show the intimacy between Hardy and

Emma since they both do the same activities. Besides the visual
imagery, there are also auditory imagery in the second stanza
which function as a supplement elements that clarifies the poem,
they are :
1) ‘ sigh’ in line 10= / When he signed /
2) ‘dry’ in line 7 = / In dry March weather/
3) ‘ climb’ in line 7 = / We climb the road/

Lines 6-10 above, Hardy lets the readers know his
memories with Emma in dry weather of March; how they both
climb the road and when the feel alight ease the pony when he
sighed and slowed. Those lines also reflects the intimacy
between Hardy and Emma and how they regard toward each
other because it is clear to the readers when they are together
they feel happy.
In the third stanza there are two imageries that are

auditory imagery ( ‘talk’ in line 12 = / talked of / ) and motion
imagery (‘ climb’ in line 11 ; / What we did as we climbed / )
The sense of sound and movement that appear in the

poem shows the intimacy between Hardy and Emma; what they
talk about and what they are doing.
There are two other kind of imagery in the fourth stanza,

they are tension imagery in the word ‘climb’ in line 20 = /
Thought it has been climbed / and
‘ foot- sore’ in line 20 = / Though it has been climbed,

foot- swift, foot- sore / .
Stanza 4 reflect how their relationship happened in a

very limited time but for Hardy it feels like forever. So, the
readers can see that those lines show the memories of Emma to
Hardy will last forever.
In the fifth stanza below, the readers can see that this
stanza is full with the visual imagery, they are:
1) ‘ rocks’ in line 22 = / Primaeval rocks/
2) ‘ road’s border in line 22 = / from the road’s steep border/

3) ‘colour in line 25 = / But what they record in colour/
All these natural things are related to the experienced of

the poet with Emma, that is what they do in that place. The
above five lines show the image that the rocks only record that
we two passed. It means how Hardy and Emma finally can pass
their journey of life together. Somehow, it also shows the
intimacy between them.
( stanza 6, lines 27-31 )
In line 27-31, Hardy describes that he always remembers

the things he did with Emma.
( stanza 7, line 32- 36 )
The last stanza contains the visual imagery and auditory

imagery. The visual imagery is used in the word
1) ‘it’ which refer to the word ‘one’ phantom figure in line 32

= / I look and see it there /
2) ‘rain’ in line 33 = / I look back at it a mid the rain = /
3) ‘sand’ in line 34 = / for my sand is sinking /
While the auditory imagery reflects in the word ‘

shrinking’ in line 31 = / I look and see it there, shrinking,
shrinking /.
Those imageries are used to show the attitudes of Hardy

to ward his old that he should never traverse it again.
The writer finds out from this analysis, the poet uses the
imagery of sight sound, tension, internal sensation, touch, and
kinesthetic to make the readers realize the flash back of Hardy’s
toward the things he did with Emma in the past. The passion and
intimacy are also reflected from the way Hardy’s describe about
places they used to go, they used to do such as climb the road
and some this poem also shows that when Emma and Hardy
together they feel happy and the contrary they do not feel happy
if they are separate which support and idea love in this poem is
value each other’s person.
After a Journey
I come interview a Voiceless ghost ;
Whither, O whither will its whim now draw me
Up the Clift, down, till I’m lonely, lost
And then unseen waters soliloquies awe me
Where you will next be there’s no knowing
Yes I have re- entered your olden haunts as last
Through the years, through the dead scenes I have tracked your
What have you now found to say of our past-
Viewed across the dark space wherein I have lacked you
Summer gave us sweets, but autumn wrought division ?
Things were not lastly as firstly well
With us twain, you tell
But all’s closed now, despite times derision
Facing round about me everywhere
With your not- coloured hair
And grays eyes and rose, flush coming and going
I see you are doing, you are leading me on
To the spots we knew when we haunted here together
The waterfall, above which the mist- bow shone
At the then fair hour in then fair weather,
And the cave just under, with a voice still so hollow

That is seems to call out me fr4om forty years ago,
When you were all aglow,
And not the thin ghost that I now frailly follow!
Ignorant of what there is flitting here to see,
The waked birds preen and the seals flop lazily,
Soon you will have, Dear, to vanish from me,
For the stars close their shutters and the dawn whitens hazily
Trust me, I mind not, though Life lours,
The bringing of me here : nay, bring me here again !
I am just the same as when
Our days were a joy, and our paths through flowers.
( stanza 1, line 1-8)
In lines 1-8, in the thesis, the writer can see that the
speaker want to interview a voiceless ghost, he searches it every
– where but he is lost. Later, his finding out that the ghost is
around him still with her nut- coloured hair and her rose- flush
which means redness of the cheek that is coming and going.
Through auditory imagery, in the thesis the writer can

imagine that the poetics waiting for Emma but in the imagine of
a ghost to make conversation with him. “ I come to interview a
Voiceless ghost” ( line 1). At this point, the readers can see the
poet’s passion to Emma by using the word ‘ interview’ which
explain his hope that Emma will come and talk with him.
However, this line also shows the poet respects toward the value
of her even if she appears as ghost.
The next is visual imagery that shows the characteristic

of Emma. The visual imagery of Emma that the poet uses also
shows the intimacy of them. Emma’s hair : “without your not-
coloured hair” ( line : 7), eye “gray eyes” ( line 8) and “ rose-
flush” in line 8 = / rose- flush coming and going /.
In lines 9- 16, the speaker shows his feeling of regret

since their relationship is not “ lastly as firstly well “. In
addition, according hardy seemed to see Emma’s ghost in the
lonely countryside of that the Cornwall, telling him mutely that
the years of division had all been a mistake. From these
statement, it can be seen that the division is closed now because
Emma is dead and somehow Hardy lover her again.
In the second stanza above, the writer meets the visual

imagery ‘dark space’ in line 12 = / Viewed across the dark space
wherein I have lacked you / which shows that the poets is in the
middle of a dark space since he can not see anything besides
darkness and as a result h loss her. This line express that the poet
needs the existence of Emma because when Emma disappears,
he feels lonely.
Besides the visual imagery in the second stanza, there

are three other kinds of imagery in this poem, which function as
the additional element that clarify the thought of the poem,
namely auditory imagery, tension imagery and gustatory
imagery. The auditory imagery reflects in the word ‘say’ in line
11 = / what have you now found to say of your past / and ‘tell’
in line 15 = / with us twain, you tell. Those lines try to make the
readers ‘hear’ that there is a chat happens bet ween both of them
: they are talking about their past until what makes them
separates . However, those lines also show that hardy respects
or has a high regard of the existence of Emma when they were
still together and it seems that he feels guilty toward things that
makes separate.
The kinesthetic imagery appears in the word ‘ re-

entered’ in line 9 = / yes I have re- entered your olden haunts at
last / and in the word ‘ tracked’ in line 10 = Through the years,
through the dead scenes I have tracked you /. These two lines
try to make a scene about Hardy finally successfully re- entered
Emma’s olden haunt. Which shows the intimacy between them
because olden haunts refer to the memories of Emma and how
Hardy had spent years to follow her which shows Hardy’s
passion to search for Emma.
Last, the gustatory imagery appears in the word ‘ sweet

; in line 13 / summer gave’ s sweets / in this line the readers learn
as if they ‘taste’ the sweet experiences between Hardy and
Emma as Hardy experienced. It shows also the intimacy that
happened to them in the past. How the summer gave the sense
of sweet experience to both of them.
The third stanza above contents the kinesthetic imagery,

visual imagery and auditory imagery. The kinesthetic imagery
express in the word ‘ leading’ in the first line of stanza = / I see
what you are leading mean / this line show Emma’s regard
toward Hardy that makes the readers see that they need and
value toward each other.
The visual imagery such as ‘spots’ in line 18 = / To the

spot we knew when we haunted here together /. Water fall in
line 19 = / the water fall, above which the cave. Bow shone/ the
word’ cave’ in line 21 = / and the cave just under/ the word
‘aglow’ in line 23 = / when you were all aglow/ and ghost in line
24 =/
Those visual imagery make the readers imagine that used

to go the ‘spots’ the water fall and the ‘cave’ together in the past
and how it marked the sweet memories between them in the past
and some how when Hardy went there again, the memories
would call him out about Emma in that place.
In line 23-24,the writer see hardy regard to the value of

Emma when she was with him and not just the thin ghost that he
follows.
The auditory imagery is in the word ‘call out’ which is
used in line 22 = / That it seems to call out t me from forty years
ago / which shows that those memories with Emma in that place
would call out to Hardy to remember their nostalgic moment
forty years earlier.
The last stanza is full with visual imagery such as ‘ bird’

in line 26 = / The wakes bird preen/ ; ‘seals’ in line 26 = / the
dawn whitens hazily /; ‘ stars’ in line 28. For the stars close their
shutters/ ; ‘dawn’ in line 28 = / the dawn whitens hazily / and ’
path’ and ‘ flowers’ in line 32/ = / our paths through flowers /
here, the poet’s description in the scenery is quite real for the
readers can see the ‘birds’ the ’seals’, the “stars” , the ‘dawn’
and the “ flowers’. The scenery brought the readers to some
place ( around the cave) to see what the poet sees. They way the
poet tries to explain to the readers about the scenery is very clear
and fresh in the reader’s imagination.
The writer finds out from his analysis that Thomas

Hardy uses of imagery sight, sound, kinesthetic, and taste to
make the readers realize the memories of Hardy to Emma when
he goes to the place he used to go with her such as to the spots
when they haunt there together, to the water fall., and to the cave
with its hollow voice and how Emma calls to always remembers
their nostalgic moments forty years ago such as the sweets
things said in summer. Yet, it reflects the passion and intimacy
also it show high regard between them which makes them value
toward each other.
9.3.2. Happiness
The opal and the sapphire of that wandering western sea,
And the woman riding high above with bright hair flapping free
The woman whom I loved so, and who loyally loved me.
A little cloud then cloaked us, and there flew an irised rain,
And the Atlantic dyed its levels with a dull misfeatured stain
And then the sun burst out again, and purple prinked the main.
Still in all its chasmal beauty bulks ord Benn y to the sky
And shall she and I not go- there once- again now March is nigh,
And the sweets things said in that March say a new there by and
Nay. Though still in chasmal beauty looms that wild weird

western shore,
The woman now is- elsewhere- whom the ambling pony bore,
And nor knows nor cares for Beeny, and will see it nevermore.
The pale mews plained below us, and the waves seemed far
away
In their sky, engrossed in saying their ceaseless babbling
As we laughed light-heartedly aloft on that clear-sunned march

day.
In this poem, Thomas Hardy give idea about love . love

is happiness. Wherever, happy is experiencing or the effect of
favorable fortune and having feeling arising from the
consciousness of enjoyment and enjoying good any kind.
In the first stanza the kind of imagery that is used visual

imagery and kinesthetic imagery. The examples of the visual
imagery are ‘sea’ in line 1= / of that wandering western sea /
‘woman’ in line 2 = / and the woman / and ‘hair’ in line 2 / with
bright hair flapping free / the tension imagery reflected in the
word ‘ riding’ in line 2 = / and the woman riding high above / and
‘ flap’ as in line 2 = / with bright hair flapping free /.
The first three lines are all set in the past. The brilliant
word pictures here describe the beloved ( Emma) riding ‘ high
above’ near the sea. In the thesis, I can see also the fair- haired
girl on her pony, pictures that have shone in the memory for over
forty years. The girl whom he ‘ loved so’ ( line 3) illustrate
passion of love in Hardy and who loyally loves ( line 3) him
illustrate hw intimate Hardy and Emma is.
( stanza 2, line 4 -6)
In the second stanza, the writer finds two kinds of

imagery that are visual imagery and the auditory imagery. The
visual imagery reflects an the choices of word such as ‘ mews’ in
line 4 = / the pale mews plained below us / ; ‘the waves’ in line 4
= / and the waves seemed far away / ; the ‘sky’ in lines 5= / in a
nether sky /; and the ‘clear-sunned day’ in line 6 = / on that clear-
sunned march day /.
The auditory imagery in the second stanza can be seen

in the word ‘ ceaseless babbling say’. Here, the readers can
imagine that the mews try to speak with the poet in its ‘ ceaseless
babbling’ say ( line 2) the picture that we get from this stanza is
that it gives a clear impression of how happy ( the seagulls’ sound
as their laughter) and easy everything seems for the young lovers.
They are both ‘ a loft’ and laughting light – heartedly ( also show
the intimacy of them), the’ waves’ seem a long way away. The
‘mews’ ( sea gulls) are in the mid – air , lower down.
The third stanza below is full with the visual imagery

such a cloud in line 7 = / A little cloud then cloaked us / ; ‘rain’
in line 7 = / and there flew an irised rain / ; the ‘sun’ in line 9 = /
and then the sun burst out again / ; and the ‘ purple’ color in the
last line = / and purples prinked the main /.
Hardy is trying to make the thesis writer imagine how

the ‘ cloud’ (line 7) then hides him and Emma, how he express
the ‘ irised rain’ ( line 7) and then he also makes her ‘sees’ that
finally the ‘sun’ bursts out again ( line 9) which gives the feeling
of happiness since the sun appears at the end of the train. The
happiness as ell as the beauty of nature comes to the poet. Here, I
gets the feeling that she is looking up at them from a great
distance, and that they cannot see the abyss and the vast Atlantic
under their feet ( Michael Millgate, 1984 “ 152).
( stanza 4, line 10 -12)
In the fourth stanza, we can find the visual imagery such

as ‘ sky’ in line 10 = / Still in all its chasmal beauty bulks old
Beeny to the sky / ; tension imagery els in the word ‘go’ in line
11 = / and I not go / and the auditory imagery in the word ‘ said’
in line 12 = / and the sweets things said /. In the poem, they are
put line in line 10 and 12.
Three lines above are trying to show that hardy is asking

of question to Emma “ shall we go there again ? “ which means
going to Beeny Cliff once again as they did in the past which is
expressed in line 11 : “And shall she and I not go- there once-
again”.
In line 12 : “and the sweets things said “ shows how

intimacy Hardy and Emma in the past time; about love the things
said between both of them.
( stanza 5, lines 13 -15 )
In last stanza below, the writer can find the visual

imagery such as ‘ shore’ in line 13 = / that will weird western
shore / ; ‘woman’ in line 14 = / Thee woman now is / ; and ‘pony’
in line 14 = / whom the ambling pony bore/
As a conclusion, this poems tells about love between

Emma and Hardy that happens when they were at Beeny Cliff.
This poem tells about happy they were at that time: moreover,
nothing in Beeny Cliff is allowed to darken the pictures of the two
lovers, nothing, but time and death.
9.3.3. Heart Broken ( sorrowing)
Why did you give no hint that night
That quickly after the morrow’s dawn,
And calmly, as indifferent quite,
You would close your term here, up and be gone
Where I could not follow
With wing of swallow
To again one glimpse of you ever anon !
Never to bid goodbye,
Or lip the softest call,
Or utter a wish for a word, while I
Saw morning harden upon the wall,
Unmoved, unknowing
That your great going
Had place that moment, and altered all.
Why do you make me leave the house
And think for a breathe it is you I see
At the end of the alley of bending boughs
Where so often at dusk you used to be ;
Till in darkening dankness
The yawning blankness
Of the perspective sickens me !

By those red- veined rocks far West,
You were the swan- necked one who rode
Along the beetling Beeny Crest,
And, reining nigh me,
Would muse and eye me,
While Life unrolled us its very best.
Why, then, latterly did we not speak,
Did we not think of those days long dead,
And ere your vanishing strive to seek
That time’s renewal ? we might have said,
In this bright spring weather
'We’ll visit together
Those places that once we visited
Well, well ! All’s past amend
Unchangeable, it must go.
I seem but a dead man held on end
To sink down soon… O you could not know
That such swift fleeing
No soul foreseeing-
Not even I- would undo me so !
In this poems, hardy tells love can make someone heart

broken. If you love dead and it to be sorrowing of love and also
your life to be loneliness. In this poems, Hardy expression about
sorrowing of his love.
The visual imagery here reflects in how Hardy uses the

words such as ‘ night in line 1 = / why did you give no hint that
night / ; ‘dawn’ as in line 1 =/ that quickly
after the morrow’s dawn / ‘ wing’ as line 6 = / with wing

of swallow /; ‘the glimpse’ as in line 7= / to again one glimpse
of you ever anon / those visual imagery express the regret
Thomas hardy toward Emma since she suddenly disappears
after the dawn.
The tension imagery in the first stanza can be found in

the word ‘ follow’ in line 5 = / where I could not follow /. This
makes the readers experienced what Hardy’s experiences when
he cannot find Emma everywhere because she does not give any
hint to him.
From the first stanza above, the writer learn that Hardy
seems disappointed toward Emma since she does not give a sign
that she will die at dawn. Hardy tries to follow her with the ‘
wing of swallow’ but it is useless. Through this stanza, in the
thesis, the writer can learn how desperate Hardy is at that
moment because he never thinks that Emma will leave him so
soon without saying ‘ good bye’.
The first imagery that the speaker uses is visual imagery

such as ‘ morning’ in line 11 = / saw morning/; and the ’wall’ =
/ here, Thomas Hardy describes his mourn in the morning and is
Witnessed by the wall.
Lines 8- 14 above seems to let the writer know that there

was no goodbye between Hardy and Emma. The word “ saw
morning harden upon the wall ( line 11) means that the time stop
and Hardy did not know that the death of Emma also stop all. In
the thesis, I grasps the intimacy from line “ That your great
going” shows how Emma’s going gives deep impact on Hardy
since he uses the word great to describe her going. In other word,
it also shows how Hardy regards the value of the moments while
was Emma next to him.
While the auditory imagery is used in the word ‘ the call’

in line 9 = or lip me the softest call / and ‘ utter’a word’.
The visual imagery is used in the first line such as ‘

house’ = / why do you make me leave the house / ; ‘ alley’ in
line 17 = / at the end of the alley/ ‘dusk’ in line 18 = / where so
often at dusk you used to be / ; and in the word ‘dark’ as in line
9 = / Till in darkening dankness /
In the three stanza, show that hardy thinks that he sees

Emma at the end of alley of bending boughs he goes to there
until dark but he cannot find her.
The internal sensation is like the word ‘ breathe’ as in

line 16 / And think for a breathe it is you I see /. Here, Hardy
wants to inform the readers that it is only Emma that he is
thinking of for all the time.
The tactile imagery as in the word ‘ dankness’ in line 19

= / Till in darkening dankness / which the dankness here means
damp and cold. Hardy likes to make the readers ‘feel’ the
dankness as if she experienced the dankness in the real world.
In the fourth stanza, explain how Hardy was looking at

Emma when she “rode’ along the beetling Beeny Crest and how
Hardy wants to say that life had brought them to its very best.
In the fourth stanza, the writer finds the visual in line 23-
25 and in line 25. They are ‘ red- veined rocks’ as in line 23 = /
by those red- veined rocks far West /;
‘swan’ in line 24 = / You were the saw- necked one who
rode / ; ‘beetling’ as in line 25 = / Along the beetling Beeny
Crest / ‘eye’ in line 27 = / Would muse and eye me /. Besides
the visual imagery, e also can find the kinesthetic imagery as in
the word ‘ unrolled’ in line 28 = / While life unrolled us its very
best /
( Stanza 5, lines 29- 35)
In the fifth stanza above, I will meets three kind of

imagery such as the visual imagery in the word ‘ spring’ as in
line 33 / In this bright spring weather /; the auditory imagery as
in ‘speak’ in line 29 = / Why, then latterly did not speak /; ‘said’
in line 32 = / And ere your vanishing strive to seek /. This stanza
want to tell the readers that the division between Hardy and
Emma should not happen. Actually, they can visit the places
once they visited before but they did not.
In the last stanza, I think there are two kinds of imagery

that are the visual imagery and the tension imagery the visual
imagery is use word like ‘ man’ in line 38= / I see but a dead
man held on end /
Which shows Hardy’s feeling toward himself as he is

desperate like a dead man. Whereas, the tension imagery
reflected in the word ‘flee’ as in line 40 = / That such swift
fleeing / and the word ‘undo’ in line 42 = / Not even I would
undo me so /. Lines 40 and 42 here try to make the readers
understand that men have no power to change the time.
As a conclusion, “the Going tells the regret of Hardy

toward Emma since she left him without notice. Somehow, the
memories of Emma goes to hardy’s mind once again and it
causes him to remember her. And here, the writer can feel the
coldness and the dampness of the poet’s experienced.
LITERATURE
DRAMA POETRY NOVEL
POEM
THOMAS HARDY'S IDEA ABOUT LOVE IN SOME OF

HIS POEMS
RELATIONSHIP
LOVE KINDS OF LOVE BETWEEN LITERATURE
AND IDEA
9.5. FINDINGS
In “Unforgettable Memories” shows the flash back of Hardy
toward the things he did with Emma in the past. The passion and
intimacy also reflected from the way Hardy describes about the places
they used to do and what they talk of that matter no much. The writer
finds out the idea about love the high regard for the value of each other’s
person. ( Hardy to Emma and Emma to hardy). Which also reflects the
passion and intimacy is presented clearly through the use of imagery.
In “Happiness” Beeny Cliff tells about the romantic love
between Emma and hardy that happen when they were at Beeny Cliff.
Wherever, Hardy’s give idea that love is happiness. This poem tell about
how Happy they were at that the time.
In “Broken Heart (sorrowing)” the writer finds out the regret
of Hardy to ward Emma since he left him without notice. Somehow, the
memories of Emma goes to Hardy’s mind once again and it makes him
remember her.
LITERATURE
DRAMA POETRY NOVEL
POEM
THOMAS HARDY'S IDEA ABOUT

LOVE IN SOME OF HIS POEMS
UNFORGETABLE
HAPINESS BROKEN HEARTED
MEMORIES
In“Unforgettable
Memories”The passion
and intimacy also AIn “Broken Heart
reflected from the way AIn“Happiness” (sorrowing)” the writer
Hardy describes about Beeny Cliff tells finds out the regret of
the places they used to about the romantic Hardy to ward Emma
do and what they talk love between Emma since he left him
of that matter no and hardy that without notice.
much. In this thesis the happen when they Somehow, the
writer finds out the were at Beeny Cliff. memories of Emma
idea about love is the Wherever, Hardy’s goes to Hardy’s mind
high regard for the give idea that love is once again and it
value of each other’s happiness. This makes him remember
person. ( Hardy to poem tell about her.
Emma and Emma to how Happy they In this poems, Hardy’s
hardy). Which also were at that the give idea that love is
reflects the passion time. make someone heart
and intimacy is
broken on sorrowing.
presented clearly
through the use of
imagery.
9.6. REFERENCES
Altick, D. Richard & Chiew.C. Samuel. 1967. The Nineteenth century

and after. New York: The Macmillan Press Ltd
Barber, Charles. 1983. Poetry in English. New York: The Macmillan

Press Ltd.
Creighton, M.R.T. 1974. Poems of Thomas Hardy. New York: The
Macmillan Press Ltd.
Gibson, James. 1975. Chosen poems of Thomas Hardy. New York: The
Leod, M.C. George. 1962. The Norton Antholgy of Engglish Literature

third edition. New York: The Macmillan Press Ltd.
Lucas, John. 1986. Modern English Poetry. London : Britain by Billing

Ltd.
Millgate, Michael. 1984. The Life and Work of Thomas Hardy. New
York: The Macmillan Press Ltd.
Rees, J.R. 1973. English Literature. New York: The Macmillan Press
Ltd. Siswantoro, 2002. Apresiasi Puisi- puisi Sastra Inggris.
Surakarta: Universitas Muhammadiyah Surakarta.
Siregar Masito Warni, Dra, M.Ed, 2003. Poetry II. Medan : UNIMED.
Weber, J. Carl. 1963. Hardy’s love poems. New York: The
10. THE POWER OF HOPE IN ROBERT FROST’S SELECTED POEMS

1) How is the power of hope depicted in Robert Frost’s selected
poems?

10.2.1. Poetry
Poetry is the genre of literature which reveals the
mystery,beauty and loveliness of human life ,nature , which
imagination, passion and felling predominate. It open our eyes
to the beauties and spiritual significance of things around us to
which other wise we should have remained blind by the touch of
magic wand of poets, imagination the ordinary common place
things of life and nature are transformed into the object of all
beauty.
10.2.2. Types of Poetry

When we studying poetry,it is useful first of all to
consider the theme and the development of the theme in the
poem. It is useful to keep two general distinction in mind
definition consult (Abrams 1999 and Preminger et al 1993) lyric
poetry and narrative poetry , descriptive progression,reflective
and sonnet. There are some types of Poetry. According to
Sinhala (199:7),there are some types of poetry :
1) A lyric poetry is a short poem,usually divided into stanzas
and directly expressing in melodious language the
thoughts,emotions and feelings of the poet himself.
2) Narrative poetry gives a verbal representation,in verse,of a
sequence of connected events;it propels character through a
plot.
3) Descriptive progression a poem presented in an
arrangement of pictorial details or images is said to have a
descriptive progression
4) Reflective is thoughtful poems often containing a great deal
of description,which the poet comments on or from,which
he draws conclusion.
5) Sonnet was originally a love poem which dealt with the
lover’s sufferings and hope.
10.2.3. Power
There are three bases of power :
1) Referent power is the power ability of individuals to attract
others and build loyalty.
2) Legitimate power is formal authority delegated to the
holder of the position. It is usually accompanied by various
attributes of power such as uniform.
3) Coercive power is the application of negative influences. It
includes the ability to demote or to withhold other reward.
10.2.4. Portrayal
Poem is a kind of literary work which represents the
human life,every aspect inside of poetry always related to
human, and so many aspects are related to the elements which
can be found in life, some elements such as ; hope, love, struggle,
dream or ambition or the other elements are deflected in the
poetry.
10.2.5. Success
The success will come after the people who have the
hopes have made their goals become real. There’s only one
similarity which can be found in the five of Robert Frost’s poem
in this analysis. The different things are only how to be success
or how to achieve the goal in life, religions, love, freedom and
plan.
10.2.6. Hope
Hope means the plan of the person which must be real
and give a satisfaction for the person. The hopes are about love,
religion,plan, freedom,and the journey of life. hopes have the
correlation with the goal a purpose.
There are five types of hope, they are:
1) Realistic Hope
Realistic hope is based on a fair estimation of probabilities
.
2) Patience
Patience is the state of endurance under difficult
circumstances,which can mean persevering in the face of
delay provocation without acting on negative annoyance
/anger, especially when faced with longer –term
difficulties. Patience is the level of endurance one can take
before negativity.
3) Respect
Resepect can be a specific feeling of regard for the actual
qualities of the one respected action
4) Mutual Understanding
Sympathy of each person of the best.
5) Mutual respect
10.2.7. Patience
Patience is the state of endurance under difficult
circumstantes which can mean persevering in the face of delay
or provocation without acting on negative annoyance /anger.
10.2.8. Moral
Moral in the poem tells where the moral man who
remined patient and remain in a desire to be achived,in these
poems states want to have the moral behavior of its rights in
determining the course of his life. Hope in the moral indicated
remain patient and continue to hope and pray. Some fact of the
moral life :
1) Life such that everyone has to make decisions continuously
in a world where there are right and wrong ways of doing
things.
2) In order to have orderly social life,we must have
agreements,understandings,principles and rules of conduct.
There is no human society which does not have well.
3) There is a development or evaluation of morals,just as there
is of social life and institutions in general.
4) The field of morality is coextensive with life itself: it is not
some separate area or sphere of life. A moral problem it is
also personal,social,economic,politic,or international
problems.
10.2.9. Religion
Religion is an organized collection of belief,cultural
system and word views that relate humanity to an order of
existence. From their beliefs about the human nature,people may
derive morality,ethics,religious laws or a preferred life style.
10.3. ANALYSIS
10.3.1. Patience
The first stanza of the poem entitled ‘’The Road not
Taken’’ shows a condition where a man as a traveler to choose
the most appropriate way in his life.the traveler who must choose
only one way in his life is the only one a way for him, because
he may not decide to take both of the choices in his life.

And looked down one as far as I stood
(The Road not Taken)
In the first stanza from this moment, we know that the

speaker is going to have to make a choice and walk down one
of these roads, leaving the other one behind, this line could
represent many different choices in the speaker’s life, but the
writer using a metaphor rather than describing them specifically.
This lets us readers think of choices that have been significant
in our own lives when we read this poem.
The road not taken to explain the hope that the writer had
to a way of life that should be selected by determining the choice
of a path, expectation shown here hope that the writer choose a
path.
Then took the other, as just as fair
Thought as for that, the passing there
(The Road Not Taken)
In the second stanza, the writer think that the speaker

was a little bored with the path that the writer was going to take,
and wanted to shake things up a little.
In leaves no step had trodden black
Oh, I kept anther for another day!
I doubted if I should ever come

In the third stanza the writer comforts himself by
thinking he can just try we can not decide to go on vacation to the
beach or the mountains.
Whose woods these are I think I know.
His house is in the village, thought;
To watch his woods fill up with snow.
(Stopping by Woods on a Snowy Evening)
The first stanza tells us that man stops for a while to

enjoy beauty of the wood which is covered with snow. He stops
because the snow has attracted him much. In the wood he does
not find any house and it seems that he know the wood well. In
below poem stopping by woods in the evening.
To step without a farm house near
(Stopping by Woods on a Snowy Evening)
Now the writer gets a little more information about the

speaker’s choice to stop and watch the woods. The writer chosen
to stop at a place that is far, far away from any another humans.
What does that say about him? We also would like to point out that
our speaker is trying to figure out what his horse thinking, which
means that the he must be kind of aware of how random it is to be
stopping in the middle of nowhere.
I have been one acquainted with the night
I have walked out in rain-and back in rain
I have out walked the furthest city light
(Acquainted with The Night)
This poem tell about patience in first stanza, the writer

tells us about journey. We realize that we are being told the special
journey, not just a literal walk around.
The people along the sand
All turn and look one way
They turn their back on the land
They look at the sea all day
(Neither Out Far Nor in Deep)
The first stanza tell about the people who standing on the
shores. They are standing there because they are looking for a way
to get back to the land. Finally they vision and find one way. They
decided to pass it to go back the land to see the sea. The land may
vary more for the them and truth is like the water comes ashore.
They look at the sea but they can not look out far and they also can
look in deep.
Some say in nice.

(Fire and Ice)
Moreover, the fact that he has had personal experience

with both (in the form of desire and hate) reveals that fire and ice
are not mutually exclusive, as the first two lines of the poem insist.
In fact, though the narrator first concludes that the world will end
in fire, he ultimately admits that the world could just as easily end
in ice; fire and ice, it seems, are strikingly similar.
10.3.1.1. Patience in God

‘’ A prayer’’ is a poem written by Robert Frost.
This poem is asking god to make it eternally spring so he can
be happy while living with the glories of nature. It will keep
the stress perfect and the orchards whit.
Oh, give us pleasure in the flowers to-day
And give us not to think so far away
As the uncertain harvest;keep us here
All simply in the springing of the year
(A prayer in Spring)
In the first stanza tell show about a prayer to god
for happiness in the moment because it reminder that the
present contains a bunch of wonderful gifts, one of those is
spring time that means a time of rebirth or a time of fertility.
Oh, give us pleasure in the orchard white
Like nothing else ny day, like ghosts by night;

And make us happy in the happy bees
The swarm dilating round the perfect trees.
(A prayer in spring)
In the second stanza, frost asking god for
happiness and wants us to be happy along everything else god
has created. The author wants us to be observing its beauty
of God’s creation now and enjoy it, even at night when it
resembles ‘’ghosts’’. In the last line tell as a progression of
happy creatures going about their daily routine by expanding
their activities in the beautiful trees.
And make us happy in the darling bird
That suddenly sbove the bees is heard
The meter that thrusts in with needle bill
And off a blossom in mid air stands still.
(A Prayer in spring)
In third stanza show that the author asks to God
for his friends, neigbors, and relatives be able to discover
pleasure and joy in these natural springtime delights. In the
last line ‘’a blossom in mid air stands still’’, so by look this
situation, the authors pray to god for people around him.

I shall be telling this with a sigh
Somewehere ages and ages hence
I took the ones less traveled by,
Expectation shown in the fourth stanza remain
patient and the writer should be choosen to believe what it
does is the way that leads she wanted and choose it with
consience and actually the writer is faced into a hard situation
where the writer must choose one of two roads which are laid
in the world. The are two way of life in front of him, so she
must choose one of them as his own way of life.
As long as it takes to pass
A ship keeps raising its hull
The wetter ground like glass
Reflects a standing gull
The third stanza tells about hope which people have.
The writer still has hopes, the writer hope to find it while they
are staring at the sea. The writer that they can find the truth
in their life.
10.3.1.2. Patience in Love
This is stanza describes about love for God.
For this is love and nothing else is love
The which it is reserved for God above
To sanctify to what far ends He will,
But which it only needs that we fulfill.
(A prayer in Spring)
In the end stanza, frost brings a person to aware
and offers his reasoning that all of God’s creation is love. The
writer believes that so many things in life are
incomprehensible to the human mind and heart, therefore
must be left to God and he ask us to send our best gratitude
to God for the beautiful of everything.
I have been one acquainted with the night
I have walked out in rain – and back in rain
I have out walked the furthest city light
(Acquainted With at the Night)
In the first stanza, the author tell us about his
journey. We realize that we are being told the special journey,
not just a literal walk around. The he says that he has walked
out for distance along the street and he walks in the rain. It
gives us a sense of mystery. The rain usually relates with sad
and sorrow. It can be interpreted as being lonely. Then we

assume that the narrator walks in the night for distance in the
street lonely.
10.3.2. Loyalty
In leaves no step had trodden black
Oh, i kept anther for another day!
I doubted if I should ever come
In the stanza describes, the author still observes the
roads. This is tells loyalty in choosing a oath which should run
it, and here we told him all the way to be chosen that is the best
way to be encountered until he reached the destination and get
the best choice.
The cannot look out far

They cannot look in deep
But when was that ever a bar
To any what but they keep?
The writer gets the point that is whatever we ask more,
whatever we are afraid did not wait the shps, actually we can not
make sure of something. We can only make estimation. This
poem are trying to find the truth. The writer scrutinize the truth
by turning back to the way because it gives them a hope in
finding the truth. In the sentece ‘’ They cannot look out far;
they cannot look in deep’’ this is describes the power of hope
waiting in the last stanza.
I have stood still and stopped the sound of feet
When far away an interrupted cry
Came over houses from another sreet
But not to call me back or say good – by
And further still at an unearthly height
One luminary clock against the sky
(acquainted With at the Night)
The poem tells about loneliness. The man feels lonely in
facing his life. He also isolated from the society and moves
alone without any friend of him accompanies him to walk
through the street of the city. Then he stops because interrupted
cry from another street.
I think I know enough of hate

To say that for destruction
Is also great And would suffice
(Fire and Ice)
There is also hopelessness in this poem represents that
the author feels hopeless and give up in life. He does not matter
whether the world end in fire or ice. The author in a relationship
that has much trouble. He has hopeless that his relationship can
be going on.
10.3.3. Mutual Understanding
The people along the sand
All turn and look one way
They turn their back on the land
They look at the sea all day
In the second stanza, and the power and hope the writer
believe that the word ‘’sea’’ interorets ‘’life’’. Life is mysterious
and also secret. No one knows the secret of life.
I have looked down the saddest city lane
I have passed by the watchman on his beat
And dropped my eyes, unwilling to explain
(Acquainted at the Night)
In the first stanza, the author tell us about his journey.
We realize that we are being told the special journey, not just a
literal walk around.
10.3.4. Mutual Respect

His house is in the village, though
(Stopping by Woods on A Snowy Evening)
This poem tells about man with a little house stops the
word to see the snow fall. He stops his house at desolate place.
In this place he finds no houses or even a farm house. The
condition of the wood is cold and deserted. The only sounds are
shaking of harness bells of the house and the freeze wind which
blows slowly. He wants to stay long but he still has promises to
be kept.
I have looked down the saddest city lane
I have passed by watchman on his beat
And dropped my eyes, unwilling to explain
Actually the man runs his life alone. He has sad feeling
as a bad experience. He is alone and isolated from the people.
He does not want to share his sad feeling to anyone. He does not
want to tell it because he feels unwilling. He will take his sad
feeling as long as he can and as long as he lives. It seems that he
ignores the society.

LITERATURE
POETRY
TYPES OF POETRY : TYPES OF HOPE :

1. POWER 1. PATIENCE
2. POTRAYAL 2. MORAL
3. SUCCESS 3. RELIGION
ACCORDING TO ( ACCORDING TO (
ABRAMS 1999 AND ABRAMS 1999 AND
PREMIUGER ER AL PREMIUGER ET AL
1993) 1995)
10.5. FINDINGS
ANALYSIS THE POWER

OF HOPE IN ROBERT
FROST'S SELECTED
PATIENCE
1. PATIENCE IN GOD
2. PATIENCE IN LOVE
LOYALTY
MUTUAL
UNDERSTANDING
1. MUTUAL REPORT
10.6. REFERENCES
French, J.R.P, and Raven. (1959). Tree Bases of Social Power, in D

Cartwright Studies In Social Power. Ann, Mi: University Of
Michigan Press.
Fransesco Guard, 1747, www.en.Schoolar.org/Hope.
Fransesco Guard, 1747, The Types of Hope

www.en.Schoolar.org//Hope.
Retrieved 2015-04-18
Gordon, Collin (1980). Forward. In Power /Knowledge. Foucault,

Michel, Pantheon Books,New York, 1980.
https://mthoyibi.files.Wordpress.com.Literary Theories Poetry of

Literature
Retrieved 2015-04-15
https://tap.Sageub.com (Theory New Criticism, Johns Hopkins

University Press, 2005.
Kraus, Bjorn (2014). ‘’Introducing a Model Analyzing the

Possibilities of Power, Help and Control’’.Social Work and
Society 12. Retrieved 12 August 2014.
‘Power’(2010) Oxford Advanced Learner’s Dictionary.
‘Power’ Webster’s Comprehensive Dictionary Sinhala to Definition

Poetry, Sinhala University Press, 1997 : 1)
11. AN ANALYSIS OF RACIAL ISSUES IN SOME LANGSTON
HUGHES’ POEMS

1) What are the negatively racial issues, such as: Skin Color,
Prejudice, Discrimination, Stereotypes, and Racial Segregation
that happened to the Black people in America?
2) What are the racial issues—Skin Color, prejudice,
discrimination, stereotype, and racial segregation—in As I grew
older, Dinner Guest: Me, Theme for English B, Democracy,
Argument, Cross, I Too, Merry Go-Round poems by Langston
Hughes?

11.2.1. An Overview Of Poetry
11.2.1.1. The Meaning Of Poetry
Literature is concerned with all aspects of human
life and the universe in their entirety, surely every work of
literatures is about something, and the more of a person reads,
the better stocked will his mind be with knowledge.
According to Wellek, Literature is the criterion is either
aesthetic worth alone or aesthetic worth in combination with
general intellectual distinction. Within lyric poetry, drama,
and fiction, the greatest works are selected on aesthetic
grounds; other books are picked for their reputation or
intellectual eminence together with aesthetic value of a rather
narrow kind: style, composition, general force of
presentations is the usual characteristics singled out.
Poem is a composition in verse that is
characterized by a highly developed artistic form, the use of
rhythm, and the employment of heightened language to
express an imaginative interpretation of a situation or idea
(Introduction to English Literature: 2007). Poetry is language
with musical elements. Some experts maintain that poetry
must contain such literary elements as metaphor and simile.
Others stress rhythm and rhyme as the most essential parts of
poetry.
The aspects of poetry are sense, feeling, tone, and
intention. Sense is the subject matter of the poem. Feeling is
the attitude of the writer toward the subject matter. Tone is
the attitude of the writer towards the reader, whether the
writer in a good mood, pessimist or optimist, sad or happy.
Intention, undoubtedly a poet writes a certain poem for he
has a special intention. At least for him himself is to express
his feeling.
11.2.1.2. The History Of Poetry

It is impossible to trace poetry to a definite
beginning, as it is likely as old as the human spoken word.
The oldest recorded poetry is contained in the cuneiform
tablets of ancient Mesopotamia circa 3,000 B.C. Classical
Chinese poetry has its roots in the form of song lyrics dating
to 1,000 B.C. Poetry appears in all the major religious
canons, such as the Sanskrit Vedas, the Hebrew Tanakh and
the Greek Bible. In the West, poetry has evolved from such
ancient Greek masterpieces as Homer's "Odyssey" and
"Iliad" circa 900 B.C., on into the Romantic poetry of
Western Europe, and through the modern and postmodern
periods to the present.
11.2.1.3. The Kinds Of Poetry

1. Ode
A lyric adopted from Greek but altered greatly in form
by various English poets. It tends to be rather formal and
elevated and is often to a prominent person.
2. Epic
The most ambitious kind of poetry deals with great
heroes whose action determined the fate of their nation
or of mankind.
3. Elegy
Elegy is written to express feelings of sorrow or loss
4. The Pastoral
Uses the fiction that all the character corcerned shepherds
and sheoherdess
5. Satire
A form of ridicule and criticism, and it can be erected
against many different objects universal human vices of
follies, social evils or political short coming. It is often
engendered by the desire to improve society, to right a
wrong.
6. Epigram
The brief form of all poems. It may be a short as two
lines, indeed the shorter the more effective.
11.2.2. An Overview of Racialism

11.2.2.1. The Meaning of Racialism
Racialism is an emphasis on race or racial
considerations. Dunn and friends (1975:142) said “Race may
be defined as a group whose members’ physical
characteristics conform, on average, to those arbitrarily
selected as differentials, and there will be overlapping
between peoples: for instance, the lighter skinned
individuals, in peoples classified as of the Black race, will on
occasion be no more—or even less—pigmented than darkest
skinned individuals in populations classified as White”.
Racialism entails a belief in the existence and significance of
racial categories, but not necessarily in a hierarchy between
the races, or in any political or ideological position of racial
supremacy. Sometimes the term is also used to describe the
belief that race is the primary determinant of human
capacities, or that individuals should be treated differently
based on their ascribed race.
1. Skin Color
Skin Color is a form of discrimination in which
human beings are accorded differing social and treatment
based on skin color. White people tend to have higher
social standing, more positive networks, and more
opportunities to succeed than those of a Black
persuasion. Racism among Blacks, based on skin-tone,
exemplified in terms such as "high yellow" (sometimes
written and/or pronounced as "high yaller") as well as the
brown paper bag test. There seems to be an implicit
calculus behind this belief that makes the goodness of the
individual inversely related to the darkness of his/her
skin.
2. Prejudice
Prejudice is a pre pre-judgment in the sense that it
is judgment concerning objects and persons not based
upon knowledge or experience. Prejudice, according to
Brown in his book entitled Prejudice in Social
Physiology, is a judgment or opinion formed before hand
or without due examination. The most elemental
manifestation of prejudice in this broad meaning of the
word is to be found in the personal likes and dislike and
preferences and antipathies which everyone exhibits in
regard to food, clothes, and the art as well as persons (see
Franklin Frazier. The Negro in the United States. 1949.
pp. 665).
Prejudices often have two sides. If "they" are lazy
and stupid, then "we" must be intelligent and hard-
working. Whether it paints people favorably or not,
prejudice is typically based on ignorance,
misinformation, and/or and fear of differences.
One important and widespread form of prejudice
is racism, the belief that one race is supreme than others
who are innately inferior. When racism prevails in a
society, members of subordinate groups generally
experience prejudice.
3. Discrimination
Discrimination is an action that treats people
unfairly because of their membership in a particular
social group. Berger said that Discrimination is a special
act, a deliberate attempt to exclude some individuals
from something desirable because they are presumed
(correctly or incorrectly) to belong to a certain group.
The groups are most often the objects of discrimination
are identified by means of religion, national origin, color,
language, and social class.
4. Stereotypes
Stereotypes assume that everyone in a group the
same characteristics, leading people to falsely believe
that "they" are all alike. Even when the stereotype
suggests positive traits (for example, that women are
nurturing), everyone is hurt because these images leave
no room for individual differences. No one is born
believing stereotypes -- they are learned from media, or
parents, peers and many other sources. As these attitudes
deepen over a person's lifetime, they are difficult to
change.
5. Racial Segregation
Segregation is the foundation of prejudice.
Segregation is the act or practice of separating people or
different races, classes, or ethnic group in daily life, such
as in school, housing, and public or commercial facilities,
especially as a form if discrimination. Segregation affects
people from all.
So were room rests, although Whites generally had
separate restrooms facilities for women and men, while
“Colored” men and woman sometimes were forced to use
the same one. Blacks could not swim in public pools—
except in “Colored Only” ones, if they existed. Today,
The U.S Supreme Court has ruled that racial segregation
in public vehicles violates the Constitution. U.S courts
have also declared racial zoning laws invalid.
Nevertheless, segregation in some public facilities and in
housing persists. Considerable progress in eliminating
this type of segregation is being made. Most cities in U.S
abandoned the practice of segregation in public facilities.
6. Afro centrism - (not always considered racist);

The belief that Black African cultures were
historically more powerful and influential than is widely
believed.
7. Anti-Semitism
Usually, racism directed towards Jews, though
Arabs are sometimes included as well.
8. Bumiputra - (possibly a form of economic affirmative

action?)
A system whereby Malays are accorded economic
privileges not available to those of other races.
9. Euro centrism
The sometimes unconscious practice of
historically and culturally focusing on White Europeans,
to the exclusion of study, or even mention of, significant
achievements of other groups of people.
11.2.2.2. History of Racialism

One view of the origins of racism emphasizes
stereotypes, which psychologists generally believe are
formed by cultural factors. People generally respond to
others differently based on what they know, which may
include superficial characteristics such as are often
associated with race. A "White" person walking after dark in
a primarily "Black" neighborhood in an American city might
be anxious for a combination of reasons. A famous
experiment in cognitive psychology showed that the majority
of Americans would remember a lower-status "Black" man
as having a knife in his hand, after viewing a picture which
in fact showed a "White" man in a suit with a knife facing
this lower status man.
In the last part of the twentieth century, one of the
scientific theories that lent considerable weight to the idea
that there is a biological basis for racial classification is the
multi-regional hypothesis of human origins. The hypothesis
has several variations, but, roughly speaking, if there were
distinct regions of human evolution, then one could call the
original populations of these regions the ancestral "races" of
modern humans. The weight of evidence has gradually been
shifting away from this hypothesis, and many observers
believe that most versions of the hypothesis are no longer
tenable in the light of findings published in 2001, as
described in the article on multi-regional origin; see also
single-origin hypothesis. Today there is a general consensus
amongst scientists that "race", in the general sense in which
the term is used, is a social construct: the way in which.
11.3. ANALYSIS
11.3.1. Skin Color
Skin Color issue can be seen in Langston Hughes
entitled As I Grew Older. This poem was published in 1925. The
poem starts off pretty negative as Hughes describe the fact that
the wall stands in the way of his dream and he gives up. In the
first stanza, Hughes represents the birth of a goal or dream, and
as the poem progresses Hughes showcases that the dream begins
to diminish behind the walls of adulthood, as he grow older.
Hughes says that he has a dream which at the time, he really
wants to make it come true and was sure can do it. The word of
‘dream’ may mean as hope:
It was a long time ago.

I have almost forgotten my dream.
But it was there then,
In front of me,
Bright like a sun—
My dream.
But in the second stanza, Hughes says that the dream is difficult to
make itcome true because of a ‘wall’ which can be assumed as Skin
Color actions toward
Blacks by Whites. The White people make Hughes almost gives up

on his dream until he realizes he can not let them succeed and take
away his pride.
And then the wall rose,
Rose slowly,
Slowly,
Between me and my dream.
Rose slowly, slowly,
Dimming,
Hiding,
The light of my dream.
Rose until it touched the sky—
The wall.
Hughes then says that the ‘wall’ raises then dims and hides his
dream
because he is a Black man. The “wall” represents the hardship of

the Black people and all the struggles they deal with before they
can overcome their dreams. It pictured in the lines of stanza 3:
Shadow
I am black
Although the ‘wall’ keeps him not to reach his dream, he has never
given
up reaching it. In the fourth stanza, Hughes may want to let the
reader know that
through the racial of skin color, there is hope and that dreams can
be fulfilled
when one fights for their rights. So, he will make effort to reach it.
I lie down in the shadow.
No longer the light of my dream before me,
Above me.
Only the thick wall.
Only the shadow.
Then, he emphasizes that he will reach the dream by breaking the

‘wall’ to
the utmost of his strength. He also wants that other people will help
him so they
can reach the dream—the equality of race, as it pictured in the
stanza 4 and 5:
My hands!
My dark hands!
Break through the wall
Find my dream!
Help me to shatter this darkness,
To smash this night,
To break this shadow
Into a thousand lights of sun,
Into a thousand whirling dreams of sun!
11.3.2. Prejudice
Prejudice issue can be found in Langston Hughes poems
entitled “Dinner guest: me” (1965). In the poem, Hughes
presents at the dinner table is a representation of the African
American people as a whole and their place in society. The
dinner table represents society, and Hughes sitting at this table
exemplifies the efforts made to make Blacks feel equal, as it
pictured in the lines of stanza 1:
I know I am
The Negro Problem Being wined and dined,

Answering the usual questions That come to White
mind Which seeks demurely
To Probe in polite way The why and wherewithal Of

darkness U.S.A.--
Wondering how things got this way In current democratic night,

Murmuring gently
Over fraises du bois,
"I'm so ashamed of being White."
The overall concept of “Dinner Guest: Me” refers to the definition

of
humanity. The poem does not give a formal definition of what an

American
person is, but it does give the grounds of which an American

should not be
judged, which is by their skin color.
11.3.3. Discrimination
Langston Hughes tries to convey about Discrimination in his

poem entitled, Theme for English B. Langston Hughes is a Black
man and the only colored student is his class when he studied and
lived at the Y in Harlem. He had different background from his
instructor who was White. When he studied in the university, the
Black students were not accepted to live in the dormitories. He was
a Colombia student, unsure, unknown and unwelcome but finally he
had a room in the Hortly Hall although the universities yield it
grudgingly. But even though he is Black he is still just like his White
instructor in many ways. Hughes may want to say that the Blacks
also have the same position although different in skin color.
Langston Hughes also says that he does not want to be a part

of White people and believes that his White instructor does not want
to be a part of his people either. He said that he can learn from his
instructor and hopes that his instructor can learn from him too
although the instructor was older than Hughes. As it is pictured in
these lines of stanza 4:
Sometimes perhaps you don't want to be a part of me. Nor do I

often want to be a part of you.
But we are, that's true! As I learn from you,
I guess you learn from me—although you're older--and White-- and

somewhat more free.
Another example poem of Langston Hughes concerns about

discrimination is “democracy” that published in 1949. Langston
Hughes fells compelled to speak his mind for equality and his
birthright freedom via poetry; he clearly addresses his point of views
about democracy in of this poem.
In the poem, he obviously wants to change and gets equality in

the present when he is alive, and not in the future because he thinks
that for a dead man has no right to freedom. Appropriately, he had a
pessimistic view of democracy because Blacks were treated badly
and suffered greatly. He believes his rights should parallel those of
White people, without compromising his dignity in any way. He
declares he is an American and should have the rights to stand on his
land, supported by lines 7 through 9 in the second stanza:
I have as much right As the other fellow has To stand
On my two feet And own the land.

He does not want to wait for freedom; he wants to fight
for freedom and make a change. Moreover, he is not too fond of
passive individuals. Tomorrow is another day because the kind of
attitude significance submission. As it pictured in the third stanza:
I tire so of hearing people say,
Let things take their course.
Tomorrow is another day.
I do not need my freedom when I'm dead.
I cannot live on tomorrow's bread
He indicates that everybody should have the right to

exercise their freedom because that’s birthright, for Whites, Blacks,
and whoever. There needs no interpretation because the clarity of
what he wants is obvious. It can be seen in the last stanzas:
Freedom
Is a strong seed
Planted
In a great need.
I live here, too.
I want freedom
Just as you.
11.3.4. Stereotypes
Stereotypes issue can be seen in Langston Hughes poem
entitled “Argument”. In the poem, Hughes begins with praising
the Whites and their goodness, he says contrast about the Blacks
that they will get badness as they look like. Blacks have known
as the minority class which has some values, such as:
Unemployment, Uneducated, poor, unrespectable, broken-
home, criminal, etc. Hughes asked Jack (he may be a Black man)
whether he believes the values that adhere to the Blacks. It can
be seen in these lines of stanza 1:
White is right, Yellow mellow, Black, get black!
Do you believe that, Jack?
In the next stanza, Hughes said that Jack will surely

believe it and Jack is fool man because he has not a hope to
change the values. According to Hughes, as the Black man, in
God eyes everyone has the same right to do the good things.
Therefore, everyone in the same race has not same
characteristics. Blacks, like Whites are also fine. It can be seen
in these lines of stanza 2:
Sure do!
Then you’re a dope
For which there ain’t no hope. Black is fine!
And, God knows, It’s mine!

“Cross” is another example poem of Langston Hughes
that talks about Stereotype. In the first stanza, Langston Hughes
begins telling that his father was a white man. He then follows with
the information that his mother was a black woman. He then reports
that he has curses his white old man, but now he wants to take his
curses back. As it is pictured in these lines of stanza 1:
My Old man’s a white old man
And my old mother’s black.
If ever I cursed my white old man
I take my curses back.
In addition to cursing his father, Langston Hughes has

cursed his mother and he also wish she were in hell. But now again,
he wants to apologize for the “evil wish”, and he even wants to wish
her well. Langston Hughes has changed his point of view regarding
his parents; he used to curse them, but now he writes he could rescind
those curses. As it is pictured in these lines of stanza 2:
If I ever cursed my back old mother And wished she were in hell,
I’m sorry for that evil wish And now I wish her well.
11.3.5. Racial Segregation

Langston Hughes tries to convey about racial
segregation issue in his poem entitled, I, Too. This poem was
written when Langston Hughes in Genoa, Italy. The poem
shows how Black people are treated unequally during the
slavery. The “darker brother” (Black) is waiting for his
opportunity to share the table of freedom with all Americans.
The Blacks have black skin and it is used, as the sign. But, there
are the optimistic statements that they were increasing rapidly
and they become a strong human although the Blacks get bad
treatment. As it can be seen in the next lines of stanza 2:
I am the darker brother.
They send me to eat in the kitchen When company comes,

But I laugh, And eat well, And grow strong.
In the next stanza, Hughes conveys the willing and the optimistic
feeling
of Black. One day, there will be no more racial segregation. Black

and White will
eat in the same place and get the same facilities. It can be seen in
the next lines of
stanza 3:
Tomorrow,
I'll be at the table When company comes. Nobody'll dare
Say to me,
"Eat in the kitchen," Then.

AN ANALYSIS OF RACIAL ISSUES IN SOME LANGSTON HUGHES’

POEMS
An overview of
poetry
The meaning of The history of

The kinds of potry
poetry poetry
11.5. FINDINGS
AN ANALYSIS OF RACIAL ISSUES IN SOME LANGSTON HUGHES’

POEMS
Skin color prejudice Discrimination Stereotypes Racial sugregation
11.6. REFERENCE
Berger, Morroe. 1955. Racial Equality and the Law. France:
Imprimerie Chantenay.
Bibby, Cyril. 1960. Race, Prejudice, and Education. New York:

Frederick A. Praeger, Inc.
Bogdan, Robert, C. & Biklen, Sari Knopp. 1982. Qualitative

Research for Education: an Introduction to Theory and
Method. New York: Prentice-Hall, Inc.
Chapman, Raymond. 1982. The Language of English Literature.

London: Edward Arnold Ltd.
Dunn, L.C, N. P Dubini, Claude Levi-Strauss. Michel Leiris, Otto
Klineberg, Andre Beteille, E.U. Essien-Udom, Go Gien
Tjwan, John Rex and Max Gluckman. 1975. Race, Science,
and Society. London: W & J Mackay Limited, Chatman.
Franklin, E. Frazier. 1957. The Negro in the United States. New

York: The Macmillan Company
Harahap, Oliviana, Dra. 2007. Introduction to English Literature.

Medan: USU. Harahap, Hasan Achari. 2008. Opposing Ideas
of Racial Discrimination in Graham Greene’s Novel Journey
without Maps. Medan: USU Hughes, Langston. 1969.
Selected Poems of Langston Hughes. New York: Alfred A.
Knopf, Inc
Lauter, Paul. 1994. The Heath Anthology of American Literature.

Washington DC: Heath and Company.
Miller, Ruth and Robert A. Greenberg. 1981. Poetry an Introduction.

London: MacMillan Education Ltd.
Newton, K. M. 1988. Twentieth–Century Literary Works Theory.

London: Macmillan Education Ltd.
Pardede, Martha. 2008. Understanding Poetry. Medan: USU.
Perkins, George and Barbara Perkins. 1221. The American

Tradition In Literature. New York: the McGraw-hill
Companies, Inc.
Roberts, V. and Henry E. Jacobs. 1987. Literature: An Introduction

to Reading and Writing. New York: Prentice-Hall, Inc.
Sinurat, Christina. 2004. Racial Consciousness viewed from

Langston Hughes’ Selected Poems. Medan: USU.
Standford, A.Judith. 1221. Responding to Literature. New York: the
McGraw-hill Companies, Inc
Wellek, Rene and Asutin Warren. 1956. Theory of Literature. New

York: Hartcourt Brace and World, Inc.
12. MORAL ANALYSIS IN KHALIL GIBRAN’S SELECTED POEMS

12.1. RESEARCH QUESTION
The major problem of this research is to analyze the moral
in five of Khalil Gibran selected poems. Khalil Gibran’s poems
contain so many moral that can find in it. Therefore, the writer will
analyze about the moral in this poem which written by Khalil Gibran
one by one.

12.2.1. Extrinsic Approach
There are two approaches that can be use to guide and to
interpret the poems. Those two approaches are intrinsic and
extrinsic approach. In comparison to intrinsic approach, the
extrinsic approach makes the critic to give more importance to
the context of a text. In order to support the study the writer uses
extrinsic approach because this approach is emphasizing
sociological aspect more.
12.2.2. Moral
Moral is concern with content and values. Moral is the
differentiation of intentions, decisions, and actions, between
those that are good or right and those that are bad or wrong.
Moral must serve some useful purpose for individuals and the
groups they live in.
12.2.3. Poetry
Poetry is a literary work in which special intensity is
given to the expression offeelings and ideas by the use of
distinctive style and rhythms, poems collectively or as a genre of
literature. Poetry may seek to tell a story, enact a drama, convey
ideas, offer vivid, unique description or expresses our inward
spiritual, emotional, or psychological states.
12.3. ANALYSIS
12.3.1. Moral Analysis
The writer is going to analyze the moral contain in five
poems of Khalil Gibran they are Children, Freedom, Love,
Friendship, and Giving. The writer is going to analyze the poems
based on Socrates point of view about moral.
12.3.2. Moral in the Poem Children by Khalil Gibran
Your children are not children.
They are the sons and daughters of Life’s longing for itself.
They come through you but not from you,
And though they are with you, yet they belong not to you.
You may give them your love but not your thoughts.
For they have their bodies but not their souls,
For their souls dwell in the house of tomorrow, which you

cannot visit, not even in your dreams.
You may strive to be like them, but seek not to makethem like
you.
For life goes not backward nor tarries with yesterday.
You are the bows from which your children as living arrows
are sent forth.
The archer sees the mark upon the path of the infinite, and He
bends you with His might that His arrows may go swift and
far.
Let your bending in the archer’s hand be for gladness;
For even as he loves the arrow that flies, so He loves also the
bow that is stable.
In the first stanza, i analyzing that children are the
children of God in real sense. They have come on this earth due
to their soul’s own wish and so they have to be free to get
whatever they long in their past life. They come through you
that does not mean you can own them. They are still the hearts
of God. They have ultimately come from God. They are your
child and so they are always with you but still they belong to
God and not you.
In the second stanza, you should love your children very

much without binding them with your own thought.They also
do have their own thoughts given by God to each soul. You may
protect or bound their physical body but you can never ever
bound their souls as the thread of each soul os on God’s heart
or hand. After all each soul would meet God at last where even
you cannot visit as God allows everyone to visit Him according
to one’s own pure wish. Your love for your child could make
you to be like them but you should not try to make your child
like you as he or she has his or her own inner personality given
by God. You can not make yourchild to live as how you live last
time as time and way of life changing.
In the third stanza, You are the guidance of your child,

you are the one who is going to send your kids for the future that
they are belongs to. You should guide your child with happiness
as it will be thething that going to motivate them.No matter if
the future they choose is not as how you expect you just have to
guide your child to get it. For you who could do it, God will
always love your child and you for doing the best thing for your
child.
In this poem ‘’Children’’ Khalil Gibran wants to show

how to deal with children. The theme of this poem is that
children are the continuation of life and should be freely and
lovingly allow to grow into their individuality. The moral of this
poem is that no person truly belongs to another.
12.3.3. Moral in the Poem Love by Khalil Gibran
When love beckons to you follow him,
Though his ways are hard and steep.
And when his wings enfold you yield to him,
Though the sword hidden among his pinions may wound you.
And when he speaks to you believe in him,
Though his voice may shatter your dreams as the north wind
lays waste the garden.
For even as love crowns you so shall he crucify you. Even as

he is for your growth so is he for your pruning.
Even as he ascends to your height and caresses your tenderest

branches that quiver in the sun,
So shall he descend to your roots and shake them in their

clinging to the earth.
Like sheaves of corn he gathers you unto himself.
He threshes you to make you naked.
He sifts you to free you from your husks.
He grinds you to whiteness.
He kneads you until you are pliant;
And then he assigns you to his sacred fire, that you may
become sacred bread for God’s sacred feast.
All these things shall love do unto you that you may know the
secrets of your heart, and in that knowledge become a
fragment of Life’s heart.
But if in you fear you would seek only love’s peace and love’s
pleasure,
Then it is better for you that you cover your nakedness and
pass out of love’s threshing floor,
Into the seasonless world where you shall laugh, but not all of
your laughter, and weep, but not all of your tears.
Love gives naught but itself and takes naught but from itself.
Love possesses not nor would it be possessed;
For love is sufficient unto love.
When you love you should not say, ‘God is in my heart,’ but
rather, I am in the heart of God.’
And think not you can direct the course of love, if it finds you
worthy, directs your course.
Love has no other desire but to fulfil itself.
But if you love and must needs have desires, let these be your
desires:
To melt and be like a running brook that sings its melody to

the night.
To know the pain of too much tenderness.
To be wounded by your own understanding of love;
And to bleed willingly and joyfully.
To wake at dawn with a winged heart and give thanks for

another day of loving;
To rest at the noon hour and meditate love’s ecstasy;
To return home at eventide with gratitude;
And then to sleep with a prayer for the beloved in you heart
and a song of praise upon your lips.
In the first stanza, i analyzing Do not doubt, do not be
skeptical because love is beckoning you towards something you
have not know. When love beckons to you, you are blessed so
follow him even though the way is not easy. Do not resist,do not
be reluctant, do not go half heart. Love would certainly wounds
people but that wound is something that gonna make you to be
a better person. It’s going to shatter your dreams, it is going to
shatter you. Just believing in words will not shatter anything in
you. Love is about believing, when you believe everything will
be fine.
In the second stanza , Love will crown you but it will

also crucify you. It will crucify you as you have been, your past,
and it will crown you as how you should be, your future. Love
is both a crowning and a crucifixion. You have grown so many
ugly things in your life. They have to be prune and that pruning
is not against your growth. You will enjoy it when love reaches
to your heights need to be shower by loveis a solid phenomenon,
it cannot be cut into fragments. Just as your heights need to be
shower by love, your roots which are clinging to the earth have
to be shaken, because every clinging is an imprisonment..
In the third stanza, He treshes you to naked because you

are covered with so many fake personalities. Your face is not
your original face. There are so many masks. Love make you to
be a new pure person. Love make all the imperfection in you to
be perfection. Love is the thing that could guide you to a bright
life.
In the fourth stanza, People want love but they don’t

want to be prepare for all the thresing. They think love is just
about pleasure, it is not. Love is far more, it is blissfulness, it the
ultimate benediction. You will never know anything in its
wholeness, in its totality. Your life will always remain just a
potentially, it will never become a reality.
In the fifth stanza, Love knows only giving, even the idea
of getting something in return does not arise. But this is the
miracle of existence, if you give love, love returns a thousand
fold back to you, your own love. If you love, you will give more
and more freedom to the one you love. Love never allows
anyone to possess it because love is your soul.
In the sixth stanza, when you are fill with love God will
also love you. You will have the special place in God’s heart.
But if you are not strong enough to totally surrender to love and
you have other desires too.
In the seventh stanza, To love is not something easy. It

takes some steps to feel and get the joy of love. You have to
suffer at the first and from that suffer you shall get the reward.
You have to try to let go of some things, if you cannot let go
totally, then slowly, step by step move towards gratitude. Once
you get it you will only feel glad and will just praise the name
of love.
In the poem Love, Khalil Gibran shows his ideas about

love. The theme of this poem is yield yourself fully to love, for
love, you will have to understand that existence is not a dead
existence. Love is highest value. Love is the only experience in
which you become humble, simple, and innocent.
As this poem, the love mention in it is not only about

love between two souls, but it is talking about the wisdom of
love, it is basically that you need to let yourself to be in love.
Love, ultimately is sacrifice,whatever the relationship, and it
must be the most powerful; force in the universe because as
human beings you make true sacrifices for nothing less.
12.3.4. Moral in the Poem Giving by Khalil Gibran
You give but little when you give of your possessions.
It is when you give of yourself that you truly give.

For what are your possessions but things you keep and guard
for fear you may need them tomorrow?
And tomorrow, what shall tomorrow bring to the overprudent

dog burying bones in the trackless sand as he follows the
pilgrims to the the holy city?
And what is is fear of need but need itself?
Is not dread of thirst when your well is full, thirst that is

unquenchable?
There are those who give little of the much which they have –
and they give it for recognition and their hidden desire makes
their gifts unwholesome.
And there are those who have little and give it all.
These are the believers in life and the bounty of life, and their
coffer is never empty.
There are those who give with joy, and that joy is their reward.
And there are those who give with pain, and that pain is their
baptism.
And there are those who give and know not pain in giving, nor
do they seek joy, nor give with mindfulness of virtue;
They give as in yonder valley the myrtle breathes its fragrance

into space.
Though the hands of such as these God speaks, and from

behind their eyes He smiles upon the earth.
It is well to give when asked, but it is better to give unasked,

through understanding;
And to the open –handed the search for one who shall receive
is joy greater than giving And is there caught you would
withold?
All you have shall some day be given;
Therefore give now, that the season of giving may be yours

and not your inheritors.
You often say,’’ i would give, but only to the deserving.’’
The trees in your orchard say not so, nor the flocks in your
pasture.
They give that they may live, for to withold is to perish.
Surely he who is worthy to receive his days and his nights is

worthy of all else from you.
And he who has deserved to drink from the ocean of life

deserves to fill his cup from your little stream.
And what desert greater shall there be than that which lies in
the courage and the confidence, nay the charity, of receiving?
And who are you that men should rend their bosom and unveil
their pride, that you may see their worth naked and their pride
unabashed?
See first that you yourself deserve to be a giver, and an

instrument of giving.
For in truth it is life that gives unto life – while you, who deem
yourself a giver, are but a witness.
And you receivers – and you are all receivers – assume no

weight of gratitude, lest you lay a yoke upon yourself and upon
him who gives.
Rather rise together with the giver on his gifts as on wings;

For to be overmindful of your debt, is to doubt his generosity
who has the free-hearted earth for mother, and God for father.
In the first stanza, if you are thinking of giving your

possesions, there is not going to be a revolution in your life.
Think of giving up your desire for possessiveness.
Possessiveness is part of ambition. Ambition is the way of the
ego. The moment you are non-possesive, and the ego will
disappears. You have given yourself. All possesiveness is roots
in your fear to think about tomorrow. If you don’t cling to
possessions, tomorrow you may be in difficulty. The same
situation for all of those who cling to their possessions.
In the second stanza, people says give a little and you

will get much as a reward in heaven. This is not trust. This is not
getting rid of your mad desire for possessions.And this world,
they will get recognition, respect, people will take them as
religious people.These are the people who trust if God can give
you life, its bounty, its abundance will be always available to
those who trust.
In the third stanza, Even if you give not with joy but
with pain, that pain will purify you. That pain is a fire, it will
burn all that is wrong in you. You will come out of it more
sincere, more human, more religious. That’s meaning of
baptism here. When people give with joy that is the purest, the
most religious. They don’t give because giving is taught by
every religion as virtue. They give just like flowers give their
fragrance to the winds, to take it wherever the wind is going.
They never come to know to whom they have

given.They simply give out their love for no reward ,for no
virtue . these are highest givers .They are not even awere of
giving .
In the fourth stanza, They have become one with

existence .They hands are God’s hands and their eyes are God’s
eyes . These are the highest peaks of consciousness , beauty ,
and love , evereybody has the potential to become the hands of
God . And unless you become that , you have missed the poin
of your life .When ypu see that some need exists and you are
able to fulfill it throght your own understanding ,fulfill it.
In the fifth stanza, death will take everything

away.Hence, never worry about giving . life has given to you ,
life will take everything away . And for that don’t miss chance
of becoming the hands and the eyes of God.People collect for
their inheritors.This is wrong for two reasons, the chance of
giving , the second is whoever is going to inherit your money
will the chance of earning it himself or herself . you will destroy
two persons, yourself and yours your children .
In the sixth stanza, this is what everyone taught us that

obnly give to the ones who need it but fact it is not like that .
They simply give out of their abundance . if a tree is heavy with
fruits . even iif there is no one to take those fruitsthe tree is going
to return them to earth . it cannot go on living so heavily ladwen
, birden with abundabce . if a tree is heavy with fruts even if
there is no one to take those fruits the tree is going to inherit you
money will the chance of earning it himself or herself . you will
desrory two persons , yourself and your children.
In the seventh stanza, this is what everyone taught us

the ones who need it but in fact it is not like that.They simple
give out of their abundance .If a tree is heavy with fruits, even
if there is no one to take those fruits the tree is going to return
them to the earth. It cannot go on living so heavily laden, burden
with abundance. Give out of your abundance. Life is a constant
movement. Wherever the flows stops, there is death. All full
stop belong to death, life is unaware of any full stop. Look into
your own experience. The moments of giving are the most
pleasant moments. The greatest joy comes to those who can give
without any distinctions.
In the eighth stanza, if existence is willing to give that
person life you also could give him a cup of tea. Existence is
ready to keep him alive for few years more, existence never
think of whether he deserves it or not. In other side you are not
even giving just because you think that nobody deserves it. No
matter who you are or where do you come because it is an act of
charity. Charity imposes no conditions, charity knows no
condition.Charity simply gives and feels grateful that you
receive, that you don’t reject.
In the ninth stanza, the thing that should be your

concern is whether you worth of giving or not. Life gives to life,
while you are unnecessary fulfilling your ego that you are the
giver.You should find out how to be a giver. We are all receiving
life giving air every moment. We are receiving from the fruits,
from the water. We are all receivers. Both should be grateful
towards life because it is life which gives. To life you are only
a witness.
In this poem Khalil Gibran want to show us the purity

of giving. The theme of this poem is to give and receive freely
all the bountines of life.The true art in giving is to give from the
heart without any expectation of a return. True giving comes
from the same place inside you as your deepest happiness. Make
a decision that wherever you go, to whoever you meet, to give.
As long as you are living, you will also be receiving. The more
you give, the more will flow back to you and be returned many
times over. Giving creates a pattern happiness, joy and love in
your life beyond your expectations.
12.3.5. Moral in the Poem Friendship by Khalil Gibran
Your friend is your needs answered.

He is your field which you sow with love and reap with
thanksgiving.
And he is your board and your fireside.
For you come to him with your hunger, and you seek him for
peace.
When your friend speaks his mind you fear not the ‘’nay’’ in
your own mind, nor do you withold the’’ay’’.
And when he is silent your heart ceases not to listen to his

heart;
For without words, in friendship, all thoughts, all desires, all

expectations are born and shared, with joy that is unacclaimed.
When you part from your friend, you grieve not;
For that which you love most in him may be clearer in his
absence, as the mountain to the climber is clearer from the
plain.
And let there be no purpose in friendship save the deepening of

the spirit.
For love that seeks caught but the disclosure of its own
mystery is not love but a net
cast fort: and only the unprofitable is caught.
And let your best be for your friend.
If he must know the ebb of your tide, let him know its flood
also.
For what is your friend that you should seek him with hours to
kill?
Seek him always with hours to live.

For it is his to fill your need, but not your emptiness.
And in the sweetness of friendship let there be laughter, and

sharing of pleaures.
For in the dew of little things the heart finds its morning and is
refreshed.
In the first stanza, Friendship is invaluable it simply

gives its fragrance to all without any exception and it is fulfill in
giving it. It is an overflowing love. Your friendship will bring
you tremendous adventure. Friendship means standing exposed
to each other because you have a trust.
In the second stanza, Friendship is beyond the mind, in

fact, friendship rises higher than love. Love of friendship have
no expectations. Friendship should have no purposes, no
purposes, no needs. Although this is a miracle of life, that if you
have no purposes, no needs, your needs will be fullfilled, your
purposes will be fulfilled.
In the third stanza, Love is mystery and there is no way

to make it open. Love is like the roots of the trees, hidden deep
in the ground. You should open your heart totally.
In the fourth, stanza, this is something to be understood

that man’s greatest need is not to be empty, not to be dark, not
to be alone. His greatest need is to be needed. Friendship is
about caring, and sharing without any condition.
This poem shows us how to value friendship. The

theme of this poem is friendship sustains the spirit, affording
openness of heart and mind, deepening of the spirit and
companionship in all of life’s existence. Friendship is one of the
most precious gifts of life. A person who has true friends in life
is lucky enough friendship makes life thrilling. Friendship is
indeed, an asset in life. True friendship is feeling of love, sharing
and caring. It is a feeling that someone understands and
appreciates you as you are, without any exaggeration, flattery
and protensions It gives a feeling that you are ‘wanted’ and that
you are ‘someone’ and not a faceless being in the crowd.
Lasting friendship is indeed, a blessing. Good friends

are great pillars of life. True friendship is a great asset in life.
12.3.6. Moral in the Poem Freedom by Khalil Gibran
At the city gate and by your fireside I have seen you prostrate
yourself and worship your own freedom,
Even as slaves humble themselves before a tyrant and praise

him though he slays them.
Ay, in the grove of the temple and in the shadow of the citadel
I have seen the freest among you wear their freedom as a yoke
and a handcuff.
And my heart bled within me; for you can only be free when
even the desire of seeking freedom becomes a harness to you,
and when you cease to speak of freedom as a goal and a
fulfillment.
You shall be free indeed when your days are not without a care
nor your nights without a want and a grief,
But rather when these things girdle your life and yet you rise
above them naked and
unbound.
And how shall you rise beyond your days and nights unless
you break the chains which you at the dawn of your
understanding have fastened around your noon hour?
In truth that which you call freedom is the strongest of these

chains, though its links glitter in the sun and dazzle the eyes.
And what is it but fragments of your own self you would
discard that you may become free?
If it is an unjust law you would abolish, that law was written

with your own hand upon your own forehead.
You cannot erase it by burning your law books nor by washing

the foreheads of your judges, though you pour the sea upon
them.
And if it is a despot you would dethrone, see first that his

throne erected within you is destroyed.
For how can a tyrant rule the free and the proud, but for a
tyranny in their own freedom and a shame in their won pride?
And if it is a fear you would dispel, the seat of that fear is in

your heart and not in the hand of the feared.
Verily all things move within your being in constant half

embrace, the desired and the dreaded, the repugnant and the
cherished, the pursued and that which you would escape.
These things move within you as lights and shadows in pairs

that cling.
And when the shadow fades and is no more, the light that
lingers becomes a shadow to another light.
And thus your freedom when it loses its fetters becomes itself
the fetter of a greater freedom.
In the first stanza, freedom is your individual affair.

Everybody is in chains of different kinds, and enslaved by
religions, by politicans, by parents, by society. Thousands of
years of many kinds of slavery make you so afraid to be free,
which is your bright right and which is your ultimate
blissfulness.
In the second stanza, all goals are bound to be in the
future, and all desires for fulfillment in the future are nothing
but a cover up of your misery in the present.
If you’re living each moment in its totality, with

intensity, with your wholeness, your day and night will be calm
and quiet, relaxed and peaceful.
In the third stanza, there is no other way, all those

chains you started. Slavery is being sold to every child in
beautiful names. You have to be free in your soul, because that
is the only freedom there is.
In the fourth stanza, the real freedom is neither

political, nor economical, nor social, the real freedom is
spiritual. Spiritual freedom cannot be touched. Yourself can be
make as a slave but not your soul. To know it is to be free, free
from all prisons, the prison of the body, the prison of the mind,
the prison that exist outside you.
In the fifth stanza, help your children to be proud no

obedient, not slaves. Teach them that there is no higher value
than freedom of living and freedom of expression. Make them
capable, shows them that if the need arises it is better to die than
to accept any kind of slavery. And if somebody can be made
happy, you should not miss the chance.Let him be happy, but
there is no need to be afraid.
In the sixth stanza, your life is a hell for a simple

reason, nothing is whole in you, everything is divided. You are
living a life of contradictions. You are not the mind, just as you
are not the body. You are part of an immortal life.
In this poem Khalil Gibran want to show us the real

meaning of freedom. As the theme of this poem is freedom
comes not from waging battles against all the world’s troubles,
but from ceasing to be troubled by them. We are born to become
free. Freedom is defined from different aspects, and according
to different cultures freedom varies from culture to another. The
idea behind freedomnis to be respectful and useful to your
society.When freedom is guarantee, you can think freely, go
where you want, say your opinion without fear from people who
would not like your opinion. Freedom may lead to bad actions
and cause destruction in the society. Also you right of freedom
must never harm any other human being, directly or indirectly.
You must respect freedom of everyone in the society. This way
you can enjoy your freedom through your life.
MORAL ANALYSIS IN
KHALIL GIBRAN'S
SELECTED POEMS
EXTRINSIC APPROACH MORAL FOUND IN POETRY FOUND THIS

FOUND IN THIS POEM THIS POEM : POEM :
: 1. PARTICULAR 1. TELL A STORY
1. BACKGROUND 2. PHILOSOPHY 2. ENACT A DRAMA
2. HISTORY 3. RELIGION 3. CONVEY IDEAS
3. SOCIAL 4. CULTURE 4. OFFER VIVID
4. CONDITIONS 5. UNIQUE
5. BIOGRAPHY OF THE A HISTORY OF DESCRIPTION
AUTHOR LITERARY CRITICISM 6. EXPRESSES
BY M. A. R. HABIB INWARD SPIRITUAL,
(2008 : 52 ) EMOTIONAL,
THEORY OF PSYCHOLOGICAL
LITERATURE BY RENE STATES.
WELLEK AND AUSTIN
WARREN (1949:11)
WHAT IS THEORY BY
RIFENBURGH (2006)
12.5. FINDINGS
The message of this this poem is truly clear written there
that your children are not totally belongs to you. They are the child
of God who is longing of their own life. They are the new
generations in this world that God created to be the one with different
vision. In this matter, you as parents cannot stop them in achieving
their own goals. You just have to be their guidance and support them
emotionally and mentally. As they will grown up to be the new future
of life.
The second poem is love. The poem shows us the
universal meaning of love.Love is highest value. Love is the the only
experience in which you become humble, simple, and innocent.
Love is force of life, and like all natural and living things, it has its
own perfect timing to take root in our lives, because love is the most
beautiful thing in this world. Without love this world will be empty.
The third poem is Giving. Khalil Gibran wants to show
the art of giving in life. He says that, both the giver and receiver are
blessed. The one who give could feel the joy of getting something to
ease their burden. This act of giving is the act of happiness that could
make you to live your life by appreciating things more and more.
Give more and live more.
The fourth poem is Friendship.Friendship as one of the
valuable thing in life, no one could life alone in this world without a
company by their side. This poem teaches you to appreciate that
precious gift given by God to you called as a friend.
Friend is someone who could be one of the pillars of your
life. Afriend has unconditional love to give you.Khalil gibran convey
that you should treasure your friend for being there in your life.
Because the one you called friend is the one who could give the light
of life.
The last poem is Freedom. Freedom is your right, you
deserve to get it in your life. It all depend on you how do you find
the way to get the freedom. Put the fear aside, encourage yourself to
fight for your freedom. Once you could get the freedom that you are
longing in this life there is nothing that could feared you anymore.
Finally, the writer would like to conclude that in each
poems of Khalil Gibran there are different moral could be find in it
based on the theme of the poem. As the moral of each poem will give
different interpretation about the things shows in the poem to people
who read it.
MORAL
ANALYSIS
CHILDREN
FREEDOM
LOVE
FRIENDSHIP
GIVING
12.6. REFERENCES
Brooks, C, & Warren, R. P. (1960). Understanding Poetry. New

York:Holt, Rinehart and Winston.
Ciardi, J. (1960). How Does a Poem Mean. Michigan: Houghton

Mifflin.
Cleave, R.G. (2003). Contemporary American Poetry. New York:

Pearson Education.
Creswell, J. W. (1998). Qualitative inquiry and reserach design:

Choosing among five designs. Thousand Oaks, CA:Sage.
Denzin N,L. & Lincoln Y, S. (1994). Handbook of qualitative

research. Thousand Oaks, CA : Sage.
Eaglestone, R. (2002). Doing English: A Guide for literature

Students. London:
Routledge.
Habib, M. A. (2008). A History of Literary Criticism: from Plato to

the Present. London : Blackwell Publishing Ltd.
Polonsky, M. (1998). The poetry Reader’s Toolkit. Lincolnwood III,

USA : NTC Pub. Group.
Smith, S. (1983). 20th-CENTURY POETRY. London and Basingtoke
: The Macmillan Press Ltd.
Wellek, R., & Warren, A. (1949). Theory of Literature. New York:

A Harvest Book.
www.oxforddictionary.com.(2015) Poetry. Accessed on April

15,2015 at 1.30 p.m
www.socraticmethod.net. (2008) A Socratic Perspective on the

Nature of Human Evil. Accessed on May 26, 2015 at 4.00
p.m
www.poemhunter.com. Khalil Gibran’s poems collections.

Accessed on April 2, 2015 at 2.00 pm
www.magazine.uc.edu. (2014) Cambridge University

Press’definition of moral. Accessed on April 15,2015 at 2.00
p.m
www.demandmedia.com (2001). How to find the Message of Theme

of a Poem. Accessed on May 25, 2015 at 1.30 p.m
www.demandmedia.com. (2001). Purpose Vs. Meaning of a Poem.

Accessed on May 25.2015 at 3.15 p.m
www.wikipedia.com. Biography of Khalil Gibran. Accessed on

April 11, 2015 at 1.00 p.m
www.voa.org. (2012). Online Journalism of Middle East Voice of

America. Accessed on May 25, at 3.00 p.m
13. WOMEN’S RIGHTS IN MAYA ANGELOU’S POEMS

How is the woman rights portrayed in Maya Angelou’s poems?

13.2.1. Poetry
Poetry is the collection of poems from a poet or the
collection of poems from a period. It is a work of literature. Poem
is not necessarily be in writing, when we think of beautiful words
and say, that was to be called a poem , while poetry is not the
case ( Ollila and Jantas 2006:1) . Poetry is any kind of verbal or
written language that is structured rhythmically and is meant to
tell a story or express any kind of emotion , idea , or state of
being ( Hans 2001 : 2 )
13.2.2. Elements of poetry

The elements of poem can be divided as 4 points (Thompson
2006:2), there are:
1. Meter
Meter is the pattern of stressed (accented, long) and
unstressed (unaccented, short) syllables in poetry.
2. Stanza
A division of a poem based on thought or form is called as
stanza. Stanzas based on form are shown by their rhyme
scheme.
3. Rhyme and Sounds
Rhyme is a similarity of sound between two words. True
rhyme is identical sounding stressed syllables in which the
letters before the vowel sounds are different.
4. Figurative of speech
Figurative of speech are such a metaphor , simile, allusion,
epithet, metonymy, hyperbole, and symbols.
13.2.3. Theoritical Approach
By literary theory we refer not to the meaning of a work
of literature but to the theories that reveal what literature can
mean (M .Thoyibi 2011 : 25) . In analyzing the poems of Maya
Angelou the writer take structuralism theory to analyze the
poems.
13.2.4. Structuralism Theory

Structuralism is a branch of literary studies that is not be
separated from the linguistic aspects ( Hawkes, 1978 : 16).
13.2.5. Intrinsic Aspect

The intrinsic aspects are important rules in analyzing
poetry, because the writer will understand the real meaning and
the message of that poetry. The intrinsic elements used by the
author to analyze several words in this poem (Perrine and
Thomas, 1992:61)
1. Imagery
Imagery theory is a theory which talks about the reader’s
imagination in understanding the poetry. Imagety may be
define as the representation through language of sense
experience.
2. Figurative language
Figurative language is language that uses words or
expressions with a meaning that is different from the literal
interpretation.
There are many different types of figurative language. For
example , it often includes the use of a specific type of word or
word meaning:
a. Metaphor
Comparison made between things which are
essentially not alike. For example : Nobody invites Edward
to parties because he is a wet blanket
b. Simile
Like a metaphor and often uses the words like or as .
For example : Jamie run as fast as the wind
c. Personification
When something that is not human is given human-
like qualities, this is known as personification. For example:
The leaves danced in the wind on the cold October
afternoon.
d. Hyperbole
For example My eyes widened at the sight of the
mile-high ice cream cones we were having for dessert.
e. Symbolism
Symbolism occurs when a noun which has
meaning in itself is used to represent something
entirely different. For example : Symbolism would
be to use an image of the American flag to represent
patriotism and a love for one’s country
13.2.6. Women’s Rights

According to the Merriam-Webster Dictionary,
Women’s rights is the legal , political, and social rights for
women equal to those of men. Women’s issues are not the same
as gender issues”, although the terms are often used
interchangeably. It becomes a women’s rights issue when it
disproportionately restricts female choices, opportunities, and
participation in all areas of life in comparison to men (Journal of
Research on Women and Gender (2012:4).
There are 10 fact about women in all over the word that
people still not realize Catherine (2012:186) :
1) Every 90 seconds, a woman dies during pregnancy or
childbirth.
2) As many as 1 in 4 women experience physical or sexual
violence during pregnancy.
3) Women make up 80% of all refugees and displaced people.
4) Women are seldom included in formal peace processes.
5) Women gained the right the vote in America in 1920
6) As of January 2012, women held 15.1% of all presiding
officer post in governments the world
7) More than 16,4 million women in the world have HIV/AIDS
8) The US government estimates that 600,000 to 800,000
victims (mostly women and children) are trafficked globally
each year , and 14,500 to 17,500 are trafficked into the US
9) Women account for 70% of the population living in absolute
poverty (on less than $1.00 a day)
10) Over 60 million girls worldwide are child brides, married
before the age of 18 .
13.2.7. The Women’s Rights Movement

The women’s rights movement began in the nineteenth
century with the demand by some women reformers for the right
to vote, known as suffrage, and for the same legal rights as men.
13.2.8. Violence Against Women

Violence against women is a worldwide pandemic that
crosses cultural, national, and ethnic boundaries.
13.3. ANALYSIS
13.3.1. The Presentation of Woman’s Right
Women’s right are the right that every women deserveto
get.there are many ways to present the rights.Some people have
presented the rights by writing songs or poems,while the others
may present the rights bydoing the demo.In this study,the writer
finds that Maya Angelou presented the rightsin her poems.
13.3.1.1. The Poem “Still I Rise”
You may write me a history

With your bitter,twistted lies
You may tread me in a very dirt
But I’m still,like dust,I’ll rise
In this poem,the author use theory of imagery,in

line one” You may write me a history”,”you”means
everyone who doesn’t like her.In line 4 the word “like”is
simileand personafication in word “like dust,I’ll rise” mean
that eventhought she is not considered,she will fight.
13.3.1.2. The Poem “Equaly”
We have lived a painful history,(line 15)

We know the shameful past,
But I keep on marching forward,
And you keep on coming last
In line 15 and 16 means all of this time their race

have lived in a bad situation,they felt the discriminationin
past.In line 17 she will keep fightingto her rights and in line
18 they want to follow her event they comming in last to
voiced their rights.
13.3.1.3. The Poem “ Caged Bird “
A free bird leaps

On the back of the wind
And floats downstream
In first stanza the writer uses methapore.It is

describe about the free bird as a free human,who can go
anywhere and has a new hope and dare to speak about rights.
13.3.1.4. The Poem “Phenomenal Woman”
Pretty woman wonder where my secret lies

I’m not cute or built to suit a fashion model’s size
But when I start to tell them,
They think I’m telling lies
In this stanza,Angelou bluntly tells her reader that
she is whatother women wonder,eventthought she lacks the
traits that the society most often judge to be beautiful;she
intuits that the other women are jealous to her.She
writes,”they think I’m telling lies”
13.3.1.5. The Poem “Million Man March”
The night has been long

The wound has been deep
The pit has been dark
And the walls have been steep
In the first stanza it shows that they are the

victim.The poem is written in hope to end discrimination
againts the black people and for the black people to received
the same civil rights as the white people.
13.3.1.6. The Poem “Men”
When I was young,I used to

Watch behind the curtains
As men walked up and down the street.Wino men,old man
Young men sharp as mustard
See them.Men are always
Going somewhere.
They knew i was there,fifteen
Years old and starving for them
Under my window,they would pauses
Their shoulder high like
Breast of ayoung girl
Jacket tails slapping over
This poem tells about author experience,she was in
very young aged and have desire to men.But then she was
used by them
In first stanza the writter uses methapore.”Young

man sharp as mustard”means young man is also naughty,they
are playing women around them.
POETRY
Elements of Poetry Literary Theory
Structuralism Theory
1.Meter
2.Stanza
3.Rhyme and sound Intrinsic Aspect
4.Figurative Language ( Hawkes, 1978 : 16)
(Thompson 2006:2)
-Imagery
-Figurative Language:
a.Methapore
b.Simile
c.Personification
d.Hyperbole
e.Symbolism
13.5. FINDINGS
Firstly,this poems is based on the rights of women .And
mostly Maya Angelou told about her experience. Second ,the poems
used the intrinsic aspeets such as
metaphore,hyperbole,personification and other figurative language
to show the effort to get freedom and to get their rights. The intrinsic
aspects explain the sweet word that showed about movement of
women ,violence against women and women as victims.
And the last ,Maya Angelou writes all the poems to show
that the black people still struggling with teir rights. Maya Angelou
her self felt the discrimination and she asks other black people to
join with her to save their race. She makes the readers know that
they need their rights,they need their rights ,they wanted their
freedom.
13.6. REFERENCES
Angelou,Maya.(1997). I Know Why the Caged Bird Sings.United
States of
America : Ballantine Books.
Angelou, Maya.(1981).The Heart of a Woman.United States of
America :
random house).
Bertens,Hans.(2001).Literary Theory,The Basic,(Matthew
Arnold:Selected
Prose).London and New York : Roudledge.
Collins,Patricia Hills.(2000).Black feminist thought.Vol-II. New
York and
London : Routledge.
Creswel,Jhon W.(2007).Quantitative Inquiry and Research
Design.London :
Sage Publications.
Hawkins, Catherine. 2012.Women’s human rights. Journal of
Research
on Women and Gender. Vol-4.Texas : University San Marcos.
Hawkes,Terence.(1978).Structuralism and Semiotics.Retrived on
09 October
2016.From : http://digilib.uinsby.ac.id/50/3/%202.pdf.
Lewis.Jone Jhonson.91985).History of women’s rights,Retrived on
30
September 2016.From,
http://womenshistory.about.com/od/essentials/u/womens rights
history.
htm
Mansbridge,Jane J.1986.Women’s Rights Retrived on 29
September 2016.
http://legal-dictionary.the
freedictionary.com/Women%27s+Rights)
National Commision O Violence Against Women.2005.women
ensnared
by impunity:violenve and intervention,Jakarta
Ollila,Bernie and Jantas,Joe.(2006).The Definition Of
Poetry.Retrived on 29
September 2016,from
http://www.joejantas.files.wordpress.com/2011/04/the
definition-of-
poetry1.pdf.
Sarikakis,Katharine.Ramona R.Rush,Autumn Grubb-Swetnam,and
Christina
Lane.(2008).Feminist Theory And Research.Retrived on 05
October
2016. From:
http://homepage.univie.ac.at/katharine.sarikakis/wp-content
/uploads/2011/09/Feminist-Theory-and-Research1.pdf`
15. HEMINGWAY’S PERCEPTION ON DEATH VIEWED FROM HIS
SELECTED SHORT STORIES
15.1 RESEARCH QUESTION
“Death” is an often-discussed problem in human life. Man, however,

has to face death some day because he is mortal. The problem of death has ever
been discussed from various perspectives, such as religious, philosophical, and
psychological. How “death” is revealed by Hemingway will be analyzed based
on philosophical ideas.
15.2 THEORETICAL REVIEW
15.2.1 The Development and Concepts of Epicureanism

Epicureanism is a term that belongs to Epicurus’ philosophy. Epicurus is one
of the major philosophers in the Hellenistic period, following the death of Aristotle.
Epicurus is a teacher of several schools until he moves to Athens and fond his own
school in 306 BCE. His teaching gives great lasting impact that continuously
appearing in Athens and spreading to Rome. Epicureans’ communities flourish for
centuries after his death.
Epicureanism is influenced by Democritus’ idea of nature. In other words
Democritus’ idea of nature is the reason of Epicurus’ ideas. However, Epicurus is
a practical philosopher. His philosophy deals with human life and as the control of
life.Epicurus applies theory of Democritus in which how human should behave in
this nature. As Stumpf writes in Philosophy History & Problems:
“The picture of the world as consisting of atoms, or bits of matter, which

had been developed by Democritus, seemed to Epicurus a reasonable
answer. If that is what the world consists of, thought Epicurus, what
consequences follow from that for human behavior?” (1975: 107)
On ethics, Epicurus is a hedonist. The Epicurean theory has been dubbed as
“philosophy of pleasure”. He relates the original hedonistic thought on pleasure to
the Democritus’ theory. What made Epicurus turn to the pleasure principle was
the ‘Science’ or physics he had inherited from Democritus. (Stumpf, 1975: 107)
Therefore, the principle of pleasure is redefined later by Epicurus.
Epicureans claim that the point of all human behaviors is to maintain
pleasure. For Epicureans, the principle of pleasure is the basis of human behavior.
Everything human does is for the sake ultimately of gaining pleasure for himself.
Every human act of choice and avoidance begin from pleasure. Pleasure is innate
in every human.
Epicurus refines the principle of pleasure and makes clear distinction on
pleasure as guidance of man to happiness. In Philosophy History & Problems by
Stumpf, it is said that:
“it was because he could make these clear distinction that he concluded that
‘when…we maintain that pleasure is the end, we do not mean the pleasure
of the profligates and those that consist of sensuality, as is supposed by
some who are either ignorant or disagree with us or do not understand, but
freedom from pain in the body and trouble in the mind.
For it is not continuous drinkings and revelings, nor the satisfaction of lusts,
nor the enjoyment of fish and other luxuries of the wealthy table, which
produces a pleasant life, but sober reasoning, searching out of motives of all
choice and avoidance, and banishing mere opinions, to which are due the
greatest disturbance of the spirit.’” (1975:109)
Epicurus identifies pleasures as between those which are strong but have painful
effects at last and those which are not very strong but last longer and give calm
and peaceful feeling and mind. It leads him to recommend a virtuous that
moderately ascetic life as the best means to securing pleasure for oneself. In
general, Epicureanism advocates the pursuit of simple pleasures that conceive of
as a sense of repose and calm. The ultimate pleasure that human seeks is
tranquility. Pleasure means as freedom from pain and trouble.
15.2.2 The Development and Concepts of Stoicism

The term of Stoicism belongs to a school of philosophy that was founded
by Zeno of Citium. The term of stoic comes from the word Stoa where Zeno
assembles his school. Stoicism is a set of philosophical ideals during the Hellenistic
period and becomes the most popular philosophy. It has lasting impact along the
Rome and Christian period. The stoics are Cleanthes, Chrysippus, Cicero,
Epictetus, Seneca, and Marcus Aurelius.
The Stoics had been influenced by Heraclitus and Socrates. Heraclitus’
concept of universal law had provided the basis for the Stoic idea of
cosmopolitanism, that all men are equally citizens of the world. It had decisive
impact, particularly on the development of Christian philosophy in the next period.
On ethics, Stoics profoundly were influenced by Socrates who had faced

death with courage and serenity. Young Zeno had been inspired by the ethical
teaching of Socrates. This influence gave impact to overwhelming emphasis of stoic
ethical philosophy. Stoics aimed at happiness through wisdom, the wisdom by
which control their reaction and accept with dignified what had to be.
impact, particularly on the development of Christian philosophy in the next period.
On ethics, Stoics profoundly were influenced by Socrates who had faced

death with courage and serenity. Young Zeno had been inspired by the ethical
teaching of Socrates. This influence gave impact to overwhelming emphasis of stoic
ethical philosophy. Stoics aimed at happiness through wisdom, the wisdom by
which control their reaction and accept with dignified what had to be.
Stoics claim that happiness is founded in wisdom. Wisdom means to control
human self and to accept with respect and patient toward what had to be. According
to Stoics, life is in accordance with nature and it is totally controlled. Life is fated
that human should do as they do happen. As Stoic Epictetus says that:
“Demand not that events should happen as you wish; but wish them to
happen as they do happen, and you will go well.”We cannot, that is, control
all events, but we can control our attitude toward what happens.” (Stumpf,
1975:111)
Therefore, man cannot control their life, but he can control his attitudes toward life.
He cannot avoid pain because pain is inevitable. Man must control pain by dealing
with the pain itself. He has to prepare himself for its condition.
Unlike Epicureans, Stoics believe that both pain and pleasure are supposed to
be equally unimportant. There are no degrees between them. It means that pain such
as misery, sickness, even death is not bad thing. On the contrary, pleasure such as,
riches, health, and life is not good. Pleasure is not better than pain. In other words,
Happiness is not a product of choice; it is rather a quality of existence, which
follows from agreeing to what has to be.
15.3 ANALYSIS
15.3.1 The Method of The Research
The writer applies descrictive qualitative approach, The writer of this thesis will
analyze the topic of death in the relevance to Hemingway’s perception within short
stories The Snow of Kilimanjaro, A Day’s wait, The Killers, and The Capital of the
World by using extrinsic approach, particularly philosophical approach.
Rene Wellek and Austin Warren state in book Theory of Literature (1977:115)
that philosophical approach to literary work does not mean that literature is
philosophical knowledge but that literature expresses a general attitude towards life.
They classify the problems which are theme of philosophy in a literary work into
problem of fate, nature, religion, man, and society. The problem of man does not
only concern the question of the concepts of man, but also of man’s relation to
death. Therefore, this thesis contains philosophical ideas reflected in the short
stories as the expression of Hemingway’s thoughts through the characters’ thoughts
and actions in the stories.
15.3.2The Source of The Data
In collecting data, the writer uses library research. The writer of the
thesis will search information from books related to the topic of the
analysis. Then the data will be processed according to the need of the
analysis.
15.3.3 The Procedure of Collceting Data

To make the work easier to analyze the data, it is necessary to follow these
steps:
1. To identify the data
2. To collect the data
3. To analyze the data
Data documenet will be taken from short story itself that is. The
data will also take based on some theories from books and internet .
In processing the data, the writer gathered all the pertinent data
collected and checked them for accuracy. Only the correct and
related data to the topic of the study are included for the purpose.
For Stoics, one ought not to seek pleasure. Happiness is only in wisdom and virtue.
People must be virtuous, not for the sake of pleasure, but for the sake of
duty. The virtue means mastering our desire for sensory pleasure and conquering
our fear of pain. Those are considered as action about controlling and limiting
pain. As Epicureans, The primal and underlying fear which the Stoics seek to
conquer is fear of death. Since Stoics seek happiness through wisdom,

fear of
death becomes one of the human emotions that being controlled. Being fear of
death is useless. Death is inevitable that man cannot avoid death but he can
control his fear of death. Therefore, man must banish his fear of death. As Stumpf
writes I n Philosophy History & Problems:
“The Stoic Epictetus said that ‘I cannot escape death, but cannot I escape
the dread of it.’… In a more general way, he wrote, ‘It is useless to fear
future events, for they will happen in any case. But it is possible by an act
of will to control our fear. We should not, therefore, fear events—in a real
sense we have “nothing to fear but fear itself.” (1975:111)
However, unlike Epicureans, Stoics argue that death is not a choice. Man
does not choose to die in order to avoid pain and get pleasure. “Happiness is not a
product of choice but it is rather a quality of existence, which follows from
acquiescing or agreeing to what has to be.” (Stumpf, 1975: 114) Indeed, it is

important for a person to die well, even if doing so requires committing suicide in
order to avoid disgrace, or to put an end to unavoidable suffering to prolong life,
but it exhibits a lack of moral courage. In other words, what wise man only has to
do is to live with dignity and die with serenity and courage. If he can remain free
from the fear and develop the apathy, he will achieve happiness.
15.4 CONCEPTUAL FRAMEWORK
LITERATURE
POEM POETRY DRAMA
SHORT STORY
EKSTRINSIK
CONCEPTS OF STOICISM
The Development and
Concepts of Stoicism
CONCEPT OF EPICUREANISM
15.5 RESULT OF THE RESEARCH/ FINDINGS
The four short stories which have been analyzed in the previous chapter are best stories of
Hemingway that tell about man’s relation to death. The four short stories demonstrate how
man’s attitudes toward death reflect the spirit of philosophical ideas. Hemingway
demonstrates his idea about death is related to the spirit of Epicureanism and Stoicism.
More specifically, The snow of Kilimanjaro and A Day’s Wait demonstrate man’s
attitude toward death reflect the Epicureans’ ideas. It has been concluded based on the
attitudes of the main characters, Harry Morgan and Schatz. Hemingway demonstrates that
Harry and Schatz are trying not to fear death as the Epicureans do.
Whereas, the other two short stories, The Killers and The Capital of the World,
demonstrate how man towards death reflects the Stoic’s attitudes. It can be seen through
the main characters’ attitudes, Ole Anderson and Paco. The two main characters are
described to face death with courage and serenity.
The four short stories demonstrate how Hemingway’s perception on death based on
the main character’s attitudes. In The Snow of Kilimanjaro, the main character, Harry
Morgan is very miserable in leading death. Feeling great pain is miserable for him. He
cannot bear the pain but he also cannot liberate himself from the pain. Hemingway
describes pain is something worse than death itself. There is nothing to do to liberate from
the great pain except give in to death. Fighting for life causes more pain for Harry. Death
causes no pain. Therefore, he believes that every man has to be surrender to face death.
A Day’s Wait demonstrates that fear of death is the great disturbance of man’ soul.
Hemingway describes how the main character, Schatz feels great worried when he thinks of
death. One of another pain which Hemingway demonstrates is mental pain. Mental anguish
can cause pain in mind. Hemingway demonstrates that man will keep disturbing when he
cannot stop thinking of death. It becomes a great disturbance so that man will never feel
pleasant of life. He will feel miserable in his whole life.
Hemingway’s idea about death is nothing, is related to Epicureans ideas about death is
annihilation. Epicureanism emphasizes that death is annihilation so that it is nothing to man.
Epicureans believe when a man dies, he feels nothing. Only a living person can feel pain or
pleasure. After death we do not feel any sensations so that it needs not bother anyone.
Besides, Hemingway demonstrates death is an unavoidable event. Everyone has to face
death someday. Hemingway describes the main character of The killers, Ole Anderson is
going to be killed and he does not try to escape from it. Hemingway emphasizes Anderson’s
ability to control his attitude towards death and accept what has to be with dignified
resignation. Anderson cannot control the future whether he will be alive or die but he can
control his fear of it.
Among the four short stories, the more explicit about the idea of controlling the fear is
The Capital of the World. Hemingway emphasizes the courage of Paco in facing death when
he does bullfighting. Bullfighting is demonstrated as a death game. He can control his fear
and do the fighting. Hemingway demonstrates Paco dies with the courage. He does not fear to
die. Paco feels confident and can bear the pain.
15.6 REFERENCES
Baker, Carlos. 1972. Hemingway, the Writer as Artist, Fourth Edition. Princeton: Princeton
University Press.
Budianta, Melani. 2001. Salju Kilimanjaro, Ernest Hemingway. Jakarta: Yayasan Obor Indonesia.
Hemingway, Ernest. 1987.The Short Stories of Ernest Hemingway: the First Forty-Nine Stories,
Taiwan: Caves Books, LTD.
Kasim, Razali. 2002. Theory of Literature. Medan: State University of North Sumatra.
Perkins, George, B. Perkins. 1933. The American Tradition in Literature, Tenth Edition, Volum II
Part 2. USA: McGrawHill.
Poespoprodjo. 1999. Filsafat Moral, Kesusilaan dalam Teori dan Praktek. Bandung: Pustaka
Grafika.
Sinha, Mahindra N. 1977. A Handbook of the Study of Literature. Bareilly: Prakash Book Depot.
Stone, Wilfred. 1976. The Short Story, an Introduction. The United States of America: Mc-Graw-
Hill, Inc.
Stumpf, Samuel E. 1975. Philosophy History and Problems, Third Edition. New York: McGraw-
Hill Book Company, Inc.
Weeks, Robert P. 1962. Hemingway, a collection of Critical Essays. The United States of America:
Prentice-Hall, Inc.
Wellek, Rene, and Austin Warren. 1977. Theory of Literature, Third Edition. New York: Harvest
– Harcourt Brace and World, Inc.
16. THE MADNESS CHARACTERS REFLECTED IN POE’S
THREE SHORT STORIES
This case makes the writer be curious and cause the writer has a question:
1. What are the the madness that comes from the three figures in the three Poe short
story ?
2.1 Short Story

Robert Diyanni (1990:23) said that, a short story is a brief work of literature, usually
written in narrative prose. Emerging from earlier oral storytelling traditions in the 17th
century, the short story has grown to encompass a body of work so diverse as to defy
easy characterization.
As with any art form, the hallmark of a different short story by author. From
http://en.wikipedia.org/wiki/ShortStory, , short story has 2 elements, namely:
1. Intrinsic elements
Intrinsic elements are elements that build on the work itself. Intrinsic elements of
stories include:
 A theme is the main idea of a story, which is believed to be the source and story.
 Background (setting) is the place, the time, the atmosphere contained in the story.
A story should be clear that the course, when it happened and when the state of the
atmosphere as well as the story progresses.
 Plot (plot) is the arrangement of the event or events that make up a story.
 characterization is to describe the nature or character of a person's character
can be seen from three aspects, namely through: character dialogue, character
description and depiction of physical character.
2. Extrinsic elements
Extrinsic elements are elements that are outside of literature, but it does not directly
affect the structure or organism system literature. Extrinsic elements include:
• The values in the story (religious, cultural, political, economic).

• Background of life of the author.
• The social situation when the story was invented.
This thesis discusses about the characters as the intrinsict elements, focusing on Madness and
characteristic of madness itself, which is somehow developed the character’s personality.
These reading materials like Theory of Literature by Rene Wellek and Austin Warren.
Character is an important element because the actor is human, so the definition of character
and madness characters will be explained in the next poin.
2.2 Character
Robert Diyanni (1990:35-38) said that, Indeed, if one reason we read stories is to
find out what happens (to see how the plot works out), an equally compelling reason is to
follow the fortunes of the characters. Plot and character in fact, are inseparable: we are often
less concerned with “what happened, than with what happened to him or her. Although
fictional characters cannot step out of the pages ogf their stories. We grant them a kind of
reality equivalent to if not identical with our own. In doing so we make an implied contract
with the writer to suspend our disbelief that his or her story is “just a story”. And instead take
what happens as if it were real.
It has often been assumed that characters in a literary work can be judged from
four levels of characterization. They are helpful for us to see the very basic description
of characters. The four levels are :
a. Physical: physical level supplies such basic facts, as sex, age, and size. It is
simplest level of characterization because it reveals external traits only.
b. Social: social level of characterization includes economic status, profession,
religion,family and social relationships.
c. Psychological: this level reveals habitual responses, attitudes, desires, motivation,
like and dislike-the inner working of the mind, both emotional and intellectual
which lead to action. Since feeling, thought and behavior define a character more
fully than physical and social traits and since a literary work usually arises from
desires in conflict, the psychological level is the most essential parts of
characterization.
d. Moral: moral decision more clearly differentiate character than any other level of
characterization. The choices made by a character when he is faced with a moral crisis
show whether he is selfish, a hypocrite, or he is the one who always acts according to
his belief. A moral decision usually causes a character to examine his own motives
and values, and in the process his true nature is revealed both to himself and to the
readers.
2.3 Madness of the Character
Madness of character is one of the Ghotic elements, which is almost always appears
in Gotic fiction. It is a change of the character’s attitude, which is influenced by evil
thought, crime, superstition belief, and obsession and so on, usually the characters that
get mad are male characters while the women are in distress. As an appeal to the pathos and
sympathy of the reader, the female characters often face events that leave them fainting,
terrified, screaming, suffering and destroyed by the madness that consumes the male
character.
 Criteria for Madness Personality Disorder

Some of the characteristics of the madness personality which quoted from
sources: http://en.wikipedia.org/wiki/Madness/Sadistic_personality_disorder, they
are:
1) Is amused by, or takes pleasure in, the psychological or physical suffering of others
(including animals).
2) Has lied for the purpose of harming or inflicting pain on others (not merely to achieve
some other goal).
3) Gets other people to do what he or she wants by frightening them (through
intimidation or even terror).
4) Restricts the autonomy of people with whom he or she has close relationship
(e.g., will not let spouse leave the house unaccompanied or permit teenage daughter
to attend social functions).
5) Is fascinated by violence, weapons, martial arts, injury, or torture.
2.4 Romanticism
Romanticism in literature, Romanticism found recurrent themes in the rise or criticism
of the past, the cult of "sensibility" with its emphasis on women and children, the
heroic isolation of the artist or narrator, and respect for a new, wild, loose and "pure"
nature. Furthermore, several romantic authors, such as Edgar Allan Poe and Nathaniel
Hawthorne, based their writings on the supernatural / occult and human psychology.
Romanticism tended to think of satire as something not worth serious attention, prejudice is
still influential today.
 Some aspects of Romanticism

Some aspect of Romanticism, which quoted from sources:
http://en.wikipedia.org/wiki/ensiklopedia/Romanticism,. they are:
• Imagination
The Romantics tended to define and to present the imagination as our ultimate
"shaping" or creative power, the approximate human equivalent of the creative powers
of nature or even deity. It is dynamic, an active, rather than passive power, with many
functions. On a broader scale, it is also the faculty that helps humans to constitute reality, we
not only perceive the world around us, but also in part create it.
• Nature
"Nature" meant many things to the Romantics. As suggested above, it was often
presented as itself a work of art, constructed by a divine imagination, in emblematic
language. At the same time, Romantics gave greater attention both to describing natural
phenomena accurately and to capturing "sensuous nuance"--and this is as true of Romantic
landscape painting as of Romantic nature poetry.
• Symbolism and Myth

Symbolism and myth were given great prominence in the Romantic conception of
art. In the Romantic view, symbols were the human aesthetic correlatives of nature's
emblematic language. They were valued too because they could simultaneously
suggest many things, and were thus thought superior to the one-to- one communications
of allegory. Partly, it may have been the desire to express the "inexpressible"--the infinite--
through the available resources of language that led to symbol at one level and myth (as
symbolic narrative) at another.
• The Individualism
The Individualism of this period is also reflected in the preference for individual and
particular description. When their predecessors saw a man as a social animal, saw him in
his daily relations with his fellows, the Romantics saw him essentially in solitary state, self
–communing. Where the Augustan emphasized those features that men have in common,
the interest that bring them together, the Romantics emphasized the special qualities of
each individual’s mind, they exalted the atypical, even the bizarre, they honoured the hermit,
the outcast, the rebel. In the others words, the Romantic period, the age of burgeoning free
enterprise and revolutionary hope, was also an age of radical individualism, in which both
the philosophers and poet put an immensely higher estimate, on human potentialities and
powers.
• Supernatural and Strangeness

It is known that some Romantic poets escaped into a more beautiful past or
future, while others into the realm of supernatural. Consequently, the ‘Ghotic’ stories focus
much on the idea of the past and old world, for example A Ghotic building or an ancient
house, old places, darkness and moonlight. Or it might center on the idea of in the form of
he remote area, an escape from society, and alienation. Or it might deal with supernatural
by depicting the presence of ghosts, demonic or Satanic characters and heavenly
creatures.
• Ghotic and Mysterious
Ghotic in the term of literature can be defined as a melodramatic mode of fiction in
the late of eighteenth century and in the early nineteenth century. The word
‘ghotic’ had to mean ‘wild’ found it attractive to cultivate in reaction againts the sedate new
classicism of earlier with century culture. In literature, the ‘ghotic novel’ is a tale of terror
with melodramatic and supernatural elements. Often these tales are silly stories of violence
and romantic love, set Oagaints the background of spooky ancient castle, supernatural
appearance and bloody murders. The plots hanged on suspense and mystery, involving the
fantastic and supernatural.
• Illogical /unacceptable
As the basic maning of the word ‘illogical’; is without or contrary to logic, the literary
works of the Romanticism period much consists this elements, especially for the ghotic
novels and others horror stories.
Other aspects of Romanticism were intertwined with the above three concepts. Emphasis on
the activity of the imagination was accompanied by greater emphasis on the importance of
intuition, instincts, and feelings, and Romantics generally called for greater attention to the
emotions as a necessary supplement to purely logical reason.
16.3 ANALYSIS
3.1 “ BERENICE “
The beginning of the story, opens with a melancholic character
recognition Egæus, which seems alive with pessimistic, and always uses
negative ways and sad. It is also explained that the memory of his past
happiness is misery for in his days. This is because during Egæus’s life, he has
never felt the happiness. It can be seen in
the quotation below:
“...,evil is a consequence of good, so, in fact, out of joy is sorrow born.
Either the memory of past bliss is the anguish of to-day. Or the agonies
which are, have their origin in the ecstasies which might have been.”
(David Campbell Publisher Ltd., 1992 : 130)
We can see here that from the beginning the reason to marry Berenice Egæus
very strange. Berenice way he expresses with a word mystery. From her confession,
that he has never loved before Berenice. So this proves that Egæus have
psychological disorders. It also can be seen in the quotation below:
“...,I living within my own heart, and addicted, body and soul, to the
most intense and painful meditation – she, roaming carelessly through
life, with no thought of the shadows in her path, or the silent flight of the
raven−winged hours. ,,..During the brightest days of her unparalleled
beauty, most surely I had never loved her.”
(David Campbell Publisher Ltd., 1992 : 131&134)

Egæus through illness, he has a reason to harm or hurt Berenice, who will marry
cousins. With a strange disease that affects Egæus, we can say that he does have the
disorder is psychological and he was a strange person. It can be seen in the
quotation below:
“...Disease – a fatal disease, fell like the simoon upon her frame; and
even, while I gazed upon her, the spirit of change swept over her, pervading
her mind, her habits, and her character, and in a manner the most subtle
and terrible, disturbing even the identity of her person! Alas! the destroyer
came and went! – and the victim – where is she? I knew her
not – or knew her no longer as Berenice!”
A strange the disease "monomania" suffered by Egæus makes him being

malicious personal. Due to the impact of the disease can make the Egæus lose
himself. Symptoms may be difficult to explain, and this disease spontaneously make
the Egæus turned into an evil character and mad about something, whatever it is. It
can be seen in the quotation below:
“....In the meantime, my own disease – for I have been told that I should
call it by no other appellation – my own disease, then, grew rapidly upon
me, and assumed finally a monomaniac character of a novel and
extraordinary form....,,−This monomania , if I must so term it, consisted
in a morbid irritability of those properties of the mind in metaphysical
science termed the attentive.”

Madness character of Egæus starting to look obvious here, which is where his
marriage to Berenice is imminent. Egæus began to plan things and act crazy to hurt
even hurt Berenice. Can be seen in the quotation below:
“And at length the period of our nuptials was approaching, when, upon an
afternoon in the winter of the year – one of those unseasonably
warm, calm, and misty days which are the nurse of the beautiful Halcyon,
− I sat (and sat, as I thought, alone) in the inner apatment of the library.
But, uplifting my eyes, I saw that Berenice stood before
me.”
We can see more madness character of Egæus getting into. Even the A
strange disease that had affected him and he suffered his mind as well, and that there
are now only thinking Berenice teeth. Can be seen in the quotation below:
“I saw them now even more unequivocally than I beheld them then. The
teeth! – the teeth! – they were here, and there, and everywhere, and
visibly and palpably before me; long, narrow, and excessively white,
with the pale lips writhing about them, as in the very moment of their
first terrible development. Then came the full fury of my monomania,
and I struggled in vain against its strange and irresistiblc influence.”

Madness character of Egæus looks too where her reasons for marrying
Berenice. That he wants to marry Bernice is not for love but he wants to analyze
Berenice as the object of his heart satisfaction. With that purpose, he has become a
person who does not have any feelings at all and make it as a cruel character. It can
be seen in the quotation below:
“....−in the silence of my library at night, she had flitted by my eyes, and
I had seen her─ not as the living and breathing Berenice, but as the
Berenice of a dream...─ not as a thing to admire, but to analyze ─ not a s
an object of love, but as the theme of the most abstruse although
desultory speculation.....”
Overall, three the madness had Egæus caused by her illness. the disease
"monomania" obsessed him in all those sadistic and crazy, and make it drown in he
imagination and do not think before doing something. But the highlight was when he
showed his insanity obsessed Berenice teeth. Obsession that took control of him and
make the him pull out the tooth courageous Berenice who has been dead, but he does
not realize it. He said that he did it like a man walking in his sleep.
3.2 “The Black Cat”
Beginning of the story to tell about the character of “ I ” in the short story
‘The Black Cat’. He was a very gentle man and has a high sense of humanity towards
animals and all kinds of living things. He lived in a nice and lovely family because
he was taught to be a good person. She loves animals so the house is almost like a
zoo, which consists of various types of animals. Then his attitude is being changed
since he has affected by alcohol. So that he lost control and difficult to control his
emotions. He was also more irritable, become abusive to his wife and dared to give
physical violence against his wife.
Changes widened his rude attitude worse and worse every day. He began to
torturing animals like pet, torture them once they pass., And from his behavior he
does not have a sense of regret after torturing animals pet.
This is the starting point of madness character in this short story. In addition,
the statement saying that he did this in an unconscious condition and maybe he is being
controlled by an evil spirit. But he was embarrassed to admit insanity that has
been made. Can be seen in the quotation below:
“Our friendship lasted, in this manner, for several years, during which my
general temperament and character -- through the instrumentality of the
Fiend Intemperance -- had (I blush to confess it) experienced a
radical alteration for the worse....”
His attitude is regarded as madness character is also seen from the way he
tortured Pluto, black cats as pets as well for him and his wife. First, he tortured black
cat with one prying eyes of the black cat. Second, he hung it to the limb of the tree near
his home, of the statement that when he was killed and hung their pets, it
showed of his madness to his pet animals. Can be seen in the quotation below:
“One morning. In cool blood, I slipped a noose about its neck and hung
it to the limb of a tree; --hung it with the tears streaming from my eyes,
and with the bitterest remorse at my heart; --hung it because I knew that
it had loved me, and because I felt it had given me no reason of offence;
--hung it because I knew that in so doing I was commiting a sin --a deadly
si that would so jeopardize my immortal soul as to place it......— “. (David
Campbell Publisher Ltd., 1992 : 650)
A crime is basically because of hatred, jealousy or the other, but not with
love. He kills and he knew he would do a great sin. He said he was a person who
likes to collect sin in his life. And from this, he began to hate God by hurting and
killing his lunacy.
His madness is increasingly becoming added by fear of the next reincarnation

of a black cat he has killed. Black cat who always entertain but to torture him and make
him go crazy and not be able to enjoy his life in peace and turn it into a good man who
lost properties. He felt that he was haunted by a cat and her increasingly
thinking about it, and make it crazy. Can be seen in the quotation below:
“Evil thoughts became my sole intimates –the darkest and most evil of
thoughts. The moodiness of my usual temper increased to hatred of all
things and of all mankind; while, from the sudden, frequent, and
ungovernable outbursts of uncomplaining wife, alas! was the most usual
and the most patient of sufferers.” (David Campbell Publisher Ltd.,
1992 : 654)
The next madness shown almost at the end of the story when he killed his
wife with an ax head. A husband who had just killed his wife or anyone else should
feel sad, scared, or run as far as possible. He does not plan to run away but he was
thinking how to hide her body. Finally he cut his wife's corpse and hid it in a box
and buried it behind the wall. Can be seen in the quotation below:
“....At one period I thought of cutting the corpse into minute

fragments, and destroying them by fire. At another, I resolved to dig a
grave for it in the floor of the cellar. Again, I deliberated about casting
it in the well in the yard – about packing it in box, as if merchandise,
with the usual arrangements, and so getting a porter to take it from the
house.”
After he was killed, cut up her body, and then put into a cardboard box and
buried behind the wall, he felt satisfaction with the job. He was not in vain and
too proud of the result of the hard work was very good. From the way he thinks,
a criminal act that proves that he has no morals and he's really very crazy
character
figure. Can be seen in the quotation below:
“...When I had finished, I felt satisfed that all was right. The wall did
not present the slightest appearence of having been disturbed. The rubbish
on the floor was picked up with the minutest care. I looked around
triumphantly, and said to myself: ‘Here at least, then, my labor
has not been in vain.’... “ (David Campbell Publisher Ltd., 1992 : 655)
The last is madness when he attracted the attention of the police to come to
his house and showed new wall he created, stored body wall where the wife. He also
does not know why he could did that crazy thing. But for us as readers, it is an act
totally crazy if done in front of the police. Because then could reveal who the
perpetrators of these terrible murders. That she herself, her husband. Can be seen in
“......─’I may say an excellenty well constracted house. These walls –

are you going, gentlement? –these walls are solidly put together”; and
here, through the mere frenzy of bravado, I rapped heavily, with a cane
which I held in my hand, upon that very portion of the brick-work
behind which stood the corpse of the wife of my bosom....”

Overall madness of the characters in the short story "Black Cat" character found
in "I", especially if we compare before and after the terrible event. Emotion and
brutality make it do something evil and acts like a madman. He even did not feel scared
or sorry about the crimes he committed to his wife and pets.
3.3 “The Masque Of The Red Death”
In this short story the character is very strong madness in his

obsession with the 'Red Death' with a death, where all the people killed in
this story by the 'Red Death'. Social insecurity was also received from the
short story, in which Prince Prospero and his people who live and work in
the area feel very great fear of the 'Red Death'. In fact, although the prince
prospero and people locked themselves in a castle high and wide, but in
the end they all will be slain by the madness of the 'Red Death'.
Beginning of madness character with the sudden presence of the

figure that had been their fear and avoid them. Red Death finally appeared
before them in a way that a sudden and not disanggka-thought. Because,
they are that the 'Red Death' will never be able to enter the territory prince
Prospero, but it's all wrong. And now the
'Red Death' comes in between them with a form of a very horrible and
disgusting.
Can be seen in the quotation below:
“...And the revel went whirlingly on, until at length there

commenced the sounding of midnight upon the clock. And
then the music ceased, as I have told; and the evolution of the
waltzers were quieted;..─
. And thus too, it happened, perhaps,
that before the last chime had utterly sunk into silence..,─
, or
murmur. Expressive of disapprobation and ─then,
finally, of terror, of horror, and of disgust.”

With the advent of the 'Red Death' in the middle of a masquerade
party that made Prince Prospero, it is clear that the purpose of the 'Red
Death' coming is to kill all the people present at the party with its deadly
disease. From the way she dressed, the physical picture is told that the
'Red Death' is including a sadistic personality. Can be seen in the quotation
below:
“...−and shrouded from head to foot in the habiliments of the

grave. The mask which concealed the visage was made so
nearly to resemble the countenance of a stiffened corpse that
the closest scrutiny must have had difficulty in detecting the
cheat. But the mummer had gone so far as to assume the type
of the ‘Red Death’. His vesture was dabbled in blood
– and his broad brow, with all the features of the face, was
besprinkled with the scarlet horror.” (David Campbell
Publisher Ltd., 1992 : 608)
Prospero in the frenzy of fear 'Red Death' increasingly obvious.

That
Prospero was scared to death at the hands of the 'Red Death'. Can be
seen in the quotation below:
“Who dares” he cried. “Take him! Seize him! Pull of his

masks so that we may know who we must hang at sunrise
! “(David Campbell
Publisher Ltd., 1992 : 608)
Then again, we can see the true character of insanity contained at the
end of this story where the 'Red Death' pursuit of Prospero trying to escape
and in the end the 'Red Death' can be found. Without thinking of the 'Red
Death' finish the job that is killing Prospero by sticking a knife into the
body of the prince. Can be seen in the
quotation below:
“It was then,,,─Princes Prospero.., rushed hurriedly through

the six chambers, while none followed him on account of a
deadly terror that had seized upon all. He bore aloft a drawn
dagger, and had approached, turned suddenly and,..—There
was a sharp c─ry and the dag ger dropped gleaming upon
the sable carpet, upon which, instantly afterward, fell prostrate
in death the Prince Prospero....” “(David Campbell Publisher
Ltd., 1992 : 609)
Finally, the madness made the 'Red Death' to be a threat, and this
craziness happens repeatedly. The 'Red Death' will always be present in the
evening, where life
still exist. Can be seen in the quotation below:
“And now acknowledged the presence of the Red Death. He

had come like a thief in the night. And one by one dropped
the revellers in the blood-bedewed halls of their revel,,.─And
Darkness and Decay and the
Red Death held illimitable dominion
over all.”
“(David Campbell Publisher Ltd., 1992 : 609)

Overall can be seen madness character of the "Red Death" is cruel,
she makes the people who are innocent feel the madness of it. No matter who
the person is, the "Red Death" will continue to madness by killing one by
one the people who are not guilty of it, until she felt a satisfaction in itself.
We can conclude that Hemingway’s perception on death is related to Epicureanism and
Stoicism. Hemingway demonstrates death is not a bad thing but the fear of death can take man
to worst things as Epicureans believe. Fear of death is the great disturbance for soul so that
means great pain for body and mind. Since pleasure is the chief goal of Epicureans, they avoid
feeling any pain. Happiness refers to free from pain in the body and trouble in mind as
described by Hemingway to Harry Morgan and Schatz in The Snow of Kilimanjaro and A
Day’s Wait.
Hemingway demonstrates death is unavoidable is very closely related to Stoics belief
that death is inevitable. Hemingway describes neither Ole Anderson nor Paco run from death.
Both of them try to control their fear. Ole Anderson does not do anything to escape from the
killers. Hemingway describes Anderson bravely accepts the future as what has to be.
Moreover, Hemingway describes Paco has strong wills to control his fear and confidence to
face death. It reflects the Stoicism that considers man cannot escape from death but he can
escape of dread of it.
LITERATURE
POETRY
DRAMA
POEM
SHORT STORY
INTRINSIK
CHARACTERS
PSYCHOLOGICAL
MADNESS
CHARACTERS
BERENICE
THE MASQUE OF THE RED
THE BLACK CAT
“...,evil is a consequence of good, DEATH
so, in fact, out of joy is sorrow “Our friendship lasted, in this
born. Either the memory of past “...And the revel went
manner, for several years, during
whirlingly on, until at length
bliss is the anguish of to-day. Or the which my general temperament
there commenced the
agonies and character -- through the
sounding of midnight upon
which are, have their origin in the instrumentality of the Fiend
the clock. And then the
ecstasies which might have been.” Intemperance -- had (I blush to
music ceased, as I have told;
confess it) experienced a radical
(David and the evolution of the
alteration for the worse....”
Camp waltzers were quieted;..─.
(David Campbell Publisher Ltd., 1992
bel And thus too, it happened,
: 649)
Publis perhaps, that before the
her last chime had utterly sunk
Ltd., into silence..,─, or murmur.
1992 : Expressive of disapprobation
130) and ─then,
finally, of
terror, of
horror, and
of disgust.”
(David
Campbell
The Madness of character in the short story "Berenice”, can be seen from the
way Egaues think about life, himself and Berenice. He is proud of his family but is
asshamed to admit that he is the member of the family. He always thinks about death
when he daydreams of his disease and Berenice’s disease. Berenice was very
beautiful and attractive girl when she was healty but he did not love her. The reason
he wants to marry her is also very strange, which is only because he wants her to
become an object to analyze, not because of love.
The Madness of character in the short story “The Black Cat”, we can see of
character “ I “ attitude, especially if we compare it before and after the first incident.
His emotion and his cruelity make him becomes evil and do something like crazy. He
does not even feel fear or sorry about the crime toward his wife. He still can sleep
well in the night after the crime just because the black cat is not exist anymore.
The Madness of character in the short story “The Masque of The Red
Death”, is in the cast of "Red Death". where in this short story all the scary stuff, the
sadistic and crazy things done by the Red Death, ranging from killing, transmit
deadly diseases and others. poe makes madness characters on red death, because of the
name alone we can know that the "Red Death" is a daunting one.
Madness of the three characters in the short story written by Edgar Allan Poe's
madness all have properties such as: murder, sadistic, bizarre, and like to do things to harm
the physical and non-physical, such as: terrorizing.
16.6 REFERENCES
“Edgar Allan Poe.” Ensiklopedi Indonesia, hal 2728

Holman, C. Hugh. Press Ltd. 1986. A Hand Book of Literature. London : Macmillan
University
Jabrohim, Drs. Widia. 2001. Metodologi Penelitian sastra. Yogyakarta: Hanindita Graha
John W. 1977. Best Research in education thrid edition, preupice – hall of India, in book Drs,
sanapiah Faisal dan Drs. Mulyadi Guntur Waseso. Metode penelitian pendidikan./page42.
Kennedy. X. J.1976 : 11,12. An Introduction to Fiction. NewYork.

Nurgiyantoro, Burhan, Drs. M.pd. 1995. Teori Pengkajian FIKSI. Yogyakarta: Gadjah Mada
University Press.
Ratna, 2004:53. Teori, Metode, Dan Teknik Penelitian Sastra.
Richard Taylor, 1981:1. Introduction of Literature. British Library.

Robert Diyanni. 1990. Literature : Reading Fiction, Poetry and The Essay. New York : Mc
Graw-Hill. Pub.com.
Seelye, John. 1992. Edgar Allan Poe The Complete Stories. London: British Library.
Ward, Geoft. 1989. A Guide to Romantic Literature. London: Bloomsbury Publishing Ltd.
Wellek, Rene and Warren, Austin. Theory of Literature. 1971, New York: Harcourt and Brace
Inc.
17. LOVE AS MOTIVATION OF LIFE FOR THE MAIN
CHARACTERS AS REFLECTED IN THE NATHANIEL HAWTHORNE’S

SELECTED SHORT STORIES
During the process of analysis, it is important to make specification of
problem to be analyzed. It helps the writer to avoid ambiguity of the analysis and
get description clearly about the object of the analysis itself. In this analysis, the
writer finds and decides some problems that needed to answer further. They are:
(1) Why do the main characters Beatrice in “Rappaccini’s Daughter” and
Georgiana in “The Birthmark” need love as a motivation to survive in life?
(2) In what way love motivates the characters’ life as reflected ted in these two
short stories?
Short Story as the Part of Literary Genres
We often say the word ‘literature’ without a clear understanding of its meaning.
Realize or not, we sometimes get wrong perception of what that word means actually.
Literature as the core of artistic writing always becomes the object of analysis or
research for those related to the scope of academics. The analysis of the literature can
be very wide; then people attempt to analyze it through its genres.
Commonly, many people know that literature genres can be divided into three parts,
they are: poetry, prose, and drama. But, this is not proper to be a reference in a scientific
analysis, since the division does not cover all forms of literary genres universally.
According to Edgar Allan V. Robert (Robert, 1995:2): “Literature may be classified
into four categories or genres: (1) prose fiction, (2) poetry, (3) drama, and (4) non
fiction prose. Usually the first three are classed as imaginative literature.”
Based on quotation above, the literary genres can be divided into four genres, they are:
prose fiction, poetry, drama, and non fiction prose. The object of study in this thesis,
the prose fiction itself, has some sub genres, just as stated by Edgar V. Robert (Robert,
1995: 2); they are: prose fiction, narrative fiction, includes myths, parables, romances,
novels, and short stories.
While, the complete division of prose fiction’s genres as stated by Richard Taylor
(Taylor, 1981)
17.3 ANALYSIS
This chapter will explain clearly about the analysis of topic as the subject
of research. The writer explains about the reason of Beatrice and Georgiana need
love as motivation to survive in their life and in what ways love motivates the
main characters in selected short story ”Rappaccini Daughter” and “The
Birthmark” by Nathaniel Hawthorne.
4.1. Love as Motivation of Life and Its Causal Factors in the “Rappaccini’s
Daughter”
Love can motivate people to act something. We know that the power of love
is very big in human life. It can be happened because love influences human’s
thought. It means, sometimes people can do everything for someone they love.
Love can make someone happy because their friend’s happiness and sad when
someone is also sad. Love also can motivate someone to do everything without
considering their self. They do it to make people they love become happy.
Beatrice never gets paternal love since she is still a child. She is an only
daughter of the medicinal professor Dr. Rappacini. She does not have any brothers
and sisters. Beatrice’s mother leaves their house since she is a child. Since that
time, Beatrice lives only with her father. She never gets the love from her mother
although she expects it much. Her father, Dr. Rappacini is an ambitious researcher
of the medicinal properties of plants. He never gives freedom his daughter to live
as ordinary man. Beatrice never gets the pure love from her father. Her father acts
as the real father for Beatrice. He dedicates his life for his experiment in science.
He loves his experiment more than anything in the world, includes Beatrice, his
only daughter. It can be seen in the quotation:
“I know little of the Signora Beatrice save that Rappacini is said instructed her deeply
in science, and that, young and beautiful as fame reports her, she is already qualified
to fill a professor’s chair.” (Hawthorne, 1984:11)
From the quotation above, we know that Beatrice is taught or educated to

continue her father’s position as a great scientist in plantation. Since she is a child,
her father has decided that Beatrice will be the one that could continue his
experiment. Beatrice is born with all the perfections as a girl. She is beautiful,
charming and so clever. Her father realizes that his daughter is so genius. He wants
to develop her intelligent to direct her become a scientist to replace his position.
Everything that she does is based on her father‘s allowance and command.
Beatrice does not have the right to express her feeling and do what she wants to
do. Her father never asks Beatrice what she likes to do and what she actually feels
when she is asked to do something; he does not want to know her dreams in her
life. Her father never talks to Beatrice about her self, except about his medicinal
plants in the garden. Dr. Rappacini assigns Beatrice to take care his medicinal
plants. It is proved in the quotation:
“But as for Rappacini, it is said of him and who know the man well, can answer for its
truth; that he cares infinitely more for science than for mankind. His patients are
interesting to him only as subject for some new experiment.” (Hawthorne, 1984:11)
1.Short Story as the Part of Literary Genres (Edgar Allan

V. Robert )
Literature may be classified into four genres:
1. Prose fiction, sub-genres,
(Robert, 1995: short stories.
2. Poetry
3. Drama
4. Non fiction prose
2. The Definition and Characteristics of Short Story

A. Edgar V. Roberts
B. Richard Taylor
3. Differences between Short Story and Novel

 Edgar Allan Poe
 Burhan Nurgiyanto
4. Intrinsic Approach (Rene Wellek and Austin

Warren)
 Theme
 Love And Motivation
Basic Forms of Love (Harry Harlow (1958:324)
 Maternal love
 Infant love
 Peer love
 Heterosexual love
 Paternal love
o Motivation of love divides into 2

1.Reason love as Motivation of Life in Motivation of love divided into 2

Beatrice “Rappaccini’s Daughter Short 1. Positive motivation
Story” Giovanni as the man who loves (true love)
Beatrice can change her point of view about
 Beatrice is left by her mother when she life. She finds the happiness, strength
was child and she never gets love as a although she was dying
daughter from his father.
2. Negative motivation
 Beatrice as Dr. Rappaccini’s daughter Beatrice does anything to make her lovely
poisoned by plants which caused Dr. person (Giovanni) happy. She drinks a kind
of antidotes from Giovanni without thinking
Rappacini’s experiment which makes
the impact which grabbed her life.
her lonely, sad, depressed, isolated,
dying (poisoned)
2.Reason love as Motivation of Life in 1. Positive motivation

Georgina “Birthmark’s Short Story” Georgiana’s love for Aylmer is sincerely.
She loves Aylmer just the way he is. She
 Georgiana is a woman who has a accepts his strength and his weakness
birthmark in her cheek. Aylmer (her Georgiana loves Aylmer so much and she
wants to make him happy
husband) loves Georgiana and wants
woman he loves can be perfect by 2. Negative motivation
removal the birthmark (surgery) Georgina loves her husband too much so she
is blinded because of her love. She can not
think illogic that she trusts all Aylmer’s
sayings to her Aylmer tells Georgiana that
there may be risk in the removal of the
birthmark which took her life.
17.6 REFERENCES
Buck, R. 1964. Human Motivation and Emotion. Second Edition. Connecticut: John Wiley
and Sons.
Endraswara, Suwardi. (2008). Metodologi Penelitian Sastra: Epistemologi, Model, Teori, dan
Aplikasi. Edisi revisi. Yogyakarta: FBS Universitas Negeri Yogyakarta.
Hadi, Sutrisno. (2004). Metodologi Penelitian. Jilid1. Yogyakarta: ANDI.
Hardjana, Andre. 1981. Kritik Sastra Sebuah Pengantar. Jakarta: Gramedia.
Hasan, M Iqbal. (2002). Pokok-Pokok Materi Metodologi PENELITIAN dan
Aplikasinya.Bogor: GhaliaIndonesia.
http://en.wikipedia.org/wiki/Love
http:/www.feedbooks.gutenberg.org
http:/www.sparknotes.com
http:/www.wikipedia.org
Mukhtar dan Erna Widodo. (2000). Konstruksi ke Arah Penelitian Deskriptif. Yogyakarta:
Avyrouz.
Nurgiyantoro, Burhan. 1998. Teori Pengkajian Fiksi. Yogyakarta: Gajah Mada University
Press.
Roberts, Edgar and Henry E. Jacobs. 1995. Literature: An Introduction to Reading and
Writing. New Jersey: Prentice Hall.
Stanton, Robert. 2007. Teori Fiksi Robert Stanton. Yogyakarta: Pustaka Pelajar
Surakhmad, Winarno. 1982. Pengantar Penelitian Ilmiah: Dasar, Metode, Taktik. Bandung:
Tarsito.
Taylor, Richard. 1981. Understanding The Elements of Literature. London: Macmillan Press
Ltd.
18. THE TRICKS OF SHERLOCK HOLMES TO SOLVE CASES THE EMPTY
HOUSE, THE DANCING MEN AND THE PRIORY SCHOOL IN SIR ARTHUR
CONAN DOYLE’S SHORT STORIES THE BEST OF SHERLOCK HOLMES
1. How is the trick that Sherlock Holmes used in cases The Empty House, The Dancing
Men, and The Priory School as portrayed in Sir Arthur Conan Doyle’s short-storiesbest
Of Sherlock Holmes?
2.What trick is dominant used by Sherlock Holmes and he chose to use that trick?
2.1 Literature: An introduction for Foreign Readers by R.J.Rees
“Literature is permanent expression in words of some thought or feeling or idea or idea about
life and the world. Literature may be good, bad or indifferent; but good literature will have
some, if not all, of the following qualities such as psychological truth or holding the mirror up
to nature, originality, craftsmanship, and a consciousness of moral values” (Rees 1973:1)
The writer also mentioned a literary technique or literary device can be used by authors in
order to enhance the written frame work of a piece of literature, and produce specific effects.
Literary techniques encompass a wide range of approaches to crafting a work is narrated in
first person or from another perspective, whether to use a traditional linear narrative or a
nonlinear narrative, or the choice of literary genre, are all examples of literary technique.
2.2 Essays on Detective Fiction by Bernard Benstock

The importance and pervasiveness of the detective as the instrumental personality has always
held a dominant position in reader response. Detective fiction is created by an author as a part
of their literature works of fiction” (Benstock 1983:1)
Detective is an investigator, either a member of a police agency or a private person. Detective

is any licensed or unlicensed person who solves crimes, including historical crimes, or looks
into records.
2.3Clarification of Terms
Robby lou described that trick as a clever and effective way or method of doing something
(Lou 2010:439)
The writer stated that he has found three tricks that often used by the detectives:
1. Street work
Detectives have a wide variety of technique available in conducting

investigations. However, the majority of cases are solved by the interrogation of
suspects and interviewing of witnesses, which takes time. Beside interrogations,
detectives may rely on a network of informants they have cultivated over the years.
2. Forensic evidence
Physical forensic evidence in an investigation may provide leads to closing a
case. Forensic science (often shortened to forensics) is the application of a broad
spectrum of sciences to answer questions of the interest to the legal system. Many
major police stations in a city, country or state, maintain their own forensic
laboratories. It will make them easier to identify the fingerprints or blood marks that
help the investigation.
3. Records investigation
Detectives may use public and private records to provide background information on
a subject. Police detective can search through files of fingerprint records .Police
maintain records of people who have committed felonies and some misdemeanors.
Detectives may search through records of criminal arrests and photographs, or mug
shots, of persons arrested, and motor vehicle records.
18.3 ANALYSIS
The writer stated there are three short-stories have discussed, they are: The empty house, the
Dancing Men and The Priory School written in best of Sherlock Holmes by Sr Arthur Conan
Doyle.
3.1 The empty House
In that case, Sherlock Holmes is known being killed by his forever rival, Prof.
Moriarty,but in fact , he still alive and find that there is another companion of Prof. Moriarty
excited to have his life. After survive from death,he travels Tibet to france . While he knows
his enemies in London, he decides to back to London. He is about to return investigate Park
lane mystery where the honorable Ronald Adair being killed under most unusual and
inexplicable circumstances.
The empty house is located opposite of Holmes and Watson lovely room at Baker Street.
From the window of this house, people can see their room clearly. In this house, the main
scene happens. The murderer is being caught in this empty house.
3.1.1 Tricks Used in The Empty House
Holmes does masquerade as books collector. He meets up accidently with his the best partner,
Dr. H Watson, in Park Lane which there was detective who explained what happened in the
area, Honorable Ronald Adair, the second son of the Earl of Maynooth- the governor of one
of the Australian colonies at the time is being killed in his own room under most unusual and
inexplicable circumstance. Holmes decided to meet Watson again in order to ask him to join
his works. He comes to Watson’s place at Kensington. He stands in front of Watson and talk
in a strange, croaking voice. As expected, Watson recognized him. Holmes prepares a trap and
had a plan to go. He decided to invite his best partner, Watson, into his plan. He brings Watson
to the empty house which located just the opposite of their lovely room in Baker Street. A
house that seems empty for a long time
Holmes shows his alertness. To reach the house, he chooses to have a byway through
network of mews and stables then into a small road. Holmes orders a wax figure of him and
put it in their room in Baker Street in order to camouflage the presence of Holmes. To make
the figure not suspected as fake, the landlady of their room, Mrs. Hudson moves the figure
every quarter of an hour. They are waiting for whole night watching the hurrying figure pass
and re-pass in front them. Finally the one they were waiting for come but not the direction of
Baker Street, it is from the back of the very house in which they lay concealed.
Holmes and Watson rush to hide into the blackest corner of the room and while they realize
that the man is no idea about their presence, they stay and see what the man will like to do.
The enemy’s face finally shows clearly. An elderly man who is kneeling upon the floor is
preparing something that make a loud, sharp click, as if a spring or bolt has fallen into its
place. He watches over the black shadow, which suppose the figure of Holmes. Without hiding
his satisfaction, he prepares the gun and wait until his target standing clear at the end of his
foresight. Holmes spring him like a tiger to catch the man. While he down, Holmes calls the
police who has prepared themselves nearby under Holmes instruction.
As expected, Holmes tricks to trap the enemy goes well and the enemy which also the
murderer of the park lane mystery being caught. Holmes introduces him as Colonel Sebastian
Moran, once of her Majesty’s Indian Army, and the best heavy game shot that Eastern Empire
has ever produced. Ronald Adair is killed in his room at night after his back from playing
cards in the club. He has played with Colonel Moran privately, ask him to quit from the club
and promise not to play cards anymore.
In the case The Empty House, Holmes does a masquerade and spring a trap. Both of them
are marked as records investigation where Holmes himself going to the field to do
investigation to have his private records.
3.2.1 Tricks Used in the Dancing Men
First Holmes needs to analyze the codes. Dancing men are just look like people dancing which
mean nothing for those who are not understand the codes. Mr. Hilton Cubitt is the one who
give Holmes these dancing codes. He is a tall, ruddy, clean, clean-shaven gentleman, whose
clear eyes and florid cheeks told of a life led far from the fogs of Baker Street. He has sent the
codes to Holmes so that Holmes will able to examine it first. There is a lack of evidence that
Holmes cannot do anything except of giving advices. Holmes does nothing here, except
sketching paper with dancing men codes and waiting for a new news and evidence from Mr.
Cubitt
Collected more dancing men pictures give chance to Holmes to solve the case. He is
finally able to solve the codes. His knowledge of English alphabets is needed here. He
analyzed the codes by changing the dancing men into the most possible codes. Once he solves
the codes, he is in rush to visit Norfork where Mr. Cubitt lives. He has a fear after he solves
the codes and keep on turning morning newspaper searching with anxiety for the news before
their arrival. Holmes is a step late. Mr. Cubitt is killed the night before his coming and Mrs.
Cubitt is also injured on her head that cause her life in danger.Mr Hilton Cubitt’s house is
known named Ridling Thorpe Manor which located in Norfolk.
Holmes starts to investigate the crime scene. The inspector in charge, inspector Martin is
allowing Holmes to do in his investigation with his own styles. Holmes starts investigation by
interview the people in the house the housemaid, the cook, and the servants. After the
interview Holmes start to investigate the crime scene, room of Mr. Cubitt. The study proves
to be a small chamber, lined on three sides with books, and with a writing-table facing an
ordinary window, which look out upon the garden. Mr. Cubitt is laid stretched across the room.
He is shot from the front and the bullet has remained in his body after penetrating the heart.
He searches detail the room and finally find the mark that he looks for and expected, none is
knowing about the mark. The bullet marks proves that there is another person have been
presented. He finds out the lady’s handbag which is stand upon the study table. Holmes back
to his investigation and finally find the last evidence that lead him to the murder. Holmes
investigates the garden and find the soft soil is imprinted all over with footmarks.
Holmes will use the same codes to trap the murder. He writes a line of dancing men and
oreder the stable boy to send the note to the murder whose identity is still unknown by other
people except Holmes. The murder is in trap. He is tall, handsome, swarthy fellow, a clad in a
suit of grey flannel, with a panama hat, bristling black beard, and a great aggressive booked
nose, and flourishing cane as he walks. He comes to the house without knowing that the one
who write the codes is Holmes. In the room, Holmes, Watson and the inspector has prepared
to catch him. As a win, Holmes claps a pistol to his head and the inspector slips the handcuffs
over his wrists. The man is too shock about what has happened and while he realizes, he just
burst into a bitter laugh without any other reactions.
Holmes has done two types of tricks which marked as street work and records
investigation. Interviewed the people in the house is marked as street work and tracing around
the crime scene to find more evidence to be his private records is marked as records
investigation.
3.3.1 Tricks Used in the Priory School

This case is marked by the loss of Lord Satire, the son of Duke of Holdernesse, from his
priory school. The German master , Heidegger, is knowing disappear in the same day, too.
While they arrive at the priory school, the duke of Holdernesse has waiting for them. The Duke
of Holdernesse is the late Cabinet Minister that time. He is tall and stately person, scrupulously
dressed, with a drawn, thin face, and a nose which is grotesquely curved and long. Therefore,
he does not expect the presence of Holmes which means there will be more people know this
case. But Holmes has decided to handle this case nad The Duke is finally allow him to do his
investigation.
First Holmes draw the special map to help in his investigation and analyze every
possibility that maybe happen, He investigates until the detail and will not miss anything that
can be a possibility in solving the case. Holmes shows his most interest behavior to solve the
case. Early in the morning, he has out for investigations together by tracing the possible area.
They have known what they are looking for, a bicycle tracks. While they finally find the tracks,
Holmes is sure that the tracks are not the tracks they are looking for. They keep on
investigating and find the German master, Heidegger who has met his death. He is a tall man,
full bearded, with spectacles, one glass of which has been knocked out. Holmes looks at the
death body, examine it and what he can find out is an impossible tracks that caused the death
of the man.
Holmes and Watson are still in their investigations when they find the forbidding and
squalid inn named Fighting Cock. The owner is there standing near the door smoking a black
clay pipe. In order to get closer with him and does not want the owner their intentions, Holmes
does some tricks. He pretends that he get hurts on his ankle and walk hardly. He sovereigns
for the use of a bicycle and something to eat. Holmes starts to look around the inn and find
another clues, the mystery of animal tracks that they has found during their investigation. The
tracks looked like cows tracks but in fact are horse tracks.
Another evidence come by not long after they left the owner of the inn. A boy cycling his
bicycle in rush. Holmes and Watson go to hide so that the boy will not see them. As expected,
the boy has just pass the direction of Fighting Cock. That boy is the secretary of the Duke
Holdernesse, Mr. James Wilder. He is small, nervous, alerts , with intelligent, light blue eyes
young man. He enters the inn and his bicycle is leaning against the wall. Holmes asks Watson
to bend his back and support himself upon the wall so that Holmes can step on his shoulders
and can peep from the window to see inside the room. Finally Holmes has the truth. On the
way back to school, he goes to Mackleton Station to send telegrams and arrive at school, he
has consoling with Dr. Huxtyable.
Holmes can understand that the duke of Holdernesse does not want this case being
published. Therefore, he decides to meet the Duke privately with only Watson accompanies
him. But as expected before that Holmes is a professional in his job . He then sent a telegram
to catch the murder who has killed the German master immediately after he back from the
investigation and he gets the news that the murder, Mr. Reuben Reyes, has been arrested in
the next day before Holmes and Watson leave the school. The lord satire was finally found in
Fighting Cock. The one behind this all the secretary of the Duke of Holdernesse, Mr. James
Wilder who is also the son of the Duke from another woman before the Duchess. The Duke is
going to protect James and request help from Holmes to help him either. Holmes listened long
story the Duke past life, he suggest the Duke what is better to do secure the future.
Holmes did a records investigation by tracing around the crime scene to find more
evidence to be his private records.
DEFINITION OF LITERATURE BY
R. J. Rees
ESSAYS ON DETECTIVE FICTIONS Bernard
Benstock
CLARIFICATIONS OF TERMS
Three tricks often used by detectives
1. Street work
2. Forensic evidence
3. Records investigation
1.TRICKS THAT USED SHERLOCK HOLMES SHORT STORY

SHORT STORYTRICKS
19
a. The
20 street work andempty house
records investigation Records Investigation
b. The dancing Men Street Work And Records Investigation
21
c. The priory school Records Investigation
22
23
24
25
2.TRICKS IS DOMINANT TRICK USED SHERLOCK HOLMES TO

SOLVE CASES
Is Records Investigation
18.6 REFERENCES
19. AN ANALYSIS OF CONFLICTS IN THREE SELECTED SHORT STORIES OF
FLANNERY O’ CONNOR
There are three selected short stories written by Flannery O’Connor being analyzed
in this thesis. They are “A Good Is Hard to Find”, “Everything That Rises Must
Converge”, and “Greenleaf”. The analysis is focused on conflict as portrayed in the
short stories. The word conflict suggests an intrigue which covers life situation. As
life situation deals with man’s struggle for living, the analysis of the conflict itself is
directed to a person. A person here is referred to a character.
The focus of the analysis in the thesis is the main character’s conflict through
the three selected short stories, the conflict is about how the main character faces his
own conflict, he is in conflict with himself and his conflict with another individual
and or with society. It is conflict that makes a story is full with intense. How it is
started and faced and solved for better solution in order to get wisdom in living.
19.2THEORETICAL REVIEW
2.1 Short Story
2.1.1 Short story as the part of Literary Genres
Literature as the core of artistic writing always becomes the object of

analysis or research for those related to the scope of academics. The
analysis of the literature can be very wide; then people attempt to analyze
it through its genres.
Commonly, many people know that literature genres can be divided

into three parts, they are: poetry, prose, and drama. But, this is not proper
to be a reference in a scientific analysis, since the division does not cover
all forms of literary genres universally. According to Edgar V. Roberts
(Roberts, 1995: 2) ;
“Literature may be classified into four categories or genres:

(1) prose fiction, (2) poetry, (3) drama, and (4)
nonfiction prose. Usually the first three are classed
as imaginative literature.”
Based on the quotation above, the literary genres can be divided

into four genres, they are: prose fiction, poetry, drama and
non-fiction prose.
The object of study in this thesis, the prose fiction itself, has some sub
genres, just as stated by Edgar V. Roberts (Roberts, 1995: 2); they are:
prose fiction, narrative fiction, includes myths, parables, romances, novels,
and short stories. While, the complete division of prose fiction’s genres as
stated by Richard Taylor (Taylor, 1981: 41);
“There are a great many subdivisions of narrative

fiction, but they group themselves roughly into
antique or outmoded forms: the folk tale, epic,
romance, allegory and satire on the
2.1.2 The definition and characteristics of short story
Short story as the part of the prose fiction genres can be defined as the
prose fiction works that may be read in a brief time. This is according Edgar
Allan Poe who states that the short story has the ‘unity of effect or
impression’ was of prime importance, and this unity could be obtained only
in works that could be read ‘at one sitting (Stone, 1976:5).According to
Poe’s definition, the short story also has unique characteristics. One of
them is the ‘unity of effect and impression’. This unity also becomes the
factor that distinguishes the short story with other prose fiction genres
especially with the novel.
2.2 Conflict
2.2.1 The relationship between plot and conflict
One of the elements in intrinsic elements is the plot. Generally, plot

is regarded as the chronology of events. This opinion is not quietly true.
Plot does have the events that happen chronologically, but the plot itself is
more than the chronology of events. This is explained well by E.M. Forster
(Stone, 1976:16) in
Aspects of the Novel, E.M. Forster distinguishes the simple story from the
more complex plot:
““The king died and the queen died” is a story.

“The king died and then the queen died of grief” is
a plot. “
Both of the examples in the quotation above do have the events,

but if they are compared, it will be found that the essential
differences on the existence of the events. The first example
is something that happen commonly or naturally, thing
that happen in the first event does not have the causality
relationship with the next event. While the second example
shows the causality relationship, which means the existence
of an event is caused by the previous event. The examples
above do not only show the events that exist in a plot should
not chronologically but the order should have the causality
events. This according to Edgar V. Roberts’ statement
(Roberts, 1998:88);
“In a well-plotted story, things precede or follow

each other not simply because time ticks away, but
more importantly because effects follow causes. In
a good story nothing is irrelevant or accidental;
everything is related and causative.”
Based on the explanation above, Edgar V. Roberts defines the

meaning of plot (Roberts, 1998:1708) as:
“The plan or groundwork for a story, with the
actions from believable and authentic human
responses to a conflict. It is causation, conflict,
response, opposition, and interaction that make a
plot out of a series of actions.”
To Edgar V. Roberts the order of plot can be divided

into five categories, they are: exposition, complication,
crisis, climax, and resolution or dénouement (in which he
describes that the complication is the onset of the major
conflict which support the categories move to the next
categories of plot). According to Richard Taylor in
Understanding the Elements of Literature (Taylor,
1981:52), the well-made plot is as follow:
“The well-made plot, like the classical models

from which it is derived, always contained an
introduction, a development section of rising
action, a crisis or catastrophe, a resolution or
falling action and a climax or unraveling of the
original conflict that had set the plot in motion. The
effect is to organize subject matter into a logical
and expressive structure which also has the benefit
of a balanced and satisfying external pattern or
shape. A well-made plot can always be represented
graphically since its outline is so pure and unity as
well as decorum are so essential to it.
Of course, the well-made plot is only possible
when dealing with a subject matter and theme
which can be expressed by a linear or
straightforward development of events because A
happened, B followed, and because B happened, C
followed, etc. The logic of events in well-made
plot is a pattern of progressive consequences, of
cause and effect, of expectation and fulfillment.”
Besides giving the explanation of well-made plot from the
quotation above, Richard Taylor also provide the
explanation through the picture as shown in the next page.
Conflict
Crisis
Action
Based on the order of plots from Edgar V. Roberts and Richard

Taylor, it is known that conflict trigger the order of plot to
move to the next order of plot. Without the conflict there
will be no movement of the order of plot in a prose fiction,
especially in short story.
2.2.2 The definition and types of conflict
Based on its role, conflict has the main role in a prose fiction works,
especially the short story that does not provide the “unimportant” details
which
make the content of the story be longer. Conflict is needed to move the
order of plot faster to the next order.
By knowing the role of the conflict, the definition of conflict, can be

drawn easily. One of the well definitions of conflict is as stated by Edgar
V. Roberts (Roberts, 1995:1694);
“The opposition between two characters, between

large groups of people, or between protagonists
and larger forces such as natural objects, ideas,
modes of behavior, public opinion, and the like.
Conflict may also be internal and psychological,
involving choices facing a protagonist. “
To Edgar V. Roberts, the conflict is also the sub elements that

cause the doubt, create tension, and produce the interest of
the prose fiction works.
In common aspect, the conflict itself consists of two types, they are:
the internal conflict, that is the struggle within one’s self; a person must
make some decision, overcome paint, quite their temper, resist an urge,
etc.; and the external conflict, that is the struggle with a force outside one’s
self. As an addition, Tennyson (1967:14) argues that there are three basic
of conflicts in all plot of prose fiction. The three basic conflicts most
frequently cited are: (1) the individual in conflict with another individual,
(2) the individual in conflict with himself, and (3) the individual in conflict
with an outside force (for example, society and super natural agents).
In conclusion, short story is a form of short fictional narrative prose. Short stories
tend to be more concise and to the point than longer works of fiction, such as
novellas (in the modern sense of this term) and novels. Short stories have their
origins in oral story-telling traditions and the prose anecdote, a swiftly-sketched
situation that comes rapidly to its point
19.3 ANALYSIS
Conflicts in three selected short stories of Flannery O’Connor can be divided into
two kinds; they are the external conflict of the main character with other
characters and the internal conflict of the main character, because it is the external
conflict that results the internal conflict of the main character. Each of these
conflicts is also divided based on their natures that cause the conflicts.
4.1 Conflicts In A Good Man Is Hard T Find
In Flannery O’Connor’s A Good Man Is Hard To Find, the main

character is the grand mother/the old lady (Bailey’s
mother). The main character has the internal conflict and
external conflict. The internal conflict of the main
character is caused by the nature of telling lies to other
characters in order to have her wishes or to save her life.
While the external conflict is caused by the nature of the
different wishes or different opinion about something of the
main characters with the other characters, they are:
Bailey, Bailey’s wife, John Wesley, June Star, and the
Misfit.
The external conflict can be divided in two parts, the external conflict
with the Bailey’s family and the external conflict with the Misfit. The
external conflict with the Bailey’s family is dominated by the nature of the
different wishes, the less of respect, and telling lies. While in the external
conflict with the Misfit, the nature is mostly about the different opinion
about something, and telling lies.
2.1.1. Main Character’s External Conflict
Main character’s external conflict in A Good Man Is Hard To Find is

mostly happened with the other characters. Basically, the external conflict
with other characters can be divided into two parts, they are; with the
Bailey’s family and with the Misfit. The external conflict with the Bailey’s
family is begun by the nature of different wishes between the grand mother
and the Bailey’s family. The Bailey’s family would like to go to Florida, but
the grand mother would like to go to Tennessee in order to visit some of her
relatives.
“The grandmother didn’t want to go to Florida. She

wanted to visit some of her connections in east
Tennessee and she was seizing every chance to
change Bailey’s mind.” (Roberts, 1985:510)
a. The external conflict with Bailey
The external conflict of the grand-mother with Bailey is caused by

the different wishes between them. Bailey feels that his mother just a
burden and always bothers him in order to cancel the travel to Florida. The
conflict between them is seen by the un-respected attitude of Bailey toward
his mother (the grand-mother) that cause by the nature of different wishes
between them.
““Now look here, Bailey,” she said, “see here, read

this,” … “Here this fellow that call himself The
Misfit is aloose from the Federal Pen and headed
toward Florida and you read here what it says he
did to these people. …. I wouldn’t take my children
in any direction with criminal like that aloose in it.
I couldn’t answer to my conscience if I did.” …
Bailey didn’t look up from his reading.” (Roberts,
1985:510)
Even though the grand mother is his mother, but they also have
conflict by the nature of complaining the personal habit. The
quotation below point that Bailey complain about the grand
mother’s habit on looking after a cat, especially bring it in a travel.
“The next morning the grandmother was the

first one in the car, ready to go. She had her
big black valise that looked like the head of
a hippotamus in one corner, and underneath
it she was hiding a basket with Pitty Sing,
the cat, in it. She didn’t intend for the cat be
left alone in the house for three days ….
(while) her son, Bailey didn’t like to arrive
at a motel with a cat.” (Roberts, 1985:511)
It shows that they have a strange relationship, as if they

regard each other as a stranger; just as shown in the
quotation below:
“She asked Bailey if he would like to dance
but he only glared at her. He didn’t have
naturally sunny disposition like she did and
trips made him nervous.” (Roberts,
1985:512)
The tension of their conflict getting higher at
the time the grand mother attempts to persuade
Bailey’s children to see the secret panel in an old
house in Georgia.
“She knew that Bailey would not be willing
to lose any time looking at an old house, but
the more she talked about it, the more she
wanted to see it once again and find out if
the little twin arbors were still standing.
“There was a secret panel in this house, ”she
said craftily, not telling the truth but wishing
that she were, and the story went that all the
family silver was hidden in it when
Sherman came through but it was never
found ….”
“It’s not far from here, I know,” the
grandmother said. “It wouldn’t take over
twenty minutes.”
Bailey was looking straight ahead. His jaw

was as rigid as a horse shoe. ”No,” he said.
…. The children began to yell and scream
that they wanted to see the house with the
secret panel. …
“All right!” he shouted and drew the car to
a stop at the side of the road. “Will you all
shut up? Will you all just shut up for one
second? If you don’t shut up we won’t go
anywhere.”
“It would be very educational for them,” the
grandmother murmured.“ (Roberts,
1985:514)
At the time they get accident, the conflict between them has
been a climax where he becomes so mad about the
accident that is caused by the grand-mother.
“Bailey was removed the cat from his neck
with both hands and flung it out the
window against the side of a pine tree.
…. “I believe I have injured an organ, but
no one answered her. Bailey’s teeth were
clattering. He had on a yellow sport shirt
with bright blue parrots designed in it and
his face was as yellow as the shirt.”
(Roberts, 1985:515)
b. The external conflict with Bailey’s wife
The external conflict of the main character with Bailey’s wife

just happens once in the A Good Man Is Hard To Find. The conflict
between them is happened because the nature of the different wishes.
“…so she wheeled around then and faced

the children’s mother …. “The children
have been to Florida before,” the old lady
said. “You all ought to take them
somewhere else for a change so they would
see different parts of the world and the
broad. They never have been to east
Tennessee.” The children’s mother didn’t
seem to hear her …” (Roberts, 1985:510)
The quotation shows that Bailey’s wife ignores

the grand mother. Her attitude is the same with her
husband. She also does it because the nature of the
differences wishes on traveling out.
c. The external conflict with Bailey’s children
The external conflict of the main character with Bailey’s

children is caused by the nature of different wishes and this makes
them show unrespected attitude toward the grand-mother, since they
also see that their parents do not respect the grand-mother.
““…, but the eight-year-old boy, John

Wesley, a stocky child with glasses, said, “If
you don’t want to go to Florida, why
dontcha stay at home?” … She wouldn’t
stay at home to be queen for a day,” June
Star said without raising her yellow head.”
(Roberts, 1985:510)
The conflict between Bailey’s children with the

grand mother continue when they argue about the
Misfit who has escaped from the prison, how if he
catch them. The children respond by the offended
answers, as shown in the quotation below;
““Yes, and what would you do if this
fellow, The Misfit, caught you?” the
grandmother asked.” “I’d smack his face,”
John Wesley said. “She wouldn’t stay at
home for a million bucks,” June Star said.
“Afraid she’d miss something. She has to go
to everywhere we go. “All right, Miss,” the
grandmother said. “Just remember that the
next time you want me to curl your hair.”
June Star said her hair was naturally curly.”
(Roberts, 1985:510-511)
2.1.2. Main character’s internal conflict
The internal conflict that happen to the main character in

Flannery O’Connor’s A Good Man Is Hard To Find are commonly
caused by the natures of telling lies about her feeling and opinion in
order to gain something. In this short
story, the nature is telling lies to the other character so that she can get
her purpose and to save her life.
The nature of the conflict is telling a lie that the grand mother
does to Bailey’s family about the secret panel in an old house in
Georgia is done to make them canceling the travel to Florida.
“She knew that Bailey would not be willing

to lose any time looking at an old house, but
the more she talked about it, the more she
wanted to see it once again and find out if
the little twin arbors were still standing.
“There was a secret panel in this house,”she
said craftily, not telling the truth but wishing
that she were, and the story went that all the
family silver was hidden in it when
Sherman came through but it was never
found ….”
“It’s not far from here, I know,” the
grandmother said. “It wouldn’t take over
twenty minutes.”
Bailey was looking straight ahead. His jaw
was as rigid as a horse shoe. ”No,” he said.
…. The children began to yell and scream
that they wanted to see the house with the
secret panel. …. “(Roberts, 1985:514)
Based on the quotation above; begin from line

sixteen, it can be found five sentences which show
the internal conflict of the main character, they are:
1. “You’ve got good blood!”
2. “I know you wouldn’t shoot a lady!”
3. “I know you come from nice people!”
4. “Pray! Jesus, you ought not shoot a lady”
5. “I’ll give you all the money I’ve got!”

From these five sentences the nature that show the internal conflict is shown step
by step. First, the main character (the grand mother) telling lies that the Misfit is
a kind people, while she has known that Misfit is jailed for a crime (sentence 1
and 3), then state that a kind people should not shoot (kill) somebody (sentence
2 and 4).Finally, the nature is revealed when she said that she will give all her
money if she is not murdered by the Misfit.
The main character’s external conflicts in Everything That

Rises Must Converge mostly happen between Julian and his mother.
The conflict begins when they will go the Julian’s mother weight
reducing class in Y city.
“She would not ride the buses by herself at

night since they had been integrated, …, she
said Julian could at least put himself out to
take her, considering all she did for him.
Julian did not like to consider all she did for
him, but every Wednesday night he braced
himself and took her.
She was almost ready to go, standing before
the hall mirror, putting on her hat, while he,
his hands behind him, appeared pinned to
the door frame, waiting like Saint Sebastian
for the arrow to begin piercing him.”
(Kennedy, 1991:319-320)
Based on the quotation above, it seems that

Julian feels boring with his mother’s habit and he
hates everything that she did for him. His mother’s
habit always makes him nauseated. This is shown in
““She kept saying,” Maybe I shouldn’t have
paid that for it. No, I shouldn’t have. I’ll take
it off and return it tomorrow. I shouldn’t
have bought it.”
Julian raise his eyes to heaven. “Yes, you
should have bought it,” he said. Put it on and
let’s go.” …. He decided it was less comical
than jaunty and pathetic. Everything that
gave her pleasure was small and depressed
him.“ (Kennedy, 1991:320)
The nature is repeated again as in the quotation below:
“”It’s all right,” he said. “Let’s go.” He

opened the door himself and started down
the walk to get her going. … Julian walked
with his hands in his pockets, his head down
and thrust forward and his eyes glazed with
the determination to make himself
completely numb during the time he would
be sacrificed to her pleasure. (Kennedy,
1991:320)
4.2.2. Main Character’s Internal Conflict

The internal conflict of the main character in Flannery
O’Connor’s Everything That Rises Must Converge is caused by the
powerless of the main character to make him free of his mother’s
support to his living. This happen because he still can not earn
money.
“”Well,” she said, “you only live once and

praying a little more for it, I at least won’t
meet myself coming and going.” “Some day
I’ll start making money. Julian said
gloomily— he knew he never would– “and
you can have one of those jokes whenever
you take the fit.”” (Kennedy, 1991:321)
Based on the quotation above, the situation of

being jobless not only makes Julian feel unconfident
but also less in religions values. The stress in facing
the life forces him to oppose his mother especially of
how to regard other races. Julian shows this when he
and his mother are on the way to his mother’s weight
reducing class in a bus. In the bus he sits with a
Negro man and attempt to speak with him in front of
his mother to make his mother angry.
“He would have liked to get in conversation
with the Negro and to talk with him about
art or politics or any subject that would be
above the comprehension of those around
them, but the man remained entrenched
behind his paper. … There was no way for
Julian to convey his sympathy. …
“Do you have a light?” he asked the Negro.
Without looking away from his paper, the
man reached in his pocket and handed him a
packet of matches.
“Thanks,” Julian said. For a moment he held
the matches foolishly. A NO SMOKING
sign looked down upon him from over the
door. This alone would not have dattered
him; he had no cigarettes. He had quit
smoking some months before because he
could not afford it. “Sorry,” he muttered and
handed back the matches. The Negro
lowered the paper and gave him an annoyed
look. He took the matches and raise the
paper again.” (Kennedy, 1991:325)
Julian’s attempts are useless since the Negro man is busy

with his activity on the bus. This results the internal
conflict, especially when he asks the light from the
man but actually he has stopped from smoking. His attempts to

attract the Negro man to speak with just make him look fool.
Julian feel satisfy when his mother feel angry to his behave
toward the different races. But when his mother do her habitual
behave to different races, he feels so angry and that makes him to
abuse his mother
“He saw no reason to let the lesson she had

had go without backing it up with an
explanation of its meaning. She might as
well be made to understand what had
happened to her. “Don’t that was just an
unpity Negro woman,” he said. “That was
the whole colored race which will no longer
take your condescending pennies. That was
your black double. She can wear the same
hat as you, and to be sure,” he added
gratuitously (because he thought it was
funny), “it looked better on her than it did
on you. What all this means,” he said,”is
that the old world is gone. The old manners
are obsolete and your graciousness is not
worth a damn. “He thought bitterly of the
house that had been lost for him. “You aren’t
who you think you are,” he said. (Kennedy,
1991:329)
4.3. Conflicts In Greenleaf
In Flannery O’Connor’s Greenleaf the conflict

cover some natures of conflicts among the characters
in the short story. The conflict in this short story also
consists of two kinds; the internal conflict and
external conflict. The internal conflict befell the
main character covers the nature self regret of being
working hard but everything she does just become
useless. While the external conflicts cover the nature
of unrespectable action, suspection, and self regret.
The conflict in Flannery O’Connor’s Greenleaf begin by the
existence of a bull in Mrs. May’s (who become the main character
in this short stories) house environment.
“She had been conscious in her sleep of

synthetic chewing as if something were
eating as long as she had had the place and
had eaten everything from the beginning of
her fence line up to the house and now was
eating the house and calmly with the same
steady rhythm would continue through at he
house, eating her and the boys, and then on,
eating everything but the Greenleafs, on and
on, eating everything until nothing was left
but the Greenleafs on a little island all their
own in the middle of what had been her
place.” (Stone, 1976:442)
The external conflict of the main character happen with six

characters in Flannery O’Connor’s Greenleaf, they are: The
Greenleaf family (Mr. Greenleaf, Mrs. Greenleaf, O.T. and E.T.
Greenleaf), and Mrs. Mays sons (Scofield and Wesley).
a. The conflict external with Mr. Greenleaf

The external conflict between Mrs. May and Mr. Greenleaf begin
when Mrs. May find that the bull can get in to her environment
because the fault of Mr. Greenleaf. So, it can be said that the nature
of the conflict is caused by the coming of the bull into Mrs. May’s
herd.
“Mr. Greenleaf had left the lane gate open

and she didn’t doubt that the entire herd was
on her lawn…. The bull, gaunt and long-
legged, was standing about four feet from
her, chewing calmly like an uncouth
country suitor.” (Stone, 1976:442)
Mrs. May has already known the weakness of

Mr. Greenleaf because he has been working for her
for a long time. Mr. Greenleaf’s habits always
become the causal of their conflict, as shown below:
“She had had Mr. Greenleaf fifteen years
but no one else would have had him five
minutes. Just the way he approached an
object was enough to tell anybody with eyes
what kind of a worker he was. He walked
with a high- shouldered creep and he never
appeared to come directly forward. He
walked on the perimeter of some invisible
circle and if you wanted to look him in the
face, you had to move and get it front of him.
She had not fired him because she had
always doubted she could do better. He was
too shiftless to go out and look for another
job; he didn’t have the initiative to steal, and
after she had told him three or four times to
do a thing, he did it; but he never told her
about a sick cow until it was too late to call
the veterinarian and if her barn had caught
on fire, he would have called his wife to see
the flames before he began to put them out.”
Whose bull is he?”
For a moment Mr. Greenleaf seemed to
hesitate between silence and speech. He
studied the air to the left of him. He must be
somebody’s bull,” he said after a while.
“Yes, he must!” she said and shut the door
with a precise little slam.” (Stone,
1976:443)
Mrs. May questions about how the bull may

enter her lawn, and then she find out that Mr.
Greenleaf can not do his work well again. Mrs. May
also feel mad because he can not make any right
decision in doing his work.
“The next morning as soon as Mr. Greenleaf
came to the back door, she told him there
was a stray bull on the place and that she
wanted him penned up at once.
“Done already been here three days,” he
said, … “Three days!” she said in the
restrained screech that had become
habitual with her. “I put him in the bull pen

but he torn out of there,” he said presently.
“I didn’t see him none after that.” ….. “Mr.
Greenleaf,” she said, “get that bull up this
morning before you do anything else. You
know he’ll ruin the breeding schedule. Get
him up and keep him up and the next time
there’s a stray bull on this place, tell me at
once. Do you understand?”
“Where you want him put at?” Mr. Greenleaf asked.
“I don’t care where you put him,” she said.
“You are supposed to have some sense. Put
him where he can’t get out.” (Stone,
1976:443)
The nature of conflict because of the work

failure of Mr. Greenleaf happen again after Mrs.
May warn him, and Mrs. May thinks that he does
not respect her anymore as his master. But this time
Mrs. May feel angry to him not just because the
failure of Mr. Greenleaf, she find out that the bull
belongs to his sons, O.T. and E.T. Greenleaf, she
feels that Mr. Greenleaf lies to her. These make the
conflict between them get into high tension.
“Mr. Greenleaf was in the trench silo, filling
a wheelbarrow. She stood on the edge and
looked down at him. “I told you to get up
that bull. Now he’s in with the milk herd.”
“You can’t do two things at oncet,” Mr.
Greenleaf remarked. “I told you to do that
first.” ….. “And you needn’t think, Mr.
Greenleaf,” she said, “that I don’t know
exactly whose bull that is or why you
haven’t been in any hurry to notify me he
was here. I might as well freed O.T. and
E.T.’s bull as long as I’m going to have him
here ruining my herd.”
Mr. Greenleaf paused with the wheelbarrow
and looked behind him. “Is that them boy’s
bull?” he asked in an incredible tone.
She did not say a word. She merely looked
away with her mouth taut.
“They told me their bull was out but I never
known that was him,” he said. “I want that
bull put up now,” she said, “and I’m going
to drive over to O.T. and E.T.’s and tell
them they’ll have to come get him today. I
ought to charge for the time he’s been here
— then it wouldn’t happen again.” “They
didn’t pay but seventy-five dollars for him,”
Mr. Greenleaf offered.
“I wouldn’t have had him as a gift,” she said.
“They was just going to breef him,” Mr.
Greenleaf went on, “But he got loose and
run his head into their pickup truck. He
don’t like cars and truck. They had a time
getting his horn out of the fender and when
they finally got him loose, he took off and
b. The External Conflict With Mrs. Greenleaf
The nature of conflict between Mrs. May and Mrs. Greenleaf

covers the matter of shockness of Mrs. May to see the strange
habitual of Mrs. Greenleaf.
Mrs. May also confuse when she use the religions ritual in
her strange habitual she feels annoyed.
“Out of nowhere a guttural agonized voice

groaned, ”Jesus!, Jesus!” In a second it
come again with a terrible urgency. “Jesus!
Jesus!”….
She saw Mrs. Greenleaf sprawled on her
hands and knees off the side of the road, her
head down.
Mrs. Greenleaf!” she shrilled, ”what’s happened?”
Mrs. Greenleaf raise her head. Her face was
a patchwork of dirt and tears and her small
eyes, the color of the field peas, were red-
rimmed and swollen, but her expression
was as
they was too tired to run after him — but I

never known that was him there.”
“It wouldn’t have paid you to know, Mr.
Greenleaf,” she said. “But you know now.
Get a horse and get him.” (Stone, 1976:448-
449)
composed as a bulldog’s. She swayed back

and forth on her hands and knees and
groaned, “Jesus! Jesus!”
Mrs. May winced. She thought the word,
Jesus, should be kept inside the church
building like other words made the
bedroom. She was a good Christian woman
with a large respect for religion, though she
did not, of course, believe any of it was true.
“What is the matter with you?” she asked
sharply.
“You broken my healing,” Mrs. Greenleaf
said, waving her aside. “I can’t talk to you
until I finish. Mrs. May stood, bent forward,
her mouth open and her stick raised off the
ground as if she were not sure what she
wanted to strike with it.
“Oh, Jesus, stab me in the heart!” Mrs.
Greenleaf shrieked. “Jesus, stab in the
heart!” and she feel back flat in the dirt, a
huge human mound, her legs and arms
spread out as if she were trying to wrap
them around on the earth.
Mrs. May felt as furious and helpless as if
she had been insulted by a child. “Jesus,”
she said, drawing her self back, “would be
ashamed of you. He would tell you to get up
from there this instant and go wash your
children’s clothes?” and she had turned and
walked off as fast as she could.
Whenever she thought of how the Greenleaf
boys had advanced in the world, she had
only to think of Mrs. Greenleaf sprawled
obscenely on the ground, and say to
herself,” Well, no matter how far they go,
they came from that.”” (Stone, 1976:445)
c. The External Conflict With O.T. And E.T. Greenleaf
The external conflict among Mrs. May with O.T. and E.T.
Greenleaf does not happen directly but through other characters and
objects (Mr. Greenleaf and the Negro man, and the bull). The
conflict of her with O.T. and E.T. Greenleaf is started when she is
told by Scofield that the bull which harms their
lawn belongs to O.T. and E.T. Greenleaf. She feels mad to hear
that, since she thinks that they do it with a purpose to oppose her.
““Mamma,” Scofield said, “don’t you get

excited now but I’ll tell you whose bull that
is.” ….. “You want to know, Sugarpie?” he
asked.
Mrs. May sat looking at him coldly.
“That’s O.T. and E.T.’s bull,” and she
showed her an exaggerated expanse of the
teeth and disappeared silently.
Wesley looked up and laughed.
Mrs. May turned her head forward again,
her expression unaltered. (Stone, 1976:447)
Mrs. May also gets the internal conflict when she find that all people
around her against her, and even her own sons. The internal conflict
is shown here:
“She went into the dining room where the

two boys were eating breakfast and sat
down on the edge of her chair at the head of
the table. She never ate breakfast but she sat
with them to see that they had what they
wanted. The only thing they did have in
common was that neither of them cared
what happened on the place.” (Stone,
1976:443-444)
““When I die, “she said in a thin voice, “I

don’t know what’s going to become of
you.”
“You’re always yapping about when-you-
die,” he growled as he rushed out, “but you
look pretty healthy to me.” ….. “They
needn’t think I’m going to die any time
soon,” she muttered, and some more
defiant voice in her added: I’ll die when I
get good and ready.
“Everything is against you,” she would say,
“the weather is against you. There’s
nothing for it but an iron hand!”
“Look at Mamma’s iron hand!” Scofield
would yell and grab her arm and hold it up
so that her delicate blue-veined little hand
would dangle from her wrist like the head
of a broken lily. The company always
laughed.” (Stone, 1976:448)
As shown in the quotations above, the internal conflict

happen because Mrs. May think that her sons never
care on her problems especially she thinks that the
problem may harm the family future. She also thinks
that her sons do not respect her as their mother
anymore.
Literary Genres
According by Edgar .V. Roberts
(Roberts, 1995; 2)
NON-FICTION AND POETRY FICTION PROSE
PROSE
DRAMA
19.5 RESULT OF THE RESEARCH/ FINDING
After analyzing all those short stories of Flannery O’Connor, I come

to conclusions that I divide into two main aspects. First is the kinds of
conflicts which are found in those short stories and especially the
dominant natures that cause the conflicts among characters. The
second is the characteristics of Flannery O’Connor’s works generally
as represented by those three selected short stories.
The conflicts that happen among characters in those short stories can be
divided into two kinds, they are: the external conflict between the main
character with other character(s), and the internal conflict of the main
character. I apply the external conflict first, since it is the external conflict
which results the internal conflict. Besides, those conflicts are commonly
dominated by some natures that trigger the conflicts among characters.
Those dominant natures are: unrespectable action toward each character,
different perception among characters about something (such as the
religions value and the races), contradiction of wishes among characters,
and the action of being dishonest.
19.6 REFERENCES
20. PARANOID SCHIZOPHRENIA IN POE’S WORKS: THE TELL-
TALE HEART, THE BLACK CAT, AND THE FALL OF THE HOUSE
OF USHER

The writer stated that she only got 1 problem, which is How is paranoid
schizophrenia represented in Poe’s works: The Tell-Tale Heart, The Black Cat,
and The Fall of the House of Usher?

2.1 Definition of Short Story
The writer wrote the definition of short story.Short story is a kind of

literary works. Short story has been the part of our society since it was told
orally. According to Ferguson (1982:45), it is a piece of prose fiction, usually
under 10,000 words which can be read at one sitting.
2.2 Elements of Short Story

The writer mentioned the elements of short story
In order to create a story, every literary work has the elements in it; they are
intrinsic
and extrinsic elements. According to Farida (2013:9), the intrinsic element
contains
structural points of literary works such as character and characterization, plot
and
conflict, theme, setting, point of view, etc. Then, the extrinsic element contains
the
relationship between the content and the other discipline of knowledge such as
history, religion, psychology, biography, etc.
2.3 Psychology in Literature: Sigmund Freud’s Psychoanalysis

The writer mentioned that Psychology in literature could be examined in two
ways; the first is by comprehending the theories of psychology and then
analyzing literary work, meanwhile, the second is by deciding literary work as
an object of analysis and then determining which theories of psychology that
will be used for doing analysis. The writer also said that Psychoanalysis is one
of the branches in psychological study that learns about the personality of
human. This theory of personality was invented by Austrian neurologist,
Sigmund Freud, in late 19th century (Feist, 2009)
2.4 Province of Mind

Using the Freud’s theory, she explained about mental images according to their
function or purposes. They are Id, Ego, and Super ego.
 Id is primitive, chaotic, inaccessible to consciousness,
unchangeable, amoral, illogical, unorganized, and filled with energy received
from basic drives and discharged for the satisfaction of the pleasure principle.
 Ego is the only region of the mind in contact with reality. It grows out of the
id during infancy and becomes a person’s sole source of communication with
the external world.
 And Superego represents the moral and ideal aspects of personality and is
guided by the moralistic and idealistic principles as opposed to the pleasure
principle of the id and the realistic principle of the ego.
2.5 Defense mechanism : Projection
The writer wrote that In psychoanalysis, there is a psychological strategy, defense

mechanism, which is brought into the unconscious mind to deny or manipulate the
reality. Defense mechanism aims to protect the mind or ego from the anxiety or
social sanction or cover the mind from something that someone cannot confront
with (Feist, 2009).
The writer state that there are eight types of defense mechanisms :
repression, reaction formation, displacement, fixation, regression, projection,

introjections, and sublimation.
In her study, she used Projection
20.3 ANALYSIS
20.5REFERENCES
21. FIGURATIVE LANGUAGE THAT USED IN “PIRATES OF CARIBBEAN:
ON STRANGER TIDES” MOVIE

Problems which will be studied in this research are;
a) What are the types of figurative language used in “Pirates of Caribbean on

Stranger Tides “movie?
b) What are the reasons of using figurative language in “Pirates of Caribbean on
Stranger Tides” movie?
1.1. Pragmatics
Pragmatics is a branch of linguistics that is related about the meaning. The
meaning that studied in pragmatics is related with the context. It means that how the
context can influence what the speaker said. What the speaker means about who, where,
and when the utterance happen. In other word, pragmatics is a study about meaning
based on the context. Yule (1996:3) states that pragmatics is the study of speaker
meaning. It is concerned with the study of speaker meaning as communicated as by the
speaker (or writer and interpreted by a listener (or reader). Levinson (1983:21) states
that pragmatics is the study of relations between language and context that are basic to
an account of language understanding. (Brown and Yule, 1983:26) states that an
analytic approach in linguistics which involves contextual considerations, necessarily
belongs to that area of language study called pragmatics.
1.2. Movies
The movie is a communication tool that is not limited in scope in which
becomes a space of free expression in a mass learning process. Strength and ability to
reach many movies social segments, which makes experts film have the potential to
influence the views of the community to form a payload message in it. It is based on
the argument that the film is a portrait of reality in society. Films always record the
reality that grows and develops in the community and then project into the screen
(Sobur, 2003: 126-127) in Shinta Anggraini.
According Sumarno (1996: 10) in Shinta Anggraini (2012: 14) states that film as
an art form many intents and purposes contained in the making. It is also influenced by
the message to be conveyed by the film maker. Although his approach is different, it
can be said every movie has a goal, which was to draw people's attention to the charge
contained problems.
2.3 Figurative language

Figurative language is one which literally in compatible term, forces the
readers to attend the connotation rather than to the denotation. Kreidler
affirms (1998: 44-45), the connotation is part of meaning, the effective
or emotional associations is elicits, which clearly not be the same for all
people who know and use the word.
2.3.1. Comparative figurative language

Comparative figurative language consists of personification, metaphor,
and simile.
2.3.2. Contradictive figurative language

Contradictive figurative languages consist of hyperbole, litotes, and
paradox.
2.3.3. Correlative figurative language
Correlative Figurative languages consist of metonymy, ellipsis,
synecdoche, allusion
2.3.4. Repetition or Enforcement Figurative Language
Correlative Figurative languages consist of Rhetoric, pleonasm, climax,
anti-climax, and repetition.
2.3.5. Notion of meaning

As stated by Nunan (1993: 63), in creating a meaningful context and
identifying the function of each utterance, coherence is established. In
understanding and interpreting the meaning of an utterance, people must
not ignore the context or situation surrounding, but they must pay
attention to it.
21.3 ANALYSIS
3.1.Data analysis
In this section, the writer is analyzing the figurative language in the movie
manuscript and is explaining reason for the figurative language that is taken. The
two points as in the objectives will be analyzed integrativelly.
3.2.Kind of figurative language that used in “Pirates of the Caribbean on

Stranger Tides” Movie
The“Pirates of the Caribbean on Stranger Tides”Movie script consists of six

figurative languages. Personification, metaphor, simile, hyperbole, synecdoche, and
rhetoric.
a. In addition, personification consists in giving the attributer of human

being to an animal, an object, or a concept.
1)The fountain will test you. (16:11)
2) Death lies before us, (33:22)
3) The Fountain does test you, Gibbs. (118:32)
b. Metaphor is a statement that one thing is something else, which, in

literal sense, it is not. It not uses connective words such as like or as (X.
J. Kennedy, 1983:482).
1) No need, Mr. Sparrow. They are sheep, you their shepherd. (40:04)
2) Sir, what she is, is pure evil! More to be feared than a wild beast.
(43:10)
3) Worse than sharks, boy. There'll be mermaids upon us within the

hour, you mark my words. And we're the bait. (53:33)
4) If forty pirates dreamt forty nights of treasure, it would

not match the contents of this room. (72:54)
5) Not the big one, the...four legged one. (103:12)
6) You can sleep when you're dead! (109:44)
c. According to Perrine (1978:54), simile is a means of comparing things

that are essentially unlike directly by using connection words, e.g.
similar to, like, same as, etc.
1) Which, as fate would have it, so am I (20:10)
2) I lost the Pearl as I lost my leg! (21:15)
3) Oh, Latin blood, like her mother! (41:55)
4) Tangling the crew, wrapping around them like snakes! (52:44)
d. Hyperbole is an “inordinate exaggeration according to which a person,
thing or Condition is depicted as being better or worse, or larger or
smaller than is actually the case”, Murfin and Ray (2003: 205).
1) The HMS Providence sets sail at first light, and if you do not care
hanging here dead with a mouth full of flies… (28:19)
2) The garden of darkened souls. (77:12)
3) I did not note any fear in the eyes of the Spanish as they passed us
by. (77:19)
4) You've fallen for your own con, love. (99:31)
e. Synecdoche is use of a part of a thing to stand for the whole of it or vice

versa (Kennedy 1983:489).
1) SHOW A LEG SAILOR! (31:22)
2) All hands! Make more sail (31:32)
3) I can name fingers and point names. (39:58)
f. Rhetoric is a question asked not to receive an answer, but to assert more

emphatically the obvious answer to what is asked (Lingga, Hotben
2007:288).
1) Question is...does she fancy you? (99:10)
2) And who's to say I won't live forever, eh? (118:41)

4.1 Type of research
This research is descriptive study. According to Anselm Strauss & Juliet Corbin
(2003:47) descriptive studies are designed to obtain information concerning with
current status of phenomena. They are direct toward of phenomena. Thus there is
no administration or control of treatment as it is find an experimental study.
Therefore, this study attempts to identify, classify, and describe the figurative
language used in “Pirates of the Caribbean on Stranger tides” movie.
4.2 Object of research
The object in this study is focused on figurative language used in

“Pirates of the Caribbean On Stranger Tide” movie and the audio and
sentence in script become main focused that researcher going to
analyze.
4.3 The Source of Data

In this research, the writer uses data in the form of sentences taken from the
Pirates of Caribbean on Stranger Tides movie. The data source of this research is
the using of figurative language in the Pirates of the Caribbean on Stranger Tides
movie.
4.4 Data Collecting Techniques
Method of collecting data are observation and documentation,

while the technique in collecting data are:
a) Watching Pirates of the Caribbean on Stranger Tides movie.

b) Searching downloading the script from websites.
c) Identifying sentences which include figurative language.
4.5 Data Analysing Techniques

This research focused on the figurative languages in Pirates of
the Caribbean on stranger tides Movie. The steps to analysing the
data:
a) To find the type of figurative language used in Pirates of

Caribbean on stranger tides movie script. The writer uses theory of
figurative language by (Kennedy, 1983) to find the type of figurative
language.
b) To give the meaning of figurative language used in Pirates of the Caribbean

on Stranger Tides movie script, the writer uses theory of contextual meaning.
After analysing the figurative language used in “Pirates of the Caribbean on

Stranger Tides” movie, the writer concludes that the theory used in accordance
with the type of data. The numbers of these figurative languages are: three
personifications, six metaphors, fifteen similes, four hyperboles, seven
synecdoche, and two rhetoric. “Pirates of the Caribbean on Stranger Tides” movie
is dominated by simile figurative language.
After identifying and analysing the figurative language in “Pirates of the Caribbean
on Stranger Tides” movie. The writer suggests to:
1. Teacher
From this, the researcher they can get additional knowledge

about figurative language and learning source for their
students.
2. The students
a. They know about the definition and explanation of each

figurative language.
b. Student can study the figurative language in a movie.
c. Students can identity figurative language easier by doing

the writer’s instruction.
d. Student can use the use of figurative language used in

“Pirates of Caribbean on Stranger Tides” movie as a title of
research paper.
3. The English Department
a. English department can use this paper to add the reference

about the educational values.
b. A Medium such as movie are very important in education.

This media can help the student to understand and master
teaching materials, especially to master the figurative
language knowledge.
21.6 REFERENCES
22. THE MADNESS OF AMANDA IN TENNESSE WILLIAMS’ THE GLASS
MENAGERIE
1. What are the causes of Amanda’s madness in The Glass Menagerie play?
2. What is the effect of Amanda’s madness towards her children in The Glass
Menagerie?
1.1 The Theoretical Concepts of the Study

The clarification is expected to give precise perspective of the scope of the
study and helps us to be easier in understanding the character on the madness
of Amanda in this play which is going to be discussed further.
2.2 The Definition of Play, Character, Psychology and Madness
2.1.1 The Definition of Play
A play is a form of literature writen by a playwright, usually consists of

scripted dialogue between character, intended for theatrical performance
rather than just for reading. According to Longman English Dictionary
Online, the definition of play is a story that is written to be performed by
ators, especially in a theatre. In addition, WebDictionary.com defines play
as thetrical performance of a drama.
2.1.2The Definition of Character
According to Longman Dictionary of Contemporary English, the definition

of character is the particular combination of qualities that maes someone a
particular type of person. In addition, according to Oxford Advanced
Learner’s Dictionary of Current English, the definition of character is
mental or moral nature, mental or morar qualities that make one person,
race, etc different with others.
According to princeton the definition of character is ‘an imaginary person
represented in a work of fiction (pay or film or story). According to
Henderson Victoria that character as a person who is responsible for the
thoughts and action whitin a story, poem, or other literature.
2.1.3 The Definition of Psychology

According to Gene Zimmer, the definition of Psychology is the
combination of the two terms – study ( ology) and soul (psyche) , or mind.
When we say behavior, two things come to mind – covert behaviors as well
as overt behaviors. Example of overt behaviors are the way you dress, the
way you talk, the way you eat, the color of hair, th color of your pants.
Covert behaviors are behaviors not visible tp the naked eyes. Example of
covert behaviors would be anger, jealousy, pity, kindness, happiness,
sadness.
2.1.4 The Definition of Madness

According to Longman Dictionary of contempory English, the definition
of madness is a very stupid behavior that could be dangerous or have a very
bad effect. While according to Oxford Advanced Learner’s Dictionary the
definition of madnes is the state of having a disordered, dysfunctional mind
as well.
According to Webster’s New World Dictionary of American English the
definition of madness is dementia, insanity, lunacy, great anger, great folly,
wild excitement and rabies. Medness is a universal term often used
pejoratively to describe someone who has’lost their senses’ or ‘out of their
minds’.
22.3 ANALYSIS
The Glass Menagerie was written by Tennessee Williams. It tells about

Mr.Wingfield’s poor family. This family could not accept the fact of their condition
and character in the play live ther daily lives during the great depression. Their
entire mind and wishes became illusion and fantasy. In theglass menageria,there
were three main characters. They were amanda ( the mother) , tom wingfield ( the
son) and laura wingfield (the daughter).
She fell in love with tom’s father who was a drunkard and travelling man. After
she married him, her life changed totally. She had to move to st. Louis with her
family and became a poor lady. Her husband abandoned her without leaving any
message. This situationgave her no choice but she has to take care of her two
children alone. Her husband leaving them was the main cause of all the problems.
4.1 The causes of Amanda’s Madness

4.1.1 Escape
She must make sure that everything was the best. According to amanda,her
children had to follow somev values so that they could live better, if possibly,
like what amanda had lived when she was still small.
4.1.2 Dreams and hopes
Amanda dreamed constantly of the old days when she was still a young
Southern belle and the darling of her small town. She always talked about her
girlhood. She was never bored of telling the story to her children. However,
her children even could memorize everything she said since she had told them
again and again. Laura still let her to tell the story since she knew that her
mother would be delighted when she was telling the stories.
4.1.3 Illusion
Amanda was full of illusion. Without illusion, Amanda would realize

that Laura’s life was hopeless. Amanda’s illusion was not totally bad. In fact,
it was her illusion that kept her hopes alive for that she always expected
something to save Laura from being lack of self confidence.
4.1.4 Obsession
She pu all her hopes into finding a husband for Laura. The only choice
left was marriage. Amanda’s spirits were revived by the thought of Laura’s
marriage.
4.2 The effect of Amanda’s madness towards her children
4.2.1 Tom Wingfield
Amanda’s madness had a big effect on the lives of her two children. Tom could
not stand his mother attitude which treated him like a small child who did not have any
privacy at all. It could be seen when Amanda interrupted him in his writing and
criticized the type of books he read. Tom did not accept that Amanda claimed their
apartment as her house because Tom was the one who used his salary to pay the rent.
He also hated living in this little apartment where he has a nangging mother.
4.2.2 Laura Wingfield
Laura was an obedient child; even she was too obedient to her mother. Laura
do everything that her mother told her to do. Laura felt the pressure of meeting
gentleman caller, jim O’Connor. Laura never thought of getting married or being in a
relationship with a man though actually she had feeling for Jim when they had met each
other years before. Laura got no chice but to listen to her mother, even her mother
decided for her the dress that she should wear in meeting Jim.
4.1 The Sources of Data

The writer has collected information from several sources to support this thesis.
There were two kind of data, namely the primary data and the secondary data. The
writer collocted the detail of the main data which was related to the attitude,
behavior, character, personalities and environment. The secondary data was from
other sources that were related to the play itself such as books or articles from the
internet that could be useful i writing this thesis.
4.2 The Techniques of Coollecting the Data

First to writer read the play the Glass Managerie repeatedly from the
description nd the coversation in the play, the writer was able to get information
to write this thesis.
Second, the writer searched related books and information from the internet.
The information could be biography of the writer where the writer suffered from a
certain disease when he was young.
After finished collecting the data, the writer then arranged the data.
4.3 The Techniques of Analyzing the Data

In analyzing the data, the writer read the drama entirely and collected the
paragraph, sentences, quotations or fact that were related to the topic.
4.4 The Procedure of the Data

The writer made a biography of Tennessee William as information to this thesis
since the play of Glass Menagerie was written based on William’s life experience.
Finally, the writer was going to make conclusions and suggestions.
22.5 FINDINGS
She escapes from the problems of taking care of her children. Her way of
escaping is by imagining her past life experiences and tries to impose those ways of
livig into her two children. She believes that her crippled daughter will be able to
experience that as well. Amanda puts the pressure of finding a man for Laura on Tom.
This is the problem faced by Tom. He does not want to be treated like a child. His
mother always nags him like the way he eats things. She realizes of her own disability\.
Her mother does not want to admit that her daughter is crippled. In short, the effect
of Amanda’s madness can be felt by the whole family. Tom is so depressed that he
wants to leave his family. While for Laura, she is put too much pressure by her mother
that she becomes not confident of herself.
22.6 REFERENCES
Baker, Lyman A . Character Characterization. 15 January, 2012.http://www.k-
state.edu/english/baker/english251/ cc-character.htm.>
Bray, Robert. Tennessee Williams The Glass Managerie. New York; Penguin Modern
Classics, 1999
Berhold, Daniel and Bond. Hegel’s Theory of Madness. New York: StateUniversity of
New York Press <http:/www.sunypress.edu/pdf/53221.pdf/
Character. Defiition from Longman English Dictionary Online. 2 August 2011.
http://www.Idoceonline.com/dectionary/character_1
“Character”1974.Oxford Advanced Learner’s Dictionary of Current English

Henderson, Victoria. All American : Glossary of Literary Terms. 2 December 2011.
http://www.uncp.edu/home/canada/work/allam/general/glossary.htm#c
“Madness. Definition from Longman English Dectionary Online. 2 August 2011.
<http://www.Idoceonline.com/dictionary/Madnes>
“Madness”1974.Oxford Advanced Learner\’s Dictionary of Current English.
“Madness”1988. Webster’s New World Dictionary. New York: A division of Simon

& Schuster, Inc.
“Madness”1981.the Macmillan Contemporary Dictionary. New York: Macmillan

Publishing Co.Inc.,866 Third Avenue.
Pardede, Martha. (2008) An Introduction to Literature. (Medan:unpublished)
Play. Definition from Longman English Dictionary Online. 2 August 2011
<http://www.Idoceonline.com/dictionary/play
23. THE DESCRIPTION OF FIGURE CHARACTERISTIC IN WILLIAM
SHAKESPEARE’S DRAMA TWELFTH NIGHT
1) How is the characteristic description of main figures in the drama?
2) Does the characteristic exist in our real life?
2.1 The Definition
Drama is a composite art (Sinha, 1977:53), as one of the genres of literature;

while Theatre is a dramatic art and performances that dependent upon the stage.
. Drama as defined by The Concise Oxford Dictionary of Literary Terms (2004)
is “the general term for performance in which actors impersonate the actions
and speech of fictional or historical characters (or non-human entities) for the
entertainment of an audience, either on a stage or by means of a broadcast, or a
particular example of the art, i.e. play. Theatre as defined by The Columbia
Electronic Encyclopedia (2003) is “a building, structure, or space in which
dramatic performance take place.” Drama and theatre as the definitions above,
‘to do’ and ‘to see’ are complementary define the area of the study of the drama
in its largest sense, the sense that includes both the play and the performances
(Tennyson, 1967:1)
2.1.1 Drama and Performance
The text of a play consists of dialogue, monologue, and stage directions. Dialogue is
the conversation of two or more characters. A monologue is spoken by a single
character that is usually alone on stage. Stage directions are the playwright’s
instructions about vocal expression, “body language,” stage appearance, lighting, and
similar matters. Although drama shares many characteristics with fiction and poetry,
the most important difference is that plays are written to be presented by actors on a
stage before an audience. The actors perform the various actions and also mimic or
imitate the emotions of the major characters, in order to create a maximum impact on
the audience. It is performance that creates the movement, immediacy, and excitement
of drama.
2.1.2 Actors
Actors bring the characters and the dialogue to life—loving or hating, strutting or
cringing, shouting or whispering, laughing or crying, or inspiring or deceiving. Actors
give their bodies and emotions to the characters, providing vocal quality and inflection,
gestures, and facial expressions. They move about the stage according to patterns called
blocking. They also engage in stage business—gestures or movements that keep the
production active, dynamic, and often funny.
2.1.3 Costumes and Makeup
Actors also make the play vivid by wearing costumes and using makeup, which help
the audience understand the time period, occupation, mentality, and social status of the
characters. Costumes may be used realistically (a king in rich robes, a salesman in a
rumpled business suit) or symbolically (the use of black clothing for a character
suffering depression). Makeup usually enhances an actor’s facial features, but it also
may help fix the illusion of youth or age or emphasize a character’s joy or sorrow.
2.1.4 The Director and Producer
In theater, all aspects of performance are controlled by the director, the person who
plans the production in association with the producer, who takes responsibility for
financing and arranging the physical aspects of the production. The director tells the
actors to move, speak, and act in ways that are consistent with his or her vision of the
play. When a play calls for special effects, as in Molière’s love is the doctor, the director
and producer work with specialists such as musicians, choreographers, and sound
technicians to enhance and enliven the performance.
2.1.5 The Stage
Most modern plays are performed on a proscenium stage (like a room with one wall
missing so that the audience may look in on the action), a thrust stage (an acting area
that is surrounded by the audience). Regardless of the kind of stage, the modern theater
is likely to provide scenery and properties (or props), which locate the action in place
and time, and which underscore the ideas of the director. The sets (the appurtenances
for a particular scene) may change a number of times during a performance, as in
Hamlet, or a single set may be used throughout, as in Oedipus the King.
2.1.6 Lighting
Today’s theater relies heavily on lighting. Until the seventeenth century, however,
lights were not used in the theater. Before then, plays were performed during the day
and under the sky, in inn yards and in courtyard-like theaters like the Globe Theater, in
which many of Shakespeare’s plays were first performed. Because open-air
performances depended on favorable weather, plays were eventually taken indoors, and
theaters then relied on candles, and later gaslight, for lighting effects (yes, some
theaters burned down). The development of electric lights in the late nineteenth century
revolutionized dramatic productions. For
today’s performances, producer may use spotlights, filters, dimmers, and other lighting
technology to emphasize various parts of the stage, to shape the mood of a scene, and
to highlight individual characters. In productions of plays like The Glass Menagerie
and death of a Salesman, lighting is even used to indicate changes in time or place.
2.1.7 The Audience
The audience plays a significant role in a theatrical performance. The reactions of

spectators to the onstage action provide instant feedback to the actors, and thus
continually influence the delivery and pace of the performance. Similarly, the audience,
sitting together in a darkened auditorium, offers a communal response to the play. Thus,
drama in the theater is the most immediate and accessible to the literary arts. There is
no in prose fiction, and no speaker, as in poetry.
The basic forms of drama are full-length plays and short plays, just as in fiction the
basic forms are novels and short stories. Full-length play, also sometimes called regular
plays, may consist of three, four, or five separate acts (A Doll House, Hamlet), a long
series of separate scenes (Oedipus the King and The Glass Menagerie), or two long
acts (Death of a Salesman). Such plays are designed for a full performance of three or
more hours (with intermissions); they provide for complete and in-depth development
of character, conflict, and idea. Full-length plays containing separate acts, like A
Midsummer Night’s Dream, are also subdivided. These subdivisions, or scenes, are not
always noted in the text, but often they are given formal scene numbers. Characteristic
of scenes are a coherent action, a unified setting, and a fixed group of characters, much
like sections and chapters in novels. Short plays, usually consisting of one act, do not
permit extensive development and subdivision. They are not commercially self-
sustaining unless two or three of them are put together for an entire evening in the
theater. However, one-act plays may be used for studio and classroom performance, or,
for that matter, for adaptation as hour- or half-hour performances for film or television.
Usually, one-act plays like Before Breakfast and The Bear flow smoothly from
beginning to end without a break. On the other hand, somewhat longer short plays, like
Love Is the Doctor and Am I blue, may contain formal scene and act divisions. Love
Is the Doctor is unique because it features French scenes, in which a new scene begins
each time a character enters or leaves the stage
2.2 Types of Drama
In our times we do not even have to go to the theater to have drama at our fingertips.
We can find virtually everything on the television screen. Some representative samples
are situation comedies, continuous narrative dramas including soap operas, made-for-
TV films, short skits on comedy shows, and many other types. All these various genres
ultimately spring from the drama that was developed originally in ancient Greece
twenty-five hundred years ago. Although the centuries have produced many variations,
the types the Greeks created are still as important today as they were then. They are
tragedy and comedy.
2.2.1 Comedy
Comedy is a play written in a kindly or humorous, perhaps bitter or satiric vein, in

which the problems or difficulties of the characters are resolved satisfactorily, if not
for all characters, at least from the point of view of the audience. Low characters as
opposed to noble; characters not always changed by the action of the play; based upon
observation of life. Comedy and tragedy are concerned more with character, whereas
farce and melodrama are concerned more with plot.
2.2.2 Tragedy
Tragedyis a play written in a serious, sometimes impressive or elevated style, in which

things go wrong and cannot be set right except at great cost or sacrifice. Aristotle said
that tragedy should purge our emotions by evoking pity and fear (or compassion and
awe) in us, the spectators. 2.3 Basic Elements of Drama The basic elements of drama
are plot, character, point of view, setting, language, tone, symbolism, and theme or
meaning. Poetic drama, such as Shakespeare’s Hamlet and A Midsummer’s Dream,
add poetic elements such as meter and rhyme. All these elements have remained
relatively constant throughout the history of drama.
2.3 Plot and Conflict Plot
In drama as in fiction, is an ordered chain of physical, emotional, or

intellectual events that ties the action together. It is a planned sequence of
interrelated actions that begins in a state of imbalance, grows out of
conflict, reaches a peak of complication, and resolves into some new
situation. It is easy to oversimplify the idea of plot in a play. Dramatic plots
are often more complicated than a single movement toward a single
solution or resolution. Some plays have double plots (two different but
related lines of action going on at the same time). Other plays offer a main
plot, together with a subplot that comments, either directly or indirectly, on
the main plot. In A midsummer Night’s Dream, four separate plots are
woven together to form a single story.
The mainspring of plot in a play is conflict, which can be physical,

psychological, social, or all three. It can involve a character’s struggle
against another person, against the environment, or against himself or
herself. Most commonly, the conflict in a play is a combination of these
general types. In Albee’s The Sandbox, for example, Grandma is in
conflict with her family, society, and death. Similarly, the hero in Hamlet
is in conflict with himself, his enemy, and his society at the same time.
Conflict in drama can be more explicit than in prose fiction because we
actually see the clash of wills and characters on stage or on the page.
2.3.1 Character
A character is a person created by the playwright to carry the actions, languages, ideas,
and emotions of the play. Many of the types of characters that populate prose fiction
are also found in drama. In drama as in fiction, for example, we find both round and
flat characters. A round character, like Shakespeare’s Hamlet and Ibsen’s Nora,
undergoes a change or development as the play progresses. On the other hand, a flat
character, like Molière’s Lisette, is undeveloped, even though she or he may be
interesting, vital, and amusing. As in fiction, dramatic characters can also be considered
static (fixed and unchanging) or dynamic (growing and developing). Because drama,
like fiction, depends on conflict, we also find protagonists and antagonists in plays.
The protagonist is usually the central character in the action. The antagonist opposes
the protagonist and is often a villain. A classic opposition type may be seen in Hamlet,
in which Prince Hamlet is the protagonist while his uncle King Claudius is the
antagonist. The play develops as Hamlet the protagonist tries first to confirm, and then
to punish, the villainy of his uncle the antagonist. There are also characters that set off
or highlight the protagonist, and other who are peripheral. The first of these types, the
foil, is somewhat like the protagonist, but with contrasting qualities. In Hamlet, for
example, both Laertes and Fortinbras are foils to Hamlet. The second type, called a
choric figure, is rooted in the choruses of Greek tragedy, and is usually played by a
single character, often a friend or confidant of the protagonist, such as Horation in
Hamlet. If this type of character provides commentary about the play’s major issues
and actions, he or she is called a raisonneur (the French word meaning reasoner) or
commentator. Dramatic character may be realistic, nonrealistic, symbolic, and stereo-
typed or stock. Realistic characters are normally accurate imitations of individualized
men and women; they are given background, personalities, desires, motivations, and
thoughts. Nonrealistic characters are usually stripped of such individualizing touches
and they are often undeveloped and symbolic. All of the characters in The Sandbox are
nonrealistic. Symbolic characters represent an idea, a way of life, moral values, or some
other abstraction. The two women in Tea Party symbolize the agonized loneliness of
old age, while Dr. Fillpocket in Love is the Doctor symbolizes cynicism, greed,
charlatanism, and the misuse of responsibility.
Stereotyped or stock characters have been used in drama throughout the ages. In effect
they serve as a shortcut in characterization. The general types developed in classical
and Renaissance drama are the bumpkin, the braggart, the trickster, the victim, the
stubborn father, the shrewish wife, the lusty youth, and the prodigal son. Modern drama
continues these stereotypes, and it has also invented many of its own, such as the
hardboiled detective, the loner cowboy, the honest policeman, and the whore with a
heart of gold. The major difference between characters in fiction or poetry and
characters in drama is the way they are revealed. Playwrights do not have the fiction
writer’s freedom to describe a character directly. We therefore must listen to the words
of characters, watch and interpret their actions, heed what other characters say about
them, and observe what other characters do to them. 2.3.3 Point of View Point of view
in drama is strikingly different from the comparable element in fiction and poetry. With
the exception of works like Tennessee Williams’s The Glass Menagerie, plays rarely
have narrators, and it is difficult for a playwright to sustain a perspective that is
exclusively first person-protagonist or third-person-omniscient. Instead, playwrights
employ the dramatic point of view, whereby the
playwright gives us the objective raw materials (the actions and the words) but arranges
them in such a way that we ourselves must draw all the conclusions. Within these
limits, playwrights do have techniques to lead an audience to see things from a specific
character’s perspective. In O’Neill’s Before Breakfast, the entire play is a monologue
spoken by Mrs. Rowland. Another commonly used device is the soliloquy, in which a
character reveals his or her thoughts directly to the audience. In plays from the sixteenth
and seventeenth-century, soliloquies are common, and in the twentieth century,
soliloquies have again become an important element in experimental and nonrealistic
drama. Another device, called the aside, allows a character to address brief remarks to
the audience which the other characters do not hear.
2.3.4 Setting or Scenery
A play’s scenery or setting is what we first see on the stage, and it brings the written
directions to life through backdrops, furnishings, properties, and lighting. The function
of scenery is to establish plays in specific places and times and also to determine the
level of reality. Like characters, the setting may be realistic or nonrealistic. A realistic
setting requires extensive construction and properties, for the object is to create as
lifelike a stage as possible. In Trifles, for example, the setting is a realistic copy of an
early twentieth-century Midwestern farm kitchen. A nonrealistic setting is
nonrepresentational and often symbolic, as in The Sandbox, where the scenery consists
of a sandbox and a number of chairs. Often such scenery is produced in a unit setsuch
asa series of platforms, rooms, stairs, and exits that form the locations for all the play’s
actions, as in Death of a Salesman. Generally, one-act plays rely on a single setting
and a short imagined time of action, as with The Bear, Trifles, Tea Party, and Before
Breakfast. Many full-length plays also confine the action to a single setting and a short
time of action, as with Sophocles’ Oedipus the King, which takes place in less than a
day of imagined time before the royal palace in ancient Thebes. Other longer plays may
extend imagined time while being set in the same location, as in The Glass Menagerie,
in which all the action takes place, in a rather long imagined time, in the apartment
home of the Wingfields. Some full-length plays change setting frequently just as they
also stretch out imagined time. Hamlet takes place in a number of different locations,
including battlements, a throne room, bed chambers, castle halls, and a graveyard. 2.3.5
Dictionary, Imagery, Style, and Language Most of what we learn about characters,
relationships, and conflict is conveyed through dramatic language. Characters tell us
what they think, hope, fear, and desire. Their dialogue may reflect the details of their
daily lives or their deepest thoughts about life and death. Their words must fit the
circumstances, the time, and the place of the play. Thus it would be as wrong for
Miller’s Willy Loman to speak in Elizabethan blank verse as it would be for
Shakespeare’s Hamlet to speak in modern American English. The words and rhetorical
devices of a play delineate character, emotion, and theme, much as they do in fiction
and poetry. Dramatists may employ words that have wide-ranging connotations or that
acquire many layers of meaning. Such is the case with the words trifle and knot in
Glaspell’s play Trifles. Similarly, playwrights may have their characters speak in
similes or metaphors that contribute significantly to the play’s meaning and impact.
Again in Trifles, one of the characters compares another to a bird, and this simile grows
to become one of the play’s central symbols.
Dramatists may also employ accents, dialects, idiom, jargon, and cliché to indicate
character traits. The characters in The Sandbox, for example, speak in cliché that mark
their limitations and shortcomings. The gravedigger in Hamlet speaks in an Elizabethan
dialect which distinguishes him from the aristocratic persons in the play. Most of the
characters in The Glass menagerie speak in dialect, complete with slang expressions,
that locates them in the Southern United States.
2.3.5 Tone and Atmosphere
Tonein drama, as in fiction and poetry, signifies the way moods and attitudes are
created and presented. In plays, tone may be conveyed directly to the spectator through
voice and through the stage gestures that accompany dialogue, such as rolling one’s
eyes, throwing up one’s hands, shaking one’s head, jumping for joy, and staggering in
grief. Even silence can be an effective device for creating tone and mood. Whereas
voice and movement establish tone on the stage, we have no such exacting guides while
reading a play. Sometimes a playwright indicates the tone of specific lines through
stage directions. In The Sandbox, for example, Albee prefaces many speeches with
directions such as whining, vaguely, impatiently, and mocking. These cues to tone are
intended for the actors, but they also help readers. When such directions are lacking,
the diction, tempo, imagery, and context all become clues to the tone of specific
speeches and whole plays.
2.3.6 Symbolism and Allegory
In drama, as in fiction and poetry, the meaning of symbolsextends beyond the apparent
meaning of the symbol itself. Dramatic symbols, which may be characters, settings,
objects, actions, situations, or statements, may be both universal and private. Cultural
or universal symbolssuch as crosses, flags, snakes, flowers are generally understood by
the audience or reader regardless of the context in which their appear. In act V of
Hamlet, for example, we recognize Yorick’s skull as a symbol of death. Contextual or
private symbols develop their impact only within the context of a specific play or even
a particular scene. We often don’t realize at first that such objects or actions are
symbolic; they acquire symbolic meaning only through context and continued action.
The Sandbox, for example, opens with a “large child’s sandbox with a toy pail and
shovel” on stage.
Initially, these objects seem to have little significance. As the play goes on, however,
we realize that the sandbox symbolize a lifetime of ease, advancing senility, the waste
products of life, and, finally, death and the grave. 2.3.8 Subject and Theme Although
most playwrights do not seek primarily to persuade or propagandize their audience,
they do write their plays to dramatize ideas about the human condition. The aspects of
humanity a playwright explores constitute the play’s subject. Plays may be about love,
religion, hatred, war, ambition, death, envy, or anything else that is part of the human
condition. The ideas that the play dramatizes about its subject make up the play’s theme
or meaning. Thus, a play might explore the idea that love will always find a way or that
marriage may be destructive, that pride always lead to disaster, or that grief can be
conquered through strength and commitment to life. The theme is the end result of all
the other elements of drama, and for this reason it is often difficult to isolate and
identify. Even short plays may have complex themes, as in Molière’s Love Is the
Doctor, which farcically explores the themes that freedom seeks way out of
suppression, that love is one of the most powerfully inventive human emotions, and
that deceit is thoroughly infused within the human spirit and may be as strong as life
itself.
22.3 ANALYSIS
3.1 Orsino
Orsino is basically characterized by the first line that he utters "If music be the
food of love, play on". He is the most melancholy characters that Shakespeare
ever created. His entire opening speech is filled with words such as “excess,”
“surfeiting,” “appetite,” “sickening,” and “dying fall,” words which show
Orsino to be sentimentally in love with love. He has seen Olivia, and the very
sight of her has fascinated him to such an extent that his romantic imagination
convinces him that he will perish if she does not consent to be his wife. Thus,
this romantic, melancholy indulgence is the crux of the play because the duke
uses Cesario (Viola) as his emissary to court Olivia.
If music be the food of love, play on Give me excess of it, that, surfeiting, The
appetite may sicken, and so die. That strain again! it had a dying fall: O, it came
o'er my ear like the sweet sound, That breathes upon a bank of violets, Stealing
and giving odour! Enough; no more: 'Tis not so sweet now as it was before.
(Act 1, scene 1) Orsino, however, is as changeable as the "sea" and as
inconsistent as "an opal in the sunlight." His languid craving for music is
equated by his languid reclining upon an opulent couch and his requesting
attention, and then suddenly becoming bored by what he has just requested. It
is, however, Orsino's changeable nature which allows us to believe that he can
immediately switch his love for Olivia to Viola at the end of the play.
According to Olivia and others, Orsino is a perfect gentleman. He is handsome,

brave, courtly, virtuous, noble, wealthy, gracious, loyal and devoted. In short,
he is everything a young lady could wish for in a husband. This is ultimately
what makes it believable that Viola does fall in love with him immediately.
3.2 Olivia
Olivia is a beautiful woman with strong emotional reactions and no male

guidance. She is not married and no longer has a father or brother. Several of
the men in the play feel Olivia needs a man to help her manage her life and
fortune, but she is too overcome with emotions to give them a chance at
pursuing her. At times, Olivia can be emotional and dramatic. Olivia mourns
the recent loss of her brother. Instead of expressing interest in others she
drowns herself in her sorrows. She mourns in a dramatic way by dressing in
black. When she cries, her tears are compared to 'a brine' that 'seasons' her
'brother's dead love.'
So please my lord, I might not be admitted, But from her handmaid do return
this answer: The element itself, till seven years hence, Shall not behold her
face at ample view; But like a cloistress she will veiled walk, And water once
a day her chamber round With eye-offending brine: all this to season A
brother’s dead love, which she would keep fresh And lasting, in her sad
remembrance (Act 1, scene 1) At times it seems that Olivia uses her grief as a
way to ignore the advances of men (such as Orsino) who desire her affection.
It is not until Olivia meets a man she is interested in, Cesario, that she starts to
move on with her life instead of grieving. She appears to fall in love with
Cesario because she finds him attractive. She states, 'they tongue, thy face, thy
limbs, actions and spirit. Do give thee five-fold blazon.
‘What is your parentage?’ ‘above my fortunes, yet my state is well: I am a

gentleman’. I’ll be sworn thou art: Thy tongue, thy face, thy limbs, actions,
and spirit, Do give thee five-fold blazon. Not too fast: soft, soft! Unless the
master were the man. – How now? Even so quickly may one catch the plague?
Methinks I feel this youth’s perfections With an invisible and subtle stealth To
creep in at mine eyes. Well, let it be. What, ho, Malvolio! (Act 1, Scene 5)
Olivia is also determined to get what she wants. Instead of waiting for Cesario
to pursue her, Olivia pursues him. She proposes to the man she believes is
Cesario despite traditional Elizabethan custom, which states that women are to
be silent and to be pursued by a man. Olivia obsesses over her love for Cesario
until she learns Cesario is really a woman and then she falls in love with a man
named Sebastian, who is Viola's twin brother. Once Olivia gets over her grief
and stops being obsessive about her emotions, she is able to fall in love. 3.3
Viola Viola is one of the most delightful and beloved figure from the play.
Surrounded by characters who express the extremes of emotionalism and
melancholy because she is caught between Orsino's extreme melancholy and
Olivia's aggressive emotionalism, yet she represents the norm of behavior in
this strange world of Illyria. As a shipwrecked who has no one to protect her,
she must resort to some means whereby her safety is assured. She knows that
a single woman unattended in a foreign land would be in an extremely
dangerous position. Consequently, she evaluates the sea captain's character,
finds it suitable, and wisely places her trust in him, then she disguises herself
as a boy so that she will be safe and have a man's freedom to move about
without protection. Consequently, Viola is immediately seen to be quick-
witted enough to evaluate and to recognize the captain's integrity, resourceful
enough to conceive of the disguise, and practical enough to carry out this
design. Viola also has a native intelligence, an engaging wit, and an immense
amount of charm. These qualities will help her obtain her position with Duke
Orsino, and they are also the same qualities which cause Lady Olivia to
immediately fall in love with her. It was her charming personality, we should
remember, which won her the sea captain's loyalty, without whose help her
disguise would have never succeeded. And within a short three days' time, her
wit, charm, loyalty, and her skill in music and conversation won for her the
complete trust of Duke Orsino. Although she is in love with the duke, she is
loyal in her
missions when she tries to win Lady Olivia's love for him. Viola's charm lies
in her simple, straightforward, good-humored personality. She could have
used her disguise for all sorts of conniving, yet she is forthright and honest in
all of her dealings with Lady Olivia and with Duke Orsino. Perhaps the most
surprising thing about Viola is that a young lady in possession of so many
attributes falls in love with someone who is as moody and changeable as
Orsino.
3.4 Sebastian
Sebastian is Viola's twin brother who has been lost at sea. He is separated from
Viola at but survives the shipwreck by clinging to the ship's mast. Eventually,
he is fished out of the ocean by a sailor, Antonio, who falls in love with him.
We don't see much of Sebastian in the play, but his character is significant in
Twelfth Night. Once Sebastian travels to Illyria, he's mistaken by all for
"Cesario" and quickly hooks up with Olivia. Sebastian's unlikely marriage to
Olivia allows her to redirect her desire for "Cesario" into a sanctioned
heterosexual relationship. As we've seen before, Twelfth Night is a comedy
and, as such, it works its way toward marriage and the reunification of families.
Sebastian clearly has a close relationship with Antonio, who may or may not
be a lover. In this way, Sebastian's relationship allows the play to study, briefly,
the erotic of male bonds.Antonio's relationship with Sebastian recalls of
Antonio andBassanio in The Merchant of Venice, where homoeroticism and
male friendship are explored in much more depth and detail. 3.5 Malvolio
Malvolio is the steward to Lady Olivia. He's a big time hater and criticizes just
about everything such as Toby's partying lifestyle, Feste's licensed fooling, and
all other forms of fun. He's often asking for trouble, and that's exactly what he
gets when he's duped into behaving like a "madman" to win the favor of Lady
Olivia.
Maria says that sometimes Malvolio is a kind of puritan, which aligns him with
the religious group despised for its opposition to the theater, winter festivals,
and other forms of entertainment. Malvolio's not a Puritan, but the fact that the
play aligns him with the sect and goes out of its way to stage his humiliation
makes Malvolio's disgrace an important part of the play's rebellious, nose-
thumbing spirit. Puritans were also accused of being power hungry and
Malvolio's secret social ambitions fit the bill. When we catch Malvolio
daydreaming about marrying Countess Olivia, we learn that his desire has less
to do with love than it has to do with his aspirations for social power. Malvolio
seems to be punished as much for his moral haughtiness as for his social
climbing fantasies, which makes him central to the play's concern with the
dangers of social ambition. Audiences often find Malvolio to be a sympathetic
figure. Sure, he's annoying and he gets what he deserves when Toby and his
friends lock him up in a dark room and perform a mock exorcism, but
Malvolio's circumstances make us uncomfortably aware of the sheer cruelty of
treating a person like a madman for a few laughs. In fact, the play raises the
point that the trick is like a bear-baiting, an Elizabethan blood-sport that
involved chaining a bear to a post and setting a pack of dogs on it. In this sense,
Malvolio's punishment is a bit like what happens to Christopher Sly in The
Taming of the Shrew.
22.5 FINDINGS
After describing the characters of Twelfth Night in this paper, it can be concluded that
characters is one of important elements in drama besides Theme, Plot, Point of View,
Setting, Language, Tone, and Symbolism. Characters are the persons of presented in
works of narrative who convey their personal qualities through dialogues and action
by which the reader or audience understand their through, feelings, intentions, and
motives. Characters can affect the reader and give positive or negative impacts. They
may learn and be better from the experience or may miss the point and be unchanged.
In Twelfth Night, there are five main characters. They are Orsino, Olivia, Viola,
Sebastian, and Malvolio.Twelfth Night is a drama with the theme of love. It tells that
love can be a cause of suffering. William Shakespeare, author of the drama was an
English poet, playwright and actor, widely regarded as the greatest writer in the English
language and the world's pre-eminent dramatist. By doing hard efforts and working
hard in understanding the topic discussion, the writer has been able to complete this
paper as one of the requirements to acquire English D-III certificate at University of
Sumatera Utara.
22.6 REFERENCES
Allshop and Hunt. 1967. Using Better English, book 5. Australia: Bridge Printer PTY
LTD
Baker, S., Peter. 2007. Introduction to Old English. Australia: Blackwell Publishing
Ltd
Chapman, Raymond. 1982. The Language of English Literature. London:

EdwardArnold Ltd.
Edgar and Henry.1995. Literature, an Introduction to Reading and Writing. United

States of America: Prentice-Hall, Inc.
Gill, Richard. 1985. Mastering English Literature. London: Macmillan Education LTD.
Moleong, lexy, j. 1993. Metodologi penelitian Kualitatif. Bandung: Remaja
Rosdakarya. Peck, John, and Martin Coyle. 1984. Literary Term and Critism. London:
Macmillan Education LTD. Purba , Parlindungan.2010. Writing Steps for Diploma.
Medan. Sembiring, Matius C.A. 2014. Buku Pedoman Program D-3 Studi Bahasa
inggris. Medan: University of Sumatera Utara
Shakespeare, William. 1993. Twelfth Night. London: Wordsworth Classics Ltd
Stanford, A. Judith. 1941. Responding to Literature: Stories, Poems, Plays, andEssays.

New York: The McGraw-Hill Companies, Inc. Suryabrata, Smadi. 2002. Metode
Penelitian. Jakarta: Raja Grapindo Persada. Taylor, Richard. 1981. Understanding the
Element of Literature. Hong Kong: Macmillan Company Warsito, Hermawan. 1992.
Pengantar Metodologi Penelitian. Jakarta: Gramedia Pustaka Utama.
23. AN ANALYSIS OF COMPOUND SENTENCES IN ARTHUR MILLER’S
PLAY “DEATH OF A SALESMAN”
Conflicts are the soul of play. If there are no conflict, there would be no plot. The
problem of study will be formulated in this study of the following :
1) What types of conflict are found in Arthur Miller’s drama “Death of a
Salesman”?
2) How Arthur Miller are describe the portrayed of conflict in “Death of a
Salesman” ?
2.1 Drama
Drama is a dramatic composition in verse or prose that has been written for
theatrical performance and tells a story of conflict and emotion using action
and dialoque. It is one of three literary genres (drama, epic and lyric poetry)
developed by the Greece. Drama is different from other genres because the
author’s (dramatist’s intention is fulfilled by the presentation of actors and
theatrical devices, not reading and reciting it is an oral and visual creation
whose written form is first a preparation and aid to performance (the actor’s
lines) , and lastly a printed text for critical and educational scrutiny. According
to Horstein (1968: 52) drama is a literary work written in dialoque and intended
for presentation by actors. A play as a work of art composed of words spoken,
or motion performed , by imagined characters and having subject, action,
development, climax and conclusion essential.
2.2 Kinds of Drama
Drama can be divided into two main categories :
1) Comedy drama and
2) Tragedy drama The classification will be formulated as the following :
2.1.1 Comedy Comedy is the genre of dramatic literature that deals with the light and
amusing or the serious and profound in a light, familiar , or satirical manner. Comedy
thrives on human error, mistaken identity, awkward meetings, and verbal humor. It’s
dialoque is usually prose with an abundance of verbal tricks such as punks and similes
According to Corrigan (1817 : 17) comedy is an escape, not from truth but from
despair, a narrow escape into faith. It believes in a universal cause for delight, which
leaves us to rest on out own buoyancy. Cicero (1929 : 43) said that comedy is ‘a copy
of life’, a mirror of custom, a reflection of truth’ Comedy, indeed, comprises action and
speech since it is verse based upon a representation of life and on imitation of customs.
According to Palmer (1984: 165), comedy is an imitation of the common errors of our
life, which he representeth in the most ridiculous and scorenefull sort that may be; so
it is impossible that any beholder can be content to be such a one. The history of comic
theory could be regarded as a series of variations on the basic conception that comedy
involves a sense of triumph over whatever is inimical to human or social good, however
this ideal is defined. There are two kinds of Comedy : High comedy and Low comedy.
High comedy is recognized as that which evokes intellectual laughter, usually through
combats of wit and humor. High comedy is distinguished by the attitude of the author
toward his subject. Low comedy is that which evokes belly laughs. The main devices
of low comedy are jokes, gags, slaptics humor , boisterous and clownish physical
activity. Low comedy is best defined by farce. Farce is a light dramatic composition
that uses highly improbable situations, stereotyped characters, extravagant
exaggeration and violent horse play. It is generally regarded as intelectually and
aesthetically inferior to high comedy because of its crude characterizations and
implausible plots. If the author’s intent is to ridicule, he/she develops a satirical
comedy. Subdivisions of the satirical comedy include :
a) The Comedy of Character, which ridicules individuals. It means the comedy of

character refers to eccentricities of the protagonist
b) The Comedy of Manners, which satirizes social conventions. Comedy of Manners

similar to character and situation aristocratic and witty characters .
c) The Social Comedy, which ridicules the structure of society d) The Comedy of
Ideas, which ridicules conventional thinking.
The Kinds Comedy of Ideas
1) Comedy of Situation: Character and ideas are minor hidden identities, discoveries,
reversals, etc. similar to farce, but less unrealistic
2) Romantic comedy struggles of love, sympathetic characters, ludicrous devices

lovers use. If the author chooses to chart the progress of trouble to the triumph of love
in a happy outcome i.e., marriage, he/she develops a Romantic comedy. If his/her
intention is to provide amusement and excitement with an intricate plot of reversals,
the author developes a comedy of intrigue. Occasionally, an author will combine the
elements of comedy and tragedy, thus producing a tragic comedy.
2.1.2 Tragedy
Between 600 and 500 BC, the dithyramb had evolved into new forms, most notably
the tragedy and the ‘satyr’ play. Tragedy, derived from the Greek words tragos (goat)
and ode (song), told a story that was intended to teach religious lessons. Much like
Biblical parables, tragedies were designed to show the right and wrong paths in life.
Tragedies were not simply plays with bad endings, nor were they simply spectacles
devised to make 'laugh’ and make ‘ cry ’. Tragedy is the genre of drama that evokes
pity and terror from the audience as it deals with serious themes and dignified
characters. It typically describes the development of a conflict between the protagonist
and a superior force i.e : destiny, circumstance and society. With the death of one or
more of the principal characters, it reaches a sorrowful, disastrous or violent
conclusion. The protagonist of a tragedy is a tragic heroine. This character should be
of high social and moral standing, but not perfect. What makes the hero tragic is that
he/she has a tragic flaw, weakness, transgression or excess of arrogant ambition that
leads to his/her downfall. Sometimes thought of as low tragedy, is the Melodrama.
Melodramas feature stereotypical characters and can be characterized by their
improbable plots, sensational incidents, predominance of physical action and
spectaculer staging.
2.3 Conflict
Conflict is actual or perceived opposition of needs, values and interests. A conflict can
be internal (within oneself) to individuals. Conflict as a concept can help explain many
aspects of social life such as social disagreement, conflicts of interests, and fights
between individuals, groups, or organizations. In political terms, "conflict" can refer to
wars, revolutions or other struggles, which may involve the use of force as in the term
armed conflict. Without proper social arrangement or resolution, conflicts in social
settings can result in or tensions among stakeholders. When an interpersonal conflict
does occur, its effect is often broader than two individuals involved, and can affect
many associate individuals and relationships, in more or less adverse, and sometimes
even humorous way. As said by Brooks (1964:128) , conflict is a necessary element in
a story. Without any conflict, a story is considered to have no plot ; as a result, conflict
is one of the essential tools in fiction in creating and developing a plot. All of us face
constant conflict in our daily life, and most of them are easily resolved. For example :
whenever a person has to choose a shirt that he has to wear every morning, the person
simply pick one of the shirt according to which or what occasion that he would go to.
Sometimes, people are faced with conflict which have some kind of a human nature,
or which modify their character, values, ideals or concepts in some way. According to
Stanford (1999: 40), conflicts means a struggle between to opposing forces may be in
form of a class of action, idea desire and will. Conflict is also a struggle between desires
within a person or struggle of a character against him or herself conscience, his or her
guilt or simply to decide what he is going to do. In other words, the opponent is he or
herself. In daily life, a person is confronted with many problems and obstacles. In
process of achieving and maintaining his or she often involve in his or her own conflict.
In this kinds of conflict, he or she is facing a kind of complicated situations in which
he or she should choose the best alternative according to his/her own consideration.
2.3.2 Inner Conflict
Inner conflict is the conflict which goes on with in the mind of the hero and between
him and a goal he has set himself. Inner conflict provides an unstable basis for positive
results in the outside world, as he self often chooses some aspects of the outer
environment to match the group within they self. People who notice that they have
repeated negative aspects, may find that understanding they self.
22.3 ANALYSIS
4.1 The Inner Conflict
As explained in the previous chapter, internal conflict is a conflict that a person

struggles against some elements which are in his or her own personality. Internal
conflict involves the struggles between a man against forces within himself, his own
physical or emotional limitations (man confronted by inner doubts, fears, inhibitations;
man overwhelmed with physicological, spiritual or intellectual dilemmas).
4.1.1 Willy Loman’s Inner Conflict
Willy Loman is a salesman and he has worked for the company of Howard Wagner
for 36 years. He spends most of his time on the travelling from New York to Boston.
Although he is a road man but he earns a small amount of money every week and of
course his salary is not enough to fulfill the family’s need. Because of it, he always
thinks that he is not a good husband and father for the family. Willy : “ But I gotta be
at it ten, twelve hours a day. Other men I don’t know, they do it easier. I don’t know
Why I can’t stop my self, I talk to much. A man ought to come in with a few words
one thing about Charley. He is a man of few words and they respect him (Miller, Act
I, 967)”. From the statements above, we understand that Willy is mad to himself. He
has worked hard but why he cannot get the best. He regrets himself by saying that he
is a man that talk too much and it makes the people don’t respect him anymore. If he
has a lot of money, the people will respect him although he is a talk active man. Willy
also lost his confidence because of his low income and status. Based on this Willy’s
statement, we know that he is not as confidence as the most American. He always
thinks that his neighbor is mocking him suspicious by laughing at him when he walks
and passes them. The feeling of Willy is really hard and it makes the inner conflict
begin to occur in his mind. Willy is also a person who likes to accuse himself. He envies
to his brother ben because ben gets success but why he doesn’t. Willy : “I got an awful
scare, nearly hit a kid in Yonkers! Why didn’t I go to Alaska with my brother Ben that
time! That man was a genius, that man was success incarnate! What a mistake! He
begged me to go.” ( Miller, Act 1, 970) This sentences proves that Willy regret that he
hasn’t gone to follow Ben to go to Alaska at this time. If he has gone to Alaska at this
time maybe he is a rich man not as a road salesman who spends a plenty of time and
energy only to earn a little of money. Desperation has a big effect in someone’s mind
and also in Willy’s mind. Willy faces many kinds of problem in his life and this really
disturb him. He thinks that death is the solution of the problem. Sometimes person who
is always in the problem, they think death is the easiest solution. Because of the
opinion, the only way is they decide to commit suicide and it also happens to Willy
Loman. Willy Loman tries to 18 Universitas Sumatera Utara 25 commit suicide many
times with some ways. We know it from Linda dialoque to Biff, her son. Linda : “ He’s
been trying to kill himself.” Linda : “ Remember I wrote you that he smashed up the
car again? In February.” Linda : “ The insurance inspector came. He said that they have
evidence that all these accidents in the last year weren’t- werent’t accidents.” (Miller,
Act 1,981) From the statements, Linda knows how the feeling of Willy Loman is. Willy
is really desperate and he decide to take the easy way, committing suicide by smashing
his car and makes it really like an accident but the accident don’t cause him die. Willy
is a salesman and as a salesman, he needs more and more customers. The more
costumers he has, he will get more commisions. Willy is always proud of himself.,
because he thinks he knows a lot of people in America. The mayor of province is also
one of his friends. Although he has a lot of friends, but his income is not increase. His
friends are not good customers for him, because never brought something from Willy.
Willy regrets to them. The feeling of Willy makes the conflict between Willy and the
societies begins to occur. Linda : “ Well, next week you’ll do better.” Willy : “ Oh, I
will knock and dead next week. I’ ll go to Hartford. I’m very well-liked in Hartford.
You know, the trouble, Linda. People don’t seem to take to me.” (Miller, Act 1, 967).
Willy regrets that he is a man that talk to much and it makes the societies don’t respect
him. Willy says to Linda that they will laugh when they pass by Willy. Willy hates
their actions that always laugh at him. Willy : “ I know it when I walk in. they seem to
laugh at me.” Linda : “ Why? Why would they laugh at you? Don’t talk that way
Willy.” Willy : “ I don’t know the reason for it, but they just passs me by. I’m not
noticed.” Linda : “But you’re doing wonderful, clear. You’re making seventy to a
hundreds dollars a week.” Willy : “ But I gotta be at it ten, twenty hours a day. Other
man- I don’t know- they do it easier. I don’t know why – I can’t stop myself talk too
much. A man ought a come in with a few words, and they respect him”. Linda : “ You
don’t talk too much, you’re just lively.” Willy : (Smiling) “ Well, I figure, what the
hell, life is short, a couple of jokes. (to himself) I joke too much!” ( the smile goes).
Linda : “ Why? You’re…” Willy : “ I’m fat. I’m very-foolish to look at Linda. I didn’t
tell you, but Christmas time I happened to be calling on F.H. Stewarts and a salesman
I know, as I was going in to see the buyer I heard him say something about – Walrus.
And I cracked him right across the face. I won’t take that. I simply will not take that.
But they do laugh at me. I know that.” ( Miller, Act 1, 967) Willy Loman is also a type
of person that always proud of himself when he has been young. He always says to his
children that he knows well every person including the mayor of province. He thinks
that he is the most known road man in city. Willy : “ Well, I got on the road and I went
north to province, met the mayor.” Willy : “ (he said “morning!”) and I said “you got
a fine city here, Mayor” and then he had coffee with me.” Willy : “ You and hap and I
and I’ll show you all the towns, America is full of beautiful towns and fine up standing
people. And they know me boys, they know me up and down New England, the finest
people. And when I bring you fell as up, there’ll be open as same for all of us, cause
one thing boys, I have friends, I can park my car in any street in New England and the
cops protect it like their own. This summer, hh!” ( Miller, Act 1, 963-964) Willy : “
Don’t say! Tell you a secret, boys. Don’t breathe it to a soul. Someday I’ll have any
my own business and I’ll never have to leave home anymore.” Biff : “ Like uncle
Charley, heh!” Willy : “ Bigger than uncle Charley! Because Charley is not liked. He
is liked, but he’s not well liked (Miller, Act 1, 963) From the statements, we know that
Willy Loman is a dreamer. His dream is also the big opponent in his mind. As a human
being, we may not dream the impossible thing because it will make us desperate if we
can’t get it. If he always stay at home, he may share it with his family Willy began to
dream of the impossible things when he is young but until he is old the dream don’t
come true. Sometimes financial problem will make person depressive and of course
when someone is depressive, he needs someone but when he is far from his family, he
will find out somebody else to share it. That happened to Willy Loman : he is a
roadman, he spends almost his not at his home and finally he finds a woman to share
his problem. He and this woman have an affair and his affair known by Biff, that’s why
he hates his father. Willy : “ Cause I get so lonely, especially when business is bad and
there is nobody to talk to, I get the feeling that. I will never sell anything again that I
won’t make a Living for you or a business, a business for the boys. There is so much I
want made for (Miller, Act I , 968)”. Willy rememorizes all of his false in past and he
regrets why his affair can be known by biff. Willy also seems like a grazy person, he
will angry to his wife and his friends when he is remembering about something. He
also mad to Linda when Linda is mending a pair of silk stockings. The silk Stockings
are the symbol of his affair to the woman. Willy : “ (angrily taking them from her) I
won’t have you mending stockings in this house! Now throw them out.” (Miller, Act I
, 969)
4.2 Outer Conflict

Outer conflict is the conflict between two persons or group, in one of which the hero
is the kind person..
4.2.1 Biff’s Outer Conflict
The outer conflict in act 1 between Willy and Biff. Biff is the oldest son of Willy. Biff
and Willy hasn’t got any good relation although they are father and son. Willy thinks
that actually biff can do everything well because he has the ability to do it but he doesn’t
want to do it. Willy : “ The trouble is he’s lazy good admit!” Willy : Biff is a lazy bum”
(Miller, Act 1, 954) When Biff has been at a senior high school, Biff has done a big
mistake, he has stolen something and of course it makes Willy hates him. Willy is a
disciplines and honest man. He never teach his son to steal something. Willy is angry
to him. Willy : ‘Loaded with it. Loaded! What is he stealing? He’s giving it back, isn’t
he? Why is he stealing? What did I tell him? I never in my life told him Anything but
decent things.”(Miller, Act 1, 970) All the fathers in this world love his son and Willy
Loman also loves biff and proud of him. Willy : “That’s just what I man. Bernard can
get the best marks in school, Y ‘ understand, but when he gets out in the business world,
Y’ understand. You are going to be five ahead of him…” (Miller, Act 1, 965) Biff is
his idol when he is at senior high school but later they don’t like each other because of
some problems. Biff has left the home years and at the time Willy is all Universitas
Sumatera Utara 29 right and there is no fighting at the Loman house. But as soon as
Biff comes back to home, the fighting starts. Linda : “But you no sooner come home
in the door than you’re fighting.” (Miller, Act 1, 978) Linda also knows that Biff and
Willy can’t be together so Linda as a mother asks Biff to do her favor. Linda : “Biff
dear, if you don’t have any feeling for him, then you can’t have any feeling for me!”
(Miller, Act 1, 979) Biff and Willy are not easy to get along. They will fight as son as
they meet they look like a dog and a cat. Biff : “ What the hell is the matter with him?”
Linda : “ Don’t , don’t go near him!” Biff : “Stop making excuses for him! He always,
always wiped the floor with you. Never had an ounce respect for you.” Biff : “ He’s
got no character. Charley wouldn’t do this not in This not in his own house sweeping
out that vomit from his mind.” Biff : “ People are worse off than Willy Loman. Believe
me, I’ve seen them.” Linda : “Then make Charley your father, Biff. You can’t do than,
can you? I don’t say he’s a great man. Wily loman never made a lot of money. He’s
not the finest character that ever lived. But he’s a human being and a terrible thing is
happening to him. So attential must be paid. He’s not to be allowed to fall like an old
dog. Attention must be finally paid to such a person, you called him crazy…” (Miller,
Act 1, 979) Willy likes to compare Biff and Bernard but Biff doesn’t like the way his
father comparing him so he tries to argue to abort it to his father. The ways of their
speaking also create a conflict. Willy : “… You never grew up. Bernard doesn’t wistle
in the elevator, I assure you.” Biff : “(as though to laugh Willy out of it) Yeah, but you
do, pop.” (Miller, Act 1, 982) The conflict in act one, Death of A Salesman is when
Biff and Willy meet after a long time they have never met each other.
4.2.2 Happy’s Outer Conflict
Biff : “ (starting to go out after Willy). What the hell is the matter with him ?” (Happy
stops him) Linda : “Don’t. Don’t go near him!” Biff : “Stop making excuses for him!
He always , always wiped the floor with you, never had an ounce of respect for you.“
Happy : “He’s always had respect for…” Biff : “What the hell do you know about it!”
Happy : ”(Surlily) just don’t call him crazy!” Biff : “ He’s got no character. Charley
wouldn’t do this. Not in his own house sweeping out that vomit from his mind.” Happy
: “ People are worse off than Willy Loman. Believe me, I’ve seen them!” Linda : “
Then make Charley your father, Biff. You can’t do that, can you? I don’t say he is a
great man. Willy Loman never made a lot of money. His name was never in the paper.
He is not the finest character that ever lived. But he is a human being and a terrible
thing is happening to him. So attention must be paid. He is not to be allowed to fall into
his grave like an old dog. Attention must be finally paid to such a person you called
him grazy…” ( Miller, Act 1, 979) Statements as can be seen above show how their
relationship. Willy doesn’t do anything he just call his son, “Hey, hey Biff” with laugh
but Biff doesn’t feel happy with his father. They will fight as soon as they become
together. The statements also show us that Biff like to compare his father with his
neighbor, Charley. Biff thinks that Charley is the best father for his family because he
has good behaviour and Charley never done the things that make his family unhappy.
The statements of Biff really make willy stress. Biff seems like to blame Willy because
of his failure to attend the university. Actually, willy has seen stressed because he only
earns a small amount of money and he owes much money to other people. Willy : “
What do we owe? “ Linda : “Well, on the first there’s sixteen dollars on the
refrigerator…” Linda : “ Well, there’s nine sixty for the washing machine. And for the
vacuum cleaner there’s three and a half due on the fiftenth. Then the roof you got
twenty one dollars remaining.” Linda : “ No, they did a wonderful job. Then you owe
frank for the carburetor. Linda: “ Well you owe him three and a half, odds and end
comes to around a hundred and twenty dollars by the fifteenth.” Willy : “ A hundred
and twenty dollars! My god, if business does pick up I don’t know what I’m gonna
do!” (Miller, Act 1, 966-967) Willy goes of the Frank chop’s house, the place where
he and his sons will get the dinner after he meets charley at his office. Willy with hope
has some conversation with his older son, Biff and he’s sure that his son already gets
something from Bill Oliver. Willy asks his son about this morning when Biff meet
Oliver. Willy : “You had a couple already, didn’t you?” Biff : “Just a couple, yeah.”
Willy : “Well, what happened, boy? (nodding affirmatively, with a smile) everything
go alright?” (Miller, Act 2, 1010) Willy : “ On the edge of his chair) “what kind of a
welcome did he give you?” Biff : “He won’t even let you work on commission?” Willy
: “I’m out! (driving) so tell me, he gave you a warm welcome? Willy : “(as though biff
had been interrupting) “well, what happened? It’s great news, Biff. Did he take you
into his office or did you talk in the waiting room?” Biff : “Well, he came in, see,
and…” Willy : “(With a big smile)”what’d he say? Betcha he threw his arm around
you?” Biff : “Well, he kind a…” Willy : “(To Biff) ”is that where you had the drinks?”
Biff : “Yeah, he gave me a couple of no, no (Miller, Act 2,1011-1012) In the middle of
their speeches about the day, the conflict between Willy and Biff occur but the confllict
doesn’t continue because Willy tells them thet he has been fired this morning so Biff
takes pity to him. Willy : “(angrily) “All right, now listen to me…” Biff : “Why don’t
you let me finish?” Willy : “I’m not interested in stories about the past or any crop of
that kind because the woods are burning, boys, you understand? There’s a big blaze
going on all around, I was fired today.” Biff : “(shocked) “How would you be?” Willy
: “I was fired, and I’m looking for a little good news to tell your mother, because woman
has waited and the woman has suffered. The gistt of it is that I haven’t got a story left
in my head, Biff. So, don’t give me a lecture about facts and aspects. I’m not interested.
Now, what’ve you got say to me?” (Miller, Act 2, 1011) Willy thinks that biff has a
good talk with Oliver, so he asks Willy many kinds of question about how is Oliver to
him. Firstly, Biff tries to cheat him by saying that Oliver is very kind to him but finally
he can’t continue it and biff become angry again. The question of his father makes him
bored and frightened because he steals something in Oliver’ office. Biff : “His answer
was (he breaks off, suddenly angry) Dad, you’re not letting me tell you what to tell
you!” Willy : “(accusing angered) “you didn’t see him, did you?” Biff : “I did see him!”
Willy : “What’d you insult him or something? You insulted him, didn’t you?” Biff :
“Listen, will you let me out of it will you just let me out of it!” (Miller, Act 2, 1012) In
the Death of A Salesman, Arthur Miller uses the style of flashback. The flashback is
found when Willy is dreaming to the past and it happens for many times. When Willy
is talking to Biff and Happy, he suddenly remembers what Bernard says to him about
Biff’ failure in his life. The conversation between them becomes very strange because
Willy mentions about the math.” Willy : “(Wildly) “Math, math, math!” Biff : “Take it
easy, pop!” Biff : (at the table, now audible, holding up a gold fountain pen)… So, I’m
washed up with Oliver, you understand? Are you listening to me?” Willy : (at a loss)
“Yeah, sure. If you had flunked…” Biff : “Flunked what? What are you talking about?”
Willy : “Don’t blame everything on me! I didn’t flunk math, you take what pen?” Willy
: (seeing the pen for the first time) “You took Oliver’s pen?” ) (Miller, Act 2, 1013)
The conflict in this play is when Biff knows that his father has other woman in Boston.
He hates his father because his mother has done the best thing in the family but why
his father does it to her. Miller doesn’t put the root of playwright. The root of conflict
is found when rememorizes about his false that make his son doesn’t attend the
universities because he has been flunked of math. Willy also promises the woman
stockings. That’s why every time when he sees Linda takes stockings, he will angry
because stocking is the symbol of his affair.
4.2.3 Howard’s Outer Conflict
Unfortunately Willy doesn’t happy for along, when he goes to meet his boss, Howard.
Willy faces the problem with his boss. Willy thinks that he is too old to travel and two
of of his sons will earn money by themselves so he doesn’t need a large amount of
money. Willy : “Well, tell you the truth, Howard. I’ve come to the decision that I’d
rather not travel any more.” Howard : “not travel! Well, what’ll you do?” Willy :
“Remember, Christmas time, when you had the party here you said you’d try to think
of some spot for me here in town.” Howard : “With us?” Willy : “Well, sure.” Howard
: “Oh, yeah, yeah. I remember. Well, I couldn’t think of anything for you, Willy.” Willy
: “I tell ya, Howard. The kids are all grown up, I don’t need much any more. If I could
take home well, sixty five dollars a week, I could swing it.” Howard : Yeah, but Willy,
see I …” Willy : “I tell ya what, Howard. Speaking frankly and between the two of us,
Y’ know, I’m just a little tired.” Howard : “Oh, I could understand that, Willy and we
do a road business. We’ve only got a half dozen salesman on the floor here.” (Miller,
Act 2, 993-994) Howard refuses Willy’s favor. In Howard mind, Willy should do the
road job to earn money. Willy tries to say something to howard and ask for low salary
sixty dollars a week to forty dollars a week. Howard still refuses it and finally he asks
willy to retire from his job as a salesman. Willy : (with increasing anger) Howard, all I
need to et my table is fifty dollars a week.” Howard : “But where am I going to put
you, kid?” Willy : “Look, it isn’t a question of weath I can sell merchandise, is it?”
Howard : “No, but it’s a business, kid and everybody’s gotta pull his own weight.”
Willy : “If I had forty dollars a weak, that’s all I’d need forty Dollars, Howard.” (Miller,
Act 2, 994-995) At the same time, Howard fires Willy. Howard : “Willy, you can’t go
to boston for us.” Willy : “Why can’t I go?” Howard don’t want you to represent us.
I’ve been meaning to tell you for along time now.” Willy : “Howard, are you firing
me?” Howard : “I think you need a good long rest, Willy.” (Miller, Act 2, 996) He is
regret why Willy rude to Howard and it makes Howard fires him and make Willy like
as a crazy man. Willy : “ Pull myself together! What the hell did I say to him? My God,
I was yelling at him! How could I ? (Willy breaks off, starting at the light, which
occupies the chair, animating it. He approaches this chair, standing across the desk
from it.) Frank. Frank, don’t you remember what you told me that time? How you put
your hand on my shoulder, and Frank… (he leans the desk and as he speaks the dead
man’s name accidentally switches on the recorder and instantly) Willy : (leaping away
with fright, shouting) “ Ha! Howard ! Howard! Howard!” Howard : “ What happened?”
Willy : (Pointing at that machine, which continious nasally, childishly with the capital
cities ) shut it off! Shutt it off! (Miller, Act 2, 996) Although Willy is too old to travel
but he really needs the job. By doing this business he will get money for paying all of
the family need. As the modern people in America they have more utilities like
refrigerator, insurance, washing machine of course money is the most important thing.
How he can pay all of the payment without working Linda notices to him to pay
something before he leaves home that morning. Linda : “ And Willy, don’t forget to
ask for a little advance, because we’ve got the insurance premium. It’s the grace period
now.” Willy : “That’s a hundred…?” Linda : “A hundred and eight, sixty eight.
Because we’re a little short again.” Willy : “Why are we short?” Linda : “Well, you
had the motor job on the car…” Willy : “ That Goddam Studebaker!” Linda : ”And you
got one more payment on the refrigerator…” (Miller, Act 2, 989 ) Willy likes to dream
to the past to remember all of the things that can make him be proud of. Before Howard
fires him, he also say to Howard that he has a good sales in 1928. Willy : (stopping
him) “I’m talking about your father! There’s promises made across this desk! You
mustn’t tell me you’ve got people to see. I put thirthy four years into this firm, Howard
and now I can’t pay my insurance you can’t eat the orange and throw the feel away. A
man is not a piece of fruit (after a pause) now pay attention, your father in 1928 I had
a big year. I averaged a hundred and seventy dollars a week in commisions.” Howard
: (impatiently) “Now, Willy, you never averaged…” Willy : (banging his hand on the
desk) “ I averaged a hundred and seventy dollars a week in the year of 1928.! And your
father come to me or rather I was in the office here, it was right over this desk and he
put his hand on my shoulder.” (Miller, Act 2, 995) 4.2.4. Charley’s Outer Conflict
Willy has the conflict with Charley, his neighbor. Willy is always jealous of Charley.
Because of his bad behaviour, jealous, he hates Charley very much. He often
underestimated Charley but Charley is still the best friend of him. Charley always helps
him when he is in trouble especially in financial problem. Charley is also the only
person who comes to his funeral. Willy : “A man who can’t handle tools is not a man,
you’re disgusting.” Charley : ”Don’t call me disgusting, Willy.” (Miller, Act 1, 972)
Willy mocks Charley because he doesn’t know how to put the ceiling in the living
room. When Charley tells Willy that the Ebbets Fields just blew up, Willy doesn’t
believe it.. He thinks that Charley is jealous to him because his older, Biff will be a Red
Grange after the game in Ebbets Field is over and biff will be paid with twenty five
thousand a year. He shouts some rude words to Charley but Charley doesn’t hate him
because of his statement. Charley : “Don’t you hear the radio? Ebbet field just blew
up.” Willy : “You go to to hell! (Charley laughs. Pushing them out). Come on, come
on! We’re late.” Charley : “Willy, when are you growing to up?” Willy : “Yeah, heh?
When this game is over, Charley. You’ll be laughing out of your other side of your
face. They’ll be calling him as another red grange. Twenty-five thousand a year.”
Charley : “Is that so?” Willy : “Well, then I’m sorry, willy. But tell me something?”
Willy : “What?” Charley : “Who is Red Grange?” Put up your hands. Goddam you, put
up your hands.” Willy : “Who the hell you think you’re, better than every body else?
You don’t every thing, you bog, stupid… put up your hands.” Willy (off stage) : “What
are you walking away for? Don’t walk away. You’re going to say something say it to
my face! I know you’re laughing at me behind at my back. You’ll laugh out of the other
side of your Goddam face after this game. Touch down. Right between the goal posts.”
(Miller, Act 3, 1000) Charley is also the person who gives Willy money. Willy says
that he should pay the insurance. Willy ashes to saying that he has not money at all but
charley understand the condition of Willy. Charley : “Why everybody must like you?
Who liked J.P. Morgan? Was he impressive? In a Turkish bath he’d look like a butcher.
But with his pockets on he was very well liked. Now listen, Willy., I know you don’t
like me, and nobody can say I’m in love with you, but I will give you a job because
just for the hell of it, put it that way. Now, what do you say?” Willy : “I just can’t work
for you, Charley?” Charley : “What’re you jealous of me?” Willy : “ I can’t work for
you, that’s all, don’t ask me why.” Charley (angered, takes out more billls) : “you’ve
been jealous of me all your life, you damned fool! Here, pay your insurance.” (he puts
the money in Willy’s hand) (Miller, Act 2, 1004) Failure will make someone jealous
to succeed person and it also happens Willy. Willy always refuses Charley offer to give
him a job. It’s because Willy is jealous to Charley success. Willy doesn’t want Charley
to take a pity to him. But Charley is the best friend and neighbor for Willy. He helps
him every time as he can. Willy : “I offered you a job. You make fifty dollars a week
and I won’t send you on the road.” Willy : “I’ve got a job.” Charley : “Without pay?
What kind of job without pay? (he rises) now, look, kid, enough is enough. I’m no
genius but I know when I’m being insulted.” Willy : “Insulted.” Charley : “Why don’t
you want to work for me?’” Willy : “What’s the matter with you? I’ve got a job.”
Charley : “Then what’re you walking in here every week for?” Willy : (getting up)
“Well, if you don’t want me to walk in here…” (Miller, Act 2, 1004) The biggest regret
in Willy’s life is when he refuses his brother invitation to go to Alaska. Ben has bought
Timberland there and he needs someone to look after it so he asks Willy to do it. Firstly,
Willy gets interesting in the job but Linda doesn’t allow him to go. Linda thinks that
her husband has got a good job in New York. Someday, Willy will succeed in his job
as a salesman as the eighty four years salesman named Dave. Although Dave is too old
but he can earn money by himself, he just call some of his customer, te business will
run. Besides that in his funeral ceremony many people come to give him the final
respect. That’s why Willy chooses to be a salesman than go to Alaska with Ben. If he
follow Ben that time, maybe he is a rich man now as a failing salesman. Suddenly Willy
rememorizes the entire thing that Ben says when he is fired by Howard. Ben : “Now,
look here, William. I’ve bought timberland in Alaska and I need a man to look after
things for me.” Willy : “God, Timberland! Me and my boys in those Grand outdoors!”
Ben : “You’ve a new continent at your doorstep, William. Get out of these cities,
they’re full of talk and team payments and courts of law. Screw on your first and you
can fight for a fortune up there.” Linda : “You’re doing well enough, Willy.” Ben : (to
Linda) “Enough for what, my dear?” Linda : (frigtened Ben and angry to him) “Don’t
say those things to him! Enough to be Happy right here, right now. (to Willy while Ben
laughs). Why must everybody conquer the world you’re well liked, and the boys love
you, and someday (to Ben) why old man Wagner told him just the other day that if he
keeps it up he’ll be a member of the firm, didn’t he, Willy?” Willy : “Sure, sure. I’m
building something with this firm, Ben and if a man is building something he must be
on the right track, musn’t he?” Ben : “What are you building? Lay your hand on it,
where is it?” Willy : (hesitantly) “that’s true Linda, there’s nothing.” Linda : “Why (to
Ben) there’s a man eighty four years old…?” Universitas Sumatera Utara 40 Willy :
“That’s right, Ben. That’s right. When I look at that man I say, what is there to worry
about?” Willy : “It’s true ben. All he has to do is going into any city, Pick up the phone
and he’s making his living and you know why?” ( Miller, Act 2,997-998) 4.2.5
Bernard’s Outer Conflict After he has been fired, Willy goes to Charley’s office. He
meets Bernard there. Bernard Is the classmate of biff but Biff doesn’t has the thing like
Bernard has a family with two sons and all of his friends are rich, but why biff doesn’t
have it. In Willy’s mind Biff is more popular than Bernard when they are in the senior
high school especially in sport. Biff is one of the best baseball & football player at that
time and Willy thinks at Biff’s life is ended because his failure in the Ebbet Field game.
Bernard doesn’t get the same opinion with Willy. The biggest failure in life is he
doesn’t attend the iniversity because he has flunked by the math teacher. Willy
rememorizes all the things that happen at that time and suddenly he becomes angry to
Bernard because he remembers on something and he realizes that is absolutely his false.
Willy : (angrily) “Nothing. What do you mean, ‘what happened?’ what’s that got to do
with anything?” Bernard : “Well, don’t get sore.” Willy : “What are you trying to do,
blame it on me? If a boy lays do is that my fault?” Bernard :” Now, Willy, don’t get…”
Willy : “Well, don’t, don’t talk to me that way! What does that mean ‘ what happened?”
(Miller, Act 2, 1003) Outer conflict can be divided into four : 1) The conflict between
character and other character 2) The conflict between character and nature 3) The
conflict between character and society 4) The conflict between character and his God.
The conflict between character and other character In this play, Willy is in conflict with
: Biff Loman, he is the oldest son of Willy. Actually willy loves and proud of Biff. But
after biff becomes an adult, he and biff don’t like each other. He thinks that Biff has
bad behaviour. He is a lazy person. On the other hand, Biff also has the reason why he
hates his father. Biff thinks that his father has no character. His father already has a
woman who loves him much, Linda who is also his mother. But why he does not feel
satisfaction with it. Willy has an affair with other woman in Boston. Charley, as Willy’s
neighbor. Willy likes to underestimated Charley. Willy is jealous to Charley because
charley has his own business. Charley doesn’t need to spent te time in the road and
along time to earn money but he must do it and only earns a small amount of money.
Anyway, Charley is the best friend of him and always helps him. Happy, the youngest
son of Willy. Willy also has the conflict with Happy but the conflict is not as big as the
conflict with Biff. Willy only underestimated Happy by saying that Happy’s income
cannot fulfill their needs. Willy thinks how Happy’s low income can retire him from
his job. Howard Wagner, the boss of Willy. Willy has the conflict with Howard because
Howard refuses his request to having a New York job. Howard is not only refuses
Willy’s favor to work in New York but Howard also fires him. It makes Willy angry
and shouts rude words to Howard. Bernard, the son of Charley and also the classmate
of Biff. Willy has the conflict with Bernard because Bernard says that Biff will flunk
math. Willy doesn’t like Bernard says it to him because he thinks that Biff is a clever
boy and three of University are waiting for him. The conflict between Character and
Nature Willy has the conflict with the nature. According to the nature law, human being
will be old and of course Willy as a human being will get older. When human being is
getting old he will lose the ability for doing something. For example his sight is not
clear as before and he will easy to get tired. Willy also gets this problem but he does
not realize it. Linda : “but you’re sixty year old. They can expect you to keep traveling
every week.” Willy : “I’ll have to send a wire to Portland. I’m supposed to see brown
and Morrison tomorrow morning at ten o’clock to show the line. Good admit, I could
sell them!” (he starts putting on his jacket). (Miller, Act 1, 953) When Willy leaves
home at the morning, he forgets to take his glasses. Linda notices him about his glasses
because Linda knows that he will find difficulties in his sight if he does not wear the
glasses. After Linda reminds him, he realizes that glasses are very important for him.
In his sixty year old, Willy often forgets to take his things. Linda : (calling after him a
she runs to the kitchen table for a handkerchief). “You got your glasses?” Willy : (feel
for them, then comes back in). “Yeah, yeah, got my glasses.” Linda : (living him the
handkerchief). “And a handkerchief.” Willy : “ Yeah a handkerchief.” Linda : “ And
your saccharine?” Willy : “Yeah, my saccharine.” ( Miller, Act 2, 990) Willy is the
New England man. So, he thinks that he may not do his job in New York because New
York is not him home town. New york is not suit him to do a job. So, he should travel
out of New York to earn money. This is a conflict with the nature, Willy argue that
New York is not unfamiliar with him. Linda : “Willy, dear. Talk to them again. There’s
no reason why you can’t work in New York.” Willy : “They don’t need me in New
York. I’m the New England man. I’m vital in New England.” (Miller, Act 1, 952) Willy
has never realized that he is old. Every time Linda tell him not to travel again, he
doesn’t listen to Linda’s advice. He thinks that he is still a young Willy who can do all
the things including for traveling everyday. On fact, he needs glasses to make his sight
clear. From this conditions, it means will is old his sight has a little of problem. Willy
states that New York is not his place for doing business. He is a New England man.
He’s vital in New England. In this case, Willy has the conflict with the nature, that’s
New York. The conflict between Character and Societies Willy also has the conflict
with the societies. As a salesman Willy need customers to buy something from him.
Although Willy is proud of himself because he knows a lot of people but he has only a
few of customers. The customers just pass him but they don’t buy something from
Willy. Willy hates them because they don’t give him income by buying his goods.
Customers are a society. Willy doesn’t like the costumers, it means he has the conflict
with the society. The society calls him as Walrus. Willy is fat and they think that Willy
is look likes the sea animal – Walrus. Willy doesn’t like they call him with the animal
name. So, when Christmas and he comes to F.H Steward, he cracked across the face of
one of a salesman because he hears that he calls him Walrus. Willy thinks that the
society in present is not like the society in the past. The society in past is kind and more
respect to other persons. He knows it when he meets the old salesman, Dave Singleman.
Dave is a eighty-four years old salesman but he still can sell his goods because the
customers are respect him. When Dave died, his funeral is very crowned. But now all
of the respect, comradeship are cut and dried. From will’s statements about the society
in present, we know how the feeling of Willy’s. Willy doesn’t like them much. He has
much complain about them.
3.1 Research Method
This study applied descriptive method, because I want to analyze and describe the
conflict on Arthur Miller’s drama entitled “Death of A Salesman “ . Data collected can
be analyzed using statistical technique and would also be considered quantitative
descriptive research. Descriptive research involves describing and interpreting events,
conditions or situations of the present. Generally, findings and conclusion only apply
to the sample studied. Descriptive research can use qualitative or quantitative methods
to describe or interpret a current event, condition and situation. The research was
conducted by two ways ; the first way is library research which is done by reading some
references related to it and the second way is field research which is done by analyzing
the drama.
3.2 The Technique for Collecting Data
Firstly I read the play for many times as the main source of inspiration to write this
thesis to collect the data, I evaluated the way the characters speak that expresses their
personalities, actions and all related aspects of their communication in the play. Most
of the data presented in this thesis to support the analyze are relevant collected
sentences for the drama. Other significant information is from literature books and
some other books of related topics.
22.5 FINDINGS
There are two kinds of conflict in this play, inner conflict and outer conflict. Inner
conflict is the conflict which goes on the mind of the hero and between him and a goal
he has set himself. Outer conflict is the conflict between characters in a play. Willy and
biff have two kinds of conflict in their life, inner conflict and outer conflict. Willy has
the outer conflict with : Biff Loman, his oldest son, Charley, his neighbor, Happy, his
youngest son, Howard Wagner, his boss, Bernard, Biff’s classmates. Willy Loman has
the inner conflict. There are many causes that make Willy fall into inner conflict. One
of them is because he gets paid very low. His low income makes him depressed and
this low income is no appropriate for an average American after World War II. Jealous
is the prime factor that makes Willy fall into outer conflict. Biff is attacked by inner
conflict because he is a son that his father too much. Because of he knows that his
father has an affair with another woman in Boston, he hates his father. Every time, he
wants to talk to his father, he will remember to the woman in the Boston’s hotel room.
Actually he doesn’t hate his father.
22.6 REFERENCES
24. THE ANALYSIS OF CONJUNCTION FOUND IN THE DRAMA THE
TAMING OF THE SHREW BY WILLIAM SHAKESPEARE
The problems of this study are:
1) What types of conjunction are found in the Drama “The Taming of the
Shrew”?
2) What type of conjunction is dominantly used in the Drama “The Taming of

the Shrew”?
2.1 Grammar
Woods (2010:9-10) says, “Grammar also means a set of standard that you have
to follow in order to speak and write better. Functional grammar guides you to the right
expression-the one that fits what you’re trying to say-by ensuring that the sentence is
correct.”
2.2 Conjunctions
Conjunction as one of the parts of speech is very important in writing. To make
it clear, the writer serves some definition of conjunction. Jeffrey (1985:142) says that
conjunctions were “linking” or “joining” words, which joined together various thing
then any word could occur. Conjunction is the action or an instance of two or more
events or thing occurring at the same point in time or space and to connect clauses or
sentences in the same clauses.
2.2.1 The Definition of Conjunction
Suryadi and Junaida (2007:167) define conjunction as a word connector used

to join words, phrases, and clauses in a sentence, while Arnold and Raymond
(2003:114) says that conjunction are connectors that can perform small jobs such as
joining simple work, or bigger task such as linking phrases. They also can take on
heavy-duty assignment such as joining independent clause or joining an independent
clause to a dependent clause. Conjunction must be distinguished from preposition,
relative pronouns, adjective clause or adverb that is also connecting words. Examples:
1. Do as I say. (adverb)
2. He was chosen as chairman.(preposition)
3. I left just as he entered. (conjunction)
4. This is a book that my brother bought.(relative pronoun)
5. The man that answered the phone was polite.(adjective clause)
2.2.2 The Types of Conjunction

Frank (1972:206) says that there are two types of conjunction, coordinate
conjunction and subordinate conjunction, while Suryadi and Junaidi (2007:167) states
that there are two types of conjunctions, they are coordinating conjunction and
subordinating conjunction.
1. Coordinating Conjunction.
Frank (1972:206) says that the coordinate conjunction join structural units
that are equal grammatically. While Suryadi(2007:167) says that
Coordinating conjunction is word that is used to join the element of
sentence which is equal.
Based on this idea, coordinating conjunction can be classified in to four types,

they are:
1. Cumulative
Cumulative conjunctions merely add one statement to another. They are
and, as well as, no less than, not only,… but also, and both..and. Examples:
1. He can play tennis and football.
2. Both Putra and Ady goes to school on foot.
3. He as well as you is guilty.
2. Alternative
Alternative conjunctions which present a choice between two alternatives.
They are or ,either…or, neither..nor, otherwise, and else. Examples:
1. Neither putri nor his friend is present today.
2. He can go either by bus or by train.
3. You want to go now or wait her.
3. Advertise
Advertise conjunctions express contrast between two statements. They are
but, yet, while, however, still, nevertheless, and whereas. Examples:
1. She is intelligent but lazy.
2. Dina is a vegetarian, yet she eats chicken.
3. It is a long way to the beach, still it is fine day to go swimming.
4. He is rich, however he is very close fisted.
5. He is broke, nevertheless he is happy.
6. He hates vita, whereas I love so much.
7. He got sick while he was in office.
4. llative
Illative conjunctions express something inferred from another statement or
fact. They are therefore, so that, then, so that, and for. Examples:
1. He came late so he missed the train.
2. He works so hard, therefore he is exhausted.
3. My car broke down, so that I could not continue my journey.
4. I borrow your new book then I lend you my book.
5. The students failed, for he was very ill this year.
2. Subordinating Conjunction
Frank (1972:215) says that a subordinate conjunction introduces a clause

that depends on a main or independent clause. The subordinate conjunction
is grammatically part of the clause it introduces; it is never separated from
its clause by a comma, while Suryadi and Junaida (2007:170) says that
Subordinating conjunction is connector which is used to join subordinate
clause and main clause in complex sentence. Subordinating conjunction
perform the grammatical function of subordinator. The following italicized
conjunctions are examples of subordinating conjunction:
1. I don’t know whose car that is. (noun clause)
2. The boys who ate the last cookies is my son. (adjective clause)
3. Please wash your hands after you pet the cat. (adverb clause).
There are ten types of subordinating conjunctions, they are as follows.
1. Apposition
The apposition’s conjunction is that. Examples:

1. This is restaurant that Putra built.
2. I know that he is your brother.
3. I feel that you hate me.
2. Cause
The cause’s conjunction are because, since, as, and because of.
Examples:
1. He came late because there was a traffic congestion.
2. I will sell my car since I have no money.
3. He died as he suffered from serious illness.
4. He is famous because of his generosity.
3. Comparison
The comparison’s conjunction are than, more…than, and as…as.

Examples :
1. I am younger than you are.
2. She is more than cleaver than you.
3. I am as beautiful as my mother.
4. Contrast
The contrast conjunction are although, even though, though, however,
nevertheless, yet, still, but, whereas, despite, and despite of. Examples:
1. I will go although it’s still raining.
2. He worked hard even though he was tired.
3. He won’t give up though he’s defeated.
4. However hot the sun is, we must go.
5. There was little hope of success , nevertheless they decide to perform
the operation. 6. His clothes is not expensive yet it is clean.
7. He is very wealthy, still very unhappy.
8. I know it’s hard but I’ll never stop trying.
9. We enjoy our holiday despite the rain.
10. Tony is ambitious, whereas his brother is quite he reverses.
5. Condition
The condition’s conjunction are if, unless, whether..or, even if, in case,
and otherwise. Examples:
1. I’m going out even if it rains.
2. I will go if the rain stop.
3. Take a sweater in case it gets cold.
4. You will fail the exam unless you study harder than before.
5. You must go far away from here, otherwise he’ll find you.
6. I wear a raincoat whether it is raining or snowing.
6. Purpose
The purpose’s conjunctions are so that, in order that, and in order to.
Examples:
1. I take an aspirin so that I will not have a headache
2. I run fast in order that I can be on time.
3. I am here in order to meet you.
7. Place
The place’s conjunctions are where and wherever. Examples:

1. You may go wherever you want.
2. I searched where I was asked to.
8. Time
The time’s conjunction are after, before, when, while, since, until, as,
and as soon as. Examples:
1. I will sleep after I take a bath.
2. He won’t go home before he finished his work.
3. The boy was sleeping when his parents got home.
4. He got sick while he was in office.
5. They have gone home since I arrived here.
6. She will wait until you come.
7. I will marry you as soon as I get a job.
8. She called on her neighbor as the clock struck six.
9. She has been lived here since 2000.
10. He goes to campus after he works.
9. Result
The result’s conjunctions are that, consequently, therefore, thus, as a

result, and hence. Examples:
1. I am so tired that I cannot study well.
2. You have disregarded my advice, therefore I will not help you again.
3. The road was wet and slippery, consequently there were many
accidents.
4. There was little traffic, thus it took us only ten minutes to get there.
5. As a result, the surface temperature of the globe in around 85 degrees
warmer than it would be if there were no atmospheres.
10. Manner
The manner’s conjunctions are as if and as though. Examples:

1. She looks as if she had seen a ghost.
2. I felt as though I had been hit by a car
In this paper I just applied the types of conjunction given by Suryadi

and Junaidi.
24.3 ANALYSIS
4.1 The Data Analysis
All conjunctions data are taken from drama “The Taming of The
Shrew” as the data source. There are two types of conjunction. They
are coordinating conjunction and subordinating conjunction. In this
drama, the writer found 253 conjunctions consist of 196 (77, 52%)
coordinating conjunctions and 57 (22, 48%) subordinating
conjunctions.
The Taming of The

Shrew
A Street in Padua 59 24
(Chapter 1)
Inside Baptista’s 59 9
house(Chapter 2)
Bianca’s Room in 34 10
Baptista’s House
The Hall of Petruchio’s 30 5
House in the
Countryside
A Street in Padua, 12 11
Outside Lucentio’s
House
Total 194 59
4.2 The Analysis
4.2.1 Coordinating Conjunction
1. A Street in Padua
A. Cumulative
a. Cumulative conjunction of and

1. The pleasant garden of great Italy, and by my father’s love and
leave am armed with his good will and thy good company.
2. Here let us breathe and haply institute a course of learning and
ingenious studies. 3. Renowned for grave citizens gave me my being
and my father first.
In sentences above, conjunction and is used to join noun phrase and
verb phrase (1), to join two verbs (2), to join two noun phrases (3)
b. Cumulative conjunction of both … and

25. Sufficeth my reasons are both good and weighty.
26. Both our inventions meet and jump in one.
In sentences above, conjunction both … and is used to join two

adjectives (25) and to join verb phrase (26).
B. Alternative
a. Alternative conjunction of or
27. If you, Hortensio or Signor Gremio know any such prefer

them hither.
28. We can be distinguished by our faces for man or master.
In sentences above, the conjunction or is used to choose
between two nouns (27, 28)
C. Advertise
a. Advertise conjunction of but
30. Such friends as time in Padua shall beget but stay a

while.
31. I wish it is not half way to her heart but if it were, doubt
not her care should be.
42. I’ll hang her why came I hither but to that intent
to contrast adverb clause and verb phrase (30), to contrast
noun clause and adverb phrase (31, 42)
b. Advertise conjunction of while
46. Wait you on him, I charge you as becomes while I make

way from hence to save my life.
In sentence above, the conjunction while is used to contrast

two noun clauses (46).
D. Illative
a. Illative conjunction of for
47. Tell me thy mind for I have Pisa left

48. Let it not displease thee for I will love thee ne’er the
less.
49. Prefer them hither for cunning men.
50. You may stay for I have more to commune with
Bianca.
51. I achieve not this young modest girl, counsel me,
Tranio for I know thou canst assist me, Tranio for I
know thou wilt.
In sentences above, the conjunction for is used to make

reason from noun phrase and clause (47,48), to make
reason from verb phrase and noun phrase (49), to make
reason from two clauses (50, 51)
2. Inside Baptista’s House
A. Cumulative
a. Cumulative conjunction of and
53. Nay , then you jest , and now I well perceive.

54. Her silence flouts me, and I’ll be revenged.
to join two noun clause (53, 54).
B. Alternative
a. Alternative conjunction of or
78. Accept of him or else you do me wrong.102

79. Will you go with us or shall I send my daughter Kate
to you?103
80. All things that belongs to house or
housekeeping.104
81. I’ll leave her houses three or four as good.105
In sentences above, the conjunction or is used to choose

conditions between two object (78), to choose
conditions between two clauses (79), to choose
conditions between two nouns (80), to choose condition
between noun (81)
3.1 Research Method
In writing this paper, the writer uses library research. A library research
contains an in-depth collection of material on one or more subjects. The
writer read and collected some literary books especially books that are
relevant to the topic discussed that can support in analyzing the
grammar, especially the conjunction as reference in finishing this paper.
The library is a great place to get materials and information relevant to
be collected, read and review, record and use
(http://wikipedia.org/Category:Research_libraries). The writer also
searched and collected information from the internet to support data
analysis.
3.1.1 Data and Data Sources
The data are sentences contained conjunctions found in the drama “The
Taming of the Shrew” written by William Shakespeare as the source of
the data. William Shakespeare had written many dramas but I choose
“The Taming of The Shrew” as the source of the data because this drama
has interesting story to be analyzed. The drama “The Taming of The
Shrew” consists of 35 pages and contains 5 chapters with its topic and
subtopic are different in each chapters. In chapter 1, it has a topic about
a street in Padua. The topic in chapter 2 is inside Baptista’s house, these
two chapters have a subtopic about matrimony forcefulness. It explains
how Hortensio’s parent compels Bianca to receive the matrimony.
Chapter 3 has a topic about Bianca’s room in Baptista’s house. It tells
us how Hortensio fights to convince Bianca not to refuse the matrimony.
Chapter 4 has a topic about the hall of Petruchio’s house in the
countryside. It tells us the failure of Hortensio in fighting to propose
marriage Bianca, he chooses to give up and try to open his heart to a
widow in his city. The last chapter, the topic of this chapter is a street in
Padua, outside Lucentio’s house, with its subtopic which tells us that
they finally celebrate their wedding with other family, they are
Petruchio and Kate, Lucentio and Bianca, and Hortensio with a widow.
3.3 Data Collecting Method

In this paper, the writer used observation method as data collecting
method. Nazir, (2003:175) says that Observation method is method of
data acquisition by using eyes without any standard tools. In this case
the writer observes the use of the conjunctions in the drama “The
Taming of The Shrew”.
3.4 Data Analysis Method
In analyzing the data, the writer used descriptive qualitative method.

Bunging (2001:290) states, “Penggunaan strategy descriptive kualitatif
dimulai dari analisis yang terhimpun dari suatu penelitian kemudian
bergerak kearah pembentukan kesimpulan kategori atau ciri ciri umum
tertentu. ”(The use of qualitative descriptive strategy starts from an
analysis of various aggregate data from a research then move toward the
establishment of conclusion category of certain common).
The steps or procedures in analyzing the data are:
1. Reading the drama “The Taming of the Shrew”.
2. Identifying the sentences contain conjunction.
3. Classifying conjunction to get the its type.
4. Analyzing the data based on type of conjunction .
5. Calculating the use of conjunction to get the dominant in the drama.
To get the percentage, the writer applies the Junaidi and Suwono’s
formula(2004:40).
24.5 FINDINGS
After analyzing the data, the writer found 253 conjunctions in the
drama “The Taming of The Shrew”. The most dominant types of
conjunction used in the drama is coordinating conjunction
(77,52%), and the least dominant types of conjunction used in the
drama is subordinating conjunction (22,48%). As illustrated in the
table of conjunction below
Types of Conjunction Element Occurrences Percentage

1. Coordinating And 29 11,46%
conjunction Both … 2 0,79%
Chapter 1 and 3 1,18%
Or 17 6,71%
But 1 0,39%
While 6 2,37%
For
Chapter 2 30 11,85%
And 4 1,58%
Or 23 9,09%
But 2 0,79%
So
Chapter 3
And 22 8,69%
But 10 3,95%
While 1 0,39%
So 1 0,39%
And 21
But
Chapter 4 9 3,55%
And
Chapter 5 7 2,76%
But 1 0,39%
While
24.6 REFERENCES

Kumpulan Teori Sastra

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Kumpulan Teori Sastra

Hochgeladen von

Copyright:

Verfügbare Formate

KUMPULAN TEORI SASTRA

1.1. RESEARCH QUESTIONS

1.2. THEORITICAL REVIEW

1.2.2. The Definition Of Plays

1.2.4.1. Dictionary Meaning of Fate

1.2.4.2. Encyclopedia Meaning of Fate and Fatalism

Meaning of fate Features of fate

1.5.2. Fate in When You Were Mind

1.5.3. The Comparative Analysis Between the Play and Novel

Aruan.DM.2012. penuntun menulis skipri UMI ;Medan unpublished

Elizabethan era wikipedia, the free encyclopedia 12 april 2013

Fate (2000) oxford advanced learner’s dictionary. Vol.6

Fate.wikipedia, the free encyclopedia 09 april 2013

2.1. RESEARCH QUESTIONS

2.2. THEORITICAL REVIEW

2.2.3. Prejudism And Discrimination In Sociological View

2.2.4. Prejudism And Discrimination In The World

2.2.5. Mimetic Theory

2.3.1. Characters Or Group Of People

2.3.1.2. Forms Of Prejudismor Description And Social Aspects

2.3.1.2.1. Summary Of Types Of Prejudism Or Discrimination

2.3.1.3. Forms Of Prejudice And Discrimination Experienced by

2.3.1.4.Forms Of Prejudice And Discrimination Experienced by

2.3.1.4.1. Summary Of Types Of Prejudism Or Discrimination

Prejudism and Descrimination

Type of Prejudice and The Theory Of Prejudism and

Analysis of forms and social

The characters of The summary of the

Allport,Gordon W. 1954. Nature of prejudice cambrige: Harvard

Chin, jean lau 2099 the pshychology of prejusim and

discrimination: disability united states : ABC-CLIO-LLC

Goode, William J. 1986. Principle of sociology Equality and

inequality Colombia university.

Whitley, Bernard 2009 thr pshychology of prejudice and

descrimiation united states: prepress PMG.

J.K. Rowling’s Harry Potter : chamber of secret, accessed on 25th

march 2014 on 12.00 <http://en.wikipedia.org/wiki/Harry_Potter>

The meaning of social psychology, accessed on 28th march 2014

To understand more about prejudism, acccssed on 02th april 2014

To understand more about discrimination, accessed on 02th april

3.1. RESEARCH QUESTIONS

3.2. THEORITICAL REVIEW

In fact, ine of the sites of the internet points out deed us :

1) Something that is carried out; an act or action.

Character also plays a big role in this analysis. That is

On the other hand, the oxfors advanced learner’s

3.2.2. Theoretical Approach

3.2.3. Principle of Analysis

3.3.1.4. Juan Thomas

3.3.1.5. The Doctor

TYPES OF EXAMINE THE

4.1. RESEARCH QUESTIONS

4.2.1.1. Definition of Character

4.2.2.2.Factors Determining Someone’s Personality

In order to find out how the author characterizes his

They are personal description, character as seen by

At this point, I should explain what had happened to me

Not only Morries and Janine have got Mitch’s broken

4.3.2. The Description Of Morrie Schwartz

4.3.3. The Influence Of Morrie On Mitch Albom’s Personality

4.3.4. Morrie’s Influence on Mitch’s Wisdom

4.3.5. Morrie’s Influence on Mitch’s Self-Concepts

4.3.5.2. On Mitch’s Self- Concept that Men do not Cry