THE COMPARISON OF THEME IN THE ROCKING HORSE- WINNER AND IN THE SCARLET IBIS. Ciko Permana Sidiq

Transcription

1 THE COMPARISON OF THEME IN THE ROCKING HORSE- WINNER AND IN THE SCARLET IBIS Ciko Permana Sidiq ENGLISH LETTERS DEPARTMENT ADAB AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008

2 THE COMPARISON OF THEME IN THE ROCKING HORSE- WINNER AND IN THE SCARLET IBIS A Thesis Submitted to Adab and Humanities Faculty In Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra Ciko Permana Sidiq ENGLISH LETTERS DEPARTMENT ADAB AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008

3 ABSTRACT Ciko Permana Sidiq. The Comparison of theme in The Rocking Horse Winner and The Scarlet Ibis. Thesis. English Letters Department. Adab and Humanity Faculty. State Islamic University Syarif Hidayatullah Jakarta, In this research, the writer analyzes about the comparison of theme in the short story and the writer uses method of comparison in analyses those short stories. There are two short stories that would be analyzed by the writer; they are The Rocking Horse Winner by D H Lawrence and The Scarlet Ibis by James Hurst. Those stories tell about conflict in family relationship. In the rocking horse winner, D H Lawrence explore the struggle boy to get gain love from his materials mother and the scarlet Ibis, James Hurst describe about conflict between two brother, the younger one is a crippled boy. The other felt ashamed to have an invalid brother. The results of this thesis explain the similarities and difference of theme that are found in both short stories. The similarities of theme that often occurred are the dissatisfaction that lead disharmony in family and both are also about the journey of two boys in pursuing the standard of the person they love in family. While, the difference that is found in the rocking Horse Winner is that money could lead problem and drive conflict in a family and in the scarlet ibis living beyond limit could lead destruction.

4 APPROVEMENT THE COMPARISON OF THEME IN THE ROCKING HORSE-WINNER AND IN THE SCARLET IBIS A Thesis Submitted to Adab and Humanities Faculty in Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra Ciko Permana Sidiq Approved by: Advisor Drs. A. Saefuddin, M. Pd, NIP ENGLISH LETTERS DEPARTMENT ADAB AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008

5 LEGALIZATION The thesis entitled The Comparison of Theme in The Rocking Horse-Winner and in The Scarlet Ibis has been defended before the Letters and Humanities Faculty s Examination Committee on August 21, The thesis has already been accepted as a partial fulfillment of the requirement for the Sarjana Sastra degree in English Letters Department. Jakarta, August 21, 2008 Examination Committee Chair Person, Secretary, Dr. H. Muhammad Farkhan, M. Pd. Drs. A. Saefudin, M. Pd. NIP NIP Members Examiner I Examiner II Drs. Zaenal Arifin Toy, M.L.S. NIP Moh. Supardi, SS.

6 DECLARATION I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgment has been made in the text. Jakarta, August Ciko Permana Sidiq

7 ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful. All praises are due to Allah, the Almighty, and the Lord of all that exist. May Allah s peace and blessing be upon His final Prophet and Messenger, Muhammad, his family and his companions This thesis is presented to the English Letters Department of the Faculty of Adab and Humanities, UIN Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for sarjana degree (S1). It is a great honor for the writer to make acknowledgment of indebtedness to convey his sincere gratitude to Drs. A. Saefudin, M. Pd., who has patiently given valuable advice and guidance to accomplish this thesis. The writer also would like to convey his sincere gratitude particularly to: 1. Drs. H. Abd. Chair, MA, as The Dean of Adab and Humanities Faculty. 2. Drs. H. M. Farkhan, M. Pd., as the Head of English Letter Department. 3. Drs. A. Saefudin, M. Pd., as the Secretary of English Letters Department. 4. All the lecture of English Letters Department for their encouragement to the writer 5. The writer s beloved parents, Bibin Zaenudin and Mimah. 6. His beloved brothers and sisters, Lina Idamayanti, Dian Hartono, Ade Shinta 7. His beloved girl friend, Indah Pratiwi for the love 8. All Librarians of UIN Syarif Hidayatullah Library, University of Atmajaya Library, University of Indonesia Library, and Library of UNJ., for having helpe him to obtain some useful books in relation to his thesis.

8 Jakarta, August The Writer

9 TABLE OF CONTENTS ABSTRACT... i APPROVEMENT... ii LEGALIZATION... iii DECLARATION... iv ACKNOWLEDGMENT... v TABLE OF CONTENTS... vii CHAPTER I INTRODUCTION... 1 A. The Background of Study... 1 B. The Focus of Study... 3 C. Research Question... 4 D. The Objective and Significance of Study... 4 E. The Methodology of Study... 5 CHAPTER II THEORITICAL FRAMEWORK... 7 A. Definition of Theme... 7 B. The Important of a Theme in a Story C. The Ways of the Author Use to Develop a Theme D. The Method of Comparison CHAPTER III RESEARCH FINDING A. Data Description.. 20 B. Analysis The Ways the Author Use to Deliver the Theme in the two short stories The Themes of the Two Short Stories a. The Similarities of Themes b. The Differences of Themes... 41

10 CHAPTER IV CONCLUSION BIBLIOGRAPY 54 APPENDIXES (THE SHORT STORIES) The Rocking Horse-Winner The Scarlet Ibis

11 CHAPTER I INTRODUCTION A. The Background of Study Family relationship often bears conflict because of the lacking of understanding among each other. It is a small part but essential in every body s life. Family s life and its various problems are mostly portrayed in a literary work such as short stories. In this research the writer has chosen two short stories to be analyzed, because The Rocking Horse Winner by D>H Laurence and The Scarlet Ibis by James Hurst talk about conflict family relationship, both have common issues that disorientation pursuing love make both characters in both stories died young. The Rocking-horse Winner by D.H. Lawrence is a reflection of society s materialism, the search for material happiness and in the some time ignoring the real matter of life. The people are looking for happiness in the wrong place The Rocking Horse Winner tells about a family who pretends to have a life full of luxury while their income is low and their debts are high. Paul, the older son of the family, after seeing the importance of money and luck in his mother s life, he discovers that he is not as unlucky as the rest of his family. His luck helps him to predict the winner of horse races. For a time Paul gets money as a gambler thanks to Basset, the gardener, and later on with the complicity of his uncle, who is curious about his nephew s abilities. The winnings were given to Paul s mother to pay debts, but she found the money wasn t enough to keep up their social status. Paul feels the need to win one of the three big races. He found himself worried when the two of the races came and he didn t know the winner. Finally, Paul predicts the winner while riding his rocking horse. During the incident, Paul gets sick and dies.

12 Another short story the writer will analyze is the Scarlet Ibis by James Hurst. This story has been chosen by writer because It focuses on the troubled relationship between two young boys: the narrator and his mentally and physically disable brother, Doodle. It explores the conflict between love and pride and draws attention to the effect of familial and societal expectation on those who are handicapped. In this research, the writer will analyze theme that occurs in both short stories. Stories that are written are entirely to teach a moral lesson in the relationship among the member of the family. The lesson could be the problem of life, love, or even conflict within family relationship. There are several lessons we may gain regarding family relationship. As we know that family is the smallest unit in social life. It is the beginning of a person s life, a place where personality, education, and attitude are formed. The relation among members of family not always goes on well. The problems always occur in everyday among them. Conflicts often appear in family relationship from mother-daughter, husband-wife, mother-son, even within brother. The problem of life and the obsession of one of the member of the family may lead the conflict in the family relationship. The Rocking Horse Winner and the Scarlet Ibis have common that is a conflict within family relationship. In Rocking Horse Winner, the conflict that occurs is between mother and son. The name of the son is Paul. Paul is controlled in family relationships. His mother puts great strain on him by being financially irresponsible, and living beyond what they can afford. Paul feels the strain, since he is influenced by her mother s role in family which makes him depressed. Paul assumes that her mother does not love him the mother shows distrust on him with telling him as an unlucky son just like his father. It makes him extra hard to gain her love and prove to his mother that he is the lucky person.

13 On the other hand, in The Scarlet Ibis, the conflict that occurs is within two young brothers. Brother forced his physically and mentally disabled younger brother to do cruel things. He teaches his disabled younger brother to walk, run, swim, and climb trees and fight. He does it in order to pursuit his expectation of making his brother to be just like other normal children. The writer is interested to analyze two short stories that are The Rocking Horse Winner by D.H. Lawrence and The Scarlet Ibis by James Hurst, because the writer found deep and interesting issues in both short stories. Since both stories have common in conveying the values of life. Both stories picture the life of two young men. Both tell their experiences as passing from childhood to maturity. In that journey they are pursuing the standard of person they love. They put high standard that both young men struggle to achieve. It is important for the writer to bring up the values of life revealed in both short stories. It is needed to be shared to people who read it, their relation among others. Furthermore, the writer also wants the reader to have a reflection for themselves after reading it. B. The Focus of the Study The research is focused on the themes in The Rocking-Horse Winner and The Scarlet Ibis that is seed of destruction in a family relationship that lead to the downfall of other family members. The themes in both stories are compared to find the similarities and the difference between both short stories. Firstly, the writer will analyze the way the authors deliver the theme in each short story. Next, the writer will compare the themes contained in both short stories through analyzing the similarities and differences between them.

14 C. The Research Question Based on the background of the research and the focus of the study above, the research questions are: 1. How do the authors deliver main theme in The Rocking Horse Winner and The Scarlet Ibis? 2. What are the similarities and the differences of sub-themes between the two short stories? D. The Objective and Significance of Study The objectives of study are to know about the similarities and differences of theme occurred in The Rocking-Horse Winner and The Scarlet Ibis. The significance of study is classified into two, the academic and practical significance of study. The academic significance of study is to fulfill one of the requirements for SI degree to the Faculty of Adab and Humanities of the State Islamic University Syarif Hidayatullah Jakarta. The practical one is to broad up the researcher s knowledge regarding to the comparison themes in the two short stories. E. The Methodology of Study 1. The Method of Research To solve the problems of research that are presented in the statement of the problems, the writer uses qualitative method in doing this research and the writer also uses the analytic descriptive to analyze the similarities and differences of themes between short stories; The Rocking-Horse Winner and The Scarlet

15 Ibis. In the analytic descriptive, the writer described some facts and also the result of analysis. 1 The writer will describe some quotations in the stories to support the similar themes and difference themes that have been found. 2. Instrument of the Research In this research, the instrument of the research is the writer himself. The writer used relevant materials that related with the study. The data that related to the study collected from library. 3. The Unit of Analysis The units of analysis in this research are two short stories, The Rocking Horse Winner by D.H. Lawrence which was published in the 1926 in Harper s Bazaar magazine and The Scarlet Ibis by James Hurst which was first published in July 1960 by the Atlantic Monthly Magazine. 4. The Time and Place of the Research The skripsi is accomplished in 2007/2008 in English Letters Department, Adab and Humanities Faculty. This skripsi is conducted at Islamic State University Jakarta Library and other university s library in Jakarta, which provide the information and references about the material that the writer needs, such as the Library of Catholic Atmajaya, the Library of UI, and Library of UNJ. 1 Kutha Ratna, Nyoman, Teory, Metode dan TeknikPenulisan Sastra. (Jakarta, 2004). p. 53.

16 5. The Technique of Data Analysis The collected data will be analyzed through descriptive qualitative analysis. The data will be described in a restricted discussion and will be supported by the evidences (quotations in the story) for the writer to give the explanations. The writer conducts the research by comparing the two short stories, describing the similar themes and the difference themes that can be found by the writer and will be supported by the quotation the writer gets from both short stories, in this research, the writer compare themes revealed in the two shirt stories, The Rocking Horse Winner by D.H. Laurence and The Scarlet Ibis by James Hurst to find out similarities and difference.

17 CHAPTER II THEORETICAL FRAMEWORK A. The Definition of Theme The theme of the story is basically a kind of message and ideas from the author to the people who read it. This is supported by James Pickering H. and D. Hoeper, as they said in their book it is the author s way of communicating and sharing ideas, perceptions and feelings with his readers. 2 In literature, a theme is abroad idea in a story, or message or lesson conveyed by a work. This message is usually about life, society or human nature. 3 Theme is not just the central of a story at whole; it also contains moral lessons that can be applied in everybody s life. The idea of a story can be a way to learn and to teach in improving someone s attitude. The ideas bear interpretation of people s experience as it is supported by Robert and Warren that, the theme is what a piece of fiction stacks up to, it is the idea, the significant, the interpretation of person and events, the pervasive and unifying view of life, which is embodied in total narrative. 4 In a short fiction, theme may be found more than one as Henry Tarigan states that, bahwa dalam karya fiksi mungkin saja ditemukan lebih dari satu tema 5. As it is also stated in a site that a theme as an idea or main concept of the story in many novels or short stories, may contain more than one theme. 6 It is 2 James H. Pickering and Jefeery D. Hoeper, Concise Companion to Literature, (New York: Macmillan Publishing Co., Inc., 1981), p on December. 4 Warren, Robert P., Understanding Fiction, (New York: Appleton-Century-Crofts, Inc., 1969), p Henry Guntur Tarigan, Prinsip-Prinsip Dasar Sastra, (Bandung Angkasa, 1991), p Theme(literature), %28literature%29.

18 now known that two or more themes can be revealed in a story. As Kennedy states theme of the story is whatever general idea or insight the entire story reveals. 7 It has been stated also by Nurgiyantoro that makna cerita dalam sebuah karya fiksi-novel, mungkin saja lebih dari satu, atau lebih tepatnya: lebih dari satu interpretas. 8 From this fact, the writer believes that every person reads the literary work may obtain different themes as long as his themes are still related to the entire story. Basic Elements in Fiction Point of View + Exposition + Conflict + Character = Theme Or Total Meaning Figure 1. Basic Elements in Fiction 9 The figure described that other elements of short fiction like point of view, exposition, conflict, character are part of elements that supporting themes. In other words, theme is the total meaning of those elements. It revealed from those elements. Theme is the total meaning of the story. It is the underlying significance of the experience the story relates; it is an interpretation of human life: it is the author s 7 X J. Kennedy, An introduction to Fiction, (Boston, Toronto: Little, Brown and company, 1979), p Burhan Nurgiyantoro, Teori Pengkajian Fiksi, (Yogyakarta: Gajah Mada University Press ), p Marguerite Smith Holton, English Composition Book II, (New York: G. P. Putnam s Sons, 1996), p. 62

19 comments of human values; it is the sum total of all the elements in the story. It is an implicit idea with universal overtones made manifest through the lives and thoughts of the characters. 10 To sustain his theme, the other select a particular point of view, inserts information, creates particular conflicts. In literary work, either short story or novel always has a theme because theme is the center of idea in a literary work. There are various theories of themes the writer found in the book of literary. One of them is stated by William Kenny that theme is one of the most important elements of a novel to make the matter simple; theme is the meaning of the story. It also means something that can be derived from the story and may be defined on the central idea in a work of literature 11. As it is supported by James Pickering and D. Hoeper that Theme is the central idea or statement about life that unifies and control the total work 12. In Kamus Istilah Sastra, it has been similarly defined that, Tema adalah gagasan, ide atau pikiran utama di dalam karya sastra yang terungkap ataupun tidak. Tema dapat dijabarkan dalam beberapa pokok. 13 Other theorist, Sylvan Barnet et al in their book said that usually, a story is about something, it has a meaning, a point-theme. 14 William Kenny had some ideas about theme that theme is the total meaning discovered by the writer in the process of writing and by the reader in the process of reading. 15 The theme is term which has various meaning for different people, theme is also used sometimes to refer to the basic issue, problem, or subject with which the works p ibid 11 William Kenny, How to Analyze Fiction, (New York: Monarch Press,, 1996), p James H. pickering and Jefeery D Hoeper, op. cit p., p Panuti Sudjiman, Kamus Istilah Sastra, (Jakarta: PT. Gramedia, 1984), p Silvant Barnet et al, An Introduction to Literature (New York: Monarch Press, 1961), 15 William Kenny, op. cit., p.94

20 concerned, said D. Hoeper and Pickering. 16 In addition, the theme is considered as the important information taken from the literary work. The information can be the human experience, the comment on principle of individual characteristic and behavior, and the conception of the person s experience in the world. According to Cleant Brooks, theme is an interpretation of the story itself. He continues, it is an interpretation of the world beyond the story. So, the story may be interpreted because it has what we call a theme, as Brook defined, the governing idea implicit in the original situation of conflict that becomes the focal idea in the end of the story. 17 Hence, the idea of a story could be interpreted beyond the story itself to reveal the values of life. The writer recognizes that theme must have accordance to the kind of the story itself, whether it is comedy, horror or romantic. Theme can be built from other elements of the story. It means theme is the story and the story is the theme. According to Brook that Only when the theme is implicit in the other elements of a play and a dynamic progression of the story can the story be said to exist at all 18. So, it can be said that the story is the theme and theme is the story. 19 From several definitions of theme above, it can be concluded that every story does not contain only one theme. It may contain more than one. Moreover, the theme itself is every main point or the central insight revealed along the story that bring value of life that can be a moral lesson for the readers. B. The Importance of Theme in a Story 16 James H. pickering and Jefeery D Hoeper, op. cit., p Cleanth Brooks, Joan Thibaut Purser, Robert Penn Warren, An Approach to Literature, (New Jersey: Prentice-Hall, Inc, Englewood Cliffs, 1964, 1967 ), p Ibid., p Ibid., p.17.

21 The writer thinks that story must have a theme because of what has been written by X.J. Kennedy, that theme is a center, moving force, the principle of unity. 20 In the story, therefore, by having theme, it means that story has one center, in which all the elements of stories meet. So, it has values to be shared to the people who read it. Conversely, if story doesn t have a theme, it means that story runs in many ways and does not have one center where all the elements of the story meet. So, it would be meaningless and the readers would not get something from what they read. As it stated by Brooks and Warren that, Themes as one essential part of short story is what is made of the topic. It is the comment on the topic that is implied in the process of the story. The theme does not easy to shown. It shall be comprehended and interpreted through other data and story. 21 It is often hard for the readers to know theme of a story by comprehending the content of the story as unity, however theme will be easier to be found. Reading the story repeatedly also helps to obtain the theme and understand the story. Next, it is important for people to know and get a theme in a story because it is the way to make people have better awareness about anything they have understood after they read a story. The writer thinks that the elements in a story are also important. For instance characters and plot must relate to the theme. If the author uses any piece element that is not related to the theme, it would make confusion for the readers, and as a result they will not be able to get the idea of the stories. If a theme is about the goodness versus the badness, some characters must reflect the good attitude and some reflect the bad attitudes. The good characters must describe that they really have positive sides to be against others who have negative sides. Therefore, they will support the theme. So, every element of story must relate 20 X.J. Kennedy, op. cit., p Brooks and Warren op cit, p. 265.

22 each other as stated by James Pickering H. and Jeffery D. Hoeper as they say in their book Concise Company of Literature, also said that all parts of the piece of work should contribute to develop, or relate to the theme in some way. 22 Here are some ways to uncover the theme in a story: 1. Check out the title, sometimes it tells you a lot about the theme 2. Notice repeating patterns and symbols, sometimes these lead you to the theme 3. What allusion is made throughout the story? 4. What are the details and particulars in the story? 5. What greater meaning may they have? 23 It is needed to remember that theme, plot, and structure are inseparable. All are helping to inform and reflect back on each other. Also, it needs to be aware that a theme determine from a story never completely explains the story. It is simply one of the elements that make up the whole. 24 C. The Ways the Author Deliver the Theme There are two ways that are used by the authors in conveying theme. In Concise Companion to Literature Pickering and Hoeper said that the theme must be explicitly stated by one of the characters (who serves as spokesman for the author) or by the author in the guise of an omniscient narrator. 25 However, they also said that people must be aware of theme in a story because without considering other elements of a story, the characters and narrators alone can be unreliable and misleading. On the other hand, according to theme, some themes are not stated, but those are implied, revealed gradually through the treatment of characters and incidents and by the progress and movement of a story. They also gave the reason for this, this is particularly true of works in which theme is tied to the revelation character and/or what 22 James H. pickering and Jefeery D Hoeper, op. cit., p Accessed on January Ibid 25 James Pickering and Hoeper, op.cit., p. 66

23 that character may imply about people or life in general. 26 As it is supported by Robert and Warren that, the theme is what is made of the topic. It is the content on the topic that is implied in the process of the story. 27 The theme may be explicitly stated by one of the characters (who serve as a spokesman for the author) or by the author in the guise of an omniscient narrator. Even though such explicit statements must be taken seriously into account, a degree of caution is also necessary, for as it is known that characters and narrators alike can be unreliable and misleading. In most cases, however, theme is not stated but implied by the work s total rendering of experience; it is only gradually revealed through the treatment of character and incident and by the progress and movement of the story. This is particularly true of works in which theme is tied to the revelation of character and takes the form of a statement about that character and/or what that character may imply about people or life in general. Furthermore, in one story, there may more than one theme. This statement is strengthened by X. J. Kennedy in his book, Literature: An Introduction to Fiction, Poetry and Drama. He says that, Great short story, like great symphonies frequently have more than one theme. 28 For example, in a novel or a short story, they would be several themes. It depends on how the authors present their messages or ideas. D. The Methods of Comparison Comparison is such a familiar everyday activity. However, it may be difficult for people to think of comparison itself as an important mental process. Furthermore, without ability to perceive the similarities, people could not classify, define, or generalize. 26 Ibid. 27 Warren, Robert, op cit, p X.J. Kennedy, Literature: An Introduction To Fiction, Poetry And Drama, Second Edition, (Boston: Little, Brown & Company, 1979), p. 91

24 And without the ability to perceive differences, people could not analyze, define, or describe. In comparing two short stories, there are two ways, the first one is a common but inferior, way is to make your points first about one work and then do the same for the other. This method makes your paper seem like two big lumps, and it also involves much repetition because the same points must be repeated as treating the second subject. The first method is only satisfactory 29. So, in comparing themes, it would be necessary to make points of themes that could be revealed by the character of the story or in other elements of the story. And the second one, the superior s method is to treat your main idea in its major aspects and to make references to the two (or more) writers as the reference illustrates and illuminates your main idea. After pointing the themes, the next steps are taking the references from the story and making them into major aspects and illuminate them. 30 The comparison of theme may be used to compare and contrast different authors, two or more works by the same author, different drafts of the same wok, or characters, incidents, and ideas within the same work or in different works. 31 The comparison contrast that is not only popular in literature courses, but it is one of the commonest approaches people will find in other disciplines. The ideas of philosophers may be compared, or the approaches of two schools of psychology, or two conflicting economic theories. The possibilities for using comparison-contrast are extensive. 32 Comparison and contrast are the important means to gain understanding. First when people start comparing the two short stories, however they will immediately notice things that people may not have noticed at first. Making a comparison and contrast in 29 Ibid. 30 Ibid, p Ibid. 32 Ibid,,p. 115.

25 this way enables people to see each short story in perspective, and therefore more clearly. 33 The comparison-contrast method is similarly rewarding whenever people apply it, for perhaps the quickest way to get at the essence of an artistic work is to compare it with another work. The comparison-contrast method is closely related to the study of definition, because definition aims at the description of a particular thing by identifying its properties while also isolating it from everything else. The problem is to select the proper material-the grounds of the discussion. It is useless to try to compare dissimilar things, for then conclusions will be of limited value. It is needed to put the works or writers which are comparing onto common ground. Compare is like, idea with idea (themes with themes), characterization with characterization, imagery with imagery, point of view with point of view, problem with problem. 34 There are two steps in using comparisons-contrast method. Firstly, it is needed to state what works, authors, characters, and ideas are under consideration, then to show how the basis of the comparison have been narrowed. The central idea will be a brief statement of what can be learned from a research; the general similarities and differences that have been observed from the comparison and or the superiority of one work or author over another. 35 It is any point may be chosen for comparison it might be comparing two works on the basis of point of view or imagery, two authors on ideas, or two characters on character traits. When it is comparing the ideas in two different works, the first part of theme might be devoted to analyzing and describing the similarities and dissimilarities of the ideas as ideas. Interest here is not so much to explain the ideas of either work separately as to explain the ideas of both works in order to show points of agreement 33 Ibid, p Ibid. 35 Ibid, p. 118

26 and disagreement. A second part might be given over to the influences of the ideas on the point of view of the particular works; that is, people might discuss how the ideas make the works similar or dissimilar. If we are comparing characters, our point might be to show similarities and dissimilarities of mental and spiritual qualities and of activities in which the characters engage. 36 In the conclusion of comparison research, it is comparatively free to reflect on others ideas in the works that have been compared, to make observations on comparative qualities, or to summarize briefly the basis grounds of comparison. The conclusion of an extended comparison-contrast theme should represent a final bringing together of the materials. In the body of the theme people may not have referred to all the works in each paragraph; however, in the conclusion people should try to refer to them all. 37 Comparison is process of examining two or more things in order to establish their similarities or differences. Both the word similarity and the word difference conjure up all sorts of interesting images in the imagination, images that reflect their widespread use in everyday thinking. Although similarity and difference are closely related, as being different mental processes. 38 In actually, any relationship between two or more things will involve some degree of similarity as well as some degree of difference. In situations where there is both similarity and difference between two things, a relation known as polarity exists between them. 39 In exploring a subject by using the topic of comparison, a sequence of steps would probably be followed below: 36 Ibid. 37 Ibid. 38 Frank J. D Angelo, Process and Thought in Composition, (Cambridge: Winthrop Publisher, Inc, 1977), p Ibid.

27 1. Choose subjects that are interesting enough to challenge your imagination. 2. Try, if you decide to compare two commonplace subjects, to look at them from a fresh point view. 3. Consider your purpose and your angel of vision. What particular point of view, what particular insight you can give your readers to make them see what you see. 4. Be certain that there are enough aspects of the things to be compared to make a valid and interesting comparison. An aspect is a characteristic or feature of the thing to be compared, considered from one point of view. 5. Choose only the most significant aspects of a subject to compare 40. To compare is to show how items are alike. To contrast is to show how items are different. Thus comparison and contrast involve pointing out the similarities or differences between two (or more) items. To help make the comparison as precise as possible, the items compared are usually the same kind or class or things. When deciding upon what to compare, it is needed to be sure that both items are in the same general category and share many points in common. People can usually compare two paintings more precisely than people can compare a novel and a painting. Once two closely related items have been picked out, it is needed to explain as clearly as possible the ways in which the items are alike or different. In any given piece of writing, people may use comparison only- or contrast only. Or people may decide to use some of both in the same research 41. There are some various way to compare things, they are: When the writer compares (or contrast) to object item by item, it is called the alternating or point-by-point method. If the writer prefers second type of organization, the block method, he or she explains all the characteristics of the first item together in a block and than explains all the characteristics of the second items in a corresponding block. Third mixed method is useful when the writer wants to both compare and contrast in the same paragraph. All the similarities of the two items may be explained first and then all the differences. (Of course, if the writer chooses, the differences may be explained first and then similarities) Frank J. D Angelo, Process and Thought in Composition, (Cambridge: Winthrop Publisher, Inc, 1977), p Mary Lou Conlin, Patterns a Short Prose Reader, ( Boston: Houghton Mifflin Company, 1983), p Ibid. p

28 Comparison and contrast are such useful technique for explanation that college instructors in many differences fields like to construct research questions that call for a comparison or contrast in the answer. The most important thing in analyzing a comparison and contrast is to make sure that author organize the short fiction around certain definite point of comparison. That is, people should always base the comparison on specific points that can be discussed about both sides of the issue. To help readers to see the differences or the similarities clearly, the researcher generally should deal with each of these points of comparison in the same order for each half of the comparison. 43 Comparison is a basic procedure of explanation and analysis. A comparison presents two or more objects and describes and analyzes their similarities and differences. In other words the writer will not only explain the similarities and differences between the two (or more) works (or themes or plots or characters or other elements of fiction that have been chosen to discuss) but also explain the significance of the comparison itself. Hence, the comparison-contrast method is a ground method very often to be appeared in any field including literature. It is an important means to gain understanding to notice things that people may not have noticed at first. Making a comparison and contrast in this way enables people to see each short story in perspective, and therefore more clearly. 43 Daniel Brown, Bill Burnet, Connections A Rhetoric/short prose reader, (Boston: Houghton Mifflin Company, 1984), p

29 CHAPTER III RESEARCH FINDING A. DATA DESCRIPTION To support this analysis in this research the writer uses the following data description containing similarity and difference of themes that are found in The Rocking Horse Winner and The Scarlet Ibis. The writer will have two tables as data description to be analyzed then. The first table contained similarity of themes that are found in two short stories. The other one contained difference of themes that are conveyed in the two short stories. TABLE I THE SIMILARITIES OF THEMES NO THEMES CORPUS LINES 1 Unending Paul... handed over five thousand Dissatisfaction pounds to his uncle, who deposited it with Leads the family lawyer, who was then to inform 253 Disharmonious Family Paul s mother that a relative had put five thousand pounds into his hands, which sum was to be paid out a thousand pounds at a time on the mother s birthday, for the next five years. So, she ll have a birthday present of a thousand pounds for five successive years. However, Paul s mother had had a long interview with the lawyer, asking if the whole five thousand could not be advanced at once, as she was in debt. (The Rocking Horse Winner)... I made him swim until he turned blue and row until he could not lift an oar his face turned red and his eyes become glazed. Once he could go no further, so he collapsed on the ground and began to cry (The Scarlet Ibis)

30 2 Killed by Love 3 Mistreating Children... Mother, did I ever tell you? I am lucky!" "No, you never did," said the mother. But the boy died in the night. (The Rocking Horse Winner) And even as he lay dead, his mother heard her brother's voice saying to her: "My God, Hester, you're eighty-odd thousand to the good, and a poor devil of a son to the bad. But, poor devil, poor devil, he's best gone out of a life where he rides his rockinghorse to find a winner." (The Rocking Horse Winner)... I began to believe in my own infallibility and I prepared a terrific development program for him, unknown to Mama and Daddy, of course. I would teach him to run, to swim, to climb trees, and to fight. He, too, now believed in my infallibility, so we set the deadline for these accomplishments less than a year away... (The Scarlet Ibis) "Don t hurt me, Brother," he warned. "Shut up. I m not going to hurt you. I m going to teach you to walk." I heaved him up again, and again he collapsed. This time he did not lift his face up out of the rubber grass. (The Scarlet Ibis)... And aren t you lucky either, mother? I can t be, if I married an unlucky husband, But yourself, aren t you? I used to think I was, before I married. Now I think I am very unlucky indeed. (The Rocking Horse Winner)... I m a lucky person. why? said his mother, with a sudden laugh He stared at her. He didn t even know why he had said it. God told me, He asserted, blazening it out. I hope He did, Dear!, She said, again with a laugh, but rather bitter. (The Rocking Horse Winner)... then said, It s not mine. It is, I said. And before I ll help you

31 4 Too Much Pride Can Kill.. down from the loft, you re going to have to touch it. I won t touch it, he said sullenly. Then I ll leave you here by yourself, I threatened, and made as if I were going down,. Doodle was frightened, of being left. Don t go leave me. (The Scarlet Ibis)... he cried, and he leaned toward the coffin. His hand, trembling, reached out, and when he touched the casket, he screamed... he clung to me, crying, Don t leave me. Don t leave me. (The Scarlet Ibis)... he said stoutly, "I'm a lucky person." "Why?" said his mother, with a sudden laugh. He stared at her. He didn't even know why he had said it. "God told me," he asserted, brazening it out. (The Rocking Horse Winner) "I never told you, Mother, that if I can ride my horse, and get there, then I'm absolutely sure oh, absolutely! Mother, did I ever tell you? I am lucky!" "No, you never did," said the mother. But the boy died in the night. (The Rocking Horse Winner)... I did not know then that pride is a wonderful, terrible thing, a seed that bears two vines, life and death... Occasionally I too became discouraged because it didn t seem as if he was trying, and I would say, "Doodle, don t you want to learn to walk?" (The Scarlet Ibis)... I began to believe in my own infallibility and I prepared a terrific development program for him, unknown to Mama and Daddy, of course. I would teach him to run, to swim, to climb trees, and to fight. He, too, now believed in my infallibility, so we set the deadline for these accomplishments less than a year away... (The Scarlet Ibis)

32 TABLE II THE DIFFERENCES OF THEMES NO THEMES CORPUS LINES 1 Seed of Destruction in Family Relationship. Well, anyhow, he said stoutly, I m a lucky person. why? said his mother, with a sudden laugh He stared at her. He didn t even know why he had said it. God told me, He asserted, blazening it out. I hope He did, Dear!, She said, again with a laugh, but rather bitter. He did, Mother! Excellent! said the mother. (The Rocking Horse Winner) Living Beyond Limit Doodle told them it was I who had taught him to walk, so everyone wanted to hug me, and I began to cry. "What are you crying for?" asked Daddy, but I couldn t answer. They did not know that I did it for myself; that pride, whose slave I was, spoke to me louder than all their voices; and that Doodle walked only because I was ashamed of having a crippled brother.... all of us must have something or someone to be proud of, and Doodle had become mine. I did not know then that pride is a wonderful... (The Scarlet Ibis)... It frightened Paul terribly... But even for the Lincoln he didn't "know," and he lost fifty pounds. He became wild-eyed and strange, as if something were going to explode in him. So the child cried, trying to get up and urge the rocking-horse that gave him his inspiration And even as he lay dead, his mother heard her brother's voice saying to her: "My God, Hester... (The Rocking Horse Winner)

33 3 Strains effect different way "Shut up, I'm not going to hurt you. I'm going to teach you to walk," (The Scarlet Ibis)... "it's because your father has no luck." The boy was silent for some time. "Is luck money, mother?" he asked, rather timidly. "No, Paul. Not quite. It's what causes you to have money." Then what is luck, mother?" "It's what causes you to have money. If you're lucky you have money. That's why it's better to be born lucky than rich. If you're rich, you may lose your money. But if you're lucky, you will always get more money." "Oh! Will you? And is father not lucky?" "Very unlucky, I should say," she said bitterly (The Rocking Horse Winner) He was a burden in many ways. The doctor had said that he mustn t get too excited, too hot, too cold, or too tired and that he must always be treated gently... all of which I ignored once we got out of the house... (The Scarlet Ibis)... I was embarrassed at having a brother of that age who couldn t walk, so I set out to teach him. (The Scarlet Ibis)... I had succeeded in teaching Doodle to walk, I began to believe in my own infallibility and I prepared a terrific development program for him, unknown to Mama and Daddy, of course. I would teach him to run, to swim, to climb trees, and to fight. He, too, now believed in my infallibility

34 4 A Shortcut to obtain love and Pride (The Scarlet Ibis)... what are you going to do with your money?" asked the uncle. "Of course," said the boy. "I started it for mother. She said she had no luck, because Father is unlucky... (The Rocking Horse Winner) Paul, at the other's suggestion, handed over five thousand pounds to his uncle, who deposited it with the family lawyer, who was then to inform Paul's mother that a relative had put five thousand pounds into his hands, which sum was to be paid out a thousand pounds at a time, on the mother's birthday, for the next five years. (The Rocking Horse Winner) When Doodle was five years old, I was embarrassed at having a brother of that age who couldn t walk, so I set out to teach him. That winter we didn t make much progress, for I was in school and Doodle suffered from one bad cold after another. But when spring came, rich and warm, we raised our sights again. (The Scarlet Ibis) and B. ANALYSIS 1. The Way Authors Use to Deliver the Themes in the Two Short Stories At first, the writer will analyze about how the themes are delivered in both stories. In the story The Rocking Horse Winner D H Lawrence does not state the themes of the story directly. The writer has done the steps to find out the theme of the story. The writer has read it entire story and cannot find the statement of theme. According to Hoeper, theme must

35 be explicitly stated by one of the character. They are implied. The author only uses his description to convey the themes through character and other elements of story that help the writer to find out the theme. Thus, people must read carefully and think further in order to get the theme. It is similar to DH Lawrence in delivering themes in the story; James Hurst in the story The Scarlet Ibis also uses indirect way to state it. He uses the elements of a story, such as the characters, plot, and so on to convey the themes. Even though, the themes were implied, the other element of story was very helpful to find out the theme. 2. The Themes Of The Two Short Stories In D.H. Lawrence s short story, The Rocking-Horse Winner, and James Hurst s The Scarlet Ibis, there were many issues to consider. Although these two short stories are different, the main theme is similar. It is a seed of destruction in a family relationship that lead to the downfall of other family members. It can be seen in Paul s relationship with his mother in The Rocking Horse Winner, and Doodle s relationship with his brother in the story The Scarlet Ibis. Both Paul and Doodle are controlled by a relationship within their family that pushes them too hard until lead them into death.

36 A. The Similarities of Themes in The Rocking Horse Winner and in The Scarlet Ibis. 1. Unending Dissatisfaction Leads Disharmonious Family The setting in The Rocking-Horse Winner starts with the mother, who is described as beautiful but shown as having no luck. She has a very handsome husband and 3 beautiful children, a boy and 2 girls. They live in a pleasant home, with a garden and discreet servants. They live in style with little income and felt superior to anyone in their neighborhood. In this story, the one who is never satisfied is Paul s mother. She is a mother of one son and two daughters who is never satisfied of what she has already had in her household. She always needs more money to fulfill her desire of luxury. However, her husband earned less so she debt large mount of money that she can t pay and blame her husband as an unlucky person who cannot earn much money. People can see from this quotation, the mother, who had a great belief in herself, did not succeed any better, and her tastes were just as expensive. And so the house came to be haunted by the unspoken phrase: There must be more money! There must be more money!.(p.4). She has an expensive taste but has a low income so it bears anxiety and dissatisfaction around the house. Actually, she deserves to grateful to have complete family comprises a handsome

37 husband, one son and two daughters. The lack of money leads dissatisfaction in her self. It effected to her son who define money as luck. Paul does the rocking horse race to pursue the love of her mother by giving her money to let her know that he is a lucky boy. However, after Paul gave her the money through his uncle. She wanted more and more. As quotation below: Paul, handed over five thousand pounds to his uncle, who deposited it with the family lawyer, who was then to inform Paul s mother that a relative had put five thousand pounds into his hands, which sum was to be paid out a thousand pounds at a time on the mother s birthday, for the next five years. So, she ll have a birthday present of a thousand pounds for five successive years. However, Paul s mother had had a long interview with the lawyer, asking if the whole five thousand could not be advanced at once, as she was in debt. It was all not sufficient because, the voices in the house suddenly went mad, like a chorus of frogs on the spring evening. It made Paul try harder to find out the next winner in next rocking horse race to gain more money to disappear the voices. The attitude of his mother who spends money lavishly he had given caused the house screaming there must be more money no, more than ever. The dissatisfied of the mother of money led Paul to earn more money with hard struggling and it caused him into death. In the story of The Scarlet Ibis, the one who is never satisfied is Doodle s brother. He arranges the plan to make Doodle to be like other boy to be normal. He has succeeded at first to make