ii i x T C A R T S B A 5 1 0 2 . a i T , a i n e
X . A Stylisitc Analysi so fMaya Angelou’ s“Stli l IRise” and “Caged Bird” .Yogyaka tra :TheGraduate Programi n EnglsihLanguage Studies ,
. y ti s r e v i n U a m r a h D a t a n a S n a m o w y r a n i d r o a rt x e n a s a d e r e d is n o c s i u o l e g n A a y a
M , and he rwork s
m e h t s e k a m s m e o p r e h f o e l y ts e h T . e l p o e p k c a l B f o e c i o v e h t s a d e r e d is n o c e r a n i d e y e v n o c s e g a s s e m e h t d n a ts r e d n u y li s a e n a c s r e d a e r h c i h w n i y rt e o p r a l u p o p . s m e o p r e
h Since some o fhe rpoem sare ilnked t o t hei dea sof r acsim, t here i sa o
p s isblitiy tha tthey share ismlia rthemes .Therefore , thi s tsylsiitc tsudy wa s s ’ u o l e g n A a y a M f o s e m e h t e h t o t n o it p ir c s e d c it si u g n il e h t e t a l e r o t d e t c u d n o c . s m e o p . s m e o p o w t d e t c e l e s r e ti r w e h t , a t a d e h t g n it c e ll o c n
I They mus tcontain
s d r o w h g u o n
e and re lfec tracsim .A sa resutl ,the poem sselected were “Stli l I e
si
R ” and “Caged Brid” taken rfom a book enitlted The Complete Collected u o l e g n A a y a M f o s m e o
P publsihed by Random House i n 1994 .B oth poem stalk t
u o b
a Blacks urviva landBlackoppres ison .s h c r a e s e r o w t e r a e r e h
T problems i n t hsir esearch: Whatl anguagef eature s n i s e m e h t e h t p o l e v e d o t d e y o l p m e e r
a “Stli l IRise” and “Caged Bird”? and t
a h
W ea r the different l anguagef eature sused i n each poem to develop t hesame s
e m e h
t ? To answe rthe fris tproblem ,a tsylsiitc approach wa sconducted .The c it si l y ts f o s l e v e l r u o f n o d e s a b e r e w s e r u t a e f e g a u g n a l e h t d n if o t s e s y l a n a r e w s n a o t ,s e d is e B . x a t n y s d n a , si x e l , y g o l o n o h p , y g o l o h p a r g e r a e s o h T . si s y l a n a o c r e ti r w e h t , m e l b o r p d n o c e s e h
t mpared t he l anguage f eatures f ound i n t he f ris t , e r o f e r e h T . s m e o p o w t e s e h t n e e w t e b s e r u t a e f e v it c n it si d e h t t u o d n if o t m e l b o r p
the objecitve sof t hi s tsudy are t o ifnd out t he l anguage feature sused t o develop o t d n a s m e o p e h t n i s e m e h t e h
t ifgure out t hedfiferent l anguage f eature susedi n .s e m e h t e m a s e h t p o l e v e d o t m e o p h c a e e b n a c y d u ts s i h t f o s tl u s e r e h
T shown in t wo parst .Fri ts , ti i sclear t ha t e r a s e r u t a e f e g a u g n a l e m o
s employed dto evelop t he t heme sof t he poems .The r a ” e si R I l li t S “ f o s e m e h
t e Black survival , Black oppres isons , and Black k c a l B , s n o is s e r p p o k c a l B e r a ” d ri B d e g a C “ f o s e m e h t e h t e li h w , e c n e d if n o c l a v i v r u
s ,and freedom o fWhtie .Those theme sare developed by the language s e r u t a e
f foundi n (1)t he l exica l tiem s ilke t her epeated words ,wordchoices ,and e h t d n a , s e r u t c u rt s l e ll a r a p , s e s u a l c e h t e k il r a m m a r g ) 2 ( , e g a u g n a l e v it a r u g if e h t ) 4 ( ,s e n il f o r e b m u n e h t d n a , e c a p s , n o it a u t c n u p e k il y g o l o h p a r g ) 3 ( ,s e s n e t f o e s u , d n o c e S . s d n u o s d e t a e p e r e h t d n a e m y h r e h t e k il s e m e h c s d n u o s e h
t ti i sfound
. s e m e h t e m a s e h t p o l e v e d o t d e y o l p m e e r a s e r u t a e f e g a u g n a l t n e r e ff i d e h t t a h t n i d n u o f e b n a c s e r u t a e f e g a u g n a l t n e r e ff i d e s o h
T (1 )the l exica l tiem s ilke t he
, h c e e p s f o e r u g if d n a s e c i o h c d r o
w (2 )gramma r ilke t he clause proces sand t he l
a r a
p lels rtucture ,(3 )graphology ilkepunctuaitonandt henumbe ro f ilnesi neach d n a , a z n a
ts )( 4 phonology ilket her hymeandt her epeateds ound .s : s d r o w y e
v i x K A R T S B A 5 1 0 2 . a i T , a i n e
X . A Styilsitc Analysi so fMaya Angelou’ s“Stli l IRise” and . ” d r i B d e g a C
“ Yogyaka tra :TheGraduate Programi n EnglsihLanguage Studies , . y ti s r e v i n U a m r a h D a t a n a S a s a i b r a u l g n a y a ti n a w i a g a b e s p a g g n a i d u o l e g n A a y a
M d an karyanya
u s n a p a k g n u i a g a b e s p a g g n a i
d ara dar iorang-orang ra sAf irka-Ame irka .Gaya h a d u m n a g n e d t a p a d a c a b m e p a n e r a k i r a m e g i d a y n is i u p t a u b m e m a y n a s a h a b n a k p a k g n u i d g n a y n a s e p i r a d d u s k a m i tr e g n e
m dalampui isnya .Karenabeberapa h i d a y n is i u
p ubungkan dengan rassim , ada kemungkinan bahwa mereka n a k p a k g n u g n e
m tema yang sama .Oleh karena tiu ,peneilitan styilsitc digunakan a m e t n a g n e d k it si u g n il i s p ir k s e d n a k g n u b u h g n e m k u t n
u dalam pui is-pusi iMaya
. u o l e g n A m a l a
D mengumpulkan data ,penul si memiilh dua pui is .Data yang dipiilh s
u r a
h memua tkata-kata yang cukup dan mere lfek iskan rassim .Oleh karena tiu , h il i p i d g n a y i si u
p be jrudu l“Stli l IRise” dan “Caged Bird” yang diambi ldar i l u d u jr e b u k u
b The complete collected poem so fMaya Angelou dipubilka iskan h
e l
o RandomHouse pada t ahun1994. Dua pusii t ersebu tmempunyai t ema yang n a n a h a tr e p g n a t n e t u ti a y a m a
s untuk hidup bag i kaum Af irka-Ameirka dan m u a k n a s a d n i n e
p Af irka-Ame irka .
r u ti f ) 1 ( u ti a y n a h a l a s a m r e p a u d a d a , i n i n a it il e n e p m a l a
D -ftiu rbahasaapa
u o l e g n A a y a M i si u p a u d m a l a d a m e t n a k g n a b m e g n e m k u t n u n a k a n u g i d g n a y a j a s r u ti f ) 2 ( n a d h il i p r e t h a d u s g n a
y -ftiu rbahasa apa yang berbeda yang digunakan k
u t n
u mengungkapkantemayangs ama .Sehingga ,untukmenjawabpermasalahan l u n e p , a m a tr e p g n a
y i smenggunakan pendekatan styilsitc .Analsisi-anail is suntuk r u ti f n a k u m e n e
m -ftiu rbahasa yang digunakan berdasarkan pada empa t itngkatan s is il a n a i r a
d styils itc ya tiu graphology ,phonology ,lexis ,dan syntax .Selain tiu , k g n a y n a h a l a s a m r e p b a w a j n e m k u t n
u edua ,penuil sakan membandingkan ftiur -i d n a k u m e ti d g n a y a s a h a b r u ti
f permasalahan yang pe trama untuk menemukan r
u ti
f -ftiu rbahasa yang berbeda antara dua pui is t ersebut .Oleh sebab tiu, t ujuan r u ti f i r a c n e m k u t n u h a l a d a i n i n a it il e n e p i r a
d -ftiu rbahasa yang digunakan untuk a m e t n a k g n a b m e g n e
m -tema dalam pui is-pusi itersebu tdan untuk mencar iftiur -a k a n u g i d g n a y a d e b r e b g n a y a s a h a b r u ti
f n untuk mengembangkan tema pusi i . a m a s g n a y t a p a d i n i n a it il e n e p i r a d l is a
H dtiunjukk na menjad idua bagian .Pe trama , f rti -u ftiu rbahasa digunakan untuk mengembangkan t ema-tema pui is .Tema dar i
n a n a h a tr e p h a l a d a ” e si R I l li t S “ i si u
p untuk hidup bag i orang-orang Af irka- e k n a d , a k e r e m p a d a h r e t n a s a d n i n e p , a k ir e m
A percayaan dri idar ikaum Af irka -p i r a d a m e t n a k g n a d e s , a k ir e m
A usi i “Caged Brid” adalah penindasan kaum a
k ir f
A -Ame irka ,pe trahanan untuk hidup ,dan kebebasan sebaga ikaum berkuil t a m e T . h it u
p -tema tersebu tdikembangkan dengan ftiur-ftiu rbahasa yang dapa t d n a k u m e ti
d i (1 )kosa kata sepe tr ipengulangan kata ,pemiilhan kata ,dan bahasa a t a k k u t n e b n a a n u g n e p n a d , l e l a r a p r u t k u rt s , a s u a l k i tr e p e s a s a h a b a t a t ) 2 ( , n a s a i k n a d , k a r a j , a c a b a d n a t it r e p e s n a si l u n e p a r a c ) 3 ( , u t k a w n a k u j n u n e m k u t n u a jr e k , a u d e K . a r a u s n a g n a l u g n e p n a d , k a j a s i tr e p e s a r a u s a m e k s ) 4 ( ,s ir a b h a l m u
-v x
t a p a d a g u j a m a s g n a y a m e t n a k g n a b m e g n e m k u t n u a d e b r e b g n a y a s a h a b r u ti f
r u ti F . i n i n a it il e n e p m a l a d n a k u m e ti
d -ftiu r bahasa yang berbeda tiu dapa t , n a s a i k a s a h a b n a d a t a k n a h il i m e p i tr e p e s a t a k a s o k n a a n u g g n e p i d ) 1 ( n a k u m e ti d
e s a s a h a b a t a t m a l a d ) 2
( pe tr iprose sklausa dan srtuktu rparalel ,(3 )dalam cara i g o l o n o f m a l a d ) 4 ( ,t i a b p a it e s a d a p s ir a b h a l m u j n a d a c a b a d n a t it r e p e s n a si l u n e p
. a r a u s n a g n a l u g n e p n a d k a j a s it r e p e s
i c n u k a t a
S I S Y L A N A C I T S I L Y T S
A OFMAYAANGELOU’S“STILL IRISE”AND
“CAGEDBIRD”
si s e h T A
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t MagsiterHumaniora( M.Hum. )Degree e
g a u g n a L h si l g n E n
i Studies
y b
a i n e X a i T
: r e b m u N t n e d u t
S 136332043
S E I D U T S E G A U G N A L H S I L G N E N I M A R G O R P E T A U D A R G E H T
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i S
I S Y L A N A C I T S I L Y T S
A OFMAYAANGELOU’S“STILL IRISE”AND
“CAGEDBIRD”
si s e h T A
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t MagsiterHumaniora( M.Hum. )Degree e
g a u g n a L h si l g n E n
i Studies
y b
a i n e X a i T
: r e b m u N t n e d u t
S 136332043
S E I D U T S E G A U G N A L H S I L G N E N I M A R G O R P E T A U D A R G E H T
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i v
S T N E M E G D E L W O N K C A
o t e d u ti t a r g s s e r p x e o t e k il d l u o w I , ll a f o t s ri
F Jesu sChrsi ta sal lo fHi s
, e v o l ,s d n a h g n i p l e h , g n is s e l
b and encouragemen tin doingt hsi r esearch ,sot ha t I
tr o p e r I n e h w h t o b s e l c a ts b o e h t f o l l a s s a p d l u o
c edt he ifndingsin t he is .s Thu ,s I
d o G k n a h
t fo ral lo ft hesrtengthgivent omewhen Iwentt hrought hedfi ifcul ites .
t u o h ti w d e h si l p m o c c a n e e b e v a h t o n d l u o c s is e h t si h t f o n o it e l p m o c y M
e h
t atteniton rfommybes tsupervsior ,Dr .Fr .B .Ailp ,M.Pd. ,M.A. It hankhim
, e c n e it a p , s n o it s e g g u s , e c n a d i u g , e m it s i h r o
f and encouragemen tto ifnsih thi s
e l b is s o p s a n o o s s a s is e h
t ,and aslohi ssuppor tand moitvaitonwhen Iworkedon
d n a s is e h t y m g n i o d n i k c u ts t o g I n e h w d n i m y m d e n e p o s y a w l a e H . si s e h t y m
m o t s n o it u l o s e v a
g yproblems .
o t s k n a h t h g u o n e s s e r p x e t o n n a c I , o sl
A D r. B .B. Dw jiatmoko ,M.A. rfo
e m it s i h g n i d n e p
s giving feedbackand suggesitons f o rmyt he is ,s r eminding ,and
e m g n i g a r u o c n
e to ifnsihmy tsudyass oona spos isble .Moreove ,r I t hank himf o r
n u tr o p p o e h
t tiygivent oobtainr emarkableexpe irencesf o rmyt eachings kill .
d n a s e c n e ir e p x e e fi l e s o h w s r e r u t c e l ll a o t s e o g o sl a e d u ti t a r g t s e p e e d y M
a m r a h D a t a n a S , s e i d u t S h si l g n E n i g n i y d u ts s a w I e li h w n i a g d l u o c I e g d e l w o n k
k n a h t I . a tr a k a y g o
Y Dr .Fr .B .Ailp ,M.Pd. ,M.A. , .D r B .B. Dwjiatmoko ,M.A. ,
o m r a d e o s o j d e o P o m o p e o S . r D . f o r
P ,F.X .Mukarto ,Ph.D. ,Dr .F .X .Ssiwadi ,
. A .
M , Drs .Barl iBram , M.Ed. ,Ph.D., and othe rlecturer swhom Icanno t
k n a h t I . n o it n e
m them fo rthei rsha irng and thei rkind and genuine hea tr sin
ii v ,
t n a tr o p m i e r o m n e v
E to myca irngandl ovingf amiiles ,thsii smybigges t
, st n e r a p l u fr e d n o w y m k n a h t I . e d u ti t a r
g BapakRudiyatnoandIbuSihWidayait
y a r p , e v o l , e c n e it a p , g n i d n a ts r e d n u r i e h t r o
f ,guidance, and suppo tr . Iaslo t hank
, r e ts is l u fi t u a e b y
m Stephanie O ite Anggarani, and he rhusband ,Allan Edwin
p il o
T , rf o rtuly playingt her ole sa sa grea t is tse rand brothert o t heri l tilte is tser .
i e h t o t e u
D rbig hea trs to suppor tand encourage me , Iwa smoitvated t o ifnally
. y d u ts s i h t h si n
if Iaslot hank mybelovedaunt ,MbakNdarifo rsupporitngmet o
. s s e c c u s y m r o f g n i y a r p d n a , n o o g
l d l u o w
I ike to addres sgrattiude to my beloved ,FX .Adtiyo Nugroho ,
. T .
S ,whoalway smoitvatedme andencouragedmet o ifnsih my tsudya ssoona s
o sl A . e l b is s o
p , I t hank him fo ralway sbeileving i n me t ha t Icould do bes tand
s e l c a ts b o e h t f o l l a e m o c r e v
o If acedint hecompleitono fmyt hessi .
ts a l t
A , Iaslo thank Maria Adelheid Lelyana and the ilbrarian sin
y ti s r e v i n U a m r a h D a t a n a
S fo ral loft hei rhelpdu irngt heproces so fthsit hes si .
ii i v
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii E
G A P L A V O R P P A E C N E F E
D ... iii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... vi I
S A K I L B U P N A A T A Y N R E P R A B M E
L ... v .. S
T N E M E G D E L W O N K C
A ... iv S
T N E T N O C F O E L B A
T ... iiv i S
E L B A T F O T S I
L ... ix S
E C I D N E P P A F O T S I
L ... iix T
C A R T S B
A ... iix i K
A R T S B
A ... vx i
.
1 INTRODUCTION 1
.
1 Backgroundoft heStudy ... 1 2
.
1 ResearchProblem s ... 7 3
.
1 Objecitve soft heStudy ... 7 4
.
1 Benefti soft heStudy ... 8
.
2 REVIEWOFRELATEDLITERATURE 1
.
2 Theoreitca lReview ... 01 1
. 1 .
2 Style ... 01 2
. 1 .
2 Styl siitc s... 11 3
. 1 .
2 Foregrounding ... 51 1
. 3 . 1 .
2 Deviaiton ... 6..1 2
. 3 . 1 .
2 RepeititonandParallelsim ... 81 4
. 1 .
2 Level so fStyl siitcAnaly is s ... 91 1
. 4 . 1 .
2 Graphologica lLeve l ... 91 2
. 4 . 1 .
2 Phonologica lLeve l ... 02 3
. 4 . 1 .
2 Lexica lLeve l ... 22 4
. 4 . 1 .
2 SyntacitcLeve l ... 32 5
. 1 .
2 Poem ... 52 1
. 5 . 1 .
x i 2
. 5 . 1 .
2 Charactersiitc sandFunciton so fPoerty ... 72 6
. 1 .
2 ThePoertyo fMayaAngelou ... 82 1
. 6 . 1 .
2 Charactersiitc so fMayaAngelou’ sPoerty... 82 2
. 6 . 1 .
2 Review sont heTheme soft hePoem s ... 92 1
. 2 . 6 . 1 .
2 ThePoem“Stli l IRsie” ... 92 2
. 2 . 6 . 1 .
2 ThePoem“CagedBrid”... 13 2
.
2 RelatedStudie s ... 23 3
.
2 Theoreitca lFramework ... 43
.
3 RESEARCHMETHODOLOGY 1
.
3 TheDatao fStudyandt heSourceo fData ... 63 2
.
3 TheApproach ... 73 3
.
3 TheMethodo fStudy ... 73 1
. 3 .
3 DataColleciton ... 73 2
. 3 .
3 DataAnaly is s ... 83
.
4 RESEARCHRESULTSANDDISCUSSION 1
.
4 StylsiitcAnaly is so f“Stli l IRsie” ... 24 1
. 1 .
4 Lexica lLeve l ... 24 1
. 1 . 1 .
4 Lexica lRepeititon ... 24 2
. 1 . 1 .
4 Lexica lGrouping s ... 54 3
. 1 . 1 .
4 Figure so fSpeech ... 94 1
. 3 . 1 . 1 .
4 Sim lie s ... 94 2
. 3 . 1 . 1 .
4 Metaphor s ... 15 2
. 1 .
4 SyntacitcLeve l ... 55 1
. 2 . 1 .
4 Tran isitvtiyProcesse s ... 55 1
. 1 . 2 . 1 .
4 Mate ira lProces s ... 65 2
. 1 . 2 . 1 .
4 Menta lProces s ... 85 3
. 1 . 2 . 1 .
4 Relaitona lProces s ... 95 4
. 1 . 2 . 1 .
4 Behavioura lProces s ... 0....6 2
. 2 . 1 .
4 Grammaitca lParallelsim ... 16 3
. 2 . 1 .
4 Tense ... 76 3
. 1 .
4 Graphologica lLeve l ... 76 4
. 1 .
4 Phonologica lLeve l ... 9..6 1
. 4 . 1 .
4 Rhyme ... 07 2
. 4 . 1 .
4 SoundDevice s ... 47 2
.
4 StylsiitcAnaly is so f“CagedBrid” ... 67 1
. 2 .
4 Lexica lLeve l ... 67 1
. 1 . 2 .
x 2
. 1 . 2 .
4 Lexica lGrouping s ... 78 3
. 1 . 2 .
4 Figure so fSpeech ... 18 2
. 2 .
4 SyntacitcLeve l ... 89 1
. 2 . 2 .
4 Tran isitvtiyProcesse s ... 98 1
. 1 . 2 . 2 .
4 Mate ira lProces s ... 09 2
. 1 . 2 . 2 .
4 Behaviora lProces s ... 92 3
. 1 . 2 . 2 .
4 Menta lProces s ... 93 4
. 1 . 2 . 2 .
4 Verba lProces s ... 94 2
. 2 . 2 .
4 Grammaitca lParallelsim ... 59 3
. 2 . 2 .
4 Tense ... 99 4
. 2 . 2 .
4 Pronoun ... 0....1 0 3
. 2 .
4 Graphologica lLeve l ... 01 0 4
. 2 .
4 Phonologica lLeve l ... 31 0 3
.
4 Di fferen tLanguageFeaturest oDevelop s
e m e h T e m a S e h
t ... 51 0 1
. 3 .
4 TheDi fferen tLanguageFeaturesi nCaptu irng l
a v i v r u S k c a l
B ... 01 6 1
. 1 . 3 .
4 Lexica lLeve l ... 71 0 2
. 1 . 3 .
4 SyntacitcLeve l ... 91 0 3
. 1 . 3 .
4 Graphologica lLeve l ... 11 1 4
. 1 . 3 .
4 Phonologica lLeve l ... 21 1 2
. 3 .
4 TheDi fferen tLanguageFeaturesi nCaptu irng k
c a l
B Oppres ison s ... 31 1 1
. 2 . 3 .
4 Lexica lLeve l ... 51 1 2
. 2 . 3 .
4 SyntacitcLeve l ... 61 1 3
. 2 . 3 .
4 Graphologica lLeve l ... 81 1 4
. 2 . 3 .
4 Phonologica lLeve l ... 11 9
.
5 CONCLUSIONSANDRECOMMENDATIONS 1
.
5 TheLanguageFeature sEmployedi n“Stli l IRsie” ”
d ri B d e g a C “ d n
a ... 21 2 2
.
5 TheDi fferen tLanguageFeaturesi n“Stli l IRsie”and“CagedBrid” f
o s n o it o N e m a S e h t p o l e v e D o
t BlackSurviva landOppres isons ... 2.. 1 4 3
.
5 Othe rFindings ... 21 5 4
.
5 Recommendaiton s ... 21 6
S E C N E R E F E
R ... 2..1 8 S
E C I D N E P P
i x
S E L B A T F O T S I L
Page
. 1 . 4 e l b a
T Lexica lRepeititonont heLexi sFoundi n“Stli l IRsie” ... 44 .
2 . 4 e l b a
T Tran isitvtiyProcesse sFoundi n“Stli l IRsie” ... 5....5 .
3 . 4 e l b a
T AssonanceFoundi n“Stli l IR sie” ... 47 n
i d n u o F s i x e L e h t n o n o it it e p e R l a c i x e L . 4 . 4 e l b a
T “CagedBrid” ... 77 5
. 4 e l b a
T . Tran isitvtiyProcesse sFoundi n“CagedBrid” ... 9..8 6
. 4 e l b a
T .AssonanceFoundi n“CagedBrid” ... 01 4 e
l b a
T 4 ..7 Comparsion soft heLanguageFeature sbetween“Stli l IRsie” l
a v i v r u S k c a l B g n ir u t p a C n i ” d ri B d e g a C “ d n
a ... 61 0 ”
e si R I l li t S “ n e e w t e b s e r u t a e F e g a u g n a L e h t f o s n o si r a p m o C . 8 . 4 e l b a T
s n o is s e r p p O k c a l B g n ir u t p a C n i ” d ri B d e g a C “ d n
x ii
S E C I D N E P P A F O T S I L
Page
. 1 X I D N E P P
A ThePoem so fMayaAngelou ... 31 2 m
e o P e h T 1 . 1 x i d n e p p
A “Stli l IRsie” ... 133 2
. 1 x i d n e p p
A ThePoem“CagedBrid” ... 134
. 2 X I D N E P P
A Tran isitv tiyAnaly is soft hePoems ... 31 5 f
o s is y l a n A y ti v it is n a r T 1 . 2 x i d n e p p
A “Stli l IR sie” ... 31 6 2
. 2 x i d n e p p
ii i x T C A R T S B A 5 1 0 2 . a i T , a i n e
X . A Stylisitc Analysi so fMaya Angelou’ s“Stli l IRise” and “Caged Bird” .Yogyaka tra :TheGraduate Programi n EnglsihLanguage Studies ,
. y ti s r e v i n U a m r a h D a t a n a S n a m o w y r a n i d r o a rt x e n a s a d e r e d is n o c s i u o l e g n A a y a
M , and he rwork s
m e h t s e k a m s m e o p r e h f o e l y ts e h T . e l p o e p k c a l B f o e c i o v e h t s a d e r e d is n o c e r a n i d e y e v n o c s e g a s s e m e h t d n a ts r e d n u y li s a e n a c s r e d a e r h c i h w n i y rt e o p r a l u p o p . s m e o p r e
h Since some o fhe rpoem sare ilnked t o t hei dea sof r acsim, t here i sa o
p s isblitiy tha tthey share ismlia rthemes .Therefore , thi s tsylsiitc tsudy wa s s ’ u o l e g n A a y a M f o s e m e h t e h t o t n o it p ir c s e d c it si u g n il e h t e t a l e r o t d e t c u d n o c . s m e o p . s m e o p o w t d e t c e l e s r e ti r w e h t , a t a d e h t g n it c e ll o c n
I They mus tcontain
s d r o w h g u o n
e and re lfec tracsim .A sa resutl ,the poem sselected were “Stli l I e
si
R ” and “Caged Brid” taken rfom a book enitlted The Complete Collected u o l e g n A a y a M f o s m e o
P publsihed by Random House i n 1994 .B oth poem stalk t
u o b
a Blacks urviva landBlackoppres ison .s h c r a e s e r o w t e r a e r e h
T problems i n t hsir esearch: Whatl anguagef eature s n i s e m e h t e h t p o l e v e d o t d e y o l p m e e r
a “Stli l IRise” and “Caged Bird”? and t
a h
W ea r the different l anguagef eature sused i n each poem to develop t hesame s
e m e h
t ? To answe rthe fris tproblem ,a tsylsiitc approach wa sconducted .The c it si l y ts f o s l e v e l r u o f n o d e s a b e r e w s e r u t a e f e g a u g n a l e h t d n if o t s e s y l a n a r e w s n a o t ,s e d is e B . x a t n y s d n a , si x e l , y g o l o n o h p , y g o l o h p a r g e r a e s o h T . si s y l a n a o c r e ti r w e h t , m e l b o r p d n o c e s e h
t mpared t he l anguage f eatures f ound i n t he f ris t , e r o f e r e h T . s m e o p o w t e s e h t n e e w t e b s e r u t a e f e v it c n it si d e h t t u o d n if o t m e l b o r p
the objecitve sof t hi s tsudy are t o ifnd out t he l anguage feature sused t o develop o t d n a s m e o p e h t n i s e m e h t e h
t ifgure out t hedfiferent l anguage f eature susedi n .s e m e h t e m a s e h t p o l e v e d o t m e o p h c a e e b n a c y d u ts s i h t f o s tl u s e r e h
T shown in t wo parst .Fri ts , ti i sclear t ha t e r a s e r u t a e f e g a u g n a l e m o
s employed dto evelop t he t heme sof t he poems .The r a ” e si R I l li t S “ f o s e m e h
t e Black survival , Black oppres isons , and Black k c a l B , s n o is s e r p p o k c a l B e r a ” d ri B d e g a C “ f o s e m e h t e h t e li h w , e c n e d if n o c l a v i v r u
s ,and freedom o fWhtie .Those theme sare developed by the language s e r u t a e
f foundi n (1)t he l exica l tiem s ilke t her epeated words ,wordchoices ,and e h t d n a , s e r u t c u rt s l e ll a r a p , s e s u a l c e h t e k il r a m m a r g ) 2 ( , e g a u g n a l e v it a r u g if e h t ) 4 ( ,s e n il f o r e b m u n e h t d n a , e c a p s , n o it a u t c n u p e k il y g o l o h p a r g ) 3 ( ,s e s n e t f o e s u , d n o c e S . s d n u o s d e t a e p e r e h t d n a e m y h r e h t e k il s e m e h c s d n u o s e h
t ti i sfound
. s e m e h t e m a s e h t p o l e v e d o t d e y o l p m e e r a s e r u t a e f e g a u g n a l t n e r e ff i d e h t t a h t n i d n u o f e b n a c s e r u t a e f e g a u g n a l t n e r e ff i d e s o h
T (1 )the l exica l tiem s ilke t he
, h c e e p s f o e r u g if d n a s e c i o h c d r o
w (2 )gramma r ilke t he clause proces sand t he l
a r a
p lels rtucture ,(3 )graphology ilkepunctuaitonandt henumbe ro f ilnesi neach d n a , a z n a
ts )( 4 phonology ilket her hymeandt her epeateds ound .s : s d r o w y e
v i x K A R T S B A 5 1 0 2 . a i T , a i n e
X . A Styilsitc Analysi so fMaya Angelou’ s“Stli l IRise” and . ” d r i B d e g a C
“ Yogyaka tra :TheGraduate Programi n EnglsihLanguage Studies , . y ti s r e v i n U a m r a h D a t a n a S a s a i b r a u l g n a y a ti n a w i a g a b e s p a g g n a i d u o l e g n A a y a
M d an karyanya
u s n a p a k g n u i a g a b e s p a g g n a i
d ara dar iorang-orang ra sAf irka-Ame irka .Gaya h a d u m n a g n e d t a p a d a c a b m e p a n e r a k i r a m e g i d a y n is i u p t a u b m e m a y n a s a h a b n a k p a k g n u i d g n a y n a s e p i r a d d u s k a m i tr e g n e
m dalampui isnya .Karenabeberapa h i d a y n is i u
p ubungkan dengan rassim , ada kemungkinan bahwa mereka n a k p a k g n u g n e
m tema yang sama .Oleh karena tiu ,peneilitan styilsitc digunakan a m e t n a g n e d k it si u g n il i s p ir k s e d n a k g n u b u h g n e m k u t n
u dalam pui is-pusi iMaya
. u o l e g n A m a l a
D mengumpulkan data ,penul si memiilh dua pui is .Data yang dipiilh s
u r a
h memua tkata-kata yang cukup dan mere lfek iskan rassim .Oleh karena tiu , h il i p i d g n a y i si u
p be jrudu l“Stli l IRise” dan “Caged Bird” yang diambi ldar i l u d u jr e b u k u
b The complete collected poem so fMaya Angelou dipubilka iskan h
e l
o RandomHouse pada t ahun1994. Dua pusii t ersebu tmempunyai t ema yang n a n a h a tr e p g n a t n e t u ti a y a m a
s untuk hidup bag i kaum Af irka-Ameirka dan m u a k n a s a d n i n e
p Af irka-Ame irka .
r u ti f ) 1 ( u ti a y n a h a l a s a m r e p a u d a d a , i n i n a it il e n e p m a l a
D -ftiu rbahasaapa
u o l e g n A a y a M i si u p a u d m a l a d a m e t n a k g n a b m e g n e m k u t n u n a k a n u g i d g n a y a j a s r u ti f ) 2 ( n a d h il i p r e t h a d u s g n a
y -ftiu rbahasa apa yang berbeda yang digunakan k
u t n
u mengungkapkantemayangs ama .Sehingga ,untukmenjawabpermasalahan l u n e p , a m a tr e p g n a
y i smenggunakan pendekatan styilsitc .Analsisi-anail is suntuk r u ti f n a k u m e n e
m -ftiu rbahasa yang digunakan berdasarkan pada empa t itngkatan s is il a n a i r a
d styils itc ya tiu graphology ,phonology ,lexis ,dan syntax .Selain tiu , k g n a y n a h a l a s a m r e p b a w a j n e m k u t n
u edua ,penuil sakan membandingkan ftiur -i d n a k u m e ti d g n a y a s a h a b r u ti
f permasalahan yang pe trama untuk menemukan r
u ti
f -ftiu rbahasa yang berbeda antara dua pui is t ersebut .Oleh sebab tiu, t ujuan r u ti f i r a c n e m k u t n u h a l a d a i n i n a it il e n e p i r a
d -ftiu rbahasa yang digunakan untuk a m e t n a k g n a b m e g n e
m -tema dalam pui is-pusi itersebu tdan untuk mencar iftiur -a k a n u g i d g n a y a d e b r e b g n a y a s a h a b r u ti
f n untuk mengembangkan tema pusi i . a m a s g n a y t a p a d i n i n a it il e n e p i r a d l is a
H dtiunjukk na menjad idua bagian .Pe trama , f rti -u ftiu rbahasa digunakan untuk mengembangkan t ema-tema pui is .Tema dar i
n a n a h a tr e p h a l a d a ” e si R I l li t S “ i si u
p untuk hidup bag i orang-orang Af irka- e k n a d , a k e r e m p a d a h r e t n a s a d n i n e p , a k ir e m
A percayaan dri idar ikaum Af irka -p i r a d a m e t n a k g n a d e s , a k ir e m
A usi i “Caged Brid” adalah penindasan kaum a
k ir f
A -Ame irka ,pe trahanan untuk hidup ,dan kebebasan sebaga ikaum berkuil t a m e T . h it u
p -tema tersebu tdikembangkan dengan ftiur-ftiu rbahasa yang dapa t d n a k u m e ti
d i (1 )kosa kata sepe tr ipengulangan kata ,pemiilhan kata ,dan bahasa a t a k k u t n e b n a a n u g n e p n a d , l e l a r a p r u t k u rt s , a s u a l k i tr e p e s a s a h a b a t a t ) 2 ( , n a s a i k n a d , k a r a j , a c a b a d n a t it r e p e s n a si l u n e p a r a c ) 3 ( , u t k a w n a k u j n u n e m k u t n u a jr e k , a u d e K . a r a u s n a g n a l u g n e p n a d , k a j a s i tr e p e s a r a u s a m e k s ) 4 ( ,s ir a b h a l m u
-v x
t a p a d a g u j a m a s g n a y a m e t n a k g n a b m e g n e m k u t n u a d e b r e b g n a y a s a h a b r u ti f
r u ti F . i n i n a it il e n e p m a l a d n a k u m e ti
d -ftiu r bahasa yang berbeda tiu dapa t , n a s a i k a s a h a b n a d a t a k n a h il i m e p i tr e p e s a t a k a s o k n a a n u g g n e p i d ) 1 ( n a k u m e ti d
e s a s a h a b a t a t m a l a d ) 2
( pe tr iprose sklausa dan srtuktu rparalel ,(3 )dalam cara i g o l o n o f m a l a d ) 4 ( ,t i a b p a it e s a d a p s ir a b h a l m u j n a d a c a b a d n a t it r e p e s n a si l u n e p
. a r a u s n a g n a l u g n e p n a d k a j a s it r e p e s
i c n u k a t a
1 .
1 INTRODUCTION r
e t p a h c s i h
T expoundsthebackgroundoft he tsudy ,theresearchproblems, e
h
t objecitve soft he tsudy, andt hebeneftis oft he tsudy.
1 .
1 Backgroundoft heStudy u
o l e g n A a y a
M ha s al l through been e tseemed sa a famed Af ircan s
a w e m a n l a e r r e H . n a m o w n a c ir e m
A Marguertie Ann Johnson .She wa sbornin ,
ir u o s si M , si u o L . t
S onAp ir l4th ,1928. I nherl fie itme,s heexpe irencednumerous e
h S . s n o it a p u c c o f o s d n i
k used t o be a dancer ,an acrtess ,a flim producer ,a TV s
a d e z i n g o c e r o sl a s a w e h S . r o t c e ri d m li f a d n a , t h g ir w y a l p a , r e c u d o r
p a poet ,a
o t r e h d e l s e c n e ir e p x e l a n o s r e p r e H . r o s s e f o r p a d n a , r o h t u a n a , ts i v it c a s t h g ir l i v i c
e
b w -ell regardeda savoicefo rBlackpeopleandwomena ndhe rwork shavebeen .
m si n i m e f d n a e r u tl u c k c a l B f o e s n e f e d a s a d e r e d is n o
c
r o n a t o n s a w e h
S dinary woman. There were counltes saccomplsihmen t y
d a e rl a d a h e h s s n o it i n g o c e r d n
a gained . S eh had received a huge numbe ro f .
s e e r g e d y r a r o n o h 0 5 n a h t e r o m d n a s d r a w
a Be isdes , she was absolutely an
n a m o w n o m m o c n
u because she wa s the fris t Black woman in hi tsory who ,
n o t n il C l li B m o rf t s e u q e r l a u s u n u n a d e n i a t b
o thePre isden tof t heUntied States , 9
9 1 n
i 2 to wrtie and read a poem a thi spre isdenita linauguraiton a tfe rRober t .
1 6 9 1 n i n o it a r u g u a n i s ’ y d e n n e K . F n h o J t n e d is e r P t a t s o r
F I tturned ou ttha t
. y rt e o p r e h y ll a i c e p s e , g n it ir w r e h f o n a f a s a w n o t n il
C Stewar t(2009 :6) i n hi s
k o o
b , People in the News, tsate stha t“Cilnton wa san admrie ro fhe rw iritng -m e o p a e ti r w o t g n il li w e b d l u o w e h s fi w o n k o t d e t n a w e H . y rt e o p r e h y ll a i c e p s e
. y n o m e r e c e h t t a t i d a e r d n a y r a u n a J n i n o it a r u g u a n i si h r o
s o p o r p
A he rpoems ,Maya Angelou had w irtten loads fo them found a t x
is n i ts a e
l volume so fpoertyandhe rwork sarouseamind t oanalyzeast hey are g
n it s e r e t n i y ll a c it si l y
ts ni ot w reasons .Fri ts ,according to Stolz (2015) ,Maya n
i s e ti r w u o l e g n
A amagica l tsyleandaddressess omethingcourageou lsy . tIi sno t r a l u c it r a p e m o s s s e r d d a o t s n u o n o r p r a l u c it r a p e m o s s e s u u o l e g n A t a h t l a u s u n u
d n o c e s e h t e k il s e c n e r e f e
r -personpronoun syouandhis . ,
e ti s b e w e h t , z l o t S h ti w e n il n
I Poerty Foundaiton, wrtie st hat the use o f ts
ri
f -person isngula rtake srole in he r tsyle in which she followed a rtadiiton ts
ri f e h t n i s k a e p s e h S . s s a l g u o D k c ir e d e r F y b d e h si l b a ts
e -person isngular ,buts he
ts ri f e h t st n i o
p -personplural .Fori n tsance,s heu sespronounI tor efer ot pronoun , e
w . tI i ndicatest ha tshe addresse she rw iritngnot f ori ndividual r eference butf o r .
p u o r g l a i c o s r e g r a
l
d n o c e
S ,Maya Angelou’ spoem sare tsylsiitcally interesitng due to he r e
r a y e h T . s g n i d r o
w ismple and make the reader seasliy under tsand he rpoems . )
9 : 1 0 0 2 ( m o o l
B supporst tha t“He rpoerty ha sa large pubilc ,bu tvery lti lte r o l a m r o f o n s e k a m d n a , ’ y rt e o p r a l u p o p ‘ , e s n e s y r e v e n i , si t I . m e e ts e l a c it ir c
” .r e d a e r e h t n o p u s d n a m e d e v it i n g o c
h , r e v o e r o
M e rwording sare w -ell known f o rthe i nfluence fo he rpersona l e
ir e p x
e nce s ilke persona lmsifo trune ,Black expe irence ,and female expe irence. u
o l e g n A t a h t s e t a ts ) 5 1 0 2 ( z l o t
S employs event sin he rlfie a sthe ba is so fhe r h
c i h w n i g n it ir
w she make she rfeeilng sand beilef sput i nto words .Those made y
lt s o m s k r o w y r a r e ti l r e
e c n i
S thi s tsudy would take he rpoem sa sthe object so fthe tsudy ,i ti s l
o t y r a s s e c e
n imti t he scope of t hi s tsudy isnce Angelou wrote counltes spoems . The presen tresearche rselected the poems t hat contain enough words and voice
. m si c a
r A sar esul,tt hepoemsselectedare“Stli l IRsie” a “nd CagedBrid”. Th ose poems were selected based on a numbe ro fcon isderaitons. Fri ts , they share ismliar t heme .s They share simliar i dea so fBlack surviva land Black
t , d n o c e S . s n o is s e r p p
o he poem , “Stli l IRsie” , si con isdered a sa mn i po tran t t
n e m h si l p m o c c a y r a r e ti
l . t I could be found in Harold Bloom’ sedtio ’r snote in l
e g n A a y a M n o n o it a m r o f n i t n e s e r p o t d e n g is e d s a w e m u l o v s i h h c i h
w ou’ sbe ts
-.s m e o p n w o n
k Thrid ,the poem ,“Caged Brid” , si o tfen co rrelated t o t he famou s k
o o b l a c i h p a r g o i b o t u
a enitlted IKnow Why the Caged Bird Sing s(1970 .) Tha t k
o o b l a c i h p a r g o i b o t u
a receive shuge atteniton f o rsome c iritc sa swel las r eaders . t
, h tr u o
F hesepoem sare commonlyused i n et h educaitona l ifeld as t he mate iral s .s
s e c o r p g n i n r a e l d n a g n i h c a e t r o f
t t a h t r e il r a e d e t a ts s i
tI he t heme sof t hese poem sare corresponding. tI i s ,
e ti s b e w e h t n i d e t a
ts tripod.com , tt ha the comparsion between “Stli l IRsie” and “Caged Brid” give san i dea abou t ismlia rmessages .They speak abou tracsim i n
p o h c i h
w pres ison andba isc surviva la rewel lexpressedi n t hepoems .Ther acsim n e e w t e b s e c n e r e ff i d l a i c a r e h t h ti w s n r e c n o c s m e o p e s o h t n i d e t c i p e d t p e c n o c
. s k c a l B d n a s e ti h
W Through hi tsory ,Whtie swere supe iror ,whlie Black swere d
n a r o ir e f n
i po isitoneda s lsaves .Howeve ,rt heymadeequalr acia ldi fference sand e
v i v r u
y m n
I fri ts i mpres ison,t he itlte oft hepoem ,“Stli l IRsie” ,voicessurviva l .
s n o i s s e r p p o k c a l B r e v o t h g if d n a t r o ff e s w o h s h c i h
w tI i sshown i n t he word,
e s i
r ,whichappears t obe et h idea o fsurviva.l I tsupposes tha tBlack peoplemus t .
s e v il r i e h t r o f p u d n a ts s y a w l
a Aslo ,the pronouns I and you help to suppose t
e o p e h t m o h
w clea lry addresses and t he phrase a black ocean gives t he i dea o f c
a l
B k people .A stha treason ,the pronoun I si seemingly intended to address k
c a l
B people, whlie you si fo rreferirng Whtie people. It i sclear t ha tt his poem s
e s s e r p x
e racsim. I tshow soppres isons a swel la smsirteatment ,and oa sl thef atih s
k c a l B s a t ir i p s d n
a tos urvive. t , e m it n a e m e h t n
I he poem ,“Caged Brid” ,make sclea r rfom t he itlte i n .
e g a c a y b d e t c ir ts e r si t a h t d ri b a s i e r e h t h c i h
w Thenatureofbrid si s ilvingwtih ti
m il o
n int heopen s ky .Howeve ,r thepoe texpressest hi sbridi na dfiferen tway . v
o m d e ti m il g n i w o h s y b d e z il a u si v s i
tI emen t isnce ti ilves i nacage .Byt hsi ,t he v
il t s a rt n o
c e sbetween caged bird and free bird can be seen. Aslo ,the word m
o d e e r
f helps t o give i nterpretaiton o fracsim isnce in t he pas t rfeedom wa sno t n
e v i
g toBlackpeople .I twast heri f ate t oberesrtainedandr e ts ircted .Hence,t hi s m
e o
p depicst tt ha the ilve so fWhtie sandBlack sdi ffer . si
h t e c n i
S tsudy w as conducted to analyze those poems , lingusiitc s t
x e t g n i z y l a n a n i e r o c e h t s e m o c e
b as i tdesc irbe sand explains t he element so f s
u e g a u g n a
l ed by l anguage users .In t he l tierary t ex,t t he analy is swli lbe abou t r
e t n i d n a g n i d n a ts r e d n
u preitng .Howeve ,r i n ilngusiitc analy is ,s i taslo concerns e h t f o s g n i n a e m r a l u c it r a p e m o s e r e h w s s e c o r p e h t g n i n i a l p x e r o g n i b ir c s e d h ti w
ll a H . d e l a e v e r e r a t x e
s n a e m t x e t e h t y h w d n a w o h y a s o t
si , what i tdoes t o t he reader sand how and ”
. y a w n i a tr e c a n i ti e t a u l a v e y e h t y h w
e h t n o d e s a b , e r o f e r e h
T above con isderaiton ,s thi s tsudy would conduc t y
d u ts c it si l y
ts to relate ilngu siitc desc irpiton t o t he t heme sof t he poems ,“Stli l I e
si
R ” and “Caged Brid”. Thi s tsudy would provide the expilci tba is so fthe .
s e m e h t e h t f o s tr a p d e d n e t x e e h t s a n o it a t e r p r e t n
i More i mpo trantl t y, hi s tsudy
t u o d e ir r a c s a
w to pay t irbute to Maya Angelou who passed away on May 28th , .
4 1 0 2
Stylsiitcs give san idea about how the wrtiers make use the language .s
r e d a e r e h t o t s e g a s s e m e h t y e v n o c o t s e r u t a e
f I t analyze s the dsiitncitve
, k n o d r e V ( t c e ff e d n a e s o p r u p s ti f o n o it p ir c s e d e h t d n a e g a u g n a l n i n o is s e r p x e
.) 4 . p , 2 0 0
2 Wale s(1991 ) tsates t ha t tsylsiitcs i sconducted no tonly t o desc irbe e
d i n a s r e d a e r e h t e v i g o t o sl a t u b s t x e t f o s e r u t a e f e g a u g n a l e h
t a abou tthe
y e h t h c i h w n i s e s u a c s c it si u g n il o t st c e ff e y r a r e ti l k n il o t r o , st x e t f o n o it a t e r p r e t n i
.t n a v e l e r e r
a
e u g r a e m o s e c n i
S s tsate that ltierary c iritcsim and tsylsiitc sare ove lrap , )
6 5 : 2 0 0 2 ( k n o d r e
V dsiitngusihe sthem in orde rto see the interdependency o f . st r a l a b r e v n i d e t n e s e r p e r si t a h w f o e c n a c if i n g is s i si s y l a n a y r a r e ti L . s d l e if e s o h t
e h t f o s s e n l u f g n i n a e m e h t t u o s d n if t
I macro feature sof l tierary analy is ssuch a s e
g n it r o p p u s e d i v o r p o t si s c it si l y ts e li h w , t o l p d n a , s e m e h t ,s r e t c a r a h
c vidence son
.s e r u t a e f e g a u g n a l c if i c e p s o t d e t a l e r s i e c n a c if i n g is e h t w o
h I t mean s tha t
stylsiitc sprovide sthe micro features such as grammar ,sound scheme ,the way s
t x e t r a l u c it r a p e m o s n i d e s u y r a l u b a c o v d n a , e ti r w e l p o e
. s e c n e d i v
e Toconclude ,macroandmicrof eature sare highlyassociated .Verdonk w o h g n it a c i d n i y b n o it a t e r p r e t n i r o f e c n e d i v e g n it r o p p u s e d i v o r p o t … “ t a h t s e t a ts
n o c s i c it ir c y r a r e ti l e h t t a h t s e r u t a e f o r c a m e h
t cerned wtih migh tbe re lfected i n ”
. e r u t x e t c it si u g n il f o s e r u t a e f o r c i m e h
t
n
I tsylsiitcs, t he object so ft he tsudy can be rfom some va irous t exst ,and si
y d u ts s i h t f o s t c e j b o e h t e b d l u o w s m e o p y h w n o s a e r e h
t due t o the l ength o f
s m e o
p .Since t he l ength o fpoems i ssho tr ,there i sa pos isblitiy t o examine t he k
n o d r e V . st x e t e l o h
w (2002 :56) tsatest ha tanalyzingpoem i n tsylsiitc scan r ange a
c e b t x e t e ri t n e e h
t use the length o fpoem i sshor.t Poem istefl represents and s
s e r p x
e e sani ndividua la swel la sapubilcvoice ,concepst ,andviews .Thechoice e
l y ts d n a s d r o w f
o usedi naparitcula rcontex tareatrtacitveandbeautfiu.l e
r o f e r e h
T , ti i scleart hat t he tsylsiitc analyssi fo Maya Angelou’ spoems , “Stli l IRsie” and “Caged Brid”, would be conducted in t hi s tsudy .The presen t
r e h c r a e s e
r wa s cu irou s to know w hat language feature s a re employed ni p
o l e v e
d i ngthet heme sandwha tdi fferentl anguagef eature sa reusedi neachpoem e
r a h s o
t ismlia rideas .Therefore ,thi s tsudy si aimed to ifnd ou tthe language i
d e y o l p m e s e r u t a e
f n he rpoems todevelop t het heme semergedi n t hepoemsand t
n e r e ff i d t u o d n if o
t language features employed in each poem to develop the .s
e m e h t e m a
2 .
1 ResearchProblems
s i h t f o s m e l b o r p e h t , y d u ts e h t f o d n u o r g k c a b e h t h ti w e n il n
I tsudy are
s w o ll o f s a d e t a l u m r o
f :
.
1 What l anguagef eature sareemployed t o developthe t hemesi n“Stli l IRise” ”
d ri B d e g a C “ d n
a ?
.
2 W hat are t he di fferent l anguage feature sused i n each poem t o develop t he ?
s e m e h t e m a s
3 .
1 Objec itve soft heStudy
y d u ts s i h t , s m e l b o r p e v o b a e h t h ti w e c n a d r o c c a n
I si aimed a t two
e v it c e j b o t s ri f e h T . s e v it c e j b
o si todesc irbewha tlanguage f eatures ea r employed o
t developt het heme .s Inc iritcs’r eview ,st h epoem sgenerallyt alkaboutthei dea s d
n a s n o is s e r p p o k c a l B f
o survival .Howeve ,r t here i sapos isblitiyof ifndingothe r t
i , e r o f e r e h T . s e m e h
t should be empha iszed tha tthi sanaly is saim sto ifnd ou t ’t
e o p e h t n i d e s u s e r u t a e f e g a u g n a
l s tsylet odevelopt het heme so foppressionand .
s e m e h t r e h t o s a l l e w s a l a v i v r u s
n e v
E though the two poem s have ismlia r themes , those mus t keep g
n i h t e m o
s in dsiitnc tdue to pracitcablitiy .The analy is so fthe second problem e
h t t u o d n if l li
w di fferentl anguagef eature susedi neachpoem .Hence,t hes econd e
v it c e j b
o of t hi s tsudy si to desc irbe the di fferent l anguage f eature sused in each s
e m e h t e m a s e h t p o l e v e d o t r e d r o n i m e o
p which areabou tBlack oppres ison and l
a v i v r u
s .A sa resutl ,i tprove sthe lfexiblitiy o flanguage in expres isng va irou s .
s g n i n a e m d n a s a e d
4 .
1 Benefti soft heStudy e v i g l li w y d u ts s i h
T bene ifst based on ist t wo research problems .Frislty , tl
u s e r e h
t s of the fris tproblem theoreitcally can help to desc irbe the language s
e r u t a e
f employed in these two poem sto develop the themes .By thsi ,i twli l , r a m m a r g e k il e r u t a e f c it si u g n il h c a e h c i h w n i si s y l a n a c it si l y ts s r e d a e r e d i v o r p
l e h t I . d e s o p x e e b n a c y g o l o h p a r g d n a , e m e h c s d n u o s , y r a l u b a c o
v p sto acqurie
r o f s n o it u b ir t n o c e v i g n a c y d u ts s i h t o s , s n o it a t e r p r e t n i e h t r o f s is a b t i c il p x e
. e c n e r e f e r ’ s r e d a e
r More impo trantly , by thi s tsudy , the presen t researcher f o s s e c o r p e h t f o e r a w a y ls u o i c s n o c e r o m e m o c e b o t s r e d a e r s k s a y lt c e ri d n i
a t e r p r e t n
i iton . y ll a c it c a r
P , thi s tsudycanbeo fgrea tbene ifstt obotht eacher sand tsudents s
a theset wo poem sarecommonlyusedi nt heeducaitona l ifeld i nwhichteacher s n
a g n i h c a e t n i m e h t e s
u dl earningprocessi nclassroom . I thelpst hemen ircht hei r p
r e t n
i retaiton sof t hese poem sa swel las t he proces so fanalyzing seen rfom t he n
o it p ir c s e d c it si u g n
il .Therefore,t heycan obtainno tonlyt hemessage sexpressed .
s n o it a t e r p r e t n i e h t tr o p p u s o t st n e m e l e e h t o sl a t u b s m e o p e h t n i
s e h t f o s tl u s e r e h t , y l d n o c e
S econd problem are capable o fdesc irbing the . s e m e h t e m a s e h t g n i p o l e v e d n i m e o p h c a e n i d e s u s e r u t a e f e g a u g n a l t n e r e ff i d
e k a t n a c k r o w y r a r e ti l n i d e ts e r e t n i e r a o h w s t n e d u ts r o s r e d a e r , y ll a c it c a r P
e g a t n a v d
a oft hi s tsudya stheycandsicernt hedfiference so fthel anguagef eatures n
e e w t e
b “Stli l IRsie” and “Caged Brid” a swel las be aware o fthe va irou s y
e v n o c o t d e y o l p m e e b n a c t a h t s e r u t a e f e g a u g n a
r e v o e r o
M , thi s tsudy wli laslo give benefti s to future researchers .Since s
e s u c o f y l n o y d u ts s i h
t on two poem srelated to racsim ,future researcher scan t
c u d n o c o t t n e m t h g il n e n i a
g a tsylsiitc tsudyo fothe rpoem so fMayaAngelout ha t i r e h y b d e y o l p m e s e r u t a e f e g a u g n a l s u o ir a v e h t e e s o t m si c a r t u o b a k l a t o sl
a n
e h t t u o b a s n r e c n o c y l n o y d u ts s i h t e c n is , s e d is e B . s e m e h t e m a s e h t g n i p o l e v e d
n a c s r e h c r a e s e r e r u t u f , e c it c a r p e v is r u c si d d n a t x e
t a slo expand the focu sby
, e r o f e r e h T . e c it c a r p l a i c o s e h t o t s m e o p e s e h t n i e g a u g n a l e h t g n it a l e
r a c iritca l
c it si l y
0 1 .
2 REVIEWOFRELATEDLITERATURE
si h
T chapte rwli lpresent t het heo ire swhichunderile t he tsudy .I tcon is ts s
e h t st n e s e r p t r a p d n o c e s e h T . w e i v e r l a c it e r o e h t e h t si t r a p t s ri f e h T . st r a p e e r h t f o
e h t s i t r a p d ri h t e h t s a e r e h w , s m e o p e h t d n a s c it si l y ts g n i d r a g e r s e i d u ts d e t a l e r
r f l a c it e r o e h
t ameworki nwhicht het heo ire sare ilnkedt ot hecu rren t tsudy .
1 .
2 Theore itcalReview
s e ir o e h t e h t , tr a p s i h t n
I associated w tih tsyle ,stylsiitcs ,foregrounding ,
l e v e
l s o f tsylsiitc analyssi , poem , and the poerty o f Maya Angelou wli l be
g n i w o ll o f e h t n i d e t n e s e r
p dsicus isons .
1 . 1 .
2 Style
Stylemayconveyva irousi nterpretaitons .Fri ts ,style canporrtaysomeone
y
b a fashionable ,elegance ,o rhigh clas smanne .r I tcan determine hi /she rsocia l
s h c i h w n i e l y ts r e h /s i h t a g n i k o o l y b s u t a
ts ocia l tsatu sand someone’ s tsyle are
. d e t a l e rr o c n e tf
o Second, s tylecanaslodepictagoods hape ilkea tsyleo fadress ,
e r u t c e ti h c r
a o fa paritcula rbuliding ,and a tsyle o fa haricut .A sa resutl ,people
. d a b r o d o o g e r a s g n i h t e s o h t r e h t e h w e g d u j n a
c More i mpo trantly , tsyle can be
e g a u g n a l n i e l y t S . ll e w s a e g a u g n a l n i d e s s e r p x
e signi ifest hedsi itncitve ilngusiitc
n o is s e r p x
e inl anguage(Verdonk ,2002 ,p .3) .
o t n o it a l e r n
I tsylei nl anguage , tsylecanbede ifneda s“ase to fconsciou s
” t x e t n o c r a l u c it r a p a y b d e c u d n i r o d e ri p s n i , n o is s e r p x e f o s e c i o h c s u o i c s n o c n u r o
, k n o d r e V h ti w e n il n i s A . ) 1 2 1 . p , 2 0 0 2 , k n o d r e V
( Leech&Sho tr( 2007 :9 )de ifne
t e r p r e t n i l a r e n e g s ti n i e l y
, n o s r e p n i a tr e c a y b , t x e t n o
c da n fo ra speci ifed purpose .In othe rwords , tsyle i s
s r e ff i d h c i h w y ls u o i c s n o c n u r o y ls u o i c s n o c r e h ti e n o is s e r p x e f o s e c i o h c e h t
c
a cordingt osomeparitcula rcontext .
a e d is n i e g a u g n a l f o s e r u t a e f g n i d n u o rr u s e h t “ o t s n o it a l e r s a h t x e t n o C
n o n e li h w , t x e
t -ilngusiitc contex tinclude sany numbe ro ftext-externa lfeature s
.) 7 1 1 . p , 2 0 0 2 , k n o d r e V ( t x e t a f o e l y ts d n a e g a u g n a l e h t g n i c n e u lf n
i ” As i n ilne
k n o d r e V h ti
w ,t herearet wot ype so fcontex,t( 1 ) ilngusiitccontextwhichreferst o
) r a m m a r g , y r a l u b a c o v , y h p a r g o p y t ,s d n u o s ( t x e t a n i s e r u t a e f e g a u g n a l e h
t and( 2 )
n o
n -ilngusiitccontextwhichr eferst ot hef eature sout isdet het ex twhichi n lfuence
d n a e g a u g n a
l the tsyleo fat ext .
Contex t become s very impo tran t in analyzing language , especially in
s c it si l y
ts . By looking a tthe context ,i t can help to under tsand the sentence
t o n e b l li w t x e t n o c e h t t a g n i k o o l t u o h ti w s is y l a n a c it si u g n il g n i o D . y l e t e l p m o c
m e h t b a r g o t h g u o n
e eaning. Accordingt oVerdonk( 2002), aparitcula r tsyleb uitl
n o is s e r p x e f o s e c i o h c s u o i c s n o c n u r o s u o i c s n o c y
b canbei n lfuenced ,encouraged ,
d e d a u s r e p s a l l e w s a , d e ri p s n
i yb paritcula r contextua l cricum tsance s (p .7 .)
u ts o t , e r o f e r e h
T dy a tsyle in language ,i ti snecessary to combine ilngusiitc ,
n o it a t e r p r e t n i n a g n ir r e f n i f o s is a b e h t s a e g d e l w o n k d lr o w l a r e n e g d n a , l a u t x e t n o c
.) 8 . p , 6 9 9 1 , tr o h S
(
2 . 1 .
2 Stylsi itcs
s c it si l y t
S canbede ifned ast he tsudyo f tsylei n l anguage .Verdonk( 2002:
e h t d n a e g a u g n a l n i n o is s e r p x e e v it c n it si d f o s is y l a n a e h t “ s a s c it si l y ts s e n if e d ) 4
, k n o d r e V h ti w e n il n i s A ” .t c e ff e d n a e s o p r u p s ti f o n o it p ir c s e
o t r e d r o n i e g a u g n a l f o e d a m s i e s u t a h w s e b ir c s e d s c it si l y ts t a h t e t a ts ) 7 0 0 2 (
i a l p x
e n something (p.11 .) Simpson (2004 :2 )supporst i tby de ifning tsyilsitc sa s
“a method o ftextua linterpretaiton in which p irmacy o fplace i sas isgned to
t n a tr o p m i s e m o c e b e g a u g n a L ” . e g a u g n a
l a s i tcontain sva irou sforms ,patterns ,
h t s l e v e l d n
a a t represen t ilngusiitc srtuctures to lead to the enrtance o f
. n o it a t e r p r e t n i
,s d r o w r e h t o n
I i tcanbes aidt ha t tsylsiitcsr elatest he ilngusiitcdesc irptor s
n o it a t e r p r e t n i o
t .KaiteWales i n Adicitonary o fStyilsitcwrtiest ha t“The goa lo f
si l y ts t s o
m itcs i nno t ismplyt o desc irbet he f ormalf eature sof t exst f or t hei rown
e t a l e r o t r e d r o n i r o , t x e t e h t f o n o it a t e r p r e t n i r i e h t w o h s o t r e d r o n i t u b e k a s
r e h w s e s u a c s c it si u g n il o t s t c e ff e y r a r e ti
l e there are fel tto be relevan.t” Shor t
s e t a ts ) 5 : 6 9 9 1
( ilngusiitc desc irpiton and meaning i(nterpretaiton )become the
. y lt i c il p x e d e t a l e rr e t n i e b t s u m e s o h t d n a s c it si l y ts f o n r e c n o
c He add s tha t
l a u t x e t ,s d r o w , s d n u o s , r a m m a r g ( sl e v e l s u o ir a v t a e r u t c u rt s c it si u g n il g n i z y l a n a “
t d n a ts r e d n u o t s p l e h ) e r u t c u rt
s he sentence sof t he t ex tand t he r elaiton sbetween
. ) 5 . p ( ” m e h t
e h t e b o t s n r u t n o it a t e r p r e t n i o t n o it p ir c s e d c it si u g n il g n it a l e r , r e v o e r o M
a s e t u ti ts n o c t i “ t a h t st r o p p u s ) 5 : 6 9 9 1 ( t r o h S . m si c it ir c d o o g a f o t r a p l a it n e s s e
d e v l o v n i si t a h w f o t r a p e g r a
l ,say, i n supporitng a paritcula rview o fa poem o f
. ” r e h t o n a t s n i a g a s a n o it a t e r p r e t n i e n o r o f g n i u g r
a Toi nterpre tutterances ,as hared
e r a e c n e r e f n i f o s e r u d e c o r p n o m m o c e h t d n a e r u t c u rt s h si l g n E f o e g d e l w o n k
c , m si c it ir c d o o g f o t r a p l a it n e s s e e h t m o r f t r a p
A onducitng tsylsiitcs oa sl
s e r a h
s other purposes .Fri ts ,i t i sused to explore language and creaitvtiy in
t x e t g n i d n a ts r e d n u n i p l e h o t g n i k n i h t f o s y a w e h t h c ir n e o t d n a , e s u e g a u g n a l
. ) 3 . p , 4 0 0 2 , n o s p m i S
( Second ,i ti semployed “to uncove rautho ira l tsyles ,tex t
t a h t e z i n g o c e r o t d n a s e l y ts f o s d n i k r e h t o d n a s e l y
ts tsyle and meaning are
.) 7 2 . p , 6 9 9 1 , tr o h S ( ” r e h t o n a e n o h ti w d e k n il y l b a c ir t x e n i
s e p y t e m o s h c a e r f l e st i s c it si l y ts f o s e p o c s e h
T o ftext so rgenres ,fo r
e l p m a x
e adve trsiemenst ,newspape raritcles , lsogans ,graf ifit ,and menu .s Since
e h
t scope so f tsylsiitc sares owide ,mos lty tsylsiitc sdeal swtihl tieraryt exst ,wha t
ts il y ts y r a r e ti l d e ll a c o s s
i ics .Leech & Shor t(2007 )wrtie that l tierary stylsiitc s
s A . ) 1 1 . p ( n o it c n u f c it si tr a d n a e g a u g n a l n e e w t e b n o it a l e r e h t n i a l p x e o t s r o v a e d n e
, a ts o C n i d e ti
c Leech ( 1985 )de ifne s tsylsiitc sa sthe tsudyof t he l anguageusage
e t c a r a h c e g a u g n a l l a r e n e g e h t h c i h w n i e r u t a r e ti l n
i rsiitc s paritcula lry in the
. n o is s e r p x e y r a r e ti l f o s n a e m a s a d e t a g it s e v n i e r a e g a u g n a l h si l g n
E Kaite Wale s
r e h n i s n i a l p x
e Dicitonary o fStyilsitc stha tthe term i saslo “someitme scalled
y r a r e ti l ; c it si l y ts c it si u g n il r o s c it si l y ts y r a r e ti l y l g n is u f n o
c because i ttend sto
m o rf n w a r d e r a s l e d o m s ti e s u a c e b c it si u g n il ; st x e t y r a r e ti l n o s u c o f
. ) 5 1 2 . p , a ts o C n i d e ti c s a ( ” m si c it c e l c e s ti f o e s u a c e b .. .s c it si u g n il
s c it si l y ts e c n i
S mosltydeal swtihl tieraryworks ,i tneedst obenoitcedt ha t
analyzing poem and prose ha ssilgh tdsi ismliartiy .According t o Verdonk (2002 :
e m it e b l li w e s o r p f o s c it si l y ts n i s is y l a n a d e li a t e d e h t ,) 6
5 -consuming i n which
s i e s o r p r o f c it si l y ts f o s is y l a n a r e tt e b e h T . t x e t e l o h w e h t o t d e il p p a s i si s y l a n a e h t
e l e s y
e s o r p g n i z y l a n a e k il n
U ,analyzingpoemi n tsylsiitcscanbedi fferent . tIcanr ange
.t r o h s si m e o p f o h t g n e l e h t e s u a c e b t x e t e ri t n e e h t n
I conneciton wtihanalyzingl tierarywork ,s l tieraryc iritcsim i so tfensaid
t n e r e ff i d y l h g i h e r a m e h t f o h t o b s a e r e h w , e r u t a r e ti l n i s c it si l y ts s a e m a s s i ti t a h t st n i o p e m o s n
i .Fris,tl tieraryciritcsim and tsylsiitc shavedi fferentf ocus .Ltierary
r e g r a l e h t “ n o s e s u c o f m si c it ir
c -scale isgni ifcanceo fwha t sir epresentedi nverba l
c if i c e p s o t d e t a l e r e b n a c e c n a c if i n g is s i h t w o h “ n o s e s u c o f s c it si l y ts e li h w , ” tr a , 2 0 0 2 , k n o d r e V ( ” t x e t y r a r e ti l e h t f o e r u t x e t c it si u g n il e h t o t , e g a u g n a l f o s e r u t a e f . ) 5 5 . p e c n e r e ff i d e h t , d n o c e
S take splacei n oneo fdegree .Shor t(1996 )suppo tr s
e b o t s d n e t y a s y e h t t a h w t r o p p u s o t s c it ir c l a c it c a r p e h t y b d e n i a g e c n e d i v e e h t l a c i g o l e h t s i s is y l a n a e s o h w n a i c it si l y ts a f o t a h t n a h t e v it c e l e s e r o m h c u m . ) 6 . p ( m si c it ir c l a c it c a r p f o n o is n e t x
e Therefore , i t i s sugge tsed to make
. s y a w h g u o r o h t d n a , c it a m e ts y s , d e li a t e d n i s e s y l a n a d n a s n o it p ir c s e d , d ri h
T the di fference can be seen in kind (Sho tr ,1996 ,p.6) .Fo rmany
, s k r o w y r a r e ti l n o s w e i v d n a n o it a t e r p r e t n i w e n e r a s ts e r e t n i r o j a m r i e h t ,s c it ir c ts il y ts e li h
w ician s are intere tsed in invesitgaitng the e tsablsihed , agreed
n a c y e h t h c i h w n i s e r u d e c o r p d n a s e l u r e h t e z y l a n a y e h T . t x e t a r o f s n o it a t e r p r e t n i d n a s n a e m t x e t e h t t a h w r e v o c s i d y e h t ,s d r o w r e h t o n I . d a e r y e h t t a h w e v i e c r e p . n a e m o t s e m o c t i w o h a u t n e v
E ll ,y even though they are di fferent ,they are tsli l exceedingly
p i h s n o it a l e r d n u o b a e v a h y e h t e c n is d e t c e n n o
c .To provide the evidence sfo r
n o it a t e r p r e t n
e g r a l f o s e m e h t e h t w o h e t a c i d n
i -scale features t hat t he l tierary c iritc gain s rfom
. s e r u t a e f c it si u g n il e h t n i d e s s e r p x e s i e l o h w a s a t x e t y r a r e ti l e h
t I tshows t hat
. y r a t n e m e l p m o c e r a m si c it ir c y r a r e ti l d n a s c it si l y ts
3 . 1 .
2 Foregrounding
l a n a o
T yze poerty ,foregrounding t urn sou tto be an i mpo tran taspect i n
. n o it a t e r p r e t n
i According to Simpson (2004 :50) ,foregrounding i s“a form o f
y r a r e ti l r o f y ll a c if i c e p s d e t a v it o m s i h c i h w g n i n r e tt a p l a u t x e
t -ae tsheitc purposes” .
l n i e g n a rt s g n i k a m r o f e u q i n h c e t a s i g n i d n u o r g e r o f t a h t s d d a e
H anguage . tI i s
y b d e z is a h p m
e Sho tr( 1996) ,who tsates t hat f oregrounding i screatedbecauseo f
n o n s a l l e w s a c it si u g n il f o s d n i k s u o ir a v e m o s m o rf n o it a i v e
d -ilngusiitc norms .
e , e c n a ts n i r o
F xamining t heforegrounded aspecsti n poerty i sessenital t o l eadto
e m o
s interpretaiton isnce even a isngle comma in poerty can convey va irou s
s n o it a t e r p r e t n
i . I t can develop the images ,theme s and characters , and tex’t s
. n o it a t e r p r e t n i
s e d i v i d ) 0 5 : 4 0 0 2 ( n o s p m i
S foregrounding i nto t wo .Fri ts ,foregrounding
e d s a s e m o
c viaiton from a norm .I tmeans t ha tan aspec tof t ex tdeviate s rfom a
c it si u g n
il rules .When some pa tr so flanguage break the rule ,the foregrounded
e b n a c t c e p s
a recognized .Second, f oregroundingi sa smore oft he same ,namely
. m si l e ll a r a p r o n o it it e p e
r In thi stype ,some paritcula rword so r pattern sare
. t x e t e h t n i d e t a e p e
r tI i sshown in Shor t(1996) t hat i fsome par to fa poem i s
d e t a e p e r r o t n a i v e
i ,t l u s e r a s
A n order t o examine t he foregrounded aspect sand presen tan
n o it a t e r p r e t n
i , deviation and parallelsim taking par tin producing foregrounding
. st r a p g n i w o ll o f e h t n i d e s s u c si d e b l li w
1 . 3 . 1 .
2 Deviaiton
c it si u g n i
L deviaitoncanbef oundeasliyi nsomeparitcu larpoerty .I t sit he
e h t s e t a c i d n i ti e s u a c e b s is y l a n a c it si l y ts n i t p e c n o c y r a m ir p t s o
m noitceable da n
d n a y rt e o p f o s tr a p t n e n i m o r
p become sa key to under tsanding o fpoems ,even
n o n e m o n e h p c it si u g n il a s i n o it a i v e d h g u o h
t .Sho tr ( 1996 :10 )wrties i n hi sbook
e h t s e m o c e b n o it a i v e d c it si u g n il t a h
t p irmary concep t in tsylsiitc analy is sto
. s m e o p d n e h e r p m o c
s u o ir a
V kind so f deviaiton are divided into seven types (Sho tr , 1996 ,
) 7 3 .
p . Those are dsicoursal , semanitc , lexical , grammaitcal , morphological ,
. n o it a i v e d l a n r e t x e d n a l a n r e t n i d n a , l a c i g o l o h p a r g d n a l a c i g o l o n o h
p Thosekind s
i k e s e h t , n o s a e r t a h t r o F . t x e t r a l u c it r a p a n i g n i d n u o r g e r o f e t a e r c n o it a i v e d f
o nd s
.s tr a p g n i w o ll o f e h t n i r e h tr u f d e s s u c si d e b l li w
l a s r u o c s i d s i n o it a i v e d t s ri f e h
T deviaiton .I tconcern swtih dsicourse in
y e h t ,s k r o w y r a r e ti l n I . n o it a z i n a g r o c it si u g n il f o t i n u r e h g i h m r o f s e c n e t n e s h c i h w
e h t o t d e t a l e r s i t I . e s r u o c si d e h t n i s t n a t c a r e t n i e h t h ti w t n a i v e d e r
a discourse
n o it a u ti
s represenitng the contex to fstiuaiton ,namely addresser ,message ,and
s t n a p i c it r a p e h t e z i n g o c e r o t d e d e e n s i t i , m e o p a g n i d n a ts r e d n u n I . e e s s e r d d a
.t x e t e h t n i d e v l o v n i
d c it n a m e s s i n o it a i v e d d n o c e s e h
T eviaiton .I tcan be de ifned a smeaning
p r o t n e ts is n o c n i y ll a c i g o l e r a t a h t s n o it a l e
f o n o it c u rt s n o c e h t , n o it a i v e d c it n a m e s e h t g n i n i m a
