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 andor 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. 272
28
X.J. Kennedy, Literature: An Introduction To Fiction, Poetry And Drama, Second Edition, Boston: Little, Brown Company, 1979, p. 91
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. 114.
31
Ibid.
32
Ibid,,p. 115.
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. 112
34
Ibid.
35
Ibid, p. 118
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. 195
39
Ibid.
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.
42
40
Frank J. D’Angelo, Process and Thought in Composition, Cambridge: Winthrop Publisher, Inc, 1977, p.197
41
Mary Lou Conlin, Patterns a Short Prose Reader, Boston: Houghton Mifflin Company, 1983, p. 153
42
Ibid. p. 155-156
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 Rhetoricshort prose reader, Boston: Houghton Mifflin Company, 1984, p. 121-122
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
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”. The Rocking Horse Winner
246 - 253
1 Unending Dissatisfaction
Leads Disharmonious
Family
. . . “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
218 - 219
. . . 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
446 - 449
And even as he lay dead, his mother heard her brothers voice saying to her: My God,
Hester, youre eighty-odd thousand to the good, and a poor devil of a son to the bad.
But, poor devil, poor devil, hes best gone out of a life where he rides his rocking-
horse to find a winner. The Rocking Horse Winner
450 - 453
. . . 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
184 - 187
2 Killed by Love
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
116 - 118
. . . “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
79 - 83
. . . 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
88 - 92
3 Mistreating Children
. . . then said, “It’s not mine.” “It is,” I said. “And before I’ll help you
94 - 98
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
99 - 103
. . . he said stoutly, Im a lucky person. Why? said his mother, with a sudden
laugh. He stared at her. He didnt even know why
he had said it. God told me, he asserted, brazening it
out.
The Rocking Horse Winner
88 - 91
I never told you, Mother, that if I can ride my horse, and get there, then Im
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
445 - 449
. . .
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
124 - 128
4 Too Much Pride
Can Kill. .
. . . 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
184 - 187
TABLE II THE DIFFERENCES OF THEMES
NO THEMES CORPUS
LINES
“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
88 - 94
1 Seed of
Destruction in Family
Relationship.
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
154 - 158
2 Living Beyond
Limit
. . . It frightened Paul terribly . . . But even for the Lincoln he didnt 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 brothers voice saying to her:
My God, Hester . . .
The Rocking Horse Winner
300 - 345
Shut up, Im not going to hurt you. Im going to teach you to walk,
The Scarlet Ibis
117
. . . its 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. Its what causes
you to have money. Then what is luck, mother?
Its what causes you to have money. If youre lucky you have money. Thats
why its better to be born lucky than rich. If youre rich, you may lose your money.
But if youre 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
59 - 73
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
66 - 68
. . . I
was embarrassed at having a brother of that age who couldn’t walk, so
I set out to teach him. The Scarlet Ibis
104 - 105
3 Strains effect
different way
. . . 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 . . .
184 - 187
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
290 - 292
Paul, at the others suggestion, handed over five thousand pounds to his uncle,
who deposited it with the family lawyer, who was then to inform Pauls 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 mothers birthday, for the
next five years. The Rocking Horse Winner
246 - 251
4 A Shortcut to
obtain love and Pride
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
104 - 105 a nd
189 - 190
B. ANALYSIS