The Analysis Of William Wordsworth’s Two Lucy Poems

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THE ANALYSIS OF WILLIAM WORDSWORTH’S TWO

LUCY POEMS

A PAPER

BY

AHMAD HANAFI

REG. NO. 082202016

DIPLOMA III ENGLISH STUDY PROGRAM

FACULTY OF CULTURE STUDIES

UNIVERSITY OF NORTH SUMATERA

MEDAN

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It has been proved by Supervisor,

Dra. Redita Lubis, Dip. Appl. Ling., M.Hum. NIP. 19490423197412 2 001

Submitted to Faculty of Culture Studies, University of North Sumatera in partial fulfillment of the requirements for DIPLOMA (D-III) in English

Approved by

Head of Diploma III English Study Program,

Dr. Matius C.A. Sembiring, M.A. NIP. 19521126198112 1 001

Approved by the Diploma III English Study Program Faculty of Culture Studies, University of North Sumatra

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Accepted by the Board of Examiners in partial fulfillment of the requirements for the D-III Examination of the Diploma III English Study Program, Faculty of Culture Studies, University of North Sumatera.

The examination is held on

Faculty of Culture Studies, University of North Sumatera Dean,

Dr. Syahron Lubis, M.A. NIP. 19511013197603 1 001

Board of Examiners :

1. English Study Program

2. Dra. Redita Lubis, Dip. Appl. Ling., M.Hum. 3.

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AUTHOR'S DECLARATION

I, Ahmad Hanafi declare that I am the sole author of this paper. Except where the reference is made in the text of this paper, this paper contains no material published elsewhere or extracted in whole or in part from a paper by which I have qualified for or awarded another degree.

No other person’s work has been used without due acknowledgement in the main text of this paper. This paper has not been submitted for the award of another degree in any tertiary education.

Signed : ………..

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COPYRIGHT DECLARATION

Name : Ahmad Hanafi

Title of Paper : The Analysis of William Wordsworth’s Two Lucy Poems Qualification : D-III/Ahli Madya

Study Program : English

I am willing that my paper should be available for reproduction at the discretion of the Librarian of the Diploma III English Study Program Faculty of Culture Studies USU on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

Signed : ………...…

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ABSTRAK

Kertas karya yang berjudul The Analysis of William Wordsworth Two Lucy

Poems ini mendeskripsikan tentang hasil analisis dua buah puisi dari Puisi Lucy

yaitu mempunyai beberapa unsur yaitu unsur makna, unsur struktur, unsur majas, unsur bunyi dan jenis. Tujuan dari penulisan kertas karya ini adalah untuk menganalisis dan menyimpulkan hasil analisis kedua puisi tersebut menggunakan teori tersebut. Kertas karya ini menggunakan metode penelitian pustaka dan dari pembahasan mengenai kedua puisi tersebut, terdapat makna yang sama yaitu tentang kesedihan dari kematian seorang gadis yaitu Lucy; puisi pertama mempunyai struktur Ilustrasi dan majas Personifikasi, sedangkan puisi kedua mempunyai struktur Kontras dan majas Simile, tetapi kedua puisi tersebut mempunyai bunyi yang sama yaitu Rhyme dan Assonan serta tipe yang sama yaitu puisi Lirik.

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ABSTRACT

Paper work entitled The Analysis of William Wordsworth Two Lucy Poems describes the results of the analysis of two poems from the Lucy Poems "A Slumber Did My Spirit Seal" and "She Dwelt Among the Untrodden Ways" using theory of L.G. Alexander (1932). According to this theory, poetry has several elements, namely elements of meaning, structure element, the element of figure of speech, sound elements and types. The purpose of writing this paper is to analyze and conclude the results of analysis of both the poem uses the theory. This paper is written using one of the researching methods which is library research and from the discussion of both the poem, they have the same meaning that is about the sadness of the death of a girl that is Lucy; the first poem has the structure Illustrated and Personification figure of speech, while the second poem Contrasts and their structure and figure of speech Simile, but both poetry has the same sound that is Rhyme and Assonance and the same type of Lyric poetry.

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ACKNOWLEDGEMENTS

Bismillaahirrahmaanirrahiim.

First of all, I would like to thank and praise to the Almighty God, Allah

SWT for blessing and giving me health, strength and ease to accomplish this

paper as one of the requirements to get Diploma III certificate from English Study Program Faculty of Culture Studies, University of Sumatera Utara. And I present shalawat to Prophet Muhammad SAW as my good example in my life and I hope his blessing in the beyond.

I would like to express a deep gratitude, love, appreciation, and thanks to:  My mother Farida Hanum, Ama. Pd., number one mother in the world.

You are the best. I love you very much. Thank you very much. I present this paper for you.

 My beloved siblings, Ahmad Nazril Aufa and Ahmad Irfan Hamdani. Thank you for all your motivations, advices, prays, loves and financial.  My best grandfather Alm. H. Yahya Agus and my best grandmother Hj.

Hanifah. I love you so much.

 My second parents, Alm. Papa Rahmad and Mak Ndut for being a kind and nice parents, may Allah bless you all.

 Wak Alang and Wak Ana, thanks for your patience in caring me.

 Dr. Matius C.A. Sembiring, M.A. as the Head of Diploma III English

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 Dra. Redita Lubis, Dip. Appl. Ling., M.Hum. as my supervisor. Thank

you for the valuable time in giving the correction and constructive critics in completing this paper.

 Dr. Syahron Lubis, M.A. as the Dean of Faculty of Culture Studies,

University of Sumatera Utara.

 All lecturers in Diploma III English Study Program for giving me advices and knowledge.

 All of my friends in Class B 2008 and all my friends and alumnus in

SOLIDAS.

 All my friends in Teater ‘O’, HMI, Boarding House and Faculty of Letters.

 My best friends Rahmad Agustiadi Laoli, Ferri Irawan, Rizki Putra

Harahap, Mariadi, Agung Fahmi Pribadi and Zaid Mubarok Nasution. Thank you for your support, cares and other things that help me

to complete this paper. Thank you for the nice friendship during our study. I will be missing the days we spent together.

 Masyitah Batubara, I made your paper as my reference in finishing this

paper. Thank you so much.

 Ivanaliza Jalaluddin, for your help in checking the grammar of this

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Finally, I do realize that this paper is still far from being perfect. Therefore, I welcome any constructive critics and suggestions towards this paper.

Medan, 2011

The writer,

Ahmad Hanafi Reg. No. 082202016

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TABLE OF CONTENTS

AUTHOR’S DECLARATION ……… 4

COPYRIGHT DECLARATION ……… 5

ABSTRAK ……… 6

ABSTRACT ……… 7

ACKNOWLEDGEMENTS ……… 8

TABLE OF CONTENTS ……… 11

CHAPTER 1 INTRODUCTION 1.1 The Background of Study ……… 13

1.2 The Problem of Study ……… 15

1.3 The Scope of Study ……… 15

1.4 The Purpose of Study ……… 16

1.5 The Method of Study ……… 16

CHAPTER 2 GENERAL REMARKS 2.1 The Definition of Poetry ……… 17

2.2 The Meaning of Poetry ……… 19

2.3 The Structural Devices of Poetry ……… 21

2.4 The Sense Devices of Poetry ……… 21

2.5 The Sound Devices of Poetry ……… 22

2.6 The Types of Poetry ……… 23

CHAPTER 3 THE ANALYSIS 3.1 A Slumber Did My Spirit Seal ……… 25

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CHAPTER 4 THE CONCLUSIONS AND THE SUGGESTIONS

4.1 The Conclusions ……… 33

4.2 The Suggestions ……… 34

REFERENCES ……… 35 APPENDICES WILLIAM WORDSWORTH’S BIOGRAPHY … 36

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ABSTRAK

Kertas karya yang berjudul The Analysis of William Wordsworth Two Lucy

Poems ini mendeskripsikan tentang hasil analisis dua buah puisi dari Puisi Lucy

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ABSTRACT

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CHAPTER 1 INTRODUCTION

1. 1 The Background of Study

Literature is the mirror of human life that portrays the human feeling, thought, imagination, and perception can be viewed base on personal judgment. Taylor (1997: 15) says that “literature, like other arts, is essentially an imaginative act of the writer’s imagination in selecting, ordering, and interpreting life experiences”. Wellek (1972: 3) says that “literature is a creative act and an art”. So generally literature is a creative expression of human imagination or wishes, which is hardly ever reflected in our actual life.

Roberts and Jacobs (1995: 2) stated that literature is classified into four categories of genre: 1. Prose Fiction, 2. Poetry, 3. Drama, and 4. Nonfiction Prose. Prose Fiction, Poetry, and Drama are classed as imaginative literature. From the various types of imaginative literature, poetry is the shortest category of literature than other categories. Poetry is a form of literary art in which language is used for its aesthetic and evocative qualities in addition to, or in lieu of, its apparent meaning. By reading a poem, the intention of a poet can be understood.

The Lucy Poems are a series of five poems written and arranged by English Romantic Poet William Wordsworth between 1798 and 1801. He has written 447 poems along his life. He is the second of five brothers that was born on 7 April 1770 in Wordsworth House in Cockermouth, Cumberland part of the scenic region in Northwest England, the Lake District. His father is John

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Wordsworth and his mother is Ann Cookson. He died by re aggravating a case of pleurisy on 23 April 1850, and was buried at St. Oswald’s church in Grasmere. All his poems were first published during 1800 in the second edition of Lyrical Ballads, collaboration between William Wordsworth and Samuel Taylor Coleridge that was both Wordsworth’s first major publication and a milestone in the early English Romantic movement. In the series, William Wordsworth sought to write unaffected English verse infused with abstract ideals of beauty, nature, love, longing, and death.

The Lucy Poems consist of five poems: lived in Germany. Although they individually deal with a variety of themes, as a series they focus on the poet's longing for the company of his friend Coleridge, who had stayed in England, and on his increasing impatience with his sister frustrations into an examination of unrequited love for the idealized character of Lucy, an English girl who died at a young age. The idea of her death weighs heavily on the poet throughout the series, imbuing it with a melancholic, figment of the poet's imagination has long been a matter of debate among scholars. Generally reticent about the poems, Wordsworth never revealed the details of her origin or identity. Some scholars speculate that Lucy is based on his

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sister Dorothy, while others see her as a fictitious or hybrid character. Most critics agree that she is essentially a literary device upon whom he could project, meditate and reflect.

The two Lucy Poems many aspects can be analyzed in a poem. The writer chose to analyze the two Lucy Poems using the theory of L.G. Alexander (1932) through the Meaning, Structural Devices, Sense Devices, Sound Devices, and the Types of the two Lucy Poems, then described the analysis results and in order to made the conclusion about the two Lucy Poems. The analysis is a description analysis.

1.2 The Problem of Study

The problem of the study is what in the two Lucy Poems contained the elements or the devices that is relevant with the theory of L.G. Alexander (1932) those are the Meaning, Structural Devices, Sense Devices, Sound Devices, and the Types.

1.3 The Scope of Study

The writer analyzes the two Lucy Poems using the theory of L.G. Alexander (1932) through the Meaning, Structural Devices, Sense Devices, Sound Devices, and the Types.

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1.4 The Purpose of Study

The purpose of the study is to describe and conclude the analysis results from the two Lucy Poems using the theory of L.G. Alexander (1932) through the Meaning, Structural Devices, Sense Devices, Sound Devices, and the Types and as one of the requirements to get the Diploma III certificate from English Study Program Faculty of Culture Studies, University of Sumatera Utara.

1.5 The Method of Study

This paper is written using one of the researching methods which is library research. The writer read and collected some literary books especially books that are relevant to the topic that can support the analysis and as the reference in finishing this paper. The writer searched and collected data from the internet to enrich an accurate data. Finally, the writer described the analysis results from the data and made the conclusion.

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CHAPTER 2 GENERAL REMARKS

2.1 The Definition of Poetry

Poetry is a comprehensive term which can be taken to cover any kind of metrical composition. However, it is usually employed with reservations, and often in contradiction to verse. The implications are that poetry is a superior form of creation; not necessarily, therefore, more serious.

Poetry is the term for the many literary forms through which man has given rhythmic expression to his most imaginative and intense perceptions of himself and universe. From the Greek poiein, meaning “to make,” poetry names writing that gives concentrated imaginative utterance to experience, in words so chosen and arranged that they create an intense emotional response, through the union of theme, language, sound, and rhythm. Poetry is older than history the earliest expression of primitive peoples from tribal ceremonies, long before the written word. Poetry was first associated with music and the dance, and early peoples used poetry to chronicle great events in their history. It is both the most elemental form of human communication and the most sophisticated and subtle.

Despite its folk origins and its attempts to employ the language of common men, poetry is always artificial, consciously made. It also is always rhythmic, although the kinds of rhythm it uses vary from language to language, culture to culture, and age to age. Its subjects and tones are seemingly limitless, and its meaning is as much a function of how something is said as what is said.

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Poetry attempts to express incommunicable aspects of experience through analogy and metaphor. Ultimately, every metaphor is a little poem, a device for communicating a perception and longer poems become rhythmical arrangements of metaphors in conscious designs.

Poetry differs from prose in several significant respects. Both may employ the same subjects matter and attempt to evoke the same emotions, but poetry usually is more intense, less direct, more suggestive and ambiguous. Both poetry and prose have rhythm, but the rhythm in poetry is more marked and regular. The language of poetry is essentially imagery, and most good poems are, on one level, structures of images.

Attempts to define poetry have been numerous but incomplete. William Wordsworth called poetry “the spontaneous overflow of powerful feelings recollected in tranquility”. Edgar Allan Poe defined it as “the rhythmical creation of beauty”. Edwin Arlington Robinson got at a part of its essence in saying that “poetry is language that tells us, through a more or less emotional reaction, something that can not be said”.

Poetry and poem describe a wide variety of spoken and written forms, styles, and patterns, and also a wide variety of subjects. Because of the variety, it is not possible to make a single, comprehensive definition. The origin of the word is the Greek word poiema; that is, “something made or fashioned [in words]” a meaning that applies to both poetry and to poems. Naturally, a poet was, and is, a person who writes or speaks poems. Rather than trying to understand poetry by defining it, the best way to understand it is to read it, learn it, experience it, and

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enjoy it. As the readers understand of poetry deepens, they will develop their own ideas and definitions.

The readers may have found from their reading of poetry in their own language that they can often enjoy a poem without fully understanding its meaning. It is possible to pay more attention on to the way a poet says something rather than to what he actually has to say. Enjoyment, however, must not be confused with appreciation. It is one thing to gain pleasure from a poem and quite another to be able to say why they liked it. Before the readers can say why they like a poem, it is first necessary to understand its meaning well. Reading a poem is not from every line, but from every sentence.

To understand a poem the readers must read it carefully and should observe three important rules:

1. Do not read lazily so that the readers misread the poem altogether. 2. Always look for a simple explanation, and do not be afraid to express it.

3. As far as the readers can, avoid putting their own ideas and feelings into the poem. Examine closely what the poet has actually written.

2.2 The Meaning of Poetry

The meaning of poetry can be found after find three kinds of meaning, those are General Meaning, Detailed Meaning, and Intention.

General meaning is whole meaning from the first line to the last line. It should be written simply in one, or at the most two sentences. It should be based

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on a reading of the whole poem. The title of poem often gives some indication of its general meaning but it is not always true.

Detailed meaning is a meaning of every line and stanza from a poem. Detailed meaning can be written as a continuous paragraph, but it must be taken every care to be accurate and can be written rightly in simple sentences. Prose style must be paid special attention. Detailed meaning can not be expressed clumsily. It is started by writing a list of each sentence of which begins with ‘In the first stanza…’, ‘In the second stanza…’, etcetera. It shows about how a poet begins, how he develops his theme and then how he concludes it. The way to find the detailed meaning from a poem that is not divided into stanzas by making some rough attempt to divide the lines into fairly self contained groups.

Intention is certain feelings of the readers when reading a poem. A poem conveys an experience or attempts to arouse certain feelings of the readers. After reading the whole poem and then write the general meaning and the detailed meaning, so next step is deciding what feelings the poet is trying to arouse in the readers. A poem may affect different people in a great variety of ways and it is often impossible to define a poet’s true intentions, however, the most important thing is to understand and explain a poet’s purpose to be. Just as it is impossible to give the meaning of a poem without reading it carefully, it is impossible to appreciate the poem if unable to define the poet’s intentions.

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2.3 The Structural Devices of Poetry

There are three structural devices of poetry: Contrast, Illustration, and Repetition. Structural devices indicate the way of the whole poem has been built and become apparent as soon as the meaning of the poem has been found. Contrast is a structure occurs when there are two completely opposite picture side by side. It is one of the most common of all structural devices. Sometimes the contrast is immediately obvious and sometimes implied. Illustration is a structure which usually takes the form of a vivid picture by which a poet may make an idea clear. Repetition is a structure occurs repeat single lines or whole stanzas at intervals to emphasize a particular idea. Repetition is to be found in poetry which is aiming at special musical effects or when a poet wants to pay very close attention to something.

2.4 The Sense Devices of Poetry

There are three sense devices of poetry: Simile, Metaphor, and Personification. Simile and metaphor are very special devices indeed. Their particular effect lies in the way apparently unrelated objects or ideas are brought together. A poet often compels to fix attention on one object while comparing it with another. It may be said that the quality of a poet often depends on his ability to bring together objects and ideas which are unconnected.

Simile is a direct comparison and can be recognized by the use of words ‘like’ and ‘as’. Metaphor is rather like a simile except that the comparison is not direct but implied: the words ‘like’ and ‘as’ are not used. The poet does not say

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that one object is like another, he says it is another. Personification is a sense device occurs when inanimate objects are given a human form, or when they are made to speak.

2.5 The Sound Devices of Poetry

There are five sound devices of poetry: Alliteration, Onomatopoeia, Rhyme, Assonance, and Rhythm. All of them add considerably to the musical quality a poem has when it is read aloud. Alliteration is the repetition of the same sound at frequent intervals. Onomatopoeia is a sound occurs in words which imitate sounds and thus suggest the object described. Rhyme is sound repetition occurs at line endings in poetry and consists of words which have the same sound; the letters preceding the vowel, must, however, be unlike in sound. Assonance is an imperfect rhymes. It occurs when a poet introduces imperfect rhymes. It is often employed deliberately to avoid the jingling sound of a too insistent rhyme pattern. Rhythm is a pattern of sounds which a poet imposes on the language he uses. It is the most striking of all sound devices. When a poem is read aloud, it is nearly always possible to notice that the sounds used follow a definite pattern and are meant to appeal to the ear. It has much in common with music. A poem may be reduced to a meaningless jingle if the sound does not closely match the sense. The rhythm of a poem must always help to convey the poet’s intention and give some indication of his mood.

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2.6 The Types of Poetry

There are five types of poetry: Descriptive, Reflective, Narrative, Lyric, and Sonnet. Descriptive is poems which describe people or experiences, scenes or objects. Reflective is thoughtful poems often containing a great deal of description which the poet comments on or from which he draws conclusions. Sometimes these conclusions are directly stated, at other times implied. Narrative is poems which tell a story. It tends to be longer than other types of poetry but it is comparatively easy to recognize the poet’s intention. Lyric is a short poem like a song which is usually the expression of a mood or feeling. Sonnet is a poem of fourteen lines which follows a very strict rhyme pattern. It is usually divided into two parts: the ‘octave’ (the first eight lines), and the ‘sestet’ (the last six lines). The octave and sestet are separated by a break in thought: a general statement made in the octave is illustrated or amplified in the sestet. Sonnets tend to be difficult because a great deal of meaning is often conveyed in a few lines.

There are three main types of Sonnet: the Petrarchan, the Shakespearean and the Miltonic.

a. The Petrarchan Sonnet

This is the strictest of the three types since only two rhymes are permitted in the octave and not more than three in the sestet. The octave is rhymed a-b-b-a-a-b-b-a and the sestet c-d-e-c-d-e (if three rhymes are used) and c-d-c-d-c-d (if two rhymes are used).

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24 b. The Shakespearean Sonnet

Though this type of sonnet is also divided into octave and sestet, it has a much simpler rhyme pattern. It is really a poem consisting of three stanzas each of four lines in length (these are called ‘quatrains’). The sonnet ends with the rhyming lines, called ‘a rhyming couplet’. The pattern as follows: a-b-a-b-c-d-c-d-e-f-e-f-g-g.

c. The Miltonic Sonnet

This has the same rhyme scheme as the Petrarchan sonnet but differs in one important respect: there is no break in thought between the octave and sestet.

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CHAPTER 3 THE ANALYSIS

3.1 A Slumber Did My Spirit Seal

A slumber did my spirit seal; 1

I had no human fears: 2

She seemed a thing that could not feel 3 The touch of earthly years. 4 No motion has she now, no force; 5 She neither hears nor sees; 6 Rolled round in earth’s diurnal course, 7 With rocks, and stones, and trees. 8

The result of the analysis of this poem, general meaning of this poem is about the corpse of a girl who had been buried in the tomb made of shallow hole that is covered with rocks, stones, and trees overwritten. Figure I am very sad to see her body and making him weak, not spirit, and not powerful.

Detailed meaning of this poem is the meaning of each stanza. The first

stanza consists of four lines. The first sentence is “A slumber did my spirit seal.” The meaning of this sentence is a slumber that means someone death who makes figure I am sad and feel as if a spirit or his life has been sealed or have been drawn so that figure I felt very weak and has no spirit anymore. The second sentence is “I had no human fears”. The meaning of this sentence is figure I that no longer have a sense of fear due to the grief for the dead. The third sentence is “She

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seemed a thing that could not feel the touch of earthly years.” The meaning of this sentence is figure I who likens a girl who has died is like an inanimate object that can not feel the life in this world. In the third sentence figure I tell clearly about a girl who died.

The second stanza of this poem also consists of four lines. This stanza consists of three sentences. The fourth sentence is “No motion has she now, no force”. The meaning of this sentence is a girl who has died will no longer see and feel the movement of her and of its surroundings because the girl has not had force again. The fifth sentence is “She neither hears nor sees”. The meaning of this sentence is a girl who died was no longer able to hear or see. The sixth sentence is “Rolled round in earth's diurnal course, with rocks, and stones, and trees”. The meaning of this sentence is the state and where she died that is rolled on the ground or a tomb which is not made of soft soil, but with rocks, stones, hard ground, and replaced with trees. And from the description of the tomb that is shallow, rocky and replaced with trees, like the tomb is located in Scotland where the land is a rocky hill.

The meaning of this poem is sadness of figure I that made him weak and not powerful because of the death of a girl who had been buried in his grave.

The structure of this poem is only one that is illustration because in this

poem takes the form of a vivid picture from the death of a girl and the poet’s intention about the death of the girl. Vivid picture can be seen from first line and isolated picture can be seen from second line. There is no contrast because in this poem is not found two completely opposite picture side by side and there is no

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repetition because it has no repeat single lines or whole stanzas at intervals to emphasize particular idea. It is a simple poem that is clearly described the meaning.

The sense of this poem is only one that is personification. It is showed in

the third line and the fourth line “She seemed a thing that could not feel” and “The touch of earthly years” because in those lines show inanimate objects are given a human form. In the third line show a thing that could not feel like a human. In the fourth line show that earthly years can touch like a human. There is no simile because in this poem is not found a direct comparison that can be recognized by the use of the words ‘like’ or ‘as’ and there is no metaphor because it has no indirect comparison or implied. This poem is not rich with sense because is only one kind of sense can be seen.

The sounds of this poem are rhyme and assonance. Rhyme is found in

first and second stanza. There are four rhymes in first stanza and there are four rhymes in second stanzas. In first stanza is found two rhymes [iel] in first and third line, and two rhymes [irs] in second and fourth line.

A slumber did my spirit seal; [siel] dominant sound [i] She seemed a thing that could not feel, [fiel] dominant sound [i] I had no human fears: [firs] dominant sound [è] The touch of earthly years. [yirs] dominant sound [è] In second stanza is found two rhymes [owrs] in fifth and seventh line and two rhymes [ies] in sixth and eighth line.

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No motion has she now, no force; [fowrs] dominant sound [o] Rolled round in earth’s diurnal course, [cowrs] dominant sound [o] She neither hears nor sees; [sies] dominant sound [i] With rocks, and stones, and trees. [tries] dominant sound [i]

Assonance is found in first and second stanza. There are two assonances in first stanza and two assonances in second stanza. In first stanza is found two assonances [fears] and [years] in second and fourth line.

I had no human fears: 2

The touch of earthly years. 4

In second stanza is found two assonances [sees] and [trees] in sixth and eighth line.

She neither hears nor sees; 6 With rocks, and stones, and trees. 8

There is no alliteration because in this poem is not found repetitions of the same sound at frequent intervals and there is no onomatopoeia because it has no words which imitate sounds and thus suggest the object described. There is no rhythm because it has no pattern of sounds which a poet imposes on the language he uses. Dominant sound [i] showed clearly sadness meaning from this poem.

The type of this poem is lyric poem because this poem is a short poem

which there is expression of the poet’s feeling about the death of a girl and about the sadness with a death that is written in this poem.

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3.2 She Dwelt Among the Untrodden Ways

She dwelt among the untrodden ways 1 Beside the springs of Dove, 2 A Maid whom there were none to praise 3

And very few to love: 4

A violet by a mossy stone 5 Half hidden from the eye! 6 ---Fair as star, when only one 7

Is shining in the sky. 8

She lived unknown, and few could know 9

Where Lucy ceased to be; 10

But she is in her grave, and, oh, 11

The difference to me! 12

The result of the analysis of this poem, general meaning of this poem is about a girl named Lucy who during his lifetime lived isolated in a village beside the springs of Dove with a few love from other people who rather like a violet that look striking in the middle of mossy stone and no one knows about her even just a little who know about his death.

Detailed meaning of this poem is the meaning of each stanza. This poem

consists of three stanzas. The first stanza consists of four lines. The first sentence is “She dwelt among the untrodden ways beside the springs of Dove”. The meaning of this sentence is a girl who lived alone and isolated among the untrodden ways and no one to accompany her beside the springs of Dove. The

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second sentence is “A maid whom there were none to praise and very few to love”. The meaning of this sentence is the life of a girl who is very sad without love and praise and alienated.

The second stanza of this poem also consists of four lines. The third sentence is “A violet by a mossy stone half hidden from the eye”. The meaning of this sentence is the figure I saw a flower violet on mossy stone beside a half-Dove springs hidden from the eye like a girl's life was hidden from others. The fourth sentence is “Fair as star, when only one is shining in the sky”. The meaning of this phrase is a parable of a violet on a mossy stone that looks very flashy like a bright star shining in the sky. The fifth sentence is “She lived unknown, and few could know where Lucy ceased to be”. The meaning of this sentence is a girl who during his lifetime is not known where she lived and only a few know when the girl died. In this sentence, figure I have made it clear that the girl's name is Lucy. The sixth sentence is “But she is in her grave, and, oh, the difference to me”. The meaning of this sentence is a sad of figure I saw Lucy who had died and was in his grave.

The meaning of this poem is the figure I sorrow for the death of Lucy's character during her life lived in isolation beside the springs of Dove with just a few to love and no one knows and few know about his death.

The structure of this poem is only one that is contrast because in this

poem find some completely opposite picture stanza by stanza. The opposite picture can be seen from first, second, and third stanza. There is no illustration because this poem does not take the form of a vivid picture by which a poet may

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make an idea clear and there is no repetition because it has no repeat single lines or whole stanzas at intervals to emphasize particular idea. It is a simple poem that is clearly described the meaning in every stanza.

The sense of this poem is only one that is simile because in this poem find

a direct comparison that can be recognized by the use of the words ‘like’ or ‘as’. It is showed in seventh line “fair as star, when only one”. There is no personification because in this poem does not show inanimate objects are given a human form. There is no metaphor because it has no indirect comparison or implied. This poem is not rich with sense because is only one kind of sense can be seen.

The sounds of this poem are rhyme and assonance. Rhyme is found in

first, second, and third stanza. There are two rhymes in first stanza, two rhymes in second stanza, and four rhymes in third stanza. In first stanza is found two rhymes [Λv] in second and fourth line.

Beside the springs of Dove, [dΛv] dominant sound [a] And very few to love: [lΛv] dominant sound [a] In second stanza is found two rhymes [ai] in sixth and eighth line. Half hidden from the eye! [ai] dominant sound [i] Is shining in the sky. [skai] dominant sound [i]

And in third stanza is found two rhymes [ow] in ninth and eleventh line and two rhymes [ie] in ten and twelfth line.

She lived unknown, and few could know [now] dominant sound [o] But she is in her grave, and, oh, [ow] dominant sound [o] Where Lucy ceased to be; [bie] dominant sound [i]

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The difference to me! [mie] dominant sound [i]

Assonance is only found in first stanza. There are two assonances in first stanza. In first stanza is found two assonances [Dove] and [love] in second and fourth line.

Beside the springs of Dove, 2

And very few to love: 4

The type of this poem is lyric poem because this poem is a short poem

which there is expression of the poet’s feeling about the death of a girl and about the sadness with a death that is written in this poem.

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CHAPTER 4

THE CONCLUTIONS AND THE SUGGESTIONS

4.1 The Conclusions

After finishing analysis of the two Lucy Poems, the writer made the conclusions. The conclusions from the first poem “A Slumber Did My Spirit Seal”, the meaning is about the corpse of a girl who had been buried in the tomb made of shallow hole that is covered with rocks, stones, and trees overwritten. Figure I am very sad to see her body and making him weak, not spirit, and not powerful. The structure is illustration. The sense is personification. The sounds are rhyme and assonance. The type is lyric poem.

The conclusions from the second poem “She Dwelt Among the Untrodden Ways”, the meaning is about a girl named Lucy who during his lifetime lived isolated in a village beside the springs of Dove with a few love from other people who rather like a violet that look striking in the middle of mossy stone and no one knows about her even just a little who know about his death. The structure is contrast. The sense is simile. The sounds are rhyme and assonance. The type is lyric poem.

The conclusions of the two Lucy Poems are the poems have same meaning that is about sadness. The sadness is showed from the same dominant sound [i]. The structure of the poems is simple, but it is lamentable that the poems are not rich with sense because the poems only have one sense from three kinds of sense

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devices. The poems have same sounds, rhyme and assonance. And the two poems are lyric poem.

4.2 The Suggestions

After describing the two Lucy Poems, the writer realizes that this paper has not complete yet and the readers need to know more about literature, so that the readers will be able to focus on part of literature that the readers want to explain and part of literature has never explained yet, so that it can be an inspiration for the readers. So, the writer hopes there is another writer who will complete this analyzing because poetry is important to be analyzed using the right theory and the right ways. The writer has some suggestions for readers that are the readers have to learn more about the theory of poetry and the readers should have more practice in analyzing poetry. Finally the writer hopes that this paper can be a source book that will enrich knowledge about poetry and it will be a precious contribution academically.

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REFERENCES

Alexander L.G. 1970. Poetry and Prose Appreciation for Overseas Students. London: Longman.

Cuddon J.A. 1992. Dictionary of Literary Terms and Literary Theory. London: The Penguin.

Hadi Sutrisno. 2004. Metodologi Research. Yogyakarta: Andi Offset. Pumpkin. 1829. Encyclopedia Americana International Edition. Danbury:

Scholastic Library Publishing, Inc.

Roberts, Edgar V. And Henry E. Jacobs. 1995. Literature An Introduction to

Reading and Writing. New Jersey: Prentice Hall, Inc.

Taylor, Richard. 1981. Understanding the Element of Literature. Hongkong: The Macmillan Company.

Welleck, Rene and Austin Warren. 1956. Theory of Literature. New York: Hercourt Brace and World, Inc.

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APPENDICES

WILLIAM WORDSWORTH’S BIOGRAPHY

William Wordsworth was born on 7 April 1770 and he died on 23 April 1850. He was a major English Romantic poet who, with Samuel Taylor Coleridge, helped to launch the Romantic Age in English literature with the 1798 joint publication Lyrical Ballads.

Wordsworth's magnum opus is generally considered to be The Prelude, a semiautobiographical poem of his early years which he revised and expanded a number of times. It was posthumously titled and published, prior to which it was generally known as the poem "to Coleridge." Wordsworth was Britain's Poet Laureate from 1843 until his death in 1850.

The second of five children born to John Wordsworth and Ann Cookson, William Wordsworth was born on 7 April 1770 in Wordsworth House in Cockermouth, Cumberland part of the scenic region in northwest England, the Lake District. His sister, the poet and diarist Dorothy Wordsworth, to whom he was close all his life, was born the following year, and the two were baptized together. They had three other siblings: Richard, the eldest, who became a lawyer; John, born after Dorothy, who went to sea and died in 1805 when the ship of which he was Master, Earl of Abergavenny was wrecked off the south coast of England; and Christopher, the youngest, who entered the Church and rose to be Master of Trinity College, Cambridge. Their father was a legal representative of James Lowther, 1st Earl of Lonsdale and, through his connections, lived in a large

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mansion in the small town. Wordsworth, as with his siblings, had little involvement with their father, and they would be distant with him until his death in 1783.

Wordsworth's father, although rarely present, did teach him poetry, including that of Milton, Shakespeare and Spenser, in addition to allowing his son to rely on his own father's library. Along with spending time reading in Cockermouth, Wordsworth would also stay at his mother's parents house in Penrith, Cumberland. At Penrith, Wordsworth was exposed to the moors. Wordsworth could not get along with his grandparents and his uncle, and his hostile interactions with them distressed him to the point of contemplating suicide.

After the death of their mother, in 1778, John Wordsworth sent William to Hawkshead Grammar School in Lancashire and Dorothy to live with relatives in Yorkshire; she and William would not meet again for another nine years. Although Hawkshead was Wordsworth's first serious experience with education, he had been taught to read by his mother and had attended a tiny school of low quality in Cockermouth. After the Cockermouth school, he was sent to a school in Penrith for the children of upper-class families and taught by Ann Birkett, a woman who insisted on instilling in her students traditions that included pursuing both scholarly and local activities, especially the festivals around Easter, May Day, and Shrove Tuesday. Wordsworth was taught both the Bible and the Spectator, but little else. It was at the school that Wordsworth was to meet the Hutchinsons, including Mary, who would be his future wife.

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Wordsworth made his debut as a writer in 1787 when he published a sonnet in The European Magazine. That same year he began attending St John's College, Cambridge, and received his B.A. degree in 1791. He returned to Hawkshead for his first two summer holidays, and often spent later holidays on walking tours, visiting places famous for the beauty of their landscape. In 1790, he took a walking tour of Europe, during which he toured the Alps extensively, and visited, nearby areas of France, Switzerland, and Italy.

In November 1791, Wordsworth visited Revolutionary France and became enthralled with the Republican movement. He fell in love with a French woman, Annette Vallon, who in 1792 gave birth to their child, Caroline. Because of lack of money and Britain's tensions with France, he returned alone to England the next year. The circumstances of his return and his subsequent behaviour raise doubts as to his declared wish to marry Annette, but he supported her and his daughter as best he could in later life. In 1802, he visited Calais with his sister Dorothy and met Annette and his daughter Caroline. The purpose of the visit was to pave the way for his forthcoming marriage to Mary Hutchinson. Afterwards he wrote the poem "It is a beauteous evening, calm and free," recalling his seaside walk with his daughter, whom he had not seen for ten years. At the conception of this poem, he had never seen his daughter before. The occurring lines reveal his deep love for both child and mother. The Reign of Terror estranged him from the Republican movement, and war between France and Britain prevented him from seeing Annette and Caroline again for several years. There are strong suggestions

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that Wordsworth may have been depressed and emotionally unsettled in the mid-1790s.

With the Peace of Amiens again allowing travel to France, in 1802 Wordsworth and his sister, Dorothy, visited Annette and Caroline in France and arrived at a mutually agreeable settlement regarding Wordsworth's obligations.

In 1802, after Wordsworth's return from his trip to France with Dorothy to visit Annette and Caroline, Lowther's heir, William Lowther, 1st Earl of Lonsdale, paid the ₤4,000 debt owed to Wordsworth's father incurred through Lowthe r's failure to pay his aide. Later that year, Wordsworth married a childhood friend, Mary Hutchinson. Dorothy continued to live with the couple and grew close to Mary. The following year, Mary gave birth to the first of five children, three of whom predeceased William and Mary: John Wordsworth (18 June 1803–1875). Married four times: Isabella Curwen had six children: Jane, Henry, William, John, Charles and Edward. Helen Ross has no issue. Mary Ann Dolan had one daughter Dora. Mary Gamble has no issue.

Dora Wordsworth (16 August 1804 – 9 July 1847) married Edward Quillinan in 1843. Thomas Wordsworth (15 June 1806 – 1 December 1812). Catherine Wordsworth (6 September 1808 – 4 June 1812). William "Willy" Wordsworth (12 May 1810–1883) married Fanny Graham and had four children: Mary Louisa, William, Reginald, Gordon.

William Wordsworth died by re-aggravating a case of pleurisy on 23 April 1850, and was buried at St. Oswald's church in Grasmere. His widow Mary published his lengthy autobiographical "poem to Coleridge" as The Prelude

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several months after his death. Though this failed to arouse great interest in 1850, it has since come to be recognized as his masterpiece.

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