The Intrinsic Analysis on Edith Nesbit Novel The Railway Children.

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THE INTTRINSIC A U DIP ANALYSIS NURM R UNIVERSIT FACULTY PLOMA III

S ON EDIT CHILDR

A PAP BY

MINAH OKT REG.NO. 08

TY OF NO Y OF CUL I ENGLISH MEDA JUNE 2 TH NESBIT REN PER Y TAVIA LU 82202060 ORTH SUM LTURE STU H STUDY P

AN 2011

T NOVEL T

UBIS MATERA UDIES PROGRAM THE RAIL M WAY

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It has been proved by

Supervisor,

Dr. Deliana, M.Hum NIP. 195711171983032002

Submitted to Faculty of Culture Studies, University of North Sumatra

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 0001

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

The examination is held on June 21th, 2011

Faculty of Culture Studies, University of North Sumatra

Dean,

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

Board of Examiners : Signature

1. Dr. Matius C.A. Sembiring, M.A ( Head of ESP) __________ 2. Dr. Deliana, M.Hum ( Supervisor ) __________ 3. Dr. Muhizar Muchtar, M.S ( Reader ) __________

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AUTHOR'S DECLARATION

I, NURMINAH OKTAVIA LUBIS, 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 : ………….. Date : June 20th, 2011

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COPYRIGHT DECLARATION

Name : NURMINAH OKTAVIA LUBIS

Title of Paper : The Intrinsic Analysis on Edith Nesbit Novel The Railway Children

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 Department 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

Novel adalah salah satu bentuk karya sastra yang banyak masyarakat penikmat karya sastra. Sebuah novel yang hadir kehadapan pembaca adalah sebuah totalitas, dalam arti merupakan satu kesatuan organik antara unsur yang satu dengan unsur-unsur yang lain. Unsur-unsur tersebut merupakan bagian internal sastra yang menjadikan novel menjadi sebuah kesatuan seperti tema, plot, karakter, dan latar. Penulis mengambil salah satu novel Edith Nesbit “ The Railway Children”. Untuk dasar analisis, penulis menggunakan teori Maryorie Boulton dalam Anatomy of the novel, yang menyatakan bahwa ada empat unsur yang membangun novel. Yaitu tema, plot, karakter, dan latar. Penelitian ini dilakukan dengan tujuan untuk membuktikan unsur-unsur intrinsik di dalam novel the railway children, yang terdiri dari: Tema, Alur, Karakter, dan Latar. Untuk mencapai tujuan tersebut, penulis mengambil langkah-langkah analisis terdiri dari empat bagian, yaitu : (1) penelitian pustaka, penulis membaca buku-buku yang berhubungan dengan kesusteraan khususnya analisis kajian fiksi yaitu memperoleh informasi yang lengkap serta pemahaman yang mendalam, (2) membaca keseluruhan teks (3) menganalisis teks, penulis menganalisa unsur-unsur intrinsik (4) menjelaskan temuan-temuan yang di dapat/memberikan pendapat akhir tentang hasil analisis yang dicapai secara objektif. Tema novel The Railway Children adalah tema moral dan tema hukum. Di dalam ini tampak adanya penyusunan cerita ke dalam bentuk alur yaitu (1) Alur berdasarkan kriteria urutan waktu, yaitu alur lurus, progresif. (2) Alur berdasarkan kriteria jumlah, yaitu single plot, (3) Alur berdasarkan kriteria isi, yaitu alur penghukum. Dalam novel ini terdapat penggarapan perwatakan pelaku. Jumlah pelaku sekitar 3 sampai 15 orang, terdiri dari pelaku utama dan pelaku tambahan Waktu yang dijadikan latar adalah pukul 09.15 am dan 10.07 am. Latar yang menunjukan tempat berlangsungya peristiwa di villa Edgecombe. Latar social menunjukkan bahwa tokoh-tokoh harus beradaptasi dari hidup yang mewah dan kemudian hidup dengan serba biasa.

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ABSTRACT

Novel is a form of literature that much-loved literary lovers community. A novel presented to readers is a totality, in a sense is an organic unity between the elements one with the other elements. Elements are the internal parts that make literary novel into a unity such as theme, plot, character, and background. The author takes one of the novel Edith Nesbit “ The Railway Children”. For basic analysis, the author uses the theory of Maryorie Boulton in anatomy of the novel, which states that there are four elements that construct a novel that is theme plot, character and background. Research was done in order to prove the intrinsic elements within the novel the railway children, which consist of : theme, plot, character, and background. To achieve these objectives, the authors take measures analysis of four, such as : (1) research literature, the author of books related to literature, especially fiction studies to obtain complete information and a deep understanding. (2) read the entire text. (3) analyze the text, the authors analyze the elements of the intrinsic. (4) explain the findings obtained and give an opinion regarding the ultimate result achieve an objective analysis. Theme of novel The Railway Children is theme of moral and legal. In this novel seem a compilation of three stories into the groove shape, such as (1) plot based on the criterion of times order, progressive plot. (2) plot based on the criterion of number, single plot. (3) plot based on the criterion of content, punished plot. In this novel there is the cultivation of offender disposition. Number of people in about 3 to 15 people, consist of : main character and subordinate character.time which to be background is villa Edgecombe. Background of society is they must adapt with simple life.

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To my best friends: Amel stresss, Iin, Ciknoer, Delta, Rani, Naffi, and all

SOLIDAS B-Class 2008 who I cannot mention you all one by one here, thank you so much

for the nice friendship during our study. I will be missing the days we spent together.

The last but not the least thanks to my sister Beby Selvia and my brother Eza

Fahlevy who give me secret spirit in completing this paper.

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, June 21th, 2011

The writer,

Nurminah Oktavia Lubis

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TABLE OF CONTENTS

AUTHOR’S DECLARATION………. i

COPYRIGHT DECLARATION………. ii

ABSTRACT ……… iii

ABSTRAK ……… iv

ACKNOWLEDGEMENTS ……… v

TABLE OF CONTENTS ……… vii

1. INTRODUCTION……… 1

1.1 The Background of Study……… 1

1.2 The Scope of Study ………. 2

1.3 The Purpose of Study ………. 2

1.4 The Significance of Study……… 3

1.5 The Method of Study ………. 3

2. GENERAL CLARIFICATION ON INTRINSIC …………. 4

ELEMENTS IN LITERATURE 2.1 Theme ……… 4

2.2 Plot ……… 5

2.3 Character ……… 10

2.4 Setting ……… 14

3. THE ANALYSIS OF INTRINSIC ELEMENTS IN EDITH.…. 17 NESBIT NOVEL THE RAILWAY CHILDREN 4. CONCLUSIONS AND SUGGESTIONS………. 26

4.1Conclusions ……… 26

4.2Suggestions ……… 27

REFERENCES APPEDINCES

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ABSTRAK

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ABSTRACT

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1. INTRODUCTION 1.1 The Background of study

A novel is a literary work has been appreciated by many people because it entertains and teaches. Entertain means literary provides time to read in order to understand meaning of life and the way a novel teaches its readers. According to As Hornby (2000:867) defines that novel is a story long enough to fill a complete book, in which the characters and events are usually imaginary. Novel is a totality because it builds up of elements, and every element are related with others. The elements make work of novel meaningful and a live. These elements are called intrinsic elements. The intrinsic elements are integrated elements which build up the literary work directly.

A novelis organic structure which has a unique complex and give expression for something with indirectly. These complexities make readers doubtful to interpret it correctly. The way the author writes with complexity seems to be valued artistic richness. This artistic richness comes along the words, imaginative power, and intention delivered to the readers. Therefore readers may enjoy because they get the insights about life and meaning of life. The topic of the paper has been consciously chosen for some reasons:

Firstly, Anatomy of novel stated that the intrinsic elements which build up a novel are four, it consist of theme, plot, character, and setting. They are dominant in literature, without the existence of these elements; literary works will never come to exist. On this paper, I made up my mind to portray intrinsic elements because they have ultimate importance as inseparable elements.

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Secondly, the theme as of one intrinsic element in the novel about attitude of children in the story in accordance with their respective characteristics. This is the other reason why I choose the topic.

The nature difference as expressed in the novel is represented by persons. These persons are fictitious which are better known as character in literary work.

1.2. The Scope of study

Edith Nesbit’s Novel the Railway Children is an interesting novel. It talks about how the children care. In writing this paper, I limit my scope as follows: 1. How the novelist represents his message in terms of theme?

2. How is the story of the novel connected to the theme in the terms of plot?

3. How is the theme and plot brought together by fictitious persons in terms of character?

4. Where is the event of plot taking place in terms of setting?

1.3. The Purpose the study

The purpose of writing this paper. I have some purpose to describe theme: 1. To portray the novelist’s message in term of theme.

2. To connect the Story of the novel with the theme in term of plot. 3. To portray fictitious persons I terms of character.

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1.4.The Significance of study

I have strong confidence that literary study offers rich insights. Not only does it cover on the study of intrinsic elements but it also invites possibility to study different points such as point of view, expressed in novels. So, I hope this study can make students of Diploma get understanding about importance of intrinsic elements and also as an academic contribution to English Students of Diploma USU. Besides, this study hopefully can encourage English students to have great interest to study literature in their final paper.

1.5. The writing of study

In writing this paper, I apply library research and then I do some steps. First of all, I read the novel to understand the story. Then, I read the theory of literature especially the theory of analyzing fiction from several books. After that, I make the summary of the novel. I also collects data internet to add her paper. Finally, I analyzes the novel based the theory I got.

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2. GENERAL CLARIFICATION OF INTRINSIC ELEMENTS IN LITERATURE

In this chapter, the writer will apply the definition and explanation about intrinsic elements of a novel theoretically because they are integrated elements that build up the story directly. The relations of each element make a novel meaningful. Those elements are Theme, Plot, Character, and Setting.

2.1 Theme

According to Yonathan Culler (1977:59) theme is something which becomes the authors thought. It explains about view of life or the author’s image, and how they consider the case. Theme should be universal; it means that the readers get understanding well. The best choice of theme also portrays the novelist’ message to the readers. The relation of the story is obviously in message and theme. Therefore, Culler states that the message find in theme implicitly.

Meanwhile Hartoko and Rahmanto (1984:149) stated that theme is a general basic idea that support a literature, and it’s implied in the text as a semantic structure and connects with similarities and differences. According to the statement above that theme becomes a basic development of the whole story. Therefore, the readers should conclude the whole story to find out a literary work.

The readers are invited to say what they think about the author’s views. If the reader’s opinion is being sought for, one thing must remember that nobody can tell what to think about the author, that is up to theme. There are, nevertheless, two pieces of advice that the readers can follow. The first is to understand what the readers are

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being asked. An author has a view life; asked to say what that is, and to say what that is, and to say what think of it. The best way of doing this to start with a simple question: do I agree with this the readers can ask this each time when they recognize one of the main issues of the novel.

The second piece of advice to be honest. Don’t be afraid either to agree, disagree or come down in between. This does not mean that readers should simply state it. As with all literary matters, novelist will need evidence should back up what readers think. In order to decide the main theme of a novel, the readers also should know the three steps in question form. Firstly, what the main case who wanted tell by the author? Secondly, is the case specific or general? Lastly, is there a message given the author to the readers?

2.2 Plot

According to Maryorie Boulton (1975:45) stated that “the plot is important to novel, such as the skeleton is important to human body, it is simple compared with some other systems, but is gives the organism its structure and holds it together”. A plot is a story, a selection of events arranged in time, and one reason why we go on reading a novel is to see what happens next. A true plot however, is rather more; it has causality; one things leads to another; and another reason why we go on reading a novel is that we are interested in why things happen. A plot beginning which leads trough middle to an end; make some kind of pattern; the probability must appear not only in events, but in their sequence; a plot contains motives, consequence, and relationship.

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A plot is also concerned with caused-with the “whys” of events-whereas a story is simply a sequence. From the reader’s point of view, a plot is different from a story because it invites and answers the question as to why one event follows another. There are some points about the construction of plots should be made.

They are : the way in which a plot is following the adventures of the central character, the way in which a plot is built upon an author’s presentation of a whole story. Then, the way in which a plot is introduced in the beginning of a novel, the problem from which a plot grows, and the way a plot can be built on contrast. Because plots emerge in the early stages of a novel, it is a good to attend closely to the opening chapters. They are often the place where author signals what kind of plot is to follow.

The existence of the plot itself determined by three essential elements: events, conflict, and climax. These elements are very essential in developing a plot of story. A event is change of one situation to the others (Luxemburg). It means we can differences the certain sentences which show that events. Meanwhile conflict is a dramatic thing, prefer to struggle between two balance powers and it is implied by action and recreation. Event and conflicts usually have close relation. They can cause each other, even conflict truthfully is event. There are certain events caused by conflict. On the other hand, other events can be happened as the result of conflict happened. Zainuddin Fananie (1965:16) states that climax is when conflict had reached level of the highest intensity, and it cannot be avoid. It means that climax must happen because it’s determined developing of plot.

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There are many different kinds of plot. It is, therefore, impossible to cover every one, though there are some popular ones that you are likely to meet. Three kinds of plot will be concerned are: plot of based on times order, plot based on number, plot based on content.

2.2.1 Plot Based on The Criterion Of Time’s Order

The criterion of time’s order is the time related to the condition when the events happened in a story. Therefore, the readers can determine the events happen in beginning, middle, or in the end of story. Time’s order has relation to the steps of plot, so she authors has freedom their creativity to manipulate the times order. There are three kinds of plots based on times order, namely: progressive plot, flashback plot, and the mixed plot.

2.2.1.1. The Progressive Plot

The progressive plot is the plot whereas the events are told chronologically. In other word, the story is started from earlier stop, it contain of situation, introduction, and conflict. Then, the middle step, it contain of salutation.

2.2.1.2. The Flashback Plot

Flash plot is the plot whereas the events are not told chronologically. It means that the story is not started from earlier step but maybe from middle or even from the last step, and then the first step will be told later. This plot shows the conflict directly,

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even the conflict almost reach climax, and meanwhile the readers have not known the problem yet.

2.2.1.3. The Mixed Plot

The mixed plot is the mixture between progressive plot and flashback plot. It means the story has two kinds of plot. In fact, almost none of the novels use progressive or flashback plot absolutely.

2.2.2 Plot Based On The Criterion Of Number

The criterion of number means that the number of plot in the story. Perhaps a novel only shows one plot, but maybe it contains more than one plot.

2.2.2.1. Single Plot

A novel that has one plot is called single plot. A fiction that has single plot usually just develops a story by telling a main character that is protagonist. Generally, the stories only follow the life of the character, complete with problems and conflict that he got. A single plot always used if the author want to focus a certain character as hero or a certain conflict that happened by main character.

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2.2.2.2. Sub-Plot

Meanwhile, a novel that has more than one plot is called sub-plot. It is only a part of a main plot. It contain of a second story with add some additional plots in order to give an explanation and extend the reader’s view about a main plot and support the effect of whole the story.

2.2.3 Plot Based on The Criterion Of content

The criterion of contents means as something, and tendencies of problem that tell in the story. Friedman differentiates these plots into three majorities, namely: plot of fortune, plot of character and plot of though.

2.2.3.1. Plot of Fortune

Plot of fortune connects with the story that telling about the luck and fortune of main character. Friedman divides this plot into six kinds: (a) action plot, (b) pathetic plot, (c) tragic plot, (d) punitive plot, (e) sentimental plot, (f) admiration plot.

2.2.3.2. Plot of Character

Plot of character refer to the importance of character which being the focus of attention. Plot character is more attentive to character’s condition than the events related to the plot. But the events to important if the events tell the character. This plot is differentiated into four categories: (a) maturing plot, (b) reform plot, (c) testing plot, (d) degeneration plot.

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2.2.3.3. Plot of Though

Plot of though telling something which becomes thinking material, willingness, felling, obsession, and the other things which become the problem of life and human lives. Friedman differentiated into four majorities: (a) education, (b) revelation plot, (c) disillusionments plot.

2.3 Character

John peck and Martin Coyle (1981:20) in their book literary terms and criticism explained the definition of character as follows:

Characters in literary work are not like real life people for they have been specially created by authors. When authors create characters, they select some aspects of ordinary people, develop some of those aspects whilst playing down others and put theme together as they please. The result is not an ordinary person but a fictional character that is only exists the words of literary work.

According to the statement above that character is presumably an imagine person who inhabits a story – although that simple definition may admit to a view exceptions. But usually, the readers recognize, in the main characters of the story, human personalities that become function to us. If the story seems true to life, we generally find that its characters act in a reasonably consistent manner and that the author has provided theme with motivation, sufficient reason to behave as they do. This is not to claim that all authors insist that their characters behave with absolute consistent for certain contemporary stories feature characters that sometimes act

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without any apparent reason. Nor we can say that in good fiction, character never change, or develop.

Character are not often describe all at once we get a vivid imagine of the characters from bits of information presented here and there in the novel. We may divide characters into flat and round. Flat characters were called “humorous” in the seventeenth century as the classification of character E.M Foster (1983:155) says: “In his aspect of the novel (1972) E.M Foster (1987-1970) divided characters into two types the “round and the flat”. He considered that the “flat” characters were the descendants of the simplified “type” of earlier drama, who in turn derived from the boastful solider, angry old men and bashful young lovers of earlier Roman and Italian comedy. Such characters, he believed are often associated with a repeated catch-phrase, which carries the essential clue to the kind of person he is. The “round” characters are more highly organized, such characters, Foresters says, is ready extended life “they are so well-realized that we can almost imagine them living in the world beyond the book”.

Characters are the author’s creation. Gray (1988:71) says, “Characters are invented, imagery persons in a dramatic or narrative work, which are given human qualities and behavior that we learn about them through dialogue, action, and description”. Clearly it means that character of an actor of novel can be learned through their dialogue, action, and description. The character is closely connected with essay ; it points toward the novel or drama in the examination and defication of human personality.

When author create characters, they select some aspects of ordinary people, develop some of this whilst playing down others, and put them together they please.

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The result is not ordinary people, but a fictional character that only exist in the words. (Richard Gill 1984: 90)

There are some characters that readers feel know them very well. They seem alive, independent and in many cases, original. When they act, think and speak, they do so in a distinctive way, and it makes sense to ask: why did he or she do, think say that these character have many sides to them; they have a rich inner life; they are capable of growing and changing and the readers can follow them through a very wide variety of experiences, including, in some novels itself. Readers feel know these characters well because the authors have chosen to give them range, depth and richness.

In some novels there are also characters that are known from both the inside and the outside but who, nevertheless, are not as rich, varied or original as the ones written about above. They are characters who have a much more limited life. The authors have given them a few characteristics, but they do not develop or change very much, and consequently they rarely surprise the reader. To use a metaphor from art, they are lightly sketched in with a few broad lines, but there is little light or shadow to them. This not to say that they have very little purpose in the novels in which they appear. Quite often their presence is very important, but often the reader gains the impression that the author has put them there not because he or she is interested in them but because they serve a purpose in the total design of the novel.

There are only two writings about characters. One is when the novel is written in the first person. In that case, it is the narrator who tells readers things and not novelist. The other thing to look out for is an ironical voice. With the exception of those two

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cases, however, the authors can treat what are told as reliable and use it when they are writing about what characters is like. So, novelist must be prepared to find some character’s action to be complex, because not every character reacts in the same way throughout the novel. In the case of such characters must look at everything they do and balance one action against another novelist sometimes want to show tensions within characters and therefore show them in acting in country way. But each character has different role.

The character in the fiction story can be divided into several kinds of naming according to point of view of naming. Base on the point of view and observation, a character can classify into several kinds of naming. But here the naming of character limited into two kinds, they are the major character and the minor character.

2.3.1 Main Character

Reading the novel, the readers usually will face several characters which are appeared in the story. Each of them has different role. Base on the role and the level of importance, there are essential character being appeared continuously, so it felt dominating most of story, it is called Main Character.

Main character is character which prominent in a story. This character appeared continuously and priority in most of the story, either as subject or object. In some novels, the major character is not appeared in every event, or not shown in every chapter indirectly, it can be related to the main character.

The main character in a novel may be more than one, although the superiority is not always same. Their superiority is determined by domination, a lot of narrative,

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and influential to develop of plot in a whole story. In major character of the novel, the personalities of the character become familiar to us. If the story seems “True the life” we generally find that the characters act in a reasonably consistent manner, and that the author has provided them with motivation: sufficient to be have as they do.

2.3.2 Subordinate Character

Subordinate character is the character that appears once or sometimes in a novel, and may be relatively in short portion. It is also known as supporter of main character. It is called subordinate character often provided, support, and illuminate the protagonist as Nurgiyantoro, Burthan (1984:37).

2.4 Setting

Novel don’t just consist of dialogue, or actions and insights into characters minds. Most authors set these against a background of scenes, and these scenes combine to create the atmosphere, mood or feel of the book. Setting is a broad word. It covers the places in which characters are presented, the social context of characters, such as their families, friends and class; the custom; beliefs and rules of behavior their society; the scenes that are the background or the situation for the events of the novel and the total atmosphere, mood or feel that is created by these. All of themes are examples of setting. For instance, the social, the social setting of a novel, or the way landscape is used as setting within the book.

Abram’s (1981: 175) stated that setting is also called as base on concentrate to a place, time, and social environment as place of the events happen which told in a

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story because these elements would face and which can imagined by the readers in factually.

According to the statement above, I conclude that setting is the background for the events of the novel that concentrate on place, time, and social environment.

There are three ways in which the setting of a book can reveal something about the book as a whole setting can reveal the authors view of the world, it can help to establish a distinctive world, and it can be the main source of interest in the book.

There are some novelists who create settings for the purpose of giving their views about the world. Such a novelist creates landscapes, townscapes, interiors of houses and the weather in order to convey his or her particular feelings and views about life. A reader can look at these and see, top put it simply, what the author thinks about things. The setting differentiated into three majorities: setting of places, setting of time, and setting of society. Although these elements offer the different problems and it can describe their own self but in fact, they have relation and influence one with another.

2.4.1 Setting of Places

Setting of places suggestion to the location of the events happen in a fiction. This setting is used for places with a certain names, certain initial, and probably in a certain location without the exact name. But the usage of setting with a certain name should reflect geographical condition of the places. Each of places must have their own characteristic, which differentiate with the others. Description of places must be

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accurately and realistic so it can give impression to the readers. In other word, the readers can consider which one the events are really happen in the places of story.

2.4.2 Setting of Time

Setting of time related to the matter of “when” the events happened in a fiction the matter of “when” is usually connected with a factual time, and a time which has connection with historical events. The readers try to understand and enjoy the story based on the time that they know which probably come from outside of story. There are similarities of developing a time, it is used for giving impress to the readers as if the story is really happened and live.

2.4.3 Setting of Society

Social setting refers to the matters which are related to the behavior of social life in certain place and certain time. Social setting has connection with the social life system which include in many problems in complex scope. It can be habit, religion, custom, tradition, ideology, and the way of thinking, and the other. Beside that, these settings are also related with character’s social status such as lower, middle, and higher class.

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3. THE INTRINSIC ANALYSIS ON EDITH NESBIT NOVEL THE RAILWAY CHILDREN

3.1 Theme

The Theme tells about two things which has a strong role in this novel, namely : the moralities and the affection conflict. The moralities conflict is in front of god and other people around them. They should be able to try to be honest and brave to face any trouble even though it’s their life.

Meanwhile the affection conflict is where they must maintain their affection, when they are in a high degree of dignity and well when they are in a slump life.

3.1.1 Plot

The writer will analysis the plot into three majorities, namely : The plot based on the criterion of times order, The plot based on the criterion of number, and The plot based on the criterion of content.

3.2.1 Plot Based on the Criterion of Time’s Order

Based on the criterion of time’s order, The Railway Children uses the progressive plot in general, because the author tells the story chronologically, she starts the story by telling introduction, situation and climax. In introduction, the author wants to introduce the character to the readers in receiving starting information. In situation, the characters get conflict because some characters are thieves and liars.

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3.2.2 Plot Based on the Criterion of Number

The railway children uses single plot because the author just focuses on the conflict that happened to the main character, such as: Roberta, Peter, Phyllis. Firstly, the conflict was appeared when Roberta, Peter, and Phyllis were left by their father for while because of something surprising. Secondly, the conflict happened when they should adapt their self from the former life. The thirdly they have to change their attitude more honest, such as at the time they stole the coal mine and cheated their mother as well. The last, they have to behave more patients and more in facing happiness.

3.3.3 Plot Based on the Criterion of Content

The railway children uses punitive plot. It means that conflict of main character associated with a penalty. Roberta, Peter, and Phyllis as main characters every time they made a mistake, they must have the courage to be honest.

3.2 Character

The writer wills analysis the character based on the role and level of importance, namely: main character and subordinate character.

3.3.1 Main Character

There are three major characters in the railway children, namely: Roberta, Peter, and Phyllis.

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1.Roberta

She was the oldest son and smaller. Mother never favors her children, but mother had a favorite, who named to Roberta. She always be loves and take care of her brother and sister, she also could keep the atmosphere better, even though most of the atmospheres in a condition, she never show her sadness to her brother and sister, she always hides her sadness. She was able to take appropriate policies and decision, such as when they spoke to their father about the bad side of Ruth.

2.Peter

He was the second son. He was a child who polite. He was not just polite, but he was also unselfish, always followed at the idea of his mother and besides he was also patience. The other hand, he was an ambitious, he always fore as to others, even though it was wrong. Although he often made mistakes, he still wants to make it better.

3.Phyllis

He was the youngest son, of course must of spoiled by the mother, father, and both his brother and sister. He did not pay more attention to the existence of his family, he still too mistake, had a soul in timid and always want to be protected, such as when he woke up by Roberta to do the cooking and cleaned the house. In this case, he tried to make her sister responsible and independently.

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3.3.2 Subordinate Character

Mother was a honest character, never spent her time with visiting and chatting, and never felt bored. She always ready to play with her children, reading stories and helping them in resolving the homework. Mother was a person who was so kind, always protects her children. Sometimes she felt worried about her children, such as at the time Peter got measles, as much as possible mother gave Peter spirit. Mother creates a poem to comfort temporarily. The poem as follows :

He had a favorite locomotive That the half-hearted

The only one who want

Lest damaged the locomotives One day, my friend, unlucky face Unlucky, very unlucky

One screw apart

And the steam boiler explodes! With a look of grim

Picked up the locomotive Pointed out to his mother

Mom, mother, can mother reimburse? Wow, wow, how was it?

Peter did not seem to care

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Now I know why

Peter stricken with colds, Easy cure, pie birds of dove Discharged, no remaining

He wrapped himself in a blanket Then sleep, sleep and sleep Peter apparently wants to forget Misfortune that in the face it And if his eyes slightly red Must had a cold so excuse But if the pigeon pie

He certainly will not refuse

Mother was just not clever in makes poem, she was so wise to the children.

Father. He never got angry, always fair and ready to play with his children. Although he felt tired. He always gives a good solution, or in explaining it to his children, he presented it, he gives story which funny and very interesting. Until the children believe, that they could not be forced to play with their father. Besides he was also very talented in doing everything. He can even fix a doll cried, whereas others could not do it, one day, father went out of town for four days, Peter was busy waiting for his father to fix his favorite locomotive that was destroyed, because he thought only his father could be able to fix it.

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 Ruth. She was still young, she was a servant of Roberta, Peter, and Phyllis. They often called hers “the red-haired”. This servant never kept her words, having bad attitudes and sometimes she made Roberta hate to hers.

 Emma was a neighbor of Roberta, Peter, and Phyllis while they lived in the villa Edgecombe. She was paying more attention to these children, although she also has child. Such as at the time they had to leave their villa, she equip theme for a variety of foods on the road. This will keep the children were so fond and always remember hers. Not only kind, she was also clever in German language, can sing songs in German.

Mr. Old is good friend of the three children, wherever the children went, Mr. Old always accompanied them; he often gave some advice to Roberta, Peter, and Phyllis.

Perks is 32 years old, he is a porter station. He is also a good friend of the three children and always keeps his promise. He could turn into rough at times, but he is a forgiver and always gives some advice to the children.

Dr. Forest is a kind hearted person and has a soul helper, let alone every time the patient needed it, such as when he was engrossed in weed patches of pansies with his sleeve. At time, exists that requires his help; he immediately went to the circumstance.

Mr. Machinist is a helper, such as when he carried and brought up to the train and laid the wounded man to a first-class car seat.

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Szczepansky has a very polite, such as when he got up then bowed and saluted with full force.

Gills has a very bad attitude just like an evil and likes to pit, he always thinks of himself and never care to other people, because of his bad attitude, people get hurt and hates him.

Mrs. Ransome is an old lady who guards a post office, she is curtly but sometimes she worried too much, her words too sharply.

Maria is woman who has a red-haired; she liked to wear a green pleated skirt. She has a child, she is friendly and also often in boat. She suddenly became startled when she lost her baby, but the three children were lucky to find her baby and return it to Maria’s house. She is very happy and very grateful to them.

James, According to Mr. Perks, he is kind-hearted man because he already made leather shoes for Mr. Perks. He also was a charitable, he help-full for others, whatever his children need; he always does his best to fulfill it. People like him most because his pays much attention to others.

 Regie is children’s uncle. He is a good man. Before Roberta’s father went to prison, Regie always went anywhere with Roberta’s father.

Edward is the mother’s brother and he is brave, adventurous too. He always a lot of rehab but he has a lot of friends. Regie lived in Edward’s Ceylon.Edward and Roberta’s father was much closed and near. They always go tog

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3.4. Setting

The writer will analysis the setting into three categories: setting of place, setting of time, setting of society.

3.4.1 Setting of Place

The railway child is set in villa Edgecombe. The events of the story happened in this villa. It begins from hefting, fading, and punishing. The setting of place also shows their house as first place in the place.

“You had think, they should happy. Yes, They were happy, but did not realize how happy they were, until one day an enjoyable life in the villa Edgecombe must be left. Want not want it forced them to undergo a very different life and then lived in a house right in the village, a very ordinary house from which they previously occupied”.

3.4.2. Setting of Time

The story takes time about the train: They give name at 09.15 am, the train they called the “green-dragon”. At 10.07 pm called the “worm” from Wantley, an express center flame. The

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sometimes surprising and wonderful to wake them up from a dream; they called “the ghost-night.

3.4.3. Setting of Society

The railway children take when relationship of love was turbulent and relationship of family were so beautiful, when it was a shocking incident and never imagine happening in the family, where they must adapt to normal life once because an event that originated from a misunderstanding and thief. When in fact, this is all a problem arises.

(The Railway Children: 227)

She listened to how the two men, who came to see father last night, it did not forget. When father repaired Peter’s toys of train, apparently came to catch him. With fact, sell state to the Russians and accused him of being a secret agent and traitor to the country, the mother heard about the trial court that a letter found on the office father’s desk who convinced the jury that father’s guilt

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4. CONCLUSIONS AND SUGGESTIONS 4.1 Conclusions

After having described the intrinsic elements in the novel “The Railway Children” I would like to conclude that:

1. The theme of The Railway Children are about the moralities and the affection conflict . The moralities conflict is in front of god and other people around them. They should be able to try to be honest and brave to face any trouble even though it’s their own life. Meanwhile the affection conflict is at the time they must maintain their affection, when their high degree of dignity, well and their miserable life.

2. The Railway Children has three plots. Firstly, the plot is based on the criterion of times order, The Railway Children uses the progressive plot in general, because the author tells the story chronologically, she starts the story by telling introduction, situation and climax. In introduction, the author wants to introduce the character to the readers for receiving starting information. In situation, it means the character get conflicts with others because some characters next are thieves and liars. The solution of the conflict in which thieves and liars can change their attitude from the courage becomes an honest one.Secondly, the plot is based on the criterion of number. The novel uses the single plot, it means all the story focus of the conflict that happened to the main character. Lastly, the plot is based on rthe criterion of contents, it uses plot of punitive. It means the conflict of major character are related with a penalty. Every time, they made a mistake and they did a lie. They have to be brave telling the truth.

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3. The novel portrays the main and the subordinate character. The main character are Roberta, Peter,and Phyllis. The subordinate characters are : father, mother, Ruth, Emma, Mrs.viney, Mr.old, Mr.head station, Perks, Dr.forest, Mr.machinist, Szczepansky, Gills, Ransome, Maria, James, Regie, Edward.

4. The novel uses some settings. Firstly, Setting of place, the story is set in villa Edgecombe, and setting of time, the story takes time about the train at 09.15 am and 10.07 pm. At last, setting of society, the story shows some character which are never thought, it could be happened in the family.

4.2 Suggestion

After having described the intrinsic elements in Edith Nesbit’s novel named “The Railway Children”, I would like to give suggestions that :

Reading a novel gives its readers insight about meaning of life and values. Thus, novel is rich with understanding and apprection.

1. I insist students of Diploma III should give attention and literature especially novels because they the provie language-material to support student’s language competence.

2. The faculty of letters should provide the reference of novel to help the student much easier find out materials for his/her will be paper

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REFERENCES

Boulton, Maryorie, 1975. Anatomy of The Novel, London : Routledge and Kegan Paul.

Culler, Yonathan, 1977. Structuralism and Literature, London : Mayfield Education.

Fananie, Zainuddin, 2001. Telaah Sastra, Surakarta : Muhammadiyah Univesity. Hornby, As, 2000. Oxford Learner Dictionary of Current Engish Sixth Edition,

London : Sally Wehmeier, Collin Mcintosh.

Nesbit, Edith, 1940. The Railway Children, New York : Dell Publishing.

Nurgiyantoro, Burhan, 1998. Teori Pengkajian Fiksi, Yogyakarta : Gajah Mada University Press.

Peck, john and Martin Coyle, 1984. Literary Terms and Critissm, London : Macmillan Education Ltd.

Rahmanto, Hartoko, 1984. Kajian Literatur dan Nilai–Nilai Kesastraan, Surakarta : Universitas Sebelas Maret.

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APPENDICES

1. Summary of The Railway Children

The story concerns the Waterbury family who moves to “Three Chimneys”, a house near the railway, after the father who works at the foreign office, is imprisoned as a result of being falsely accused of selling state secret to Russians. The three children, Roberta (Bobbie), Peter, and Phyllis, find amusements in watching the trains on nearby railway line and waving to the passengers. They become friendly with Albert Perks, the station porter, and with the Old Gentleman who regularly takes the 09.15 am and 10.07 pm down train. He is eventually able to help prove their father’s innocence, and the family is reunited. The family takes care of the Russian exile, Mr. Szczepansky, who came to England looking for his family (later located) and Jim, the grandson of the Old Gentleman, who suffers a broken legion a tunnel.

The theme of an innocent man being falsely imprisoned for espionage and finally vindicated might have been influenced by the Dreyfus Affair, which was a prominent worldwide news item a few years before the book was written. And the Russian exile, persecuted by the tsars for writing “a beautiful book about poor people and how to help them “ and subsequently helped by the children, was most likely an amalgam of the real-life dissidents Peter who were both friends of the author.

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2. Biography of Edith Nesbit

Edith Nesbit was born in London in 1858. When she was four her father died but her mother bravely continued to run the agricultural college her husband, and before that, his father, had founded in Kensington London. Her childhood was shared with her sister, half sister and 3 brothers. She was educated on the continent when she accompanied her mother and Sister Mary traveling throughout France, Germany and Spain. This was not an educational grand tour but an endeavor to get her sister well as she was suffering from tuberculosis. Upon their return to England Edith’s mother moved the family from London to Halstead, Kent. This was the start of Edith’s love of the countryside and especially of Kent.

At 18 years of age she met Huber Bland whom she was eventually to marry. They married in a Registry office in the city of London and Hubert found Edith a home overlooking blackheart. A move to a small terraced house in Elswick Road, Lewis ham (still standing) with their first child, Paul, was to be one of the many homes in the South east of London they were to occupy. Edith had begun writing in her teens and her artistic talents were needed to bring in money when she and Hubert were first married. Her flourish for writing poems articles and children’s stories eventually led the family which now numbered three children to move to large home in Lee and Grove Park.

In 1899 the family moved to well hall. Eltham (pictured). The three storey house surrounded by orchards and farmland adjacent to a Tudor barn was to be their home for 22 years. Edith was a very generous, gregarious person and would host parties at well hall, which attracted the many literary friends she and Hubert had

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come to know. Friends such as HG wells, George Bernard Shaw and friends from the Fablan society, Sydney and Beatrice Webb. The first world war and Hubert’s death in 1914 brought a change to their fortunes. Managing a large house was becoming difficult and at the suggestion of a family friends she left well hall for her beloved Kentish Countryside.

Prior to the move she found solace and happiness with Tommy Tucker whom she married in 1917 and together they built a home at St Mary’s Bay, Dymchurch, Kent where in May 1924, Edith Nesbit died. Her last resting place is at St Maryin the marsh. Tommy Tucker went on to make a name in the community of Jesson St Mary where he died eleven years later with Edith’s adopted daughter at the side. To a read in more detail of Edith Nesbit’s life look for to a copy of two biographies the first E Nesbit by Doris Langley Moor, published in 1993 and Julia Brigg’s ‘ A Woman of Passion published in 1987. They may take some finding as both are out of print.

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4. CONCLUSIONS AND SUGGESTIONS 4.1 Conclusions

After having described the intrinsic elements in the novel “The Railway Children” I would like to conclude that:

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4.2 Suggestion

After having described the intrinsic elements in Edith Nesbit’s novel named “The Railway Children”, I would like to give suggestions that :

Reading a novel gives its readers insight about meaning of life and values. Thus, novel is rich with understanding and apprection.

1. I insist students of Diploma III should give attention and literature especially novels because they the provie language-material to support student’s language competence.

2. The faculty of letters should provide the reference of novel to help the student much easier find out materials for his/her will be paper

(3)

REFERENCES

Boulton, Maryorie, 1975. Anatomy of The Novel, London : Routledge and Kegan Paul.

Culler, Yonathan, 1977. Structuralism and Literature, London : Mayfield Education.

Fananie, Zainuddin, 2001. Telaah Sastra, Surakarta : Muhammadiyah Univesity. Hornby, As, 2000. Oxford Learner Dictionary of Current Engish Sixth Edition,

London : Sally Wehmeier, Collin Mcintosh.

Nesbit, Edith, 1940. The Railway Children, New York : Dell Publishing.

Nurgiyantoro, Burhan, 1998. Teori Pengkajian Fiksi, Yogyakarta : Gajah Mada University Press.

Peck, john and Martin Coyle, 1984. Literary Terms and Critissm, London : Macmillan Education Ltd.

Rahmanto, Hartoko, 1984. Kajian Literatur dan Nilai–Nilai Kesastraan, Surakarta : Universitas Sebelas Maret.

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APPENDICES

1. Summary of The Railway Children

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2. Biography of Edith Nesbit

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