The significance of symbols as expresed by Vince in Sam Separd`s Buried Child - USD Repository

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THE SIGNIFICANCE OF SYMBOLS AS EXPRESED

BY VINCE IN SAM SHEPARD’S BURIED CHILD

A THESIS

  Presented as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree in English Education Study Program

  

BY

ANTONIUS CHRISTIAN

  Student Number: 041214001

  

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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THE SIGNIFICANCE OF SYMBOLS AS EXPRESED

BY VINCE IN SAM SHEPARD’S BURIED CHILD

A THESIS

  Presented as Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree in English Education Study Program

  

BY

ANTONIUS CHRISTIAN

  Student Number: 041214001

  

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

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  A Sarjana Pendidikan Thesis

  THE SIGNIFICANCE OF SYMBOL AS EXPRESSED BY VINCE IN SAM SHEPARD’S BURIED CHILD

  By ANTONIUS CHRISTIAN

  Student Number: 041214001 Approved by

  Major Sponsor Dr. A. Herujiyanto, M.A. September 13, 2008

  A Sarjana Pendidikan Thesis

  

THE SIGNIFICANCE OF SYMBOL AS EXPRESSED

BY VINCE IN SAM SHEPARD’S BURIED CHILD

  By ANTONIUS CHRISTIAN

  Student Number: 041214001 Defended before the Board of Examiners on September 22, 2008 and Declared Acceptable

  Board of Examiners Chairman : A. Hardi Prasetyo, S.Pd., M.A. ____________ Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________ Member : Dr. A. Herujiyanto, M.A. ____________ Member : Henny Herawati, S.Pd., M.Hum. ____________ Member : Ch. Kristiyani, S.Pd., M.Pd. ____________

  Yogyakarta, September 30, 2008 Faculty of Teacher Training Education Sanata Dharma University Dean Drs. Tarsisius Sarkim, M.Ed., Ph.D.

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  STATEMENT OF WORK’S

  I honestly declare that this thesis, which I wrote, does not contain the works or part of the works of other, except those which are cited in the quotations and bibliography, as a scientific paper should.

  Yogyakarta, September 13, 2008 The writer

  Antonius Christian

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“LIFE IS ABOUT STRUGGLE, BECAUSE

  

IT BRINGS US CLOSER TO OUR HOPES”

(SOEDIRMAN)

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ACKNOWLEDGEMENTS

  First of all, I would like to thank Jesus Christ for his amazing blessing and grace. Because of Him, I can be what I am right now. I thank Him for giving me strength and guidance along my way so that finally I can finish writing this thesis.

  In this opportunity, I would also like to send my gratitude to my advisor, Dr. A. Herujiyanto, M.A. for the guidance, suggestion, and support given to me in completing my thesis. To Henny Herawati, S.Pd., M.Hum. and Ch. Kristiyani, S.Pd., M.Pd., I thank them for correcting this thesis.

  I thank my dearest father Daniel Ikhsan Suryadi and my beloved mother Sunarti Helena for their love, prayer, trust, and supports. I thank them for their hard work to give me the great chance of studying in University. I also thank them for teaching me how to be the real I am. To my sisters, Ratna, Emil and little Nami, I thank them for giving me love and trust me as their brother. To my beloved Desynata Purnamasari, I thank her for her love, patience, his time to accompany me passing through the stressful days, her supports, and all the things she has done to make me be a better man.

  I thank all my 2003-2004 PBI friends especially Jody, Rini gentho, Pet- pet, Polly, Kris, Suksma, Dian Moo, Cay-cay, Elly, Riri, Ica, Marsel item, The Asjods (On, Lani, and Ibam), Jii-bu Tika, Dudung, Proty, dewa Be, Den Bagus Punto, Prast-Niken, Pin, Q-yer, pak dosen Galih, The Bebeks (Tri Kebo, Wisnu Kenti, Andri Koki, Lukas, Chandra Leak, Agus Jampes, Agus Tesi, Yuli, Bangun), Danan ndut, and Anon, for the joy and kindness they shared with me.

  The last but not least, I thank the entire lecturers and staff of English Eucation Study Program for their helps and cooperation during my study. For all people whose name cannot be mentioned one by one, thank for all the helps given to me.

  Antonius Christian

  

TABLE OF CONTENTS

TITLE PAGE ................................................................................................ i

PAGE OFAPPROVAL................................................................................. ii

PAGE OF BOARD OF EXAMINERS ....................................................... iii

STATEMENT OF WORK’S ORIGINALITY .......................................... iv

PAGE OF MOTTO....................................................................................... v

ACKNOWLEDGMENTS ............................................................................ vi

TABLE OF CONTENTS ............................................................................. vii

ABSTRACT ................................................................................................ ix

ABSTRAK

  ................................................................................................... x

  

CHAPTER 1: INTRODUCTION................................................................ 1

A. Background of the Study ............................................................... 1 B. Objective of the Study ................................................................. 4 C. Problems Formulation ................................................................. 4 D. Definition of Terms ................................................................. 5 CHAPTER II: THEORETICAL REVIEW..................................................... 6 A. Review of Related Studies............................................................ 6 B. Review of Related Theories ......................................................... 7 C. Criticism ..................................................................................... 13 D. Context of the Study ..................................................................... 14 E. Theoretical Framework................................................................. 15 CHAPTER III: METHODOLOGY ................................................................ 16 A. Object of the Study ................................................................. 16 B. Approach to the Study ................................................................. 17 C. Method of the Study ................................................................. 18 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

CHAPTER IV: ANALYSIS ....................................................................... 20

A. The Characterization of Vince...................................................... 20 B. The Possible meanings of Symbols as Expressed by Vince......... 28 CHAPTER V: CONCLUSION AND SUGGESTIONS ............................. 45 A. Conclusion .................................................................................. 45 B. Suggestions .................................................................................. 46 BIBLIOGRAPH.............................................................................................. 50

APPENDICES ............................................................................................... 52

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ABSTRACT

  ANTONIUS CHRISTIAN. The Significance of Symbols as Expressed by

  

Vince in Sam Shepard’s Buried Child. Yogyakarta: English Education Study

  Program, Department of Language and Art Education, Faculty of Teachers Training and Education, Sanata Dharma University, 2008.

  This thesis analyzes Sam Shepard’s play entitled Buried Child. The play is about a crisis of an American family caused by the immorality of the members. This study focuses on the possible meanings of symbols as expressed by Vince, one of the characters in the play. To analyze the play, two problems are formulated. The first problem deals with Vince’s characteristics. The second problem deals with the possible meanings of symbols expressed by Vince.

  The primary data of this study is Sam Shepard’s Buried Child while the secondary data are those taken from books, journals, essays, and the internet. To accomplish this study, formalist approach is employed. In this thesis, theory of symbolism, theory of character and characterization, theory of formalism and personality structure are needed to solve the two problems.

  There are two findings of the analysis. First finding is Vince’s characteristics which are obedient, positive thinking, kind, greedy, irascible, high motivated, arrogant, authoritarian, and a person who honors his family much. Second finding shows that Vince clarifies that a symbol can have more than one meaning. In this case, Vince is a symbol of a strong desire in maintaining his identity as a member of the family, a desire to embrace his ancestry, an inability to confront the denial of the family, an inability to escape from his heritage, a quest for identity, a family renewal, innocence, an effort to escape from the family denial, a failure in his quest for identity, an anticipation toward the corruption in the family, a fulfillment for his quest for identity, an emotional transformation, a continuity from the preceding generation to the next generation.

  It is recommended that further researchers deal with the same topic by emphasizing the roles of Vince as the true symbol of family renewal. As for English teacher, the material of this study can be used in teaching Extensive Reading II to the Fifth semester students of English Education Study Program, Sanata Dharma University.

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ABSTRAK

  ANTONIUS CHRISTIAN. The Significance of Symbols as Expressed by

  

Vince in Sam Shepard’s Buried Child. Yogyakarta: Pendidikan Bahasa Inggris,

Fakultas Keguruan dan Ilmu Pengetahuan. Universitas Sanata Dharma, 2008.

  Skripsi ini membahas karya Sam Shepard yang berjudul Buried Child. Drama ini berkisah tentang krisis di dalam sebuah keluarga Amerika dikarenakan merosotnya nilai moral.

  Skripsi ini mengkaji makna simbol yang digambarkan oleh Vince, salah satu karakter di dalam cerita. Untuk mengkaji cerita, dirumuskan dua pokok bahasan. Pembahasan pertama berkaitan dengan perwatakan Vince. Pembahasan kedua berkaitan dengan makna simbol yang digambarkan oleh Vince.

  Dalam skripsi ini penulis menggunakan metode kepustakaan yang menggunakan beberapa sumber; Buried Child karya Sam Shepard sebagai sumber data utama, dan sumber data kedua mengambil dari beberapa buku, jurnal, karya ilmiah dan internet.

  Penulis juga menggunakan pendekatan formalis, teori tokoh dan perwatakan, teori penyimbolan dan teori susunan kepribadian untuk membahas dua pokok permasalahan dari skripsi ini.

  Hasil dari pembahasan menunjukkan bahwa, pertama, perwatakan Vince adalah sebagai berikut; penurut, berpikiran positif, baik, serakah, pemarah, memiliki motivasi tinggi, tinggi hati, suka memerintah dan sangat menghormati keluarganya. Kedua, Vince menerangkan simbol sebagai keinginan kuat dalam mempertahankan jati dirinya sebagai anggota keluarga, keinginan untuk terhubung dengan silsilah keluarganya, ketidakmampuan diri dalam menghadapi penolakan dari keluarganya, ketidakmampuan untuk lari dari masa lalu keluarganya, pencarian jati diri, pembaharuan keluarga, kepolosan, usaha untuk lari dari penolakan keluarganya, kegagalan dalam pencarian jati diri, antisipasi terhadap kesalahan yang mungkin akan terjadi dalam keluarganya, keberhasilan dalam pencarian jati diri, perubahan emosi, dan penerusan garis keturunan dari generasi pendahulu ke generasi penerus.

  Bagi peneliti selanjutnya disarankan untuk membahas topik yang sama dengan menekankan peran Vince sebagai symbol pembaharuan keluarga. Dan bagi pengajar bahasa inggris, materi didalam skripsi ini dapat digunakan dalam pembelajaran Extensive Reading II untuk mahasiswa Pendidikan Bahasa Inggris semester V Universitas Sanata Dharma.

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CHAPTER 1 INTRODUCTION This chapter consists of four parts, namely, Background of Study, Objective of Study, Problem Formulation, and Definition of Terms. A. Background of the Study Literature can be noticed in every facets of human being because it reveals

  action, happiness, sadness, anxiety, and even love. It also represents myth, culture, history, theology, morality, and psychology. We can get closer to human being with the whole problems, feelings, and emotions, and the thin boundary between reality and illusion. Literature helps human in delivering various ideas which come from his thoughts and experiences and of course it is an interesting phenomena to observe. Through literature, human also can make his dreams come true because in literature he can transfer what he dreams of into literary works which further give the others opportunity to understand what is actually his dreams . Literature has varieties or categories that sometimes we called “genres”. Those genres are prose fiction, poetry, and drama. Drama which becomes the subject to analyze contains some elements. One of them is a dramatic text, the text of plays that can be read or performed, often gives people self-consciousness and satisfaction. It deepens and broadens the understanding of life, because it refers to an imitation of human behaviors and human events. Perrine states in his book Literature: Sound and Sense that a literature is written to be understand and

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  2 enjoyed. It will make life less tedious and one will feel that hours pass quickly, one can broaden, deepen, and sharpen his awareness of life and its problem (1978: 3). Relating to this, the readers are led to have reflections of their self. As literary work, dramatic text is the means of representing experience in artistic forms, which are delivered differently with the other works. In drama, the story’s events must be represented not merely narrated as in poetry. Milly S. Barranger emphasizes in Understanding Plays, “a play is often the most difficult type of prose or poetry to read because it is written not only to be read, but also to be performed by actors before audiences” (1994: 4).

  In drama there are two main points that can be analyzed. They are intrinsic element and extrinsic element. Intrinsic element consists of theme, tone, characters, atmosphere, plot, setting, and symbols. In extrinsic element we have socio-historical background of the author or the society to be analyzed. Those elements can be the central subject under analysis of certain studies.

  In literary theory, symbol defined as an object which refers to another object but which demands attention also in its own right, as a presentation (Wellek and Warner, 1956: 189). Concerning that a playwright has a freedom to express his feelings, emotions, intentions, mind, ideas, dreams into certain works, there is possibilities to find such theme or meanings as the scope of the author’s ideas or mind in the story. And sometimes the author uses the symbols to reveal the theme or moral messages behind the story. It is necessary to study the symbol because the work contains many symbols. Besides, the understanding of the core of such story gained trough symbols. However, Symbols can be got in real world and in

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  3 fictional world. Symbols that become the part of daily of life and this can be seen, for example, from the traffic signs, the national flag from countries, and the other examples of symbols in literature or in fictional world are religion and national identity.

  In a play symbols and characters are closely related because in some cases character symbolizes perceptions of the author toward a condition or people at that era. There are significant ideas put behind a character as a medium, and symbols are needed to cover it as a unique unity. This unity makes a play more interesting and meaningful. It also emerges critical ways of thinking which brings about various perceptions toward what actually happened behind an action undergone by a character in a single event happened in the play.

  In fact, symbols are often used as a polite way to delivering ideas which employs certain patterns to elaborate intended ideas. It can be an appropriate way if the symbols are compatible to what it refers to. Some symbols are closely related to the meaning they stand for or they are even completely stick on the real meaning but in some cases some of them are difficult to interpret in logical understanding because it hang up in the gray area. This case causes confusion and deals with the abilities to compile the possibilities which spread along the context of intended meaning.

  In Sam Shepard's Buried Child, there can be found meaning and literary conventions such as; symbolism, allusion, references to mythology and folklore.

  The symbolism behind the story actually influences the plot. Through the symbols found in the play we can also identify the theme. This thesis is to analyze some of

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  4 the strongest symbols through one of the characters in Buried Child, which are related to the quest of identity.

  This study is meant to discuss the roles of symbols in order to find the deeper meaning of Sam Shepard’s Buried Child. In order to analyze, some theories such as theory of Symbolism, theory of character and characterization, theory of formalism and theory of personality structure are employed.

  B. Objective of Study

  The objective of this study is to discuss the roles of symbols in describing the real meaning of the play especially those expressed by Vince, the character of Sam Shepard’s Buried Child through analysis toward hints appear in the play. This study is aimed to deepen reader’s knowledge, mainly to uncover hidden meanings and to unlock the message beyond the text.

  C. Problems Formulation

  Based on the description of the play and the background above, this study would like to formulate the question s as follows:

  1. How is Vince characterized in the play?

  2. What are the most possible meanings of the symbols as expressed by Vince, the character of Buried Child?

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  5 D. Definition of Terms To avoid misunderstanding about the content of this study, some literary terms used in the study as follow:

  1. Symbol According to Frank Madden, a symbol is regarded as a substituted for elements being signified (2002: 279).

  2. Symbolism According to Holman and Harmon (1986: 494), symbolism, “in its broad sense, is the use of one object to represent or suggest another, or literature, the use of symbols in writing,” as Myers and Simms (1989: 298) stated that “ symbolism is the use of symbols to express either public or private values”. Therefore, symbolism is the use of objects to represent or express another, either public or private values in writing.

  3. Buried As stated by Willingham that in common sense, buried is an activity to put something underground or covering something with earth, leaves, etc. But in this study, buried is a term that stands for the secrets of the family in the Sam Shepard’s Buries Child.

  4. Meaning The definition of meaning in Merriam Webster’s Encyclopedia of Literature is the messages or the ideas which are intended or expressed.

  (1995: 775). In this study, meaning is a term to represent covert meaning (deeper meaning) in the Sam Shepard’s Buried Child.

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CHAPTER II THEORETICAL REVIEW This chapter consists of four parts, namely, Review of Related Studies, Review of Related Theories, Criticism, and Context of the Study. A. Review of Related Studies

  . In the play, Shepard presents elements such characters and stories that are exciting because he covers them in symbolism. He views events and actions in the play that actually tries to convey his intention toward reality through symbolism and allegory. Lippman states:” Shepard’s vision of reality which happened in America is sharply projected in the symbolism and allegory reveal in Buried Child” (1984: 11). Shepard tries to convey or tell the readers his intentions through the workings of symbolism in the play. He shows what is happening to the reality of American life in his society. It seems that he frames the play in the view of symbolism so that the play itself has it own characteristics as represented in Buried child.

  However, there must be any goal or purpose for the author in producing literary works concerning that Buried Child as the tool of criticism. As Esslin said in the book The Field of Drama: ‘How the signs of drama create meaning on stage and screen that in play analysis we concentrate on “how a play means” through the workings of plot, action, character, dialogue, and so on’ (1987: 57). Meaning to say that there is any meaning behind the story, or values that the author wants

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  7 to convey. So that in Buried Child, Shepard has intention in writing the play, therefore this thesis tries to interpret or understand and give analysis to the story through the symbolism as experience and values in real world.

B. Review of Related Theories

1. Theory of Symbolism

  Shepard’s Buried Child contains many symbols, which are actually encouraging the reader to understand further about the hidden meanings, which viewed by the author through it. But to determine whether something in a story is symbolic or not, we must decide if it consistently refers beyond itself to a significant idea, value, or quality. What is important; however, is that the symbol pints beyond itself to greater and more complex meaning. As Roberts said in his book Fiction: An Introduction to Reading and Writing, a symbol pulls or draws together (1) a specific thing with (2) ideas, values, person, or ways of life, in direct relationship that otherwise would not be apparent (1986: 326). Frank Madden also states in his book Exploring Fiction, Writing and Thinking about Fiction that in short stories and other types of literature, a symbol is usually a person, thing, place, action, situation, or even thought (2002: 280). Perrine in his book Sound and Senses: An Introduction to Poetry adds that symbol is something that means more than what it is. It is an object, a person, a situation, an action or some other item that has a literal meaning in the story but suggest or represent other meaning as well (1969: 213). From those explanations, it can be understood that symbols reveal a perception referring a real thing besides an abstract one. The

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  8 symbol itself has its own scope of meaning in a certain story, but not outside it.

  Symbol possesses its own reality and meaning and may function as the normal level of reality within a story. When a symbol is introduced, it signifies a specific combination of attitudes, a sustained constancy of meaning, and the potential for wide–ranging application. A symbol as a constant against a background of variables is the same as a theme without variations. It embodies ideas or emotions that the author and the readers share in common as a result of their social and cultural heritage.

  Holman and Harmon state that symbol is a trope that combines a literal and sensuous quality with an abstract or suggestive aspect (1968: 44). While according to Guth, symbols are images that have a meaning beyond its literal role in the narrative. Meanwhile Abrams defines symbol as a word or phrase that signifies an object or event, which in turn signifies something or a range of reference, beyond itself (1985: 195).

  There are various ways of identifying symbol. Kennedy in his book Literature: An Introduction to Fiction, Poetry, and Drama suggest several ways of identifying symbols. In his opinion to look for symbols it is necessary to focus on certain characters or actions because usually the author invents them based on certain characters and their actions. The author lends them some special significance in order to support the idea. Kennedy further adds that the readers should be careful with words, phrases or sentences which are mentioned repeatedly, because they might suggest symbols (1983: 147). While Rohrberger and Woods state that the readers can usually trust the story for the identification

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  9 and discovery of symbols because when an author wishes to mark an object or detail with symbolic significance, then he will indicate either explicitly or implicitly, his intended meaning or meanings. Symbols are not things invented by an author to confuse the reader, not strange object with far-fetched meaning arbitrarily attached to them, but they are, in literature as in life, a vital part of our experience (1971: 136).

  This theory however gives a frame to see the possible ways to view hidden realities in the play. Through the theory, this study would like to uncover the ideas behind the character’s attitudes, actions and behavior.

2. Theory of Character and Characterization

  In this study, the theory of character and characterization is significant, concerning that character can convey the ideas of author. Abrams in A Glossary of Literary Terms states that the character is often endowed with moral, disposition, and emotional qualities that are expressed through dialogue and action (1985: 23). Based on Abrams’ definition about character it is obvious that through the action and speech, readers can understand what kind of person the character is.

  Roberts’ Fiction: An Introduction to Reading and Writing also defines character as an extended verbal representation of human being, the inner self that determines thought, speech and behavior (1986: 143).

  From the definition above it can be said that characters in fiction have the same way to express the feeling as well as human being. The characters may feel hate, revenge, happy, even they may talk and behave as human beings do in true

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  10 life. It can be said that the characters function as representative of human beings in true life. Therefore, it is possible for them to have quality or characteristics.

  Characterization itself is defined by Rohrberger and Woods as the process by which an author creates character, the device by which he makes us believe a character is the particular type of person he is (1971: 20). Therefore, it is obvious that the author of such literary work uses characters to describe people or human beings as in reality. The strategy is used to emphasize that the characters’ action, statements and thoughts must all be what human beings are likely to do, say, and think under the conditions presented in the work (Roberts, 1986: 148). Meanwhile, according to Gill characterization is the way in which a character is created (1995: 135). Therefore, character is the result and characterization is the process.

  There are usually four strategies or methods to make judgments about the qualities of characters (Barnet et all, 1988: 712). Those methods give the details of the characters, which are needed in this study.

  The first strategy is dealing with the characters’ say. The characters’ speech or dialogue in the story shows their thought and feeling. The readers can know the development of the story or the change of the characters’ life during the story. Moreover, the speech can be a way to show characters’ attitude or connections with one another, and also the motivation of the characters in the story.

  The second is the characters’ action or what they do in the story. The action also reveals the emotion or the feeling of the characters towards something.

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  11 The readers are possible to interpret action as the signs of character. Moreover, through the characters’ behavior the identifying of the characters can be done easily.

  The third is the other characters’ say about a certain character. In daily life, it is very common to see or hear people are talking about other people neither the goodness nor the evil. In stories, that situation is also can be encountered as in reality. What the characters say may give more information and can be a clue to determine another one.

  The last one is the author’s direct description about the characters. The author may speak about the characters as storyteller or observer who gives description directly.

3. Theory of Formalism

  In literary studies, formalism sometimes refers to inquiry into the form (rather than the content) of works of literature, but usually refers broadly to approaches to interpreting or evaluating literary works that focus on features of the text itself (especially properties of its language) rather than on the contexts of its creation (biographical, historical or intellectual) or the contexts of its reception.

  The term groups together a number of different approaches to literature, many of which seriously diverge from one another. Formalism, in this broad sense, was the dominant mode of academic literary study in the US at least from the end of the Second World War through the 1970s, especially as embodied in René Wellek and Austin Warren's Theory of Literature (1948, 1955, 1962).

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  12 The theory is used as a means to analyze the intended meanings through some features written by the playwright in the play. It takes less consideration of time and historical background of the play.

4. Theory of Personality Structure There is personality structure that Freud creates to show one’s character.

  According to Freud, the personality is made up of three major systems, the id, the ego, and the superego. Three of them interact so closely with one another that it is difficult if not impossible to disentangle their effects and weigh their relative contribution to man’s behavior. Behavior is nearly always the product of an interaction among these three systems (Lindzey, et al, 1957: 32).

  Kasschau states that Id is the lustful or drive-ridden part of the unconscious, and it operates in term of the pleasure principle, seeking immediate gratification of desires, regardless of the consequences (1995: 272). It means that Id wants to obtain pleasure immediately during the times, and it also wants to avoid pain.

  Kasschau states that superego is actually moral part of the personality-the source of conscience and of high ideals-which operates in terms of a moral principle. The superego then is also the source of guilt feelings, which come from mild as well as serious deviations from what it defines “right” (1995: 272). The superego can create conflict and problem. It is sometimes overly harsh, and crude. It can be said that superego lists the things someone should not do and contains of

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  13 a list of things someone should do to feel proud of. By violating both, the list that should do and should not do can result in feeling of guilt.

  Kasschau states that ego is the thoughtful personality process that operates in terms of the reality principle (1995: 272). Part of the ego is conscious and it corresponds to the self; ego obeys the reason and learns from experience.

C. Criticism Buried Child is a winner of the 1979 Pulitzer Prize, written in 1970s.

  https://www.dramatists.com/cgi-bin/db/single.1351. Buried Child is part of Shepard's "family trilogy" comprising Curse of the Starving Class and True West.

  It is recognized as the fertile product of a playwright at the height of his imaginative powers and the landscape he evokes, both physical and psychological, is paradoxically intimate and expansive - a world colored by fear, obsession and prejudice, corrupted by complicity and lies and challenged by half-crazy states of the mind. Shepard draws his themes of family history, the quest for identity, betrayal and loss from the mythology of the American West. Primitive urges and deep desires are a controlling force and the use of symbolism, dream-like use of time and space, and ritual, especially which of burial and excavation, ascent and descent, heighten the drama. Buried Child, like most of Shepard's plays, is suffused with symbolism, which he uses to communicate deeper, though sometimes ambiguous, levels of meaning to his audiences <http://www.smh.com.au/articles/2002/09/26/1032734277401.html>.

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  14 D. Context of the Study Buried Child is written in 1970s which is a decade of disillusion, cynicism, bitterness, and anger by examining it in the context of the post-war of the Vietnam

  War and Watergate and the Cold War. All of them damage Americans' faith in their government and their leaders. American society in the 1970s is also suffering economic stagnation and recession; increasing poverty, decline in their standards of living. It creates confusion, frustration, and feelings that America has lost its future that cause various economic-socio-cultural issues such as; increasing divorce rates, pre-marital sex, fewer women having children, couples living together out side of marriage, recognition of homosexual lifestyle, rise in female- headed households, rise in drug use, rising crime rates, energy crisis, growing concern about an environmental crisis, declining standard of living, increasing number of women working, more equality for women and Blacks, increasing use of sex to sell products, and declining moral values in Christian.

  Those conditions create a certain atmosphere at the literature at that time and they bring about influences toward literary works in their advances. It is a depressive condition but it never discourages the playwrights. They use the reality of the society at that time as a unique foundation to make great literary works.

  This phenomenon affects Shepard to elaborate and transform the condition into a play namely Buried Child. What actually described in the Buried Child is the real feeling which stresses the society at that time. These facts are inspiring the author in presenting the play as a description of life at that time in his own way. The reality are viewed through his unique frame and then reflected in his works.

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  15 Shepard’s style in creating this play is different from others because he hides the real meanings most beyond the visible image and characterization through symbolism so that the readers free to expand their imagination and give the opinion on what is actually happened in that era. It works and the play has become an interesting issue in the literature.

E. Theoretical Framework

  There are four theories used in this study, those are theory of symbolism, theory of character and characterization, theory of formalism, and theory of personality structure.

  Theory of symbolism is used to see the possible ways to view the hidden meaning in the play. This theory helps this study to uncover the ideas behind the character.

  Theory of character and characterization is used to identify the characteristics of Vince. Here, the writer can explore the character’s nature in his life from the content of the story. Finding the characteristics is helpful to understand the possible meaning of symbol as expressed by the character.

  Theory of formalism is used to analyze the intended meaning through intrinsic features written by the author of the play.

  Theory of personality structure is used to recognize the changes undergone by the character.

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CHAPTER III METHODOLOGY This chapter consists of three parts, namely, Object of the Study, Approach of the Study, and Method of Study. A. Object of the Study This thesis is concerned on Sam Shepard’s Buried Child, which is written in 1978. To analyze the play, this study uses the edition compiled by Milly S. Barranger and published in 1994. Buried Child is a winner of the 1979 Pulitzer Prize, written in 1970s https://www.dramatists.com/cgi-bin/db/single.1351. After Shepard rewrote Buried Child in 1995, it is approved at the Steppenwolf Theatre

  in Chicago. Then it is revised for the 1996 Broadway production. Buried Child, like most of Shepard's plays, is suffused with symbolism, which he uses to communicate deeper, though sometimes ambiguous, levels of meaning to his audiences <http://www.smh.com.au/articles/2002/09/26/1032734277401.html>.

  The object of study in this thesis is symbolism reflected through one of the characters that found in Sam Shepard’s Buried Child. The writer will use theory of symbolism, character, and characterization, and theory of formalism to explore the play. Those theories are needed to analyze the characters closely and find the values of symbolism.

  The play itself is about an American Midwestern family with a dark, terrible secret: Tilden, the eldest of three sons belonging to Dodge and Halie,

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  17 commits an act of incest with his mother. She bore his child, a baby boy, which Dodge drowns and bury in the field behind their farmhouse. The act destroys the family. Dodge stops planting crops in his fields and took to smoking, drinking, and watching television from a lumpy old sofa. Halie, apparently seeking salvation, turns to religion with eagerness. She becomes a member of Christian church with guidance of the hypocritical Father Dewis. Tilden becomes insane with guilt and grief, spends time in jail in New Mexico, and has only recently returns to the farmstead, perhaps to set everything right. The secret is drawn out into the light of day, and the family curse apparently lifts, with the arrival of Vince, Tilden's estranged son, and his girlfriend, Shelly.

B. Approach of the Study

  The study uses formalistic approach to analyze the play. This approach helps interpret or evaluate literary works that focused on features of the text itself (especially properties of its language) rather than on the contexts of its creation (biographical, historical or intellectual) or the contexts of its reception. Besides, this approach looks for relationships of system (related metaphor, symbols, myths, images and allusion). According to Kennedy and Gioia, formalist approach might as well be called as unique form of human knowledge that needs to be examined on its own term, to a formalist, a poem or story is not primarily a social, historical or biographical document; it is a literary works that can be used to understand only by reference to its intrinsic literary features, those element that is found in the text itself (1995: 71). Concerning the study is focused on the symbol of a

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  18 character therefore, the formalist approach is used. Moreover, it pays more attention on the symbol in the literary works. However, the recognition of symbol deals with the observation of words. Therefore, the Formalist approach is considered as the proper one to finds the values of symbolism and analyzes the meaning of the play.

C. Method of the Study

  This thesis uses a library research as the method of the study. The primary source is Sam Shepard’s Buried Child. The secondary sources are books, which provide the theories that are needed in analyzing the play such as René Wellek and Austin Warren's Theory of Literature, Robert’s Fictions and Esslin’s The Field of Drama.

  In conducting this study there steps to be done. The first was by reading the whole story again and again in order to gain well understanding of the content of the story. This study used one of the intrinsic elements to develop the analysis further.

  The second step was by finding some theories or any sources that support the analysis. The source contains the supporting issues were collected and those become references to limit and develop analysis of this study.

  The third step was stimulating the problems, which were going to lead the study to find the symbol as the focus of the study.

  The forth step was identifying the element of the play to be discussed. The element was symbols. The suitable approach was the formalist approach. This

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  19 study chose this approach as the appropriate one since the study concerned about intrinsic elements of the play.

  The fifth step was analyzing the data gained from the library research by applying the theories on the analysis.

  The sixth step was drawing a conclusion based on analysis. The conclusion would be a kind of review of the previous chapters, in which the writer tried to clarify the elements, that was symbol.

  The seventh step was writing the report in such way so that it would be easily understood the main point of this study.

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CHAPTER IV ANALYSIS This chapter is divided into two parts. The first part discusses how Vince’s

  character is described in the play. The second part discusses the most possible meanings of the symbols as expressed by Vince, the character of Buried Child.

A. The Characterization of Vince

  The analysis of Vince is based on the theory of Character and

Characterization that has been mentioned in Chapter II. To understand the

characteristics of Vince, this study applies the methods which consist of the

description of the author, the character’s speeches, the character’s actions, and

the other characters’ say about the character. Therefore, the analysis of Vince

character is based on the direct description given by the author, Shepard, Vince’s

speeches, Vince’s actions, and the other characters’ statement about Vince.

  Shepard describes Vince as Tilden’s son whose age is about twenty two years old (in Barranger, 1994: 23).

  Vince is a person who honors his family much. It can be seen through his

utterances toward his girlfriend, Shelly, who humiliates and underestimates his

family. He defends his family as the way they are as seen in Vince’s sentence

toward Shelly.

  VINCE. Come on! It’s my heritage. What dya’ expect? SHELLY. “And Tuffyand Toto and Dooda and Bonzo all went down one day to the corner grocery store to buy a big bag of licorice for Mr.

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  21 VINCE. Shelly will you get up! SHELLY. “Mr. Marshall was on vacation. He had no idea that the four little boys had taken such a liking to his little kitty cat.”

  VINCE. Have you some respect would ya’! (in Barranger, 1994: 23).

  VINCE. (to Shelly) Why are you doing this! Are you trying to make fun of me? This is my family you know! (in Barranger, 1994: 29). The dialogue above implies Vince’s defense toward his family when his girlfriend, Shelly humiliates his family by making jokes. Shelly makes joke and seems to have no respect toward Vince’s family. She considers the family as a trivial issue and it is really not important for her. There is no appreciation toward the family which is only because the condition of the house. Shelly merely perceives a family based on certain criteria. It is all about materialism and it is not about the deeper meaning of it. For Vince, a family means everything. It is more than materialism. These facts create a clash between Vince and Shelly. They have a contradictive point of view about the meaning of a family. Vince is angry with her and tries to make her realize that the family is everything. He emphasizes that the family is the place where he grown up as a man. It is also the place where he learned the values of love and caring. Although there are many changes happened in the family, it still becomes a meaningful place for him. He respects the other family’s members although they don’t do so. So, he will defend his family no matter what the others say. Shelly’s humiliation becomes his enemy since it insults the whole of his pride.

  As a member of the family, Vince is also a caring person who gives his attention toward the other family members as described in his utterances toward his grandfather, Dodge.

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  22 DODGE. You forgot to get me a bottle! That’s what you forgot. Anybody in this house could get me a bottle. Anybody! But nobody will.