An Analysis Of Symbolic Signs In Emily Dickinson’s Death Poems (A Semiotics Approach)

THESIS Submitted as a Partial Fulfilment

of Requirements for the SarjanaSastra Degree in English Department Faculty of Letters and Fine Arts Sebelas Maret University

by Nabila Inaya Jannati C0308052

ENGLISH DEPARTMENT FACULTY OF LETTERS AND FINE ARTS SEBELAS MARET UNIVERSITY SURAKARTA

ABSTRACT

Nabila Inaya Jannati. C0308052. An Analysis of Symbolic Signs in Emily . Undergraduate Thesis . Faculty of Letters and

Fine Arts. Sebelas Maret University. This research explores the symbolic signs in Emil

poems. This is a descriptive qualitative library research. The main data are six death poems taken from The Poems of Emily Dickinson.Meanwhile, the supporting data are involved the historical background of the writer, books, articles, journals, critics and other academic writings.

The objectives of this research are to identify the kinds of symbols appear in son constructs symbols in her death poems. This research uses semiotic approach and applies

Semiotics of Poetry . This theory focuses on poetry analysis and gives the most representative tool to uncover symbolic signs in poem. This theory also relates to social and cultural background analysis.

The first result shows that there are two kinds of symbols, personal symbols and conventional symbols. The second result shows that there are three major ways of Dickinson in constructing symbols in her death poems. First, she

states that poetry expresses indirection (displacing, distorting, and creating meaning).

on in the process of understanding the poem. Second, she uses cliché, customs and the role of influence or any characteristics of the conventional poems. Third, she creates personal symbols into two ways; modifies conventional symbols into personal symbols and uses the symbols of nature and modifies the meaning.

Based on the conclusion, it is recommended for other researchers to analyze symbolic signs on poetry written by other poets with other themes. Further, it is expected that this research will attract other researchers to do research on poetry. Moreover, the use of other theories and approaches is essential to enrich the type of research in English Department, especially the research on poetry.

CHAPTER I INTRODUCTION

A. Research Background

Death is an interesting topic to discuss in human society, not only important but also controversial. In short, death is the end of life of a person and other living things. However, there are various conceptions of death from different scientific approaches and belief systems across the world. In biological approach, death means

he loss of heart and lung function can be seen as the criterion of death (Fisher, 1999, p. 473). In religious approach, Buddhism focuses on seeing death as an ordinary spiritual opportunity and a component of natural life cycle or sufferings cycle (Heendeniya, 2009, p. 71).Death can be seen as a single event or maybe a process. Death emerges with an unclear definition that still being discussed by the society.

the end

In general, people see the death of living things as a scary, frightening, and upsetting phenomenon. As the result, most of people have almost similar idea in suggesting death prevention consciously or unconsciously. There areother ideas which sees death phenomenon differently. For example, Hinduism accepts death as a part of reincarnation process which relates to the cycle of death and rebirthfor all the living things (http://www.uky.edu/Classes/PHI/350/meaning.htm).Moreover, Voodoo

believes about life after death and the existence of supernatural world. As their tenet,

(http://www.cookross.com/docs/haiti.pdf).Death can be seen as a controversial topic which is not only logical but also ambiguous.

The ideas of death emerged in the advance of literary works, especially poetry. In the era of poetry development, poetry did not only talk about love, beauty and other romantic things. However, some of themprecisely view dark and gloomy things. Death phenomenon becomes interesting theme which warped up inthe form of poetry. The ambiguous conceptions and characters of death can be transformed into beautiful arrangements of poems.

The interesting things about death can be seen in . Emily Dickinson rejects common themes and conventional understanding upon poetry. She chooses death as an unusual theme which shows her characteristic. In her poems, she dramatizes death in form of paradox. By her great intelligence, she can transform upsetting and frightening circumstance of death into beautiful circumstance of death. However, she uses ordinary and common objects to represent her ideas.

BECAUSE I could not stop for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality.

Emily Dickinson has different ways in saying her ideas through a poem. She usually reveals her ideas through various dictions which relates to the beauty of Emily Dickinson has different ways in saying her ideas through a poem. She usually reveals her ideas through various dictions which relates to the beauty of

I heard a fly buzz when I died; The stillness round my form

It can be seen that Emily Dickinson explores dark and hidden part of the mind. Death emerges in a different circumstance that she creates through her simple object choices such a fly. She chooses the buzzing sound of a fly as an auditory imagery. The fly itself can stand as a symbol of death. It identically relates to the decomposition process of organism. Through her words, Emily Dickinson declares her sensitivity of nature.

However, Emily Dickinson is not the only poet that explores the theme of death. Christina Rossetti has many similarities with Emily Dickinson. Both poets were born in 1830; both poets were concerned with death as the theme of their works. But, Christina only shows the fear and tragic of death. Herverse grew continually thinner and more repetitive. In her works, the form and the explicit ideas of death are less interesting.

There are six poems explored in this thesis. The poems are Because I could

I I died for beauty, but was

. The poems are taken from The Poems of Emily Dickinson published by the Pennsylvania State University.

If I s

The poems explore the theme of death through the existence of various symbolic signs. Some of the poems use diction that does not exist in common poems by other writers. As a nonconformist poet, she often reserved meanings of words and phrases and uses paradox to create greater effect in her poems.

There are some points that the researcher expects by composing this thesis. ms are difficult to understand. Her ideas of death are too odd and abstract. Her symbolic sign are uneasy to be interpreted. However, the researcher thinks that symbolic signs in Emily poemseven the most interesting part to explore. Thus, the researcher would like to

using semiotics approach.

B. Research Questions

Based on the research background above, the researcher formulated two research questions. They are as follows.

1. What kinds of symbol appear death poems?

2. How does Emily Dickinson construct symbolsin her death poems?

C. Research Limitation

This researchfocuses on analyzing the symbolic signs.The discussion includes the interpretation of each symbolwhich implies the ideas of death in Emily death poems. To avoid bias of the discussion, the researcher does not focus on analyzing the religious and philosophical aspect poems deeply. Such limitation is needed in order to keep the research focused on the research questions.

D. Research Objectives

The objectives of the research are:

1. to identify the kinds of symbols death poems.

2. to describe how Emily Dickinson constructs symbols in her death poems.

E. Research Benefits

The research is expected to give significance as follows:

1. to contribute a new insight in understanding modern poetry, especially Emily

death poems.

2. to provide an analysis of symbolic signs death poems as the representation of her new ideas or thought toward death phenomenon.

F. Research Methodology

1. Type of Research

This research uses descriptive qualitative library research. The descriptive technique is intended to make clearer understanding about symbolic signs in Emily Donovan (as cited in Stafford, 2011, p. 3) explains that qualitative research focuses on analyzing situation and interpreting symbols in a situation that is being studied. This research focuses on the interpretation of literary document through existence of words, phrases, and sentences. As a library research, it uses books and other writings to support the objectivity of this analysis.

2. Data and Source of Data

The main data or primary data for this research are taken from The Poems of Emily Dickinson published by the Pennsylvania State University. The selected poems: Bec

I I died How many . The theme of the six poems are the same, all of them contain the idea of death. But, each poem has its own

appear differently in representing the theme.

The secondary data were all data supporting the main data. It involves the The secondary data were all data supporting the main data. It involves the

3. Technique of Collecting Data

The first step of collecting data is by performing close reading to the primary and secondary data. The researcher made a brief interpretation and takes a note for important finding. From the note taken, the research poetic devices, such as figure of speech, image, repetition, etc. The data collected were taken from the six poems whichshow the emergence of symbolic signs in representing the ideas of death.As the second stage of reading with deeper interpretation,the researcher selected the data collection to find the symbolic sign as the main data of this research. As the secondary data, the researcher collected any documents that deal with the primary data and support the analysis.

4. Technique of Analyzing Data

The analysis of the data is done in three major steps. After finishing the data collecting method, the first step is classifying the data. The data classification is based on the two kinds of symbol association: personal symbol and conventional symbol. The classification process is supported by the usage of Dictionary of Symbol which explains the common meaning of symbol. As the second step, the researcher displayed the classified data and applied semiotic theory to answer the research The analysis of the data is done in three major steps. After finishing the data collecting method, the first step is classifying the data. The data classification is based on the two kinds of symbol association: personal symbol and conventional symbol. The classification process is supported by the usage of Dictionary of Symbol which explains the common meaning of symbol. As the second step, the researcher displayed the classified data and applied semiotic theory to answer the research

G. Thesis Organization

The thesis will be divided into four chapters and is divided into sub-chapters. The detail of the organization is as follows.

Chapter one is introduction. It consist of seven sub-chapters; research background, research questions, research limitation, research objectives, research benefits, research methodology, and thesis organization.

Chapter two is literary review. It consists of five sub-chapters; previous researches, semiotics of poetry, symbols, symbols and death poems, and biography of Emily Dickinson.

Chapter three is the analysis. It consists of two sub-chapters; the kinds of symbol and the way Emily Dickinson constructs symbols in her death poems.

Chapter four is conclusion and recommendation. In this chapter, the

CHAPTER II LITERATURE REVIEW

A. Previous Research

Faculty of Letters and Fine Arts. The thesis entitles of Time and Eternity using semiotics theory by Michael Riffaterre. This thesis was written by Eko Suryo Sambodo who tries to reveal the type of love expression and the way Emily Dickinson expresses love through her poems. He analyzed the words, phrases, sentences and punctuation marks as signs which contain hidden meaning.

The results of this thesis are the description of four kinds of love that occur in love to her mother, love to her lover, love to her friends, and love of peace. In her love poems, Emily Dickinson uses metaphor to flatter someone she loves. She creates unperfected arrangement of rhymes to show the

her characteristic in expressing sadness. The other thesis entitles

using the Semiotics of Poetry conducted by Niko Fediyanto. The two main ideas are the social criticisms appear in E. E. Cummings poems and the way Cummings delivers his social criticisms. There are six poems analyzed in this thesis. The form of word, phrase, sentence, stanza and the complete poems are the primary using the Semiotics of Poetry conducted by Niko Fediyanto. The two main ideas are the social criticisms appear in E. E. Cummings poems and the way Cummings delivers his social criticisms. There are six poems analyzed in this thesis. The form of word, phrase, sentence, stanza and the complete poems are the primary

of social criticism. The results of this thesis are the descriptions of five social criticisms in E. E. Cummings poems such as criticizing the unrealistic life, criticizing people in the

Cummings delivers his social criticism in three ways: creating method by using many syntactic elements, the typography pattern in his poems, and makes a contrast between clichés of the conventional poems with his view upon reality.

Furthermore, there is another thesis which uses semiotics approach written by Yudha Santi Utami. This thesis entitles Novel Silas Marner. This thesis discusses about the kinds of icons and the significance of icons in novel Silas Marner

s theories to answer the research question of this thesis. As the conclusions, there are two kinds of icon found in Silas Marner. They are diagram and metaphor. The metaphor can be found after it is connected with the cultural and social background of the story. She uses some textual interpretants to find the significance of the icons.

By reading the three previous researches, the researcher decided to conduct a s death poems. This thesis uses semiotics approach but it is quite different from the previous researches. It focuses on By reading the three previous researches, the researcher decided to conduct a s death poems. This thesis uses semiotics approach but it is quite different from the previous researches. It focuses on

B. Semiotics of Poetry

The word semiotics derives from Greek, semeion, which means sign. Thus, semiotics means study of signs. Semiotics theory is developed by two pioneers, Ferdinand de Saussure and Charles S. Peirce. Saussure is known as the founder of modern linguistic through his theory of semiology

gy as the science which studies sign system: language, codes, 1975, p. 1). Saussure emphasizes the social function of the sign. There are two elements in Saussure s concept: signifier and signified. Signifier is something which carries the meaning and signified is the actual meaning which is carried.

Signified

Signifier

However, Pierce also conceived of a general theory of signs which he called semiotics , the domain area of investigation that explores the nature and function of signs (Guiraud, 1975, p. 1).Furthermore, Pierce stated that sy

10). Pierce emphasizes the logical function of the sign. Based on his statement, he analyzed how people think and communicate in 10). Pierce emphasizes the logical function of the sign. Based on his statement, he analyzed how people think and communicate in

t would make people become aware of what Zoest, 1993, p. 11).

According to Pierce, sign is something which represents something else. He defined triadic relation of sign: representament, object, and interpretant. The sign stand as the representament which represent something called object or referent. After the representament is connected with the object and conceived by the perceiver in his mind, it becomes interpretant. Pierce classified the relationship between the representament and the object into three kinds: icon, index, and symbol. Icon is a sign which its relation to object is based on similarity. Index is a sign which its relation to object is based on causal relationship. Symbol is a sign which its relation to object is based on convention.

Representament

In the history of semiotics theory, Michael Riffaterre has played a central role expresses concepts and thing by indirection. To put it simply, a poem says one thing and m (Riffaterre, 1978, p. 1). He clearly stated that poetry always deals with indirectness. Poetry is literary product that needs more contemplation in the process of understanding compared with other literary product such as prose and drama. In his theory, indirection employs concepts or rules that not familiar with public convention. Poetry often has its own writing concepts that may be not even be understood by common readers.

Semiotics of Poetry substantially consists of five chapters, but in this case the researcher will discuss the four chapters only. The four chapters are , and interpretants.

The language of poetry is different from the common usage of daily language. The language of poetry is usually connotative which need a deeper contemplation and imagination, both in creating and understanding it. Moreover, the language of poetry is clearly related to inconstantly esthetic concepts which dictated the process of creating and understanding poetry. However, the constant theory is that poetry expresses indirection. Indirection is produced by displacing, distorting, and creating meaning.

a. Displacing meaning

when one word (Riffaterre, 1978, p. 2). In poetry, the term of metaphor and metonymy as the representative of figurative words could create level of meaning.

b. Distorting meaning ambiguity, contradiction, or n (Riffaterre, 1978, p. 2). Ambiguity means that a word or a sentence may have two or more different meaning. Ambiguity is not only frustrating but also indicating an ingredient of literariness (Riffaterre, 1983, p. 8). As the characteristic of literary language , each word could create various meaning in the process of interpretation. Contradiction is caused by the use of paradox and irony. Contradiction relates to units of meaning, when the meanings contradict with the real or normative meaning. Nonsense means that the words have no meaning linguistically. But, the words create certain meaning when it takes on the arrangement of poems.

c. Creating meaning

out of linguistic items that may not be meaningful otherwise (for instance, out of linguistic items that may not be meaningful otherwise (for instance,

Riffaterre (1978) emphasize that poem has a structure of meaning (p. 1). Poetry has their own structure and different from a prosaic text. Riffaterre (1983) states components that guide the reader towards a (p. 7). In poem, through finding the homologues of the text, the further explanation will depart in the area of intertext. The socialect or the intertext offers a frame of thought or a signifying system that helps the reader in the process of interpreting (Riffaterre, 1983, p. 7). It is directed to the function of signs as the media of meaning

Furthermore, Riffaterre emphasizes the concept of semiotic unity as the most fundamental feature in his theory. It relates to his hermeneutic model where there are

a frame, or system, or angle of vision in the process of looking for solution by the reader (Riffaterre, 1983, p. 7).In this process, there is an occurrence of phenomenon,

a process which results in variants of the same structural matrix:

The poem results from the transformation of the matrix, a minimal and The poem results from the transformation of the matrix, a minimal and

2. Sign Production

he poetic sign is a word or a phrase pertinent to the 23). In transforming signs into

thus the motor, the generator of the textual derivation, while the model determines the manner of tha

21). Poetic sign determined by hypogrammatic derivation : a word or phrase is poeticized when it refers to (and if a phrase, patterns itself

(Reffaterre, 1978, p. 23). He says that hypogram is already a system of signs comprising at least a predication, or it maybe a large as a text, that maybe potential and observable in a previous text (Riffaterre, 1978, p. 23). It is a text which becomes the background or the reason of the other texts or poems creation.

There are three types of hypogram: semes and presupposition, clichés (or quotation), and descriptive systems.

a. Semes and Presupposition a. Semes and Presupposition

s to decode not only the connotation but also denotation. It is important to find the meaning of a word.

b. Clichés This hypogram is different from the preceding category because this hypogram is

It is part of linguistic competence and literary connotations which is taken from other sources and usually to support a statement. Clichés are everywhere, something familiar, ready-made examples, well-tested images that the basic mechanism, however, is also one of the seme actualization (Riffaterre, 1978, p. 39). Clichés or quotation in a poem added by the poet, it is taken from previous poem or from other poet.

c. Descriptive systems The descriptive systems are almost the same as presupposition network and may be more complex, but in their simpler form they are very close to the c. Descriptive systems The descriptive systems are almost the same as presupposition network and may be more complex, but in their simpler form they are very close to the

3. Text Production

The text as locus of significance is generated by conversion and expansion. Both expansion and conversion establish equivalences between a word and a sequence of words (Rifatterre, 1978, p. 47).

a. Expansion establishes the equivalence by transforming one sign into several which is to say by deriving from one word a verbal sequence with that 47). Expansion transforms the essential of simple matrix sentence into more complex forms. Expansion may be made up entirely of repetitive sequences. Riffaterre added that repetition is a sign that may symbolize an emotional tension or as n icon of motion.

xpansion has another far-reaching effect upon poetic discourse: it transforms the more abstract language forms, especially the grammatical connectives,

53). Expansion is the transformation of abstract into figurative signs. This is the principal, perhaps the only, agent operating (apparently) to remove arbitrariness in the extreme and 53). Expansion is the transformation of abstract into figurative signs. This is the principal, perhaps the only, agent operating (apparently) to remove arbitrariness in the extreme and

b. Conversion lays down the equivalence by transforming several signs sign, that is, by endowing the components of a sequence with the same characteristic features. Conversion particularly affects sequences generated by expansion (Rifatterre, 1978, p. 47). The rule of conversion is that conversion transforms the constituents of the matrix sentence by modifying them all with the same factor (Riffaterre, 1978, p. 63). Conversion is able to affect much longer sequences than phrases or sentences and to make one sign out of a whole text.

4. Interpretants

The concept of interpretant is needed in the shifting process of meaning to significance. It is a sign that translates the text suggests. Interpretant can be defined as any equivalence established by the poem and perceived by retroactive reading: for instance, a paradigm of synonym (Rifatterre, 1978, p. 81). The role of interpretant in reading process is played by the poetic words, the role the reader rationalizes as a symbol of the writer The concept of interpretant is needed in the shifting process of meaning to significance. It is a sign that translates the text suggests. Interpretant can be defined as any equivalence established by the poem and perceived by retroactive reading: for instance, a paradigm of synonym (Rifatterre, 1978, p. 81). The role of interpretant in reading process is played by the poetic words, the role the reader rationalizes as a symbol of the writer

a. Lexematic interpretant Lexematic is mediating words. It is called asdual signs because either they generate two texts simultaneously within the poem (or one text that must be understood in two different ways), or else they presuppose two hypograms simultaneously (Riffaterre, 1978, p. 81).

There are two reading stages in analyzing poems: heuristicand hermeneutics.

1) Heuristic

since it is during this reading that meaning is p. 5). As the first stage of reading, heuristic dictates the readers in understanding the existence of linguistic signs. It is includes the assumption that language is referential; a poem stands in the stage of mimesis (a representation of an action or a statement about object and situation). In poem, the first stage of reading goes on from beginning to end of the text, from top to bottom of the page, and follows the syntagmatic unfolding.

2) Hermeneutic Hermeneutic or retroactive reading is the second stage of interpretation. As a higher system, hermeneutic is a guideline from mimesis to semiosis. It focuses on the transformation of signs which appear to reach the complete arrangement of semiotic system.Riffaterre (1983) explains that through hermeneutic the readers become conscious of their own interpreting, even the text seems obscure and ambiguous (pp. 7-8).

As he progresses through the text, the reader remembers what

he has just read and modifies his understanding of it in the light of what he is now decoding. As he works forward from start to finish, he is reviewing, revising, comparing backwards. He is in effect performing a structural decoding, as he moves through the text he comes to recognize, by dint of comparisons or simply because he is now able to put them together, that successive and differing statements, first noticed as mere ungrammaticalities, are in fact equivalent, for they now appear as variants of the same structural matrix (Riffaterre, 1978, pp. 5-6)

As the conclusion, through this two stages of reading the readers deal with interpretation in the level of first and second formal interpretation where the reader experience dual sign. There is a process of comprehending the core meaning of the poetry by the reader through the level of decoding signs in heuristic and in the level of hermeneutic. It started from the fist level where interpretation based on the emergence of words which may carry more than one meaning or dual signs.

Retroactive reading thus appears to be the method for decoding dual signs: first, because the sign refers to a paradigm, and a paradigm can be recognized only after it has been sufficiently developed in space so that certain constants can be perceived; second, because any stumbling-block sends the reader scurrying back for a clue, back being the only place to go; third, because the correction made backwards via the proximate homologue creates the ghost or parallel text wherein

tactically unacceptable) semantic allegiance can be vindicated (Riffaterre, 1978, p. 91).

b. Textual interpretant

The interpretant may be a textual sign. Instead of being symbolized by a word referring to the text in which the reader is to find his hermeneutic clues, the interpretant is a fragment of that text actually quoted in the poem it serves to interpret (Riffaterre, 1978, p. 109). Textual interpretant leads the reader into the further stage where reading involves external factors (beside the poem itself), such as supporting text. Textual interpretant guides the reader in two ways. The first, it helps him focus on intertextuality, especially on how the poem exemplifies the type of intertextual conflict where two conflicting codes are present within its boundaries. It can be said that interpretation to a poem could not do without the understanding of social and cultural background of the poet, an important contribution to guide the reader in understanding the deep meaning of the poem. The second, the textual interpretant functions as the model for the hypogrammatic derivation (Rifatterre, 1978, pp. 109-110).

C. Symbol

In Merriam Webster Dictionary, the term of symbol is derived from ballein syn

symbolon and Latin symbolum, which means token, sign. Encyclopedia Britannica defines element intended to simply represent or stand for a complex of person, object, group,

Symbol not only represents something literal and concrete but also a complex set of abstract values.

Laurence Perrine (as cited in Fadaee, 2011, p. 20) states something that means more than what it is. It is an object, a person, a situation, an action, or some another item that has a literal meaning, but suggests or represents

Symbol is used by the poets to express feeling or thought and increases the beauty of the text, it has not only figurative meaning but also literal meaning. Symbol has further layers of meaning, maybe more than the writer consciously intended.

In interpreting literary symbol, the important thing is the existence of general concept of symbols which has stable and fixed meaning. Moreover, the understanding ught. Laurence Perrine (as cited in Fadaee, 2011, p. 20) states that symbolic phenomena can be identified by the emergence of clue, such as repetition, emphasis or position . The meaning of literary symbol is related to the fact inside the text which may be supported by the In interpreting literary symbol, the important thing is the existence of general concept of symbols which has stable and fixed meaning. Moreover, the understanding ught. Laurence Perrine (as cited in Fadaee, 2011, p. 20) states that symbolic phenomena can be identified by the emergence of clue, such as repetition, emphasis or position . The meaning of literary symbol is related to the fact inside the text which may be supported by the

In Pierce theory, symbol is a sign which its relation to object is based on convention. Pierce explained that symbolhas unchangeable common meaning. Moreover, conventional symbol is a symbol that has an understood or widely accepted interpretation (http://english.tjc.edu/engl2307nbyr/symbolallegory.htm).For example, a national flag is a symbol of country which may represent patriotism and loyalty.On the other hand, personal symbolis an object which is invested with a particular meaning by the poets. It The characteristics of this symbol are fresh, new, and sometimes contrary to conventional symbol(http://www.cod.edu/people/faculty/fitchf/readlit/symbol1.htm).As the result, it is more difficult for the reader to recognize the meaning of this symbol. For example, someone may represent a dog as a symbol of loyalty, but other use it as a representation of fear and contemptibly.

A symbol that repeatedly emerges is not a reference of the various meaning, but it stands as a replica of the same sign (Zoest, 1993, p. 25).As the characteristic, symbol clearly relates to social aspects which force it to be more refined. Symbolis represented

that defined as an ongoing process of that defined as an ongoing process of

D. Symbols in Death Poems

Symbol is one of interesting poetic devices. The researcher thinks that symbol stands above the other poetic devices.Symbol is broader and more ambiguous in meaning (Guerin, 1996, p. 41). Symbol representsa value which is different from those the thing being symbolized. Symbol frequently stands alone, given little or no indication as to what is bein

hadwick, 1971, p. 2). Poems which are discussed in this

donot only talk about love and beautiful things but also dark and gloomy things. There are many poets who choose death phenomenon as the theme of their poems. Moreover, it can be seen as a special characteristic of them. Some poets such as, Emily Dickinson, Edgar Allan Poe, Sylvia Plath, and Christina Rossetti are famous with their death poems. Each poet has their own ways in representing various characteristics of death in poems.

nd impossibilities of language to evoke the experiences

91). The books of Emily that she experienced several deaths of her relatives and spent her times in mourning. Furthermore, the researcher assumes that through her

According to the Oxford Advanced Learner Dictionary, the term perception means the way someone notices things, especially with the senses, an idea or a belief or an image someone has as a result of how someone sees or understands something.According to the researcher, most of E about her way of thinking to give respond and reaction in accepting death phenomenon.

In her death poems, Emily Dickinson has her own ways in using and constructing symbols. She uses various objects, such as animals, plants, seasons, and places as symbols. In constructing symbols, she makes the transition process from something real and clear to the level of obscure and confused (Chadwick, 1971, p. 4). The transition process includes the uses of poetic structures which has the same area of interest, such as image, figure of speech, and myth. For example, Emily Dickinson in Tie the Strings to my Life, My Lord uses visual imagery Just a look at the horses . (Cirlot, 2001, p. 152).

In addition, the way Emily Dickinson uses and constructs symbols not only emphasizes the essential part but also theinfluences in her death poems. Poets deal with many aspects in their writing process. Moreover, the writing process could not

ible,

(VanSpanckeren, 1994, p. 35).Most of those works gives influences in some of Emily

E. Biography of Emily Dickinson

Emily Elizabeth Dickinson was born on December 10, 1830 in Amherst, Massachusetts as the second daughter of Emily Nocross and Edward Dickinson. Amherst is a small Calvinist village with the powerful Puritan traditions, about 2600 mostly strongly religious and orderly citizens. The Dickinson children; Emily, Austin

d under the strong authorization of their father, a prominent lawyer who served as a U.S. Congressman and as a treasurer

ld 78). Emily Dickinson grows as an individualist with

a very sensitive soul, shy, withdrawn, unpublished, and unknown village woman (VanSpanckeren, 1994, p. 35).

In 1840s, Emily Dickinson attended Amherst Academy and often spent her time for few short trips, such as Philadelphia, Washington, and Boston. She continued

intelligent child who demanded intense relationships with school friends and family 2). In 1848, she returned to Amherst where she began her life in seclusion. In 1850s, she began writing poem and her creative activity intelligent child who demanded intense relationships with school friends and family 2). In 1848, she returned to Amherst where she began her life in seclusion. In 1850s, she began writing poem and her creative activity

re

p. 1995, p.

The year of the greatest stress was 1855, when distance and danger threatened

in mourning because of several deaths; her father died in 1874, both Charles bert died in 1883 (Martin, 2002, p. xiv-xv). All of those deaths influenced her work especially the

2002, p. 40).

Emily Dickinson wrote approximately 1,775 poems in letters that she sent to a large circle of friends. As a prolific poet, ironically only ten of her poems appeared in print during her life time. But, she was recognized as one of the most original American poets in forty years after her death. Emily Dickinson died in Amherst at the age of 56 on May 15, 1886. In 1955, Thomas H. Johnson published the definitive

poems in three volumes including all poems with

e arrangement e arrangement

F. Frame of Thought

This research is directed to answer the research questions mentioned in previous chapter. The research background death poems. are odd and abstract. The most intere the symbolic signs which seemsto be difficult to be interpreted. Then, the researcher formulates that assumption into research question a Semiotic of Poetry .

The importance of symbolic sign clearly relates to social aspects which force it to be refined in the process of interpretation. Symbols in poems have further layers of meaning, maybe more than the writer consciously intended. Symbols are richer, broader, more ambiguous in meaning, and even contradictory.

Riffaterre is used in this research based on three arguments by the researcher. First, this theory focuses on poetry analysis, so that the researcher can apply the whole theory to analyze the poems. Second, this theory is the most representative tool to uncover symbolic signs that could be founded in the Riffaterre is used in this research based on three arguments by the researcher. First, this theory focuses on poetry analysis, so that the researcher can apply the whole theory to analyze the poems. Second, this theory is the most representative tool to uncover symbolic signs that could be founded in the

Accord The meaning of poem is not delivered explicitly by the poet. This theory emphasizes

a significant character in poetry includes reader oriented theory, a part of reception theory which stands as a philosophical fundament in his theory. It starts from the first stage of reading or

hen, the concept of semiotic arises in the second stage of reading or hermeneutic reading.

The intertextual decoding process includes the process of reference understanding: finding the meaning of each symbol and tracing the social and cultural background. In this part, the researcher could find the relation between symbol and its convention.The most important element in

. The hypogrammatic derivation concept that poetry is a work of art which is constructed from various related elements.

Hypograms

Indirection

Symbol

Meaning

CHAPTER III ANALYSIS

semiotics theory. There are six poems of Emily Dickinson analyzed in this chapter. The poems are:

1. Because I could not stop for Death

2. It was not death, for I stood up

3. I died for beauty, but was scarce

5. How many times these low feet staggered

6. If I should die The Poems of Emily Dickinson have no

title, so the researcher takes the first line of each poem as a substitute for the title.

This chapter is divided into two sub chapter. The first sub chapter analyses the kinds of symbols. The second sub chapter analyses the way Emily Dickinson constructs symbols in her death poems. This is based on the research questions in the first chapter of this research. Then, the analysis of this research is based on two stages of reading composed by Riffaterre. They are heuristic and hermeneutic reading.

A.

1. Because I could not stop for Death

BECAUSE I could not stop for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality.

We slowly drove, he knew no haste, And I had put away My labor, and my leisure too, For his civility.

We passed the school, where children strove At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun.

We paused before a house that seemed

A swelling of the ground; The roof was scarcely visible, The cornice but a mound.

Since then 'tis centuries, and yet each Feels shorter than the day

I first surmised the horses' heads Were toward eternity.

(Emily Dickinson, poem num. XXVII, p. 190)

a. Heuristic Reading

In this poem, the an as important signs

are not the beginning of a sentence but Dickinson writes those words with capital letter. She shows the with other words in this poem. It are not the beginning of a sentence but Dickinson writes those words with capital letter. She shows the with other words in this poem. It

In the first as the keywords is a something cliché. There are so many poets use those terms as the main t

become interesting topic that people always talk about. As long as hu can be said as never-ending-topics.

There is another sign in this poem tha Because I in the form of personification shows the process of displacing meaning created by the poet. The reader could find two implied meaning from those lines. First, the speaker shows her

is a kind man.

. Se

In the third stanza, Dickinson uses repetition as another important sign of this is repeated three times. It helps the reader to understand that there is press of meaning created by the poet. Moreover, the repetition continued by

the school/where children the sett

. It convinces the reader that to continue the process of interpretation they should find the . It convinces the reader that to continue the process of interpretation they should find the

and

to give a

There is a contradiction and yet eac

can be seen as a paradox. In addition, Dickinson creates

. This is how Dickinson produces distorting meaning to express indirection in her poem.

b. Hermeneutic Reading

The readers find the deeper meaning of this poem through the several sign that emerge in the first stage of reading. Dickinson shows that the typographies of lead the reader to find the basic idea of this poem. The term

in in the poem is a something cliché. This is how people in general dream about immortality but face the death as a reality. Dickinson describes that the s

. Dickinson shows the uses of static concept that has been understood by society. It can be said as a static concept because there is no changing . Dickinson shows the uses of static concept that has been understood by society. It can be said as a static concept because there is no changing

He kindly as the model. Model explains the main topic being discussed in the poem. The main topic to imagine the character or manner of the matrix. The model

ecause I cou

as an unavoidable man who could make the speaker receives all of his treatment defenselessly. In the second stanza, Dickinson shows how the speaker receives

manner.

We slowly drove, he knew no haste, And I had put away My labor, and my leisure too, For his civility.

can be interpreted as a symbol. Commonly, death represents the end of time relates to destruction and sadness. Ferber (2007) states that death may symbolize something else, but usually represented symbolically as a person (p. 54). In the poem nu

death is the supple

(Ferber, 2007, p. 56). At a glance, those lines give similar idea with model and matrix that being discussed above.

indicates the uses of personal symbol which associates wit

Dickinson is unmarried until the end of her life. As a general assumption, it is caused

(Benfey, 2002, p. 40). Furthermore, Dickinson experiences several deaths of her

(Martin, 2002, p. xiv-xv). This is why she decides to spend the rest of her life in seclusion. thought. It creates an assumption that Dickinson spends the rest of her life not only waiting for her death but also her lover. This explanation shows that the understanding of social and cultural background of the poet helps the reader in understanding the meaning of personal symbol of the poem.

In the third stanza, Dickinson uses repetition as the simplest form of expansion. Expansion is a process of text production. Repetition is a sign which indicates the emoti

is an expression of remembrance. In this poem, they pa

the school where . The term the school where . The term

As the first stage, they passed the school and the children. The child stands as

a symbol of the future (Cirlot, 2001, p. 45). The child symbolizes the start of life and the view of the future. In the second stage, the gazing grain symbolizes the life itself. In the Greek word sitos meant grain or bread. In English, the meaning extends into

while to be alive is to eat bread (Ferber, 2007, p. 35). In the third stage, they passed the setting sun. According to Homer, life is when someone sees the light. On the other hand, death is when someone must leave the light of the sun (Ferber, 2007, p. 209). Moreover,

f James 209). All of those symbols are called as conventional symbol that can be easily found in the dictionary of symbols. Conventional symbols have the unchangeable common meaning which is commonly used in several sources.

Fr

In the fourth stanz we paused before a house that s

to tell the reader that a grave can be seen as a house. As a form of comparison, she wants to say that people live in a house and death people should live in a grave. Furthermore, the description of grave as a house continued by the uses of semicolon (;). The semicolon connects those lines with the to tell the reader that a grave can be seen as a house. As a form of comparison, she wants to say that people live in a house and death people should live in a grave. Furthermore, the description of grave as a house continued by the uses of semicolon (;). The semicolon connects those lines with the

the corn She emphasizes that grave can be a house for death people. In this part, Dickinson shows that she feels comfortable in facing the death.

Dickinson creates a paradox through Since then 'tis centuries, and yet

in the last stanza. She reveals the length of time If is an example of ambiguity. m which is extremely complex and not clearly defined. In Germany and England, to dream of a white horse was thought to be an omen of death. In other place, a pair of horses (white and black) imprecisely represents life and death (Cirlot, 2001, p. 152). Secondl

leads

seen as the revelation of the speaker in this poem. The speaker finds that death is not the end of the story, but she continues the story toward eternity.

In sum, Dickinson wants to give an alternative point of view for the readers through this poem. She reveals a n

as her personal symbol. However, the uses of conventional symbols such as child, grain, sun and horse give significant contribution to support the unity of her thought in this as her personal symbol. However, the uses of conventional symbols such as child, grain, sun and horse give significant contribution to support the unity of her thought in this

2. It was not death, for I stood up

IT was not death, for I stood up, And all the dead lie down; It was not night, for all the bells Put out their tongues, for noon.

It was not frost, for on my flesh

I felt siroccos crawl, Nor fire, for just my marble feet Could keep a chancel cool.

And yet it tasted like them all; The figures I have seen Set orderly, for burial, Reminded me of mine,

As if my life were shaven And fitted to a frame, And could not breathe without a key; And 't was like midnight, some,

When everything that ticked has stopped, And space stares, all around, Or grisly frosts, first autumn morns, Repeal the beating ground.

But most like chaos, stopless, cool, Without a chance or spar, Or even a report of land To justify despair.

(Emily Dickinson, poem num. LXXV, p. 215) (Emily Dickinson, poem num. LXXV, p. 215)

At a glance, this poem tells about incomprehensible feeling which relates to the sense of depression. This poem starts with