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THE MEANING OF “FENCE” AS THE MAIN SYMBOL IN AUGUST WILSON’S FENCES AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters.
By
MARIA ROSETHA SIMBOLON
Student Number: 074214064
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA
THE MEANING OF “FENCE” AS THE MAIN SYMBOL IN AUGUST WILSON’S FENCES AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters.
By
MARIA ROSETHA SIMBOLON
Student Number: 074214064
ENGLISH LETTERS STUDY PROGRAMME DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA
An Optimist sees
opportunities in every
danger. A pessimist sees dangers in every opportunity.(Benjamin Franklin) What you think God gives you depends on what you think of
God. (Hoover and sabatté) This Thesis is Dedicated to My Beloved Jesus Christ and My Beloved Family
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama : Maria Rosetha Simbolon NomorMahasiswa : 07 4214 064
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul
The Meaning of “Fence” as the Main Symbol in August Wilson’s Fences
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data mendistribusikan secara terbatas dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya Dibuat di Yogyakarta Padatanggal : 26 Agustus 2011 Yang menyatakan.
(Maria Rosetha Simbolon)
ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ for the extraordinary grace upon my life. I can finish this thesis because of His great blessing. I love You, Jesus.
My deepest gratitude is addressed to my advisor, Drs. Hirmawan Wijanarka, M.Hum., for his patience, suggestion, motivation, and laughter in guiding me finishing this thesis. I also thank my co-advisor, Elisa Dwi Wardani, S.S., M. Hum., for her correction and advices to the completion of this thesis. I also thank all of the lecturers and staffs of English Letters Department Sanata Dharma University for the guidance and help during my study.
I dedicate this thesis to my beloved family. To my mother, Linceria Haloho, you are an amazing mother. To my father, Binnen Simbolon, I know you always pray for me. To my brothers Ganda Simbolon and Asido Simbolon, you are the best brothers ever. I thank them for everything they do to support me. I love you all. My special thank is addressed to my beloved the late grandfather, Justin Fransiskus Haloho. I will always remember the advices and great memories.
My sweetest thank is addressed to my lovely friends: Mustika, Grace, Yenni (Bigozh), Tina, Sicil, Karin, Tata, Riris, and Mey. Thank for the supports, prayers, and friendship. I love you friends.
Maria Rosetha S.
TABLE OF CONTENTS TITLE PAGE ................................................................................... ............. i APPROVAL PAGE ......................................................................... ............. ii ACCEPTANCE PAGE .................................................................................. iii MOTTO PAGE .............................................................................................. iv DEDICATION PAGE .................................................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...................... vi ACKNOWLEDGEMENTS ........................................................................... vii TABLE OF CONTENTS ............................................................................... viii ABSTRACT ................................................................................................... ix ABSTRAK ..................................................................................................... x CHAPTERI: INTRODUCTION .................................................................. 1
A. Background of the Study ................................................................... 1 B. Problem Formulations ........................................................................
5 C. Objectives of the Study ...................................................................... 5
D. Definition of Terms ........................................................................... 5
CHAPTER II: THEORETICAL REVIEW ................................................ 7 A. Review of Related Studies ................................................................. 7 B. Review of Related Theories ............................................................... 10 C. Theoretical Framework ...................................................................... 12 CHAPTER III: METHODOLOGY ............................................................. 13 A. Object of the Study ........................................................................... 13 B. Approach of the Study ....................................................................... 14 C. Method of the Study ........................................................................... 15 CHAPTER IV: ANALYSIS .......................................................................... 17 A. The Presentation of “Fence” as the Main Symbol ............................. 17 B. The Meanings of “Fence” in the Play ................................................ 26 CHAPTER V: CONCLUSION ..................................................................... 41 BIBILIOGRAPHY ......................................................................................... 45 APPENDIX (Summary of Fences) ............................................................... 47
ABSTRACT
Maria Rosetha Simbolon. The Meaning of “Fence” as the Main Symbol in
August Wilson’s Fences. Yogyakarta: Department of English Letters, Faculty of
Letters, Sanata Dharma University, 2011.The play Fences by August Wilson is the main object in this study. The story tells about the life of Maxon’s family. Most part of the play is talking about “fence”. This study discusses the meaning of “fence” literally and symbolically.
There are two objectives in this study. The first is to show the presentation of “fence” in the play. The second is to reveal the meaning of “fence” both literally and symbolically.
To answer the questions the writer uses the play Fences by August Wilson as the primary source, while the secondary sources are books on literature and online sources. The writer uses library research method. The writer uses formalistic approach because the study focuses on the work of literature itself – the play Fences itself.
The results of the analysis show that the symbolical meaning of the word “fence” is revealed by the characters of this play. The symbolical meaning is seen from the situations and conversations of the characters. The meanings are divided into two parts: literal meaning and symbolical meaning. The symbolical meaning is revealed by eight characters. The first, “fence” is Jesus as the protector for Rose and her family. The second, “fence” is something that can make Rose can hold on to all her family. The third, “fence” is Troy’s strong prohibition toward Cory not to join football team. The fourth, “fence” is the border between Troy and death. The fifth, “fence” is a gap between Troy and Lyons. The sixth, “fence” means Troy’s action that make Rose become in charge of a child who is not hers (Raynell). The seventh, “fence” means the boundary between Gabe and his freedom to live freely. The eighth, “fence” means the evil of Troy’s father which make Troy did not get happiness in his childhood. The meaning of “fence” is revealed by the character of Troy, his wife (Rose), his son from Rose (Cory), his best friend (Bono), his son from previous marriage (Lyons), his brother (Gabe), and Troy’s father. The meaning of “fence” both literal and symbolical has similarity. The function of both of them is as a boundary. The difference is seen from the existence of “fence” whether it is abstract or concrete and from the cases that the characters face.
ABSTRAK
Maria Rosetha Simbolon. The Meaning of “Fence” as The Main Symbol in
August Wilson’s Fences Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra,
Universitas Sanata Dharma, 2011.Drama berjudul Fences dengan pengarang August Wilson adalah objek utama dalam skripsi ini. Drama ini bercerita tentang kehidupan keluarga Maxon. Sebagian besar dari drama ini berbicara tentang “fence”. Skripsi ini mempelajari arti dari “fence” secara literal dan secara simbolik.
Tujuan skripsi ini ada dua. Yang pertama adalah untuk menyajikan bagaimana “fence” dikemukakan dalam cerita.. Yang kedua adalah untuk mengungkapkan arti- arti “fence” baik secara literal maupun simbolik dalam cerita.
Untuk menjawab pertanyaan-pertanyaan tersebut, penulis menggunakan drama Fences oleh August Wilson sebagai sumber utama, sedangkan sumber penunjang adalah buku-buku sastra dan sumber- sumber dari internet. Penulis menggunakan metode studi pustaka. Penulis menggunakan pendekatan formalistik karena penelitian ini berfokus pada karya sastra itu sendiri yaitu drama dengan judul Fences yang ditulis oleh August Wilson.
Hasil dari analisis ini menunjukkan bahwa makna simbolik dari kata “fence”dilihat dari karakter- karakter dari drama ini. Makna dari “fence” dilihat dari beberapa situasi dan percakapan- percakapan para tokoh. Makna “fence” dibagi menjadi dua bagian yaitu makna secara literal dan makna secara simbolik. Makna simbolik dilihat dari delapan karakter. Pertama, “fence” adalah Yesus sebagai pelindung bagi Rose dan keluarganya. Kedua, “fence” adalah sesuatu yang membuat Rose bertahan terus dengan keluarganya. Ketiga, “fence” adalah larangan keras dari Troy kepada Cory untuk tidak bergabung dengan tim sepakbola. Keempat, “fence” adalah pembatas antara Troy dan kematian. Kelima,
“fence” adalah celah antara Troy dan Lyons. Keenam, “fence” adalah tindakan
Troy yang membuat Rose bertanggung jawab atas anak yang bukan darah dagingnya. Ketujuh, “fence” adalah pembatas antara Gabe dan kebebasannya untuk hidup dengan bebas. Kedelapan, ”fence” adalah kejahatan ayah dari Troy yang membuat Troy tidak mendapatkan kebahagiaan pada masa kecilnya. Makna- makna “fence” dilihat dari tokoh Troy, istrinya (Rose), anaknya dari Rose (Cory), anaknya dari pernikahan pertama (Lyons), teman baiknya (Bono), saudaranya (Gabe), dan ayah dari Troy. Makna secara literal dan makna secara simbolik mempunyai kemiripan. Keduanya berfungsi sebagai pembatas. Perbedaannya terletak pada keberadaan “fence” yang abstrak ataupun konkret dan dari kasus- kasus yang dihadapi oleh para tokoh.
CHAPTER I INTRODUCTION A. Background of the Study People can enrich their knowledge in many ways. One of them is by
reading a work of literature. The content of literary work is about the life of human beings and their environment. In his book Approach to Literature: An
Introduction to Critical Study of Content and Method in Writing , Graham Little
says that “literature contains the record of the people’s values, their thoughts, their problems and conflicts – in short, the whole way of life” (1981: 1). This means that by reading a work of literature, people can enrich their knowledge about things that happen in life. Like what Graham Little says, it can be about the values, thoughts, even problems and conflicts of people in life.
One kind of literary work that presents the life of human being and their environment is drama or play. Thomas Arp. R. and Greg Johnson in Perrine’s
Literature Structure, Sound, and Sense say that “drama, like prose fiction, makes
use of plot and characters, develops themes, arouses emotional responses, and may be either literary or commercial in its representation of reality” (2009: 1023).
Just the same as other literary works, the elements that are usually found in drama are plot, characters, themes, etc. Drama is presentation of reality. The reality can arouse emotional responses, so can drama. What is seen in people’s real life can be seen in drama. In this writing, the writer will analyze a drama.
Generally people’s mind will immediately imagine the performance on the stage when hearing the word ‘drama’ since drama is usually performed on the stage. Drama can be enjoyed in two ways which are reading and watching. People can read the text privately. People also can watch a drama as theatre. When reading a drama privately, it will be a good idea to draw the stage in mind. Creating the stage in mind will help the reader to enjoy and to understand the drama better. Graham Little in Approach to Literature: An Introduction to Critical
Study Of Content and Method in Writing says that “drama is peculiar literary
form, in that it may be treated as literature to be read privately, or as theatre, to be seen in public performance” (1981: 112). Drama is different from other literary works since it can be both as literature and theatre. Thus, there are two options to enjoy drama. It depends on what people like the most.
When reading a text of drama or play, people will deal with words for sure. By reading the words people will be able to get the content of a certain literary work. Yet, people will not be able to understand a work of literature well without knowing the meaning of the words well. Every word has its own meaning. The meaning of a word can be easily understood from its literal meaning. By examining the definition from the dictionary, people are able to get the meaning of certain words. Sometimes the meaning of a word is more than itself. It may represent other meaning - further meaning which is more than its literal meaning from dictionary. Thus, to understand the content of a work of literature well, the readers need to know the meaning of the words well.
If there are some symbols in a work of literature, the readers need to understand the meaning of the symbol well to prevent misunderstanding. A symbol can be many things. An object can be considered as a symbol. A person also can be considered as a symbol, etc. Thomas Arp. R. and Greg Johnson in
Perrine’s Literature Structure, Sound, and Sense states:
A literary symbol is something that means more than what it suggests on the surface. It may be an object, a person, a situation, an action, or some other element that has a literal meaning in the story but that suggests or represents other meanings as well (2009: 284).
When an author puts a symbol in his literary work, it means that he wants to say something through the symbol. Reader’s task is to find out the meaning of the symbol or to make sure whether it is truly a symbol or not. The using of symbol is one of many ways that is used by an author to express ideas or emotions. Murray in Literary Criticism: A Glossary of Major Terms states:
The using of symbol is regarded as a way to express emotions neither by describing them directly nor by defining them through over comparisons to the concrete images but by suggesting what these ideas and emotions by recreating them in reader’s mind (1978: 156 - 157).
The literary work analyzed here is a play Fences. Fences is a play written by August Wilson in 1987. The play Fences win some awards like the Pulitzer Prize and Tony award. This play is a story about the life of an African American family – Maxon’s family who live among white people. In Understanding Plays, Barranger states:
Wilson’s major plays, set in different decades of twentieth-century America, are a series progress. He is writing a history of African- Americans, probing what he perceives to be the crucial opposition in that culture between those who celebrate black America’s African roots and those who deny that historical reality ( 1994: 544).
After reading the Fences, there are some questions that come out from writers’ mind such as: Why is the title of the play called Fences? What is the significance of the word “fence” in the play? And, what is the further meaning of the word “fence”? The writer wants to find out the answers for these questions.
The focus of the writer is on the word ‘fence’. Some critics have criticized this play by relating it to historical criticism and psychological point of view, while the writer is interested in analyzing the play without relating it to other aspects. The writer wants to focus on the play Fences itself without paying attention to other elements outside the play.
Through Fences the writer wants to analyze the meaning of the word “fence” beyond its literal meaning – the symbolical meaning of “fence”. This writing will be about how “fence” is presented in the play and how each of the characters is related to the “fences” in their life. The writer will analyze it as a symbol. Barner, Burto, and Cain in Literature of Composition Essays, Fiction,
Poetry, and Drama say that “when we read, we may feel that certain characters
and certain things in the story stand for more than themselves, or hint at larger meaning. We feel that they are symbolic” (2005: 220). The writer finds that the word “fence” stands more than itsef like what Barner, Burto, and Cain say. There are some criteria for a word to be called as a symbol. In this paper the writer will prove that the word “fence” is a symbol. The writer will use theories of symbol to support the analysis. The next step is to present the meaning of the word “fence”.
B. Problem Formulation
Based on the explanation above, there are two questions in problem formulation that will be analyzed in this writing. They are:
1. How is “fence” as the main symbol in the play presented?
2. What are the meanings of “fence” in the play?
C. Objectives of the Study
Based on the two questions in problem formulations above, there are two aims of this study. The first objective is to know how “fence” is presented in the story. The second objective is to show the meanings of the word “fence”.
D. Definition of Terms
There are some important terms provided below. The terms should be defined in order to avoid misunderstanding in the analysis. They are:
1. Fences
Since the writer will present the further meaning of the word “fence”, it is important to put its literal meaning. The writer will present the meaning of the word “fence” as the root word from the word “fences”. Based on Webster’s Ninth
New Collegiate Dictionary: a Merriam – Webster, the meaning of fences is “a
means of protection, a barrier intended to prevent escape or intrusion or to mark a boundary” (1986: 456). Still from Webster’s dictionary, according to Webster’s
New Twentieth Century Dictionary Unabridged the meaning of “fence” is: “1) a
structure erected around or by the side of any open space to prevent passage in or out; especially, a structure enclosing or separating yards, fields, etc. 2) a guard; anything to restrain entrance; that which defends from attack, approach, or injury; security; defense” (1983: 674).
2. Symbol
The meaning of the symbol is taken from the word symbolism. Robert and Jacobs in Fiction: An Introduction to Reading and Writing said:
Symbolism is derived from a Greek word meaning “to throw together” (syn, together, and ballein, to throw). In literature, symbol pulls or draws together (1) a specific thing with (2) ideas, values, persons, or ways of life, in a direct relationship that otherwise would not be apparent. A symbol might also be regarded as a substitute for the elements being signified, much as the flag stands for the ideals of the nation (1987: 279).
M.H. Abrams in A Glossary of Literary Terms sixth edition says: In the broadest sense a symbol is anything which signifies something; in this sense all words are symbols. In discussing literature, however, the term symbol is applied only to a word or phrase that signifies an object or event which in its turn signifies something, or has a range of reference, beyond itself (1993: 206).
CHAPTER II THEORETICAL REVIEW This chapter consists of three parts. The first part is the review of related
studies which contributes more information dealing with the work. The second part is the review of related theories that provides the theories used in the analysis.
The third part is the theoretical framework which shows the usage of each theory used.
A. Review of Related Studies
The first study is by Jakarta Alchura in “Play reviews: Fences by August Wilson (Historical Criticism Perspective)” that says:
The play Fences by August Wilson is about the life of African American
th
in the middle of 20 century. Throughout the play, we see the effect of racism that existed in the time of Troy Maxon, which in the historical context mirrored the societies of the United States in the 1950s. Racism produces inequality among a society and we see several examples of the effects on Wilson’s characters that the inequality had on them (helium.com, 2009).
The study above analyzes Fences based on historical context. It discusses about the life of African American in the 1950s and the effect of racism toward the life of the society especially the life of Maxon’s family. The product of racism is inequality in society experienced by the black family. This source also says that in Fences, Wilson relates the emotional turmoil that many African Americans felt at the time due to years of oppression.
The second study is by James Jackson in “Play reviews: Fences by August Wilson (Historical Criticism Perspective): Bridging the Gap” that says:
The main issue here is race and the huge barrier between black and white people and its effect on the Maxson family, especially Troy. The main character Troy strains to deal with the inequalities as a black man in the 1950's and as an old fashioned father during changing times (helium.com, 2009).
This study is also analyzed based on historical context. It is said that the main issue in the play is about the relation between black people and white people. This relation brings inequalities to the black people especially for Troy as the main character in the story. As the time goes by, Troy as the main character always believes that racism is always there, in their life. He believes that racism always exists both in his past life and in his present life.
The third study is by Bob Verin in his article “Fences” that says: Time has enhanced the luster of "Fences." Dozens of dysfunctional-family dramas have come and gone since its 1987 Pulitzer win, but August Wilson's tragedy of a working man at war with his family and his own identity circa 1957 stands apart thanks to its distinctive lyricism and theatricality and its unforgettable central character ( variety.com, 2006). In this study, Verin comments on Fences when it is performed on stage. Verin says that Fences deserves to win Pulitzer Prize because the lyricism and the theatricality used are distinctive. He also says that the central character in
Fences is unforgettable. Moreover, it also supports this play to get the award.
The fourth study is by Bill Varble in his article “Review: August Wilson's 'Fences' is Poetic, Powerful” that says:
Wilson, who was perhaps America’s leading playwright in his later years, believed white Americans don’t really see black people, and that some things are hidden from black Americans because of the way they look at cost of racism in the mangled lives and impacted rage of people like Troy. But other people, people like Rose, are capable of great nobility. Wilson isn’t known for strong women characters, but Rose puts the lie to that (Mail Tribune, February 25, 2008).
Varble says that Fences is a poetic play and it is also powerful. He says that in play Fences, August Wilson writes about how white people see black people and how black people look at themselves. Varble also says that in
Fences , August Wilson puts something new which is the strong woman
character in facing racism represented by the character of Rose.The fifth study is taken from a study by Christina Lina Yuliati, The Effect
of Troy’s Unpleasant Experiences in His Past and Present Life in Cory’s Life in
August Wilson’s Fences. In this study, she uses psychological approach. Yuliati
studies about Troy’s unpleasant experiences in his past and present life. Then, she shows how those unpleasant experiences affect Troy’s relationship with his son, Cory. In her study Yuliati says: Troy’s unpleasant experiences affect his relationship with his son, Cory.
Troy believes that his unpleasant experiences in his present life are caused by his unpleasant experiences in his past life especially his unfulfilled dream to become a professional baseball player. Because he cannot make baseball as his career, Troy has to be a garbage collector for living. It brings him to desperation. For that reason, Troy does not want Cory to have the same experiences. Troy hopes that Cory has a better life by keeping Cory out of the sport (1999: 26). Most of the studies above focus on the socio-cultural-historical background. The first until the fourth studies talk about the relation between black people and white people and the effect of racism toward black people especially Troy. The focus of the fifth study is the relation between Troy and his son. This study discusses Fences from psychological side of the character.
Different from the five studies above, this paper will focus on the meaning of the word “fence”. In this paper, the writer will analyze the word “fence” as the main symbol. The writer will focus only on the text. Other elements like historical context and psychological point of view will not be involved.
B. Review of Related Theories
1. Theory of Symbol
Thomas Arp. R. and Greg Johnson in Perrine’s Literature, Structure,
Sound, and Sense say that the ability to interpret symbols is nevertheless essential
for a full understanding of literature. Readers should always be alert for symbolic meanings but should observe some cautions. First, the story itself must furnish a clue that a detail is to be taken symbolically. Thomas and Johnson say that the clue can be seen from the emphasis, repetition, or position of the word. Second, the meaning of the literary symbol must be established and supported by the entire context of the story. This means that the whole context of the story must support the meaning of the word which is taken as a symbol. Third, to be called as a symbol, an item must suggest a meaning different in kind from its literal meaning; a symbol is something more than the representative of class or type. This third point says that every word must have a certain literal meaning, yet to be called as a symbol the word must have further meaning beyond its literal meaning. Fourth, a symbol may have more than one meaning. It may suggest a cluster of meaning.
Thomas and Johnson say that though the meaning of a symbol may more than one, the meaning have to be controlled by the context of the story (2009: 289- 291).
There are some criteria for a word to be called as symbol. The items above have to be applied to a word to make sure that the word is really a symbol. Sylvan Barner, William Burto, and William E. Chain in their book Literature for
Composition Essay, Fiction, Poetry, and Drama say:
If writers use symbols, they want readers to perceive - at least faintly - that certain characters or places or seasons or happenings have rich implications, stand for something more than what they are on the surface. How do writers help us perceive these things? By emphasizing them - for instance, by describing them at some length, or by introducing them at times when they might not seem strictly necessary, or by calling attention to them repeatedly (2005: 231).
The point that Barner, Burto, and Cain want to say is more or less the same like what Thomas Arp. R. and Greg Johnson say that a symbol has to stand for something more than what it is on the surface - the meaning that is further than its literal meaning.
Laurence Perrine in Sound and Sense says that a symbol may be roughly defined as something that means more than what it is. He also says that symbols vary in degree of identification and definition that their authors give them. Sometimes poets are much more specific in identifying their symbols. In contrary, sometimes they do not identify them at all. Perrine adds that symbol is the richest and at the same time is the most difficult of the poetic figures. Both its richness and its difficulty result from its imprecision. What Perrine wants to say is that we cannot determine what particular choice the poet had in mind. He also says that open, we may make it mean anything we choose. Accurate interpretation of the symbol requires delicacy, tact and good sense (1969: 83- 90).
Robert Stanton in An Introduction to Fiction says that the reader can find the symbol in a work of literature by pay attention to the clues that the author gives. The clue is by making it in conspicuous detail. It may be conspicuous because it repeats or resembles certain other details. Details may also be conspicuous because they contrast with one another. The ways to make something conspicuous are by describing it more fully than its factual importance deserves, by making it unusual for no apparent reason, by mentioning it in the title, or by some other means (1965: 32).
C. Theoretical Framework There is one main theory applied in this study. It is theory of symbol.
Theory of symbol is used to answer the first problem formulation. This theory is used to understand the criteria of a word so that appropriate to be called as symbol. This theory is used to make sure that the word “fences” fullfils the criterias of symbol. Theory of symbol is also used to help the writer to understand the content of the story well. Theory of symbol will help the writer to interpret the meaning of the symbol itself. Then finally, this theory will help the writer to present the meanings of “fence”.
CHAPTER III METHODOLOGY A. Object of the Study The object of the study is a play written by August Wilson entitled Fences. This play was written in 1987. The play, Fences consists of 40 pages. It is divided into two acts, act one consists of four scenes and act two consist of five scenes. This play is found in W.B Worthen’s third edition book, The Harcourt Brace Anthology of Drama on page 1036- 1060. This book was published by Harcourt College Publisher in year 2000. Fence won the 1987 Pulitzer Prize for its
distinctive lyrical and theatricality and unforgettable main central character. The play also won Tony Award 2010 for Best Revival of a Play.
The play Fences which focus is on Troy as the major character tells about the life of Maxon’s family. Troy has experienced some bad events during his life.
These bad experiences then influence the way he makes decisions. It can be seen from the way he interacts with people in his environment. Troy lives with his wife, Rose, and his son, Cory. Troy is a garbage collector. He does not have good relation with his son, Cory. Cory wants to join the football team at his school. Yet, Troy does not agree with Cory since he believes that his son will be discriminated among the white people as what he experienced in his past. Actually, Troy used to be good in playing baseball. Yet, at his time the black did not have opportunity to play.
Troy also does not really like his first son from his previous marriage, Lyons. According to him Lyons is a lazy man who lets his wife work hard while he is busy with his music career which has no future. Troy’s wife, Rose does really want Troy to build fences around their house. Rose always reminds Troy to work on the fence every day. Troy always asks his son, Cory to help him working on the fence. Actually, both of them do not really understand why Rose really wants to have fences around their house. Troy and Cory are not really serious finishing the fences.
Someday Troy tells his wife that he has an affair with Alberta and she is in pregnancy. After this confession the relation between Troy and Rose is getting worse. The day when Alberta gives birth, Troy has to face the reality that Alberta dies. Troy has a daughter from Alberta named Raynell. Troy asks Rose to take care of Raynell. Rose treats Raynell as her own daughter. Yet, her relation with Troy is still bad. Cory leaves home because he has a bad quarrel with his father.
Troy forces him to get out of the home. Troy gets angrier when Cory says that the home is not really his father’s. The money to get the house is his uncle’s money, Gabriel. Finally, Troy finishes building the fences while Cory never comes back until the day when Troy dies. Yet, he does not want to attend the cemetery. Rose advises him over and over again. And finally he agrees to go the cemetery.
B. Approach of the Study
The approach used in this study is formalistic approach. Using formalistic approach in analyzing a literary work means that the reader wants to focus on the work of literature itself. Barner, Burto, and Chain in Literature of Composition
Essays, Fiction, Poetry, and Drama said:
Formalist criticism emphasizes the work as an independent creation, a self-contained unity, something to be studied in itself, not as part of some larger context, such as the author’s life or a historical period. Formalist criticism is, in essence, intrinsic criticism, rather than extrinsic, for it concentrates on the work itself, independent of its writer and the writer’s background – that is, independent of biography, psychology, sociology, and history (2005: 623- 624). Since the writer wants to analyze Fences by concentrating on the work itself, formalistic approach will be an appropriate approach to be used. The writer wants to analyze the play by focusing on the intrinsic elements and free from the influence of extrinsic elements. Formalistic approach is the proper one to be used to analyze the play. The writer wants to present the meaning of the symbol “fence” in this story. The formalistic approach will help the writer to answer the two problems formulated in this paper.
C. Method of the Study
The method that the writer used in analyzing the two questions in problem formulation was library research. There were some steps used to answer the questions in problem formulation. The first step was reading the play. After getting some information, the writer reread the play in order to get better understanding about the content. The third step was formulating the problems. Fourth, the writer decided to do the analysis by using formalistic approach by focusing on the text only without paying further attention to the background of some events mentioned in the story. Fifth, the writer searched any sources that are helpful to answer the questions in problem formulation like theories of symbol and theory of formalistic approach. The sixth step was answering the questions in problem formulation by using those theories. The writer particularly examined the main symbol of the play and tried to interpret the meaning. The last step was drawing the conclusion of the analysis.
CHAPTER IV ANALYSIS This chapter will be divided into two parts. The first part will be the
analysis of how “fence” as the main symbol in the story presented. The second part will discuss about the meaning of “fence” in the play.
A. The Presentation of “Fence” as the Main Symbol
The word “fence” or “fences” appears in some conversations and events in this story. The word “fence” is presented in four classifications. The first is in the physical description of the stage. The second is in Rose’s song lyrics. The third is in the conversations of the characters (Rose and Troy, Troy and Bono, Troy, Bono and Cory). And the fourth is in the Troy’s monologue.
In the physical description of setting, the yard is fenced. The yard is partially fenced in the first scenes. In the last scene, the yard is fully fenced. The description of the fences in this play must have certain purpose. The author must want to say something through that specific description. From audiences’ point of view, they must be curious why the fence is unfinished when they see the stage in the first scene. In the description of the yard, the fence is described as below:
The yard is small dirt yard, partially fenced except for the last scene, with a wooden sawhorse, a pile of lumber, and other fence- building equipment set off to the side. (p.1036) From the description of the setting, it can be seen that what is described is the real fence. It is the fence that people usually have around their yard. There is no further meaning of the word “fence” found there. Yet, if people pay more attention to the condition of the fence which is unfinished at the first scene then finished at the last scene, there will be some questions that come to people’s mind.
In the conversations parts of the characters, the word “fence” appears for the first time on act one scene two, when Rose sings a song. She begins her day by singing a song. Rose wants Jesus to be a fence all around her every day. From the lyric, it is clear that the word “fence” has a connotative meaning. On the second line Rose says that she wants Jesus to protect her. There are two main points in this song lyric. They are the word “fence” and the word “protect”. By seeing the first line and the second line, the word “fence” on the first line must have relation with the word “protect” on the second line. These two words are repeated on the next lines. Below is the lyric of the song that Rose sings:
ROSE. (sings) Jesus, be a fence all around me every day.
Jesus, I want you to protect me as I travel on my way. Jesus, be a fence all around me every day. Jesus, I want you to protect me As I travel on my way. (p. 1041)
On the second part, the word “fence” appears in the conversations of the characters. The characters talk about “fence” in its literal meaning – the real “fence” physically. The first conversation is the conversation between Troy and Rose. Rose always wants Troy to build “fences” around their house. In building the fence, Troy wants his son, Cory to help him. When Troy needs Cory’s help to build the fence, Cory is not there to help him. According to Troy, Cory is scared of work and that is why he is not at home. Actually, Cory is not at home because he has to go to football practice. Yet, Troy does not want to accept any reasons. What he believes is that Cory is not at home when he needs his help to build the fence simply because Cory is scared of work. This can be seen in the conversation between Troy and Rose below:
TROY. […] Where’s Cory? Cory in the house? (calls.) Cory? ROSE. He gone out. TROY. Out, huh? He gone out ‘cause he know I want him to help me with this fence. I know how he is. That boy scared of work. (p. 1041)
In the following morning, it seems that there is something wrong with Troy. He protests many things. First, he comments on Rose’s playing number. For him it is something useless to do. It is a kind of wasting money in a wrong way.
Playing number is only throwing money away. Secondly, Troy also comments on how the man named Pope runs his restaurant. Pope is a man who also likes to play number as what Rose does. He does not like the way Pope serves the black men who come to his restaurant. He serves the white men well while the black men not. Pope is a black man yet he does not have good relation with the other black men. He prefers to have white men friends. That is why he is nice to the whites.
Those are the reason why Troy does not like Pope. Thirdly, he judges that Cory is a boy who is scared of work. Troy does not accept the real reason why Cory is not at home. He does not want Cory to go to football practice. Troy wants Cory to get all the chores done before he goes out. One of the chores is helping him building the “fence”. Rose then concludes that there must be something wrong with Troy since he has been protesting so many things since that morning. Below is the conversation:
TROY. Why something got to be wrong with me? I ain’t said nothing
ROSE. You got something to say about everything. First it’s the numbers…then it’s the way the man runs his restaurant…then you done got on Cory. What’s gonna be the next? Take a look up there and see if the weather suits you…or is it gonna be how you gonna put up the fence with the clothes hanging in the yard. (p. 1042).
Troy has a brother, Gabe. Gabe suffers from mental disorder which he gets in the war. Gabe gets money from insurance department. Since he has mental disorder the money is managed by Troy. Troy blames himself because he uses Gabe’s money from insurance department to build the house. He feels guilty for that fact. After talking about Gabe with Rose, he gets up and starts to exit the yard. Actually, Troy is supposed to build the “fence” on Saturday. Rose reminds that he has been absent working on the “fence” every Saturday for weeks. Troy’s reason of not working on the “fence” is that he wants to go to the Taylors’ to listen to the ball game:
TROY. That ain’t what I’m saying, woman! I’m just stating the facts. If my brother didn’t have that metal plate in his head… I woudn’t have a pot to piss in or a window to throw it of. And I’m fifty-three years old. Now see if you can understand that!
(Troy gets up from the porch and starts to exit to the yard)
ROSE. Where you going off to? You been running out of here every Saturday for weeks. I thought you was gonna work on this fence? (p.
1043). In the beginning of scene three, Corry protests about his Dad to his Mom. Cory wants to join the football team very much. He is so full of spirit to go to have football practice. After getting home, Rose tells him that Troy does not like his decision to go to football practice without finishing the chores at home. Troy always asks Cory to help him to build the “fence”, yet Troy himself always goes to Taylors’ for four or five weeks without doing anything on the “fence”. Below are the conversations: ROSE. Your daddy like to have a fit with you running out of here this morning without doing any chores.
CORY. I told you I had to go to practice. ROSE. He say you are supposed to help him with this fence. CORY. He been saying that the last four or five Saturdays, and then he don’t never do nothing, but go down to Talylors’.
Did you tell him about the recruiter? (p. 1043) Troy is back from Taylors’. Actually Troy does not go to Taylors’ to watch the game. He goes to somewhere else which is Alberta’s house. Troy has an affair with Alberta. When he comes home, he flatters Rose. Troy acts as if nothing happens before he comes back home. Then Rose never forgets to remind him again to continue building the “fence”. It seems that the “fence” is very important for Rose. That is why she is never tired of reminding her husband to work on the “fence”. After Troy finishes doing something else, Rose always reminds him about the “fence”. Rose shows that building the “fence” is something that Troy has to do for her. The conversations are below: