Style Markers in Children's Stories Found in Walt Disney Animation Books.
ABSTRACT
Penulisan skripsi ini dimaksudkan untuk memenuhi persyaratan kelulusan
di Jurusan Sastra Inggris, Fakultas Sastra, Universitas Kristen Maranatha. Dalam
skripsi ini, saya membahas penggunaan style markers yang ditemukan dalam
buku animasi Walt Disney.
Ada 5 kategori style markers yang ditemukan dalam buku ini, yaitu Devices
of Sound, Figures of Speech, Graphology, Cohesion, dan Language Play. Kelima
kategori style markers inilah yang menjadi ciri khas yang menonjol dari buku
animasi Walt Disney. Style markers seperti ini juga dibuat dengan tujuan agar
anak- anak dapat mengerti cerita-cerita yang disampaikan oleh para penulis.
Dari kelima kategori style markers yang ditemukan, saya dapat melihat
bahwa style markers ini memang sesuai untuk anak-anak. Misalnya, penulis
menggunakan devices of sound pada nama karakter dan judul. Ia menggunakan
devices of sound seperti ini karena anak-anak menyukai bunyi-bunyian yang enak
didengar yang dapat mempengaruhi mereka untuk tertarik dan mengingat bacaan
yang menggunakan style marker ini. Sedangkan figures of speech digunakan
untuk membandingkan suatu benda dengan benda lainnya yang mengakibatkan
anak-anak dapat menggunakan imajinasinya untuk membayangkan jalan cerita.
Penulis pun menggunakan style markers berupa graphology untuk memudahkan
Maranatha Christian University
anak-anak mengerti isi bacaan dan maksud dari penulis dalam cerita. Cohesion
yang digunakan dalam cerita-cerita yang ada memampukan anak-anak menyerap
informasi bacaan lebih cepat dan juga mengerti isi cerita dengan lebih baik. Untuk
mendeskripsikan karakter-karakter yang ada, para penulis pun menggunakan
language play. Ketika anak-anak membaca nama-nama karakter yang
menggunakan style marker ini, mereka dapat mengetahui peranan dan
karakteristik dari setiap karakter.
Para penulis merangkai style markers yang berkaitan dengan pikiran anakanak dalam buku animasi Walt Disney dengan sedemikian rupa. Hal ini sengaja
dibuat dengan tujuan menjadikan buku ini sebagai bahan bacaan yang tepat untuk
anak-anak.
Maranatha Christian University
TABLE OF CONTENTS
...............................................................................................
i
........................................................................
ii
ABSTRACT ...............................................................................................
iv
CHAPTER I: INTRODUCTION
Background of the Study
...............................................................
Statement of the Problem
...............................................................
Purpose of the Study ........................................................................
Method of Research .........................................................................
Organization of the Thesis ...............................................................
1
5
5
5
5
PREFACE
TABLE OF CONTENTS
CHAPTER II: THEORETICAL FRAMEWORK OF STYLE MARKERS
AND THE EFFECTS ON CHILDREN’S MINDS
A.
B.
C.
D.
E.
Devices of Sound ........................................................................
Figures of Speech ........................................................................
Graphology .................................................................................
Cohesion ...................................................................................
Language Play
.........................................................................
8
10
11
12
13
CHAPTER III: DISCUSSION ON THE STYLE MARKERS FOUND
IN WALT DISNEY ANIMATION BOOKS
A. Devices of Sound ........................................................................
1. Consonant Sounds: Alliteration ........................................
2. Consonant Sounds: Consonance .......................................
3. Assonance .......................................................................
4. Rhyme ...........................................................................
5. Onomatopoeia ...............................................................
15
15
15
19
20
23
B. Figures of Speech ........................................................................
Simile
..........................................................................
Personification
..............................................................
24
24
26
C. Graphology .................................................................................
1. Capitalization ...............................................................
28
28
Maranatha Christian University
2.
Italicization ...................................................................
31
D. Cohesion
.................................................................................
Formal Repetition ...............................................................
33
33
E. Language Play .............................................................................
35
CHAPTER 1V: CONCLUSION
.............................................................
39
.................................................................................
43
......................................................................................
45
Table 1. The Use of Devices of Sound.................................................
Table 2. The Use of Figures of Speech ................................................
Table 3. The Use of Graphology..........................................................
Table 4. The Use of Cohesion..............................................................
Table 5. The Use of Language Play .....................................................
45
46
47
48
48
BIBLIOGRAPHY
APPENDICES
Maranatha Christian University
APPENDICES
Table 1. The Use of Devices of Sound in Walt Disney Animation Books
No.
1
2
3
4
Type of Data
Repeated
Consonant
sounds:
Alliteration and
Consonance
Assonance
Rhyme
Onomatopoeia
Data
Mickey Mouse
Minnie Mouse
Donald Duck
Daisy Duck
Clara Cluck
Horace Horsecollar
Tip Top Trumpeter
Missing Mice Mission
Shiver My Timbers
Merry Men
The Big Hill
Thomas O’Malley and
his friends, the jazz cats,
found it very chilly in
their alley.
Flower Power
The Battle of The
Rattle
Sir Hiss
Clara Cluck
45
Sounds
Repeated: /m/
Repeated: /m/
Repeated: /d/
Repeated: /d/
Repeated: /kl/
Repeated: /h/
Repeated: /t/
Repeated: /m/
/s/
/p/
/s/
Repeated: /• / and /• /
Repeated: /e/
Repeated: /• /
Repeated: /-l• /
Repeated: /-a•• /
Repeated: /-ætl/
Imitated: Snake’s sound
Imitated: Hen’s sound
Maranatha Christian University
Table 2. The Use of Figures of Speech in Walt Disney Animation Books
No.
Type of Data
1
Simile
2
Personification
Data
Meaning
He always slept like a log. He slept very deeply.
But each time Uncle They follow and slip very
looked back over his quickly.
quick
as
shoulder,
lightning
the
villains
slipped behind a tree or a
snowman, so that uncle
shouldn’t see them.
The surrounding where
As Black as Night
Mowgli lives is very dark.
To get what they want is
Easy as Pie
very easy.
The grass and plants They need water as the
were so thirsty because of weather is really hot.
the heatwave.
The old moon showed a The moon glows very
bright smile,…
brightly and beautifully.
In the darkness the glow of The bonfire is harmless.
the bonfire looked very
friendly.
46
Maranatha Christian University
Table 3. The Use of Graphology in Walt Disney Animation Books
No.
1
2
Type of Data
Capitalization
Italicization
Data
“They are CHOCOLATE
coins wrapped in gold
paper! Uncle Scrooge has
cheated us!”
Suddenly there was an
ENORMOUS gust of wind
and the wigwam blew right
up into the sky and whirled
away in the blustery wind!
ARE
“You
clever,
Thumper!”
Meaning
The coins the Beagle
Boys expect are not made
of chocolate but gold.
The wind is very, very
big.
Thumper
is
not
considered to be clever
before.
“I may be SMALL,” Although Thumper has a
boomed Thumper, “but I small body, he is brainy.
have a BIG brain! I know
what to do.”
“I wanted a HOUSE- Uncle Scrooge expects a
painter, not a PICTURE- painter whose job paints
painter!”
house.
…meanwhile there are some Bambi will have new
new friends waiting to meet friends, not old ones.
you.
Bambi was delighted, and Not only seagulls but also
the seagulls weren’t his only geese become his new
new friends, because geese, friends.
too, arrived in the forest.
We have lots of people There is nobody wearing
dressed as burglars, and a detective costume like
fairies and animals-but you Mickey does.
are the only one who came
as a detective!”
Mickey and the boys were Mickey and the boys
surprised to see Pluto really feel surprised.
splashing in the waves.
“You never catch those You (Lucifer) are not
mice- and now you get expected to be trapped
caught in the trap I set for because the trap is for the
them! Be off!”
mice.
47
Maranatha Christian University
Table 4. The Use of Cohesion in Walt Disney Animation Books
Type of Data
Formal
Repetition
No
Data
1 Never-Never Land
2 Wheels within Wheels
3 So Brer Fox, he thought and he thought of a clever plan
to catch Brer Rabbit.
4 So they pulled and pulled and pulled and suddenlyRIPPP!-the big cracker tore apart.
Table 5. The Use of Language Play in Walt Disney Animation Books
No.
1
2
3
4
5
Characters’
names
Sneezy
Goofy
Cinderella
Aristokitten
Cruella de Vil
6
7
Kanga
Roo
Word Formation
{sneeze}{-y} ◊ verb+ suffix -y
{Goof}{-y} ◊ noun+ suffix -y
{cinder}{ella}
{aristocratic}{kitten}
{cruella} ◊ {cruel} {a}
{de}{vil}◊ {devil}
{Kangaroo}◊ {Kanga}
{Kangaroo}◊ {Roo}
48
Process of Word
Formation
Suffixation
Suffixation
Compounding
Blending
Compounding
Clipping
Clipping
Clipping
Maranatha Christian University
CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
Reading is an important activity in life; that is why, we have been
encouraged to read books since we entered the elementary school. During the
elementary school period, aged 6 to 12, children are expected to read books so
that they can be fond of reading for the rest of their lives. In addition, by reading
books, they can have wide knowledge.
In order to make children become interested in reading books, children’s
books should be created attractively. They should contain funny and interesting
stories so that children will find that it is a pleasure reading the books. Children’s
books should also affect children to have much imagination in their minds. This
can help them develop their ideas creatively. ‘The imaginative use of language
produces both intellectual and emotional responses. It will cause the reader to
perceive the characters, conflicts, elements in a setting, and universal problems of
mankind; it will help the reader to experience the delight of beauty, wonder and
1
Maranatha Christian University
humor or the despair of sorrow, injustice and ugliness.’ (Huck, Hepler, Hickman,
1989:4) In order to make children understand the imagination used in children’s
books well, an author must arrange the stories in such a way that they can come to
children’s minds easily.
Another factor which makes children’s books interesting to read is the use
of language. The language used in children’s books should be adjusted to the age
of the children in order to make them understand and enjoy the stories. The choice
of words must create some effects on children’s minds so that the books will be
considered suitable and interesting for children. For example, the language used
and the effects of the sounds produced will be memorable and create enjoyment;
the choice of words will also help children imagine the places, the characteristics
of the characters as well as the actions of the characters; the writing system and
repetitions will help children get the author’s message.
According to Leech and Short (1981:59), children can understand a story
written in a simple language. Children’s minds are artless; consequently, this
influences the word choice and the structure used in children’s books. In addition,
an author must think of some ways to convey his message to children. For
instance, repetitions and good cohesion may help children get the message from a
story more easily. There are various ways to build a style of writing used in
children’s books.
An author will make children feel more interested in reading children’s
books by using the appropriate style of writing in the books. Children will be
more curious about the stories and find them a pleasant reading and not a boring
one. The style of writing used may also influence children to read more stories.
2
Maranatha Christian University
As a result, I am challenged to analyse the style of writing used in children’s
books.
In this thesis, I gather the data from Walt Disney Animation books, which
embrace many kinds of stories for children. Walt Disney is famous for its various
stories. ‘Any book that Walt Disney adapts immediately becomes Walt
Disney’s…, as in Walt Disney’s Winnie the Pooh, for example. The quality and
language of these stories are drastically changed, and yet these are the books that
children know and ask for.’ (Huck, Hepl er. Hickman, 1989:34). This means that
Walt Disney Animation books have the specialities to arrange stories that can
make children enjoy reading.
Considering that it is a pleasure to read Walt Disney’s Animation books, I
become interested in discussing the style markers found in Walt Disney
Animation books. I want to know how the stories can attract so many children.
By discussing this aspect, there will be a clear understanding and information
about the style markers used in Walt Disney Animation books. In this thesis, I
will show the kinds of style markers used in Walt Disney Animation books and
their effects on children’s minds.
Style markers are such features of style that are noticeable and need to be
investigated more. They help the readers realize the significances of a text and
other linguistic characteristics in which they are manifest. Style markers
investigate carefully the combination between literary discrimination and
linguistic discrimination. (Leech and Short, 1981:69). Linguistic description
supports aesthetic function in literary appreciation, from explicit to implicit ideas.
3
Maranatha Christian University
For example, the language used in a text influences the literary elements such as
characterization, plot, and theme.
Since the analysis is about the use of the style markers in Walt Disney
Animation books, this analysis belongs to Stylistics. Stylistics is ‘the study of
style used in literary and verbal language and the effect the writer/speaker wishes
to communicate to the reader/hearer.’
(http://en.wikipedia.org/wiki/Stylistics_%28linguistics%29)
In Walt Disney Animation books, I find there are several style features that
are noticeable and worth deeper analysing. They are devices of sound, figurative
language, graphology, cohesion and language play. In literature, devices of sound
are used to add the enjoyment of reading a text. Figurative language or a figure of
speech is used to compare two things for the freshness or emphasis. ‘Graphology
is an orthographical study, embracing the ideas that writing system operate on
style and form.’ ( http://en.wikipedia.org/wiki/graphology). ‘Cohesion is the way
in which the message is segmented into units.’ (Leech and Short, 1981:243) and
‘Language play is an action of manipulating the language by bending and
breaking its rules.’ (Crystal, 1998:1)
The analysis of the style markers used in Walt Disney Animation books is
followed by the analysis of the effects of using them on children’s minds.
Through these analyses, I hope to find out the correlation between the use of the
style markers and the suitable kind of language used in children’s books.
4
Maranatha Christian University
STATEMENT OF THE PROBLEM
In analysing the style of writing used in Walt Disney Animation books, I set
the following problems:
1.
What style markers are found in Walt Disney Animation books?
2.
What are the effects of the use of the style markers in those books on
children’s minds?
PURPOSE OF THE STUDY
Having set the above problems, I make a study which is meant:
1.
To analyse the style markers found in Walt Disney Animation books.
2.
To show the effects of the use of the style markers in those books on
children’s minds.
METHOD OF RESEARCH
I use library research in this study. First, I read the books and references
related to the topic I am going to analyse. Then, I collect and select the data which
can be classified. After classifying the data, I discuss and analyse them, focusing
on the effects caused by the use of the style markers on the readers’ minds.
Finally, I write a research report based on my discussion.
ORGANIZATION OF THE THESIS
This thesis consists of four chapters. It starts with the Preface, the Table of
Contents, and the Abstract. Chapter I is the Introduction, containing the
Background of the Study, the Statement of the Problem, the Purpose of the Study,
5
Maranatha Christian University
the Method of Research, and the Organization of the Thesis. Chapter II is the
Theoretical Framework of Style Markers and the Effects on Children’s Minds.
Chapter III contains the Discussion on the Style Markers Found in Walt Disney
Animation Books. Chapter IV is the Conclusion, containing my personal
comments and opinions about the result of my research. The thesis ends with the
Bibliography and the Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to draw some conclusions based on the
findings. Having analysed the data, I find the style markers used in Walt Disney
Animation books have a great influence on children’s minds. I figure out that the
style markers are supported by the author’s word choice in arranging his stories in
order to make attractive children’s books. The style markers produce a kind of
language which is suitable for children. Basically, the use of style markers affects
children’s minds in understanding the stories and in making children enjoy
reading the stories.
The style markers found in Walt Disney Animation books are devices of
sound, figures of speech, graphology, cohesion and language play. From the five
categories of style markers found in the data, devices of sound are the most
dominant marker used in Walt Disney Animation books. This is proved from the
findings. From the total of forty-seven data of style markers, nineteen data are
devices of sound, seven are figures of speech, ten are graphology, four are
cohesion and seven are language play. In my opinion, the fact that devices of
sound become the most dominant style marker in Walt Disney Animation book is
39
Maranatha Christian University
very useful because children start acquiring their language skills by hearing
sounds. It will be easier for them to receive information in this audible way.
In devices of sound, there are six characters’ names and two titles
containing alliteration; one character’s name and two titles containing
consonance; two titles and one character’s name containing assonance; two titles
and one sentence containing rhyme, and two characters’ names containing
onomatopoeia. From the devices of sound found, the most dominant sound is the
use of repeated sounds compared with the use of imitated sounds. I personally
think that it is easier and nicer for children to hear repeated sounds because they
are more simple to understand than imitated sounds.
The author creates devices of sound in the characters’ names and the titles
so that children can remember the names easily. The author expects children to
know the characters who have important roles as well as the stories from the
interesting titles. When the author creates a pleasant name to hear, he also makes
children interested in knowing more about the characters. This style marker is
suitable for children. Since children are generally curious, they will be attracted in
reading names and titles that are nice to hear; moreover, they will find more
information about the characters and the stories. This effect really enables
children to read the books more easily and have fun in reading; therefore, reading
will be more enjoyable.
The other four style markers are not used as dominantly as devices of
sound. However, it does not mean they have insignificant roles. The use of figures
of speech really influences children in following the narration. In the data, I find
the use of comparison through similes and personifications. In my opinion,
40
Maranatha Christian University
children will understand the stories more clearly because of the comparison used.
They have to imagine the things being compared with the knowledge they have
already had. By using this style marker, the author brings children into the stories.
They will imagine as if they were in the stories. They know the reasons why some
events happen or what is going on in the stories. Children like imagining things
since they are still in the growing age and they know some things around them.
Thus, the author creates figures of speech that are simple and easy for children.
Besides imagining the things compared, they are also able to know what the
author wants to convey through the stories. Children can feel the circumstances in
the stories and improve their imagination. This style marker really helps children
understand the stories better.
I do not find the use of metaphor in the texts I analyse. In my opinion,
children generally will find it too difficult to correctly interpret the things being
compared in a metaphor since the comparison is implicitly stated.
Graphology affects children to catch the author’s message. The author
makes some words which are eye-catching so that what the author intends to say
in his stories can be easily understood by children. The use of this style marker is
appropriate for children because of the artlessness of children’s minds. They
cannot think about something in a complicated way yet. I also find in the data that
the author uses easy graphology like capitalization and italicization. Therefore,
this style marker helps children catch the author’s message directly in the stories.
Through cohesion, the author tries to make children understand his
message. Basically, children learn through repetition. It makes children absorb the
idea unconsciously. Children will also pay attention to the repeated words and
41
Maranatha Christian University
understand what is trying to be implied in the stories. I think this style marker
helps children know the emphasized words and get the author’s ideas.
Language play appears in many characters’ names so it helps children know
them more. By using this style marker, the author lets children guess the
characters’ roles and their characteristics in the stories. The author creates some
new invented words that help children analyse their characteristics from their
names. In Walt Disney Animation books the author does not use difficult
processes of forming invented words; on the contrary, he applies easy processes of
forming invented words. In this way, children will easily analyse simple names. If
the author creates difficult language play, children will take it for granted that the
names are ‘common’ names and they cannot guess anything from the names. I
believe easy language play is suitable for children as they have not known many
vocabularies yet.
From the analysis, I can understand the use of style markers and the effects
in children‘s books, especially in Walt Disney Animation books. I find the
correlation between the use of style markers and the suitable kind of language
used in children’s books. By using style markers in children’s books, an author
presents a good reading material for children. Children can understand the stories
well and digest the information from the stories. They also will enjoy reading and
make it their habit. It is the style markers that differ children’s books from t he
reading material for adults. Those style markers prove Walt Disney Animation
books to be the suitable children’s reading material. This also explains why they
become best sellers and popular around the world.
42
Maranatha Christian University
BIBLIOGRAPHY
References
Crystal, David. Language Play. England: Penguin Group, 1998.
Dryden, Gordon and Vos, Jeannette. The Learning Revolution: To Change the
Way the World Learns. New Zealand: The Learning Web, 1999.
Hainstock, Elizabeth G. Teaching Montessori in the Home the School Years.
Delapratasa Publishing, 2002.
Hornby, A S, et. al. Oxford Advanced Learner’s Dictionary. Oxford: Oxford
University Press, 1995.
Huck, Charlotte S. Hepler, Susan. and Hickman, Janet. Children’s Literature in
the Elementary School. United States: Saunders College Publishing, 1989.
Leech, Geoffrey N. A Linguistic Guide to English Poetry. London: Longman
Group, Ltd, 1969.
Leech, Geoffrey N. and Short, Michael H. Style in Fiction: A Linguistic
Introduction to English Fictional Prose. London: Longman, Inc., 1981.
Wales, Katie. A Dictionary of Stylistics. London: Longman Group UK Limited,
1989.
Wikipedia Online. 2006. Stylistic device.
43
Maranatha Christian University
Primary Text:
Disney, Walt. Story a Day. Great Britain: GROLIER International, INC, 1978.
44
Maranatha Christian University
Penulisan skripsi ini dimaksudkan untuk memenuhi persyaratan kelulusan
di Jurusan Sastra Inggris, Fakultas Sastra, Universitas Kristen Maranatha. Dalam
skripsi ini, saya membahas penggunaan style markers yang ditemukan dalam
buku animasi Walt Disney.
Ada 5 kategori style markers yang ditemukan dalam buku ini, yaitu Devices
of Sound, Figures of Speech, Graphology, Cohesion, dan Language Play. Kelima
kategori style markers inilah yang menjadi ciri khas yang menonjol dari buku
animasi Walt Disney. Style markers seperti ini juga dibuat dengan tujuan agar
anak- anak dapat mengerti cerita-cerita yang disampaikan oleh para penulis.
Dari kelima kategori style markers yang ditemukan, saya dapat melihat
bahwa style markers ini memang sesuai untuk anak-anak. Misalnya, penulis
menggunakan devices of sound pada nama karakter dan judul. Ia menggunakan
devices of sound seperti ini karena anak-anak menyukai bunyi-bunyian yang enak
didengar yang dapat mempengaruhi mereka untuk tertarik dan mengingat bacaan
yang menggunakan style marker ini. Sedangkan figures of speech digunakan
untuk membandingkan suatu benda dengan benda lainnya yang mengakibatkan
anak-anak dapat menggunakan imajinasinya untuk membayangkan jalan cerita.
Penulis pun menggunakan style markers berupa graphology untuk memudahkan
Maranatha Christian University
anak-anak mengerti isi bacaan dan maksud dari penulis dalam cerita. Cohesion
yang digunakan dalam cerita-cerita yang ada memampukan anak-anak menyerap
informasi bacaan lebih cepat dan juga mengerti isi cerita dengan lebih baik. Untuk
mendeskripsikan karakter-karakter yang ada, para penulis pun menggunakan
language play. Ketika anak-anak membaca nama-nama karakter yang
menggunakan style marker ini, mereka dapat mengetahui peranan dan
karakteristik dari setiap karakter.
Para penulis merangkai style markers yang berkaitan dengan pikiran anakanak dalam buku animasi Walt Disney dengan sedemikian rupa. Hal ini sengaja
dibuat dengan tujuan menjadikan buku ini sebagai bahan bacaan yang tepat untuk
anak-anak.
Maranatha Christian University
TABLE OF CONTENTS
...............................................................................................
i
........................................................................
ii
ABSTRACT ...............................................................................................
iv
CHAPTER I: INTRODUCTION
Background of the Study
...............................................................
Statement of the Problem
...............................................................
Purpose of the Study ........................................................................
Method of Research .........................................................................
Organization of the Thesis ...............................................................
1
5
5
5
5
PREFACE
TABLE OF CONTENTS
CHAPTER II: THEORETICAL FRAMEWORK OF STYLE MARKERS
AND THE EFFECTS ON CHILDREN’S MINDS
A.
B.
C.
D.
E.
Devices of Sound ........................................................................
Figures of Speech ........................................................................
Graphology .................................................................................
Cohesion ...................................................................................
Language Play
.........................................................................
8
10
11
12
13
CHAPTER III: DISCUSSION ON THE STYLE MARKERS FOUND
IN WALT DISNEY ANIMATION BOOKS
A. Devices of Sound ........................................................................
1. Consonant Sounds: Alliteration ........................................
2. Consonant Sounds: Consonance .......................................
3. Assonance .......................................................................
4. Rhyme ...........................................................................
5. Onomatopoeia ...............................................................
15
15
15
19
20
23
B. Figures of Speech ........................................................................
Simile
..........................................................................
Personification
..............................................................
24
24
26
C. Graphology .................................................................................
1. Capitalization ...............................................................
28
28
Maranatha Christian University
2.
Italicization ...................................................................
31
D. Cohesion
.................................................................................
Formal Repetition ...............................................................
33
33
E. Language Play .............................................................................
35
CHAPTER 1V: CONCLUSION
.............................................................
39
.................................................................................
43
......................................................................................
45
Table 1. The Use of Devices of Sound.................................................
Table 2. The Use of Figures of Speech ................................................
Table 3. The Use of Graphology..........................................................
Table 4. The Use of Cohesion..............................................................
Table 5. The Use of Language Play .....................................................
45
46
47
48
48
BIBLIOGRAPHY
APPENDICES
Maranatha Christian University
APPENDICES
Table 1. The Use of Devices of Sound in Walt Disney Animation Books
No.
1
2
3
4
Type of Data
Repeated
Consonant
sounds:
Alliteration and
Consonance
Assonance
Rhyme
Onomatopoeia
Data
Mickey Mouse
Minnie Mouse
Donald Duck
Daisy Duck
Clara Cluck
Horace Horsecollar
Tip Top Trumpeter
Missing Mice Mission
Shiver My Timbers
Merry Men
The Big Hill
Thomas O’Malley and
his friends, the jazz cats,
found it very chilly in
their alley.
Flower Power
The Battle of The
Rattle
Sir Hiss
Clara Cluck
45
Sounds
Repeated: /m/
Repeated: /m/
Repeated: /d/
Repeated: /d/
Repeated: /kl/
Repeated: /h/
Repeated: /t/
Repeated: /m/
/s/
/p/
/s/
Repeated: /• / and /• /
Repeated: /e/
Repeated: /• /
Repeated: /-l• /
Repeated: /-a•• /
Repeated: /-ætl/
Imitated: Snake’s sound
Imitated: Hen’s sound
Maranatha Christian University
Table 2. The Use of Figures of Speech in Walt Disney Animation Books
No.
Type of Data
1
Simile
2
Personification
Data
Meaning
He always slept like a log. He slept very deeply.
But each time Uncle They follow and slip very
looked back over his quickly.
quick
as
shoulder,
lightning
the
villains
slipped behind a tree or a
snowman, so that uncle
shouldn’t see them.
The surrounding where
As Black as Night
Mowgli lives is very dark.
To get what they want is
Easy as Pie
very easy.
The grass and plants They need water as the
were so thirsty because of weather is really hot.
the heatwave.
The old moon showed a The moon glows very
bright smile,…
brightly and beautifully.
In the darkness the glow of The bonfire is harmless.
the bonfire looked very
friendly.
46
Maranatha Christian University
Table 3. The Use of Graphology in Walt Disney Animation Books
No.
1
2
Type of Data
Capitalization
Italicization
Data
“They are CHOCOLATE
coins wrapped in gold
paper! Uncle Scrooge has
cheated us!”
Suddenly there was an
ENORMOUS gust of wind
and the wigwam blew right
up into the sky and whirled
away in the blustery wind!
ARE
“You
clever,
Thumper!”
Meaning
The coins the Beagle
Boys expect are not made
of chocolate but gold.
The wind is very, very
big.
Thumper
is
not
considered to be clever
before.
“I may be SMALL,” Although Thumper has a
boomed Thumper, “but I small body, he is brainy.
have a BIG brain! I know
what to do.”
“I wanted a HOUSE- Uncle Scrooge expects a
painter, not a PICTURE- painter whose job paints
painter!”
house.
…meanwhile there are some Bambi will have new
new friends waiting to meet friends, not old ones.
you.
Bambi was delighted, and Not only seagulls but also
the seagulls weren’t his only geese become his new
new friends, because geese, friends.
too, arrived in the forest.
We have lots of people There is nobody wearing
dressed as burglars, and a detective costume like
fairies and animals-but you Mickey does.
are the only one who came
as a detective!”
Mickey and the boys were Mickey and the boys
surprised to see Pluto really feel surprised.
splashing in the waves.
“You never catch those You (Lucifer) are not
mice- and now you get expected to be trapped
caught in the trap I set for because the trap is for the
them! Be off!”
mice.
47
Maranatha Christian University
Table 4. The Use of Cohesion in Walt Disney Animation Books
Type of Data
Formal
Repetition
No
Data
1 Never-Never Land
2 Wheels within Wheels
3 So Brer Fox, he thought and he thought of a clever plan
to catch Brer Rabbit.
4 So they pulled and pulled and pulled and suddenlyRIPPP!-the big cracker tore apart.
Table 5. The Use of Language Play in Walt Disney Animation Books
No.
1
2
3
4
5
Characters’
names
Sneezy
Goofy
Cinderella
Aristokitten
Cruella de Vil
6
7
Kanga
Roo
Word Formation
{sneeze}{-y} ◊ verb+ suffix -y
{Goof}{-y} ◊ noun+ suffix -y
{cinder}{ella}
{aristocratic}{kitten}
{cruella} ◊ {cruel} {a}
{de}{vil}◊ {devil}
{Kangaroo}◊ {Kanga}
{Kangaroo}◊ {Roo}
48
Process of Word
Formation
Suffixation
Suffixation
Compounding
Blending
Compounding
Clipping
Clipping
Clipping
Maranatha Christian University
CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
Reading is an important activity in life; that is why, we have been
encouraged to read books since we entered the elementary school. During the
elementary school period, aged 6 to 12, children are expected to read books so
that they can be fond of reading for the rest of their lives. In addition, by reading
books, they can have wide knowledge.
In order to make children become interested in reading books, children’s
books should be created attractively. They should contain funny and interesting
stories so that children will find that it is a pleasure reading the books. Children’s
books should also affect children to have much imagination in their minds. This
can help them develop their ideas creatively. ‘The imaginative use of language
produces both intellectual and emotional responses. It will cause the reader to
perceive the characters, conflicts, elements in a setting, and universal problems of
mankind; it will help the reader to experience the delight of beauty, wonder and
1
Maranatha Christian University
humor or the despair of sorrow, injustice and ugliness.’ (Huck, Hepler, Hickman,
1989:4) In order to make children understand the imagination used in children’s
books well, an author must arrange the stories in such a way that they can come to
children’s minds easily.
Another factor which makes children’s books interesting to read is the use
of language. The language used in children’s books should be adjusted to the age
of the children in order to make them understand and enjoy the stories. The choice
of words must create some effects on children’s minds so that the books will be
considered suitable and interesting for children. For example, the language used
and the effects of the sounds produced will be memorable and create enjoyment;
the choice of words will also help children imagine the places, the characteristics
of the characters as well as the actions of the characters; the writing system and
repetitions will help children get the author’s message.
According to Leech and Short (1981:59), children can understand a story
written in a simple language. Children’s minds are artless; consequently, this
influences the word choice and the structure used in children’s books. In addition,
an author must think of some ways to convey his message to children. For
instance, repetitions and good cohesion may help children get the message from a
story more easily. There are various ways to build a style of writing used in
children’s books.
An author will make children feel more interested in reading children’s
books by using the appropriate style of writing in the books. Children will be
more curious about the stories and find them a pleasant reading and not a boring
one. The style of writing used may also influence children to read more stories.
2
Maranatha Christian University
As a result, I am challenged to analyse the style of writing used in children’s
books.
In this thesis, I gather the data from Walt Disney Animation books, which
embrace many kinds of stories for children. Walt Disney is famous for its various
stories. ‘Any book that Walt Disney adapts immediately becomes Walt
Disney’s…, as in Walt Disney’s Winnie the Pooh, for example. The quality and
language of these stories are drastically changed, and yet these are the books that
children know and ask for.’ (Huck, Hepl er. Hickman, 1989:34). This means that
Walt Disney Animation books have the specialities to arrange stories that can
make children enjoy reading.
Considering that it is a pleasure to read Walt Disney’s Animation books, I
become interested in discussing the style markers found in Walt Disney
Animation books. I want to know how the stories can attract so many children.
By discussing this aspect, there will be a clear understanding and information
about the style markers used in Walt Disney Animation books. In this thesis, I
will show the kinds of style markers used in Walt Disney Animation books and
their effects on children’s minds.
Style markers are such features of style that are noticeable and need to be
investigated more. They help the readers realize the significances of a text and
other linguistic characteristics in which they are manifest. Style markers
investigate carefully the combination between literary discrimination and
linguistic discrimination. (Leech and Short, 1981:69). Linguistic description
supports aesthetic function in literary appreciation, from explicit to implicit ideas.
3
Maranatha Christian University
For example, the language used in a text influences the literary elements such as
characterization, plot, and theme.
Since the analysis is about the use of the style markers in Walt Disney
Animation books, this analysis belongs to Stylistics. Stylistics is ‘the study of
style used in literary and verbal language and the effect the writer/speaker wishes
to communicate to the reader/hearer.’
(http://en.wikipedia.org/wiki/Stylistics_%28linguistics%29)
In Walt Disney Animation books, I find there are several style features that
are noticeable and worth deeper analysing. They are devices of sound, figurative
language, graphology, cohesion and language play. In literature, devices of sound
are used to add the enjoyment of reading a text. Figurative language or a figure of
speech is used to compare two things for the freshness or emphasis. ‘Graphology
is an orthographical study, embracing the ideas that writing system operate on
style and form.’ ( http://en.wikipedia.org/wiki/graphology). ‘Cohesion is the way
in which the message is segmented into units.’ (Leech and Short, 1981:243) and
‘Language play is an action of manipulating the language by bending and
breaking its rules.’ (Crystal, 1998:1)
The analysis of the style markers used in Walt Disney Animation books is
followed by the analysis of the effects of using them on children’s minds.
Through these analyses, I hope to find out the correlation between the use of the
style markers and the suitable kind of language used in children’s books.
4
Maranatha Christian University
STATEMENT OF THE PROBLEM
In analysing the style of writing used in Walt Disney Animation books, I set
the following problems:
1.
What style markers are found in Walt Disney Animation books?
2.
What are the effects of the use of the style markers in those books on
children’s minds?
PURPOSE OF THE STUDY
Having set the above problems, I make a study which is meant:
1.
To analyse the style markers found in Walt Disney Animation books.
2.
To show the effects of the use of the style markers in those books on
children’s minds.
METHOD OF RESEARCH
I use library research in this study. First, I read the books and references
related to the topic I am going to analyse. Then, I collect and select the data which
can be classified. After classifying the data, I discuss and analyse them, focusing
on the effects caused by the use of the style markers on the readers’ minds.
Finally, I write a research report based on my discussion.
ORGANIZATION OF THE THESIS
This thesis consists of four chapters. It starts with the Preface, the Table of
Contents, and the Abstract. Chapter I is the Introduction, containing the
Background of the Study, the Statement of the Problem, the Purpose of the Study,
5
Maranatha Christian University
the Method of Research, and the Organization of the Thesis. Chapter II is the
Theoretical Framework of Style Markers and the Effects on Children’s Minds.
Chapter III contains the Discussion on the Style Markers Found in Walt Disney
Animation Books. Chapter IV is the Conclusion, containing my personal
comments and opinions about the result of my research. The thesis ends with the
Bibliography and the Appendices.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In this chapter, I would like to draw some conclusions based on the
findings. Having analysed the data, I find the style markers used in Walt Disney
Animation books have a great influence on children’s minds. I figure out that the
style markers are supported by the author’s word choice in arranging his stories in
order to make attractive children’s books. The style markers produce a kind of
language which is suitable for children. Basically, the use of style markers affects
children’s minds in understanding the stories and in making children enjoy
reading the stories.
The style markers found in Walt Disney Animation books are devices of
sound, figures of speech, graphology, cohesion and language play. From the five
categories of style markers found in the data, devices of sound are the most
dominant marker used in Walt Disney Animation books. This is proved from the
findings. From the total of forty-seven data of style markers, nineteen data are
devices of sound, seven are figures of speech, ten are graphology, four are
cohesion and seven are language play. In my opinion, the fact that devices of
sound become the most dominant style marker in Walt Disney Animation book is
39
Maranatha Christian University
very useful because children start acquiring their language skills by hearing
sounds. It will be easier for them to receive information in this audible way.
In devices of sound, there are six characters’ names and two titles
containing alliteration; one character’s name and two titles containing
consonance; two titles and one character’s name containing assonance; two titles
and one sentence containing rhyme, and two characters’ names containing
onomatopoeia. From the devices of sound found, the most dominant sound is the
use of repeated sounds compared with the use of imitated sounds. I personally
think that it is easier and nicer for children to hear repeated sounds because they
are more simple to understand than imitated sounds.
The author creates devices of sound in the characters’ names and the titles
so that children can remember the names easily. The author expects children to
know the characters who have important roles as well as the stories from the
interesting titles. When the author creates a pleasant name to hear, he also makes
children interested in knowing more about the characters. This style marker is
suitable for children. Since children are generally curious, they will be attracted in
reading names and titles that are nice to hear; moreover, they will find more
information about the characters and the stories. This effect really enables
children to read the books more easily and have fun in reading; therefore, reading
will be more enjoyable.
The other four style markers are not used as dominantly as devices of
sound. However, it does not mean they have insignificant roles. The use of figures
of speech really influences children in following the narration. In the data, I find
the use of comparison through similes and personifications. In my opinion,
40
Maranatha Christian University
children will understand the stories more clearly because of the comparison used.
They have to imagine the things being compared with the knowledge they have
already had. By using this style marker, the author brings children into the stories.
They will imagine as if they were in the stories. They know the reasons why some
events happen or what is going on in the stories. Children like imagining things
since they are still in the growing age and they know some things around them.
Thus, the author creates figures of speech that are simple and easy for children.
Besides imagining the things compared, they are also able to know what the
author wants to convey through the stories. Children can feel the circumstances in
the stories and improve their imagination. This style marker really helps children
understand the stories better.
I do not find the use of metaphor in the texts I analyse. In my opinion,
children generally will find it too difficult to correctly interpret the things being
compared in a metaphor since the comparison is implicitly stated.
Graphology affects children to catch the author’s message. The author
makes some words which are eye-catching so that what the author intends to say
in his stories can be easily understood by children. The use of this style marker is
appropriate for children because of the artlessness of children’s minds. They
cannot think about something in a complicated way yet. I also find in the data that
the author uses easy graphology like capitalization and italicization. Therefore,
this style marker helps children catch the author’s message directly in the stories.
Through cohesion, the author tries to make children understand his
message. Basically, children learn through repetition. It makes children absorb the
idea unconsciously. Children will also pay attention to the repeated words and
41
Maranatha Christian University
understand what is trying to be implied in the stories. I think this style marker
helps children know the emphasized words and get the author’s ideas.
Language play appears in many characters’ names so it helps children know
them more. By using this style marker, the author lets children guess the
characters’ roles and their characteristics in the stories. The author creates some
new invented words that help children analyse their characteristics from their
names. In Walt Disney Animation books the author does not use difficult
processes of forming invented words; on the contrary, he applies easy processes of
forming invented words. In this way, children will easily analyse simple names. If
the author creates difficult language play, children will take it for granted that the
names are ‘common’ names and they cannot guess anything from the names. I
believe easy language play is suitable for children as they have not known many
vocabularies yet.
From the analysis, I can understand the use of style markers and the effects
in children‘s books, especially in Walt Disney Animation books. I find the
correlation between the use of style markers and the suitable kind of language
used in children’s books. By using style markers in children’s books, an author
presents a good reading material for children. Children can understand the stories
well and digest the information from the stories. They also will enjoy reading and
make it their habit. It is the style markers that differ children’s books from t he
reading material for adults. Those style markers prove Walt Disney Animation
books to be the suitable children’s reading material. This also explains why they
become best sellers and popular around the world.
42
Maranatha Christian University
BIBLIOGRAPHY
References
Crystal, David. Language Play. England: Penguin Group, 1998.
Dryden, Gordon and Vos, Jeannette. The Learning Revolution: To Change the
Way the World Learns. New Zealand: The Learning Web, 1999.
Hainstock, Elizabeth G. Teaching Montessori in the Home the School Years.
Delapratasa Publishing, 2002.
Hornby, A S, et. al. Oxford Advanced Learner’s Dictionary. Oxford: Oxford
University Press, 1995.
Huck, Charlotte S. Hepler, Susan. and Hickman, Janet. Children’s Literature in
the Elementary School. United States: Saunders College Publishing, 1989.
Leech, Geoffrey N. A Linguistic Guide to English Poetry. London: Longman
Group, Ltd, 1969.
Leech, Geoffrey N. and Short, Michael H. Style in Fiction: A Linguistic
Introduction to English Fictional Prose. London: Longman, Inc., 1981.
Wales, Katie. A Dictionary of Stylistics. London: Longman Group UK Limited,
1989.
Wikipedia Online. 2006. Stylistic device.
43
Maranatha Christian University
Primary Text:
Disney, Walt. Story a Day. Great Britain: GROLIER International, INC, 1978.
44
Maranatha Christian University