A Stylistic Analysis of The Doll’s House
Dra. Dina Dyah Ks, MA.
Abstract: Analisis Stilistika pada cerita pendek The Doll’s House mencoba menggunaka pendekatan lexico-grammar analysis untuk menelaah hubungan personal dan emosional antar tokoh-tokoh didalamnya. Secara tehnis pilihan pengarang pada penggunaan article, deixes dan konstruksi pesan yang disampaikan melalui dialog dan argumen tokoh-tokoh kecilnya, merupakan pilihan yang sengaja dibuat untuk menajamkan konflik antar kelas. Kata-kata kunci:
INTRODUCTION The Doll’s House (TDH) was written by Katherine Mansfield in 1922. This is a story about little girls from different class society in England who lived in the writer’s time. ...view middle of the document...
On the contrary, if the movement stands alone it would be insipid and would not have meaningful contribution to the whole story. Hasan (1985) relates this movement to the concept of transitivity. She refers back to Chatman’s definitions of an event which he says
that ‘Events are either actions (acts) or happenings in which both are changes of state’ (1987: p. 44). To make the analysis easier to follow, this essay will be arranged into some headings: movements, tense, the use of conjunctions and of deixis to display the class conflict, the lexico-grammatical analysis, the lexis chains and the closure of the story. TDH is divided into seven discourse units, which identify each movement and exhibit each event: Move 1: The coming of TDH and it’s feature (p. 291) Move 2: The Burnell children were eager to tell everybody at school about TDH (p. 292) Move 3: About the Kelveys (p. 293) Move 4: The Burnell were telling the story about TDH to their schoolmate (p. 294) Move 5: The fame of TDH and Kezia’s eagerness to invite the Kelveys (p. 894) Move 6: Students were ridiculing the Kelveys (p. 295) Move 7: At last there was chance for the Kelveys to see TDH (p. 296) Tense The nature of TDH is narrative, which has a social function ‘to entertain and deal with actual or vicarious experience ……..’ (Gerot & Wignell, 1997: 204). To them, one of the features of a narration is the existence of past tense. It is because to narrate something is almost equal with to make a report on something. The difference between the two is that narration is usually based on a writer’s imagination while report is based on actual events. Mansfield uses Simple Past Tense (SPT) for the most occurring tense in the story, because SPT is commonly used to report events or actions that happened in the past. When writing TDH, we assume that she reports it to the readers’: TDH was so big, that the carter and Pat carried it into the courtyard ……… etc.” (TDH: p. 291). Yet, sometimes she uses Past Progressive Tense (PPT). This tense is employed to say that someone is in the middle of doing something at a certain time. The action or situation has already started before this time but has not finished yet. Moreover, the past progressive does not tell us whether an action is finished or not. It may be finished it may be not. In many events Mansfield mainly uses SPT, however, in describing Kezia’s protest to Isabel, she utilizes PPT. That afternoon, the children had their play time
at school. Isabel and her sisters were gathering with many other school girls. Isabel started to boast about TDH. But , she forgot to tell about the lamp so that Kezia broke out: ‘The lamp’s best of all,’ cried Kezia (1). She thought Isabel wasn’t making half enough of the little lamp (2). But nobody paid any attention. Isabel was choosing the two who were to come back ………. (3) (Mansfield, 1922 : 294). By using PPT, Mansfield wants to draw the readers into the character’s situation, to perceive what they were...